A task based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programme

A reflective approach to learning in a global design project

This paper describes a three-week project run jointly between the University of Strathclyde, Scotland, Franklin W. Olin College of Engineering, MA and Stanford University, CA. The purpose of this class was to provide students with an understanding of the technological and organisational issues involved in global product development teams, and to provide an experience which would prepare them for work in such environments. Reflective learning techniques were applied, including reviews of relevant literature, analyses of case studies, and a critical review of the completed project. The main result of this approach was that students had a more considered attitude towards the project process than in typical, more output-focussed student design assignments. This was crucial given the cultural and pedagogical variations across institutions. The Global Team Design Project was successful, particularly for the first year of implementation, and provides a potential framework that other institutions could employ in similar project classe

Supporting staff to make sense of student module evaluation

In this session, the University of Strathclyde team reflect on the opportunities provided for staff support and development throughout their journey to implement an institution-wide approach to module evaluation. The successes and challenges encountered will be considered along with the participant's perspective. The team will highlight the resources developed to guide staff through the process and their integration with the STEP (Strathclyde Teaching Excellence Programme), to help staff leverage the insights from module evaluation to enhance learning, teaching and assessment practice. A vital component for engagement, the role of the closing the feedback loop will also be explored

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

A task-based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programmes.peer-reviewe

Single or double headed capsules for the investigation of suspected small bowel bleeding: Are two heads better than one

BackgroundCapsule endoscopy is now the accepted first line investigation for suspected small bowel (SB) bleeding. Recent evidence suggests the diagnostic yield for SB pathology may be higher for tailored double headed (DH) SB capsules. Whether other forms of bidirectional capsules offer a similar advantage is less clear.AimTo compare the efficacy of single headed versus bidirectional capsules in detecting pathology in patients with suspected small bowel bleeding.MethodsA single centre prospective comparison study was conducted over an 8 month period in a tertiary care hospital. Patients referred with overt or suspected SB bleeding were assigned to either SB3 Medtronic SB capsule (SH) during the initial four months or PillCam Colon 2 Medtronic capsule (DH) during the subsequent four months. Studies were analysed by trained Capsule Endoscopists and approved by our institutions capsule review board. Findings were compared between SH and DH capsules using a chi2 or t-test as appropriate. A p value of <0.05 was considered significant.Results201 subjects were included, mean age 61.8 years, 90 (45%) male. Majority referred with occult bleeding, 153 (76%). DH and SH capsule used in 100 and 101 cases, respectively. 90% (n=181) capsules were complete and overall diagnostic yield was 57% (n=114). Diagnostic yield was similar between both groups - DH 53% (n=53), SH 60% (n=61). Positive finding in overt bleeding; SH 85% (n=22) versus DH 50% (n=11), p<0.02. SH capsules more frequently detected SB inflammation, 27 (27%) versus 9 (9%), p<0.002. More patients had another diagnosis in the DH (19) than the SH (9), p<0.04, the majority were type 1a vascular lesions, “red spots” or diminutive colonic polyps.ConclusionSingle head and double head capsules perform similary in terms of diagnostic yield overall. This supports the continued use of standard small bowel capsules for investigation of the small bowel

The top 10 research priorities in diabetes and pregnancy according to women, support networks and healthcare professionals.

Funder: Nuffield Department of Population Health, University of OxfordAIMS: To undertake a Priority Setting Partnership (PSP) to establish priorities for future research in diabetes and pregnancy, according to women with experience of pregnancy, and planning pregnancy, with any type of diabetes, their support networks and healthcare professionals. METHODS: The PSP used established James Lind Alliance (JLA) methodology working with women and their support networks and healthcare professionals UK-wide. Unanswered questions about the time before, during or after pregnancy with any type of diabetes were identified using an online survey and broad-level literature search. A second survey identified a shortlist of questions for final prioritisation at an online consensus development workshop. RESULTS: There were 466 responses (32% healthcare professionals) to the initial survey, with 1161 questions, which were aggregated into 60 unanswered questions. There were 614 responses (20% healthcare professionals) to the second survey and 18 questions shortlisted for ranking at the workshop. The top 10 questions were: diabetes technology, the best test for diabetes during pregnancy, diet and lifestyle interventions for diabetes management during pregnancy, emotional and well-being needs of women with diabetes pre- to post-pregnancy, safe full-term birth, post-natal care and support needs of women, diagnosis and management late in pregnancy, prevention of other types of diabetes in women with gestational diabetes, women's labour and birth experiences and choices and improving planning pregnancy. CONCLUSIONS: These research priorities provide guidance for research funders and researchers to target research in diabetes and pregnancy that will achieve greatest value and impact

BHPR research: qualitative1. Complex reasoning determines patients' perception of outcome following foot surgery in rheumatoid arhtritis

Background: Foot surgery is common in patients with RA but research into surgical outcomes is limited and conceptually flawed as current outcome measures lack face validity: to date no one has asked patients what is important to them. This study aimed to determine which factors are important to patients when evaluating the success of foot surgery in RA Methods: Semi structured interviews of RA patients who had undergone foot surgery were conducted and transcribed verbatim. Thematic analysis of interviews was conducted to explore issues that were important to patients. Results: 11 RA patients (9 ♂, mean age 59, dis dur = 22yrs, mean of 3 yrs post op) with mixed experiences of foot surgery were interviewed. Patients interpreted outcome in respect to a multitude of factors, frequently positive change in one aspect contrasted with negative opinions about another. Overall, four major themes emerged. Function: Functional ability & participation in valued activities were very important to patients. Walking ability was a key concern but patients interpreted levels of activity in light of other aspects of their disease, reflecting on change in functional ability more than overall level. Positive feelings of improved mobility were often moderated by negative self perception ("I mean, I still walk like a waddling duck”). Appearance: Appearance was important to almost all patients but perhaps the most complex theme of all. Physical appearance, foot shape, and footwear were closely interlinked, yet patients saw these as distinct separate concepts. Patients need to legitimize these feelings was clear and they frequently entered into a defensive repertoire ("it's not cosmetic surgery; it's something that's more important than that, you know?”). Clinician opinion: Surgeons' post operative evaluation of the procedure was very influential. The impact of this appraisal continued to affect patients' lasting impression irrespective of how the outcome compared to their initial goals ("when he'd done it ... he said that hasn't worked as good as he'd wanted to ... but the pain has gone”). Pain: Whilst pain was important to almost all patients, it appeared to be less important than the other themes. Pain was predominately raised when it influenced other themes, such as function; many still felt the need to legitimize their foot pain in order for health professionals to take it seriously ("in the end I went to my GP because it had happened a few times and I went to an orthopaedic surgeon who was quite dismissive of it, it was like what are you complaining about”). Conclusions: Patients interpret the outcome of foot surgery using a multitude of interrelated factors, particularly functional ability, appearance and surgeons' appraisal of the procedure. While pain was often noted, this appeared less important than other factors in the overall outcome of the surgery. Future research into foot surgery should incorporate the complexity of how patients determine their outcome Disclosure statement: All authors have declared no conflicts of interes

DIDET: Digital Libraries for Distributed, Innovative Design Education and Teamwork. Final Project Report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde‘s new Global Design class has been both successful and popular with students