Interactive Map for Visualising Electronic Engineering Curricula

No abstract available

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Learning Sustainable Development using Game Based Virtual Reality

Education for sustainable development (ESD) is one of the key UN development strategies, which aims to encourage countries integrate its teaching and learning in their curricula, since it promotes competencies like “critical thinking, imagining future scenarios and making decisions in a collaborative way” [1]. To ensure that students benefit from this education, there is general consensus that teaching methods need to focus on collaborative [2] and experiential learning [3]. This can be challenging to achieve during a pandemic, or in countries with transitional economies [4]. Since Glasgow has received global recognition as a sustainable city and will be the host city for the COP26 event, we aim to showcase our innovative approach in teaching solar energy systems design using a game-based virtual reality approach. Our approach enables students to immerse themselves in a collaborative and virtual environment, which is safe for both the students and their teachers. By creating this virtual environment, teachers can also ensure that students focus on the topic at hand and avoid unnecessary distractions. References: [1] Buckler, C. and Creech, H., 2014. Shaping the future we want: UN Decade of Education for Sustainable Development; final report. Unesco. [2] Ghannam, R. and Ahmad, W., 2020. Teaching teamwork to transnational students in engineering and technology. In Compass (Vol. 13, No. 2). [3] Tilbury, D. and Wortman, D., 2004. Engaging people in sustainability. IUCN. [4] Ghannam, R., Kussmann, M., Wolf, A., Khalil, A.S. and Imran, M.A., 2019. Solar energy educational programme for sustainable development in Egypt. Global Journal of Engineering Education, 21(2), pp.128-133

Teaching Solar Energy Systems Design using Game-Based Virtual Reality

No abstract available

Solar Energy Systems Design in 2D and 3D: A Comparison of User Vital Signs

No abstract available

Visualising Climate Change using Extended Reality: A Review

No abstract available