Mind Mapping: A Strategy to Promote Interprofessional Collaboration among Health Science Students

Purpose/Background: This presentation will provide participants with an understanding of what mind mapping is and engage participants in a discussion and hands on experience of how mind mapping can be used to prepare students for interprofessional collaborative practice and integrate patient centered models of care. Managing a patient’s plan of care requires health care practitioners to share and integrate data in order to formulate a plan of care. How to engage with other disciplines is often developed during student’s clinical educational experiences. Assisting and engaging students during the academic portion are essential to prepare them for interprofessional collaborative practice. Mind Mapping is an innovative instructional strategy which focuses on integrating information using a 360 non-linear approach. Mind maps require learners to think not only in a curvilinear manner but also use visuospatial relationships which flow from a central concept. For students, using this 360 approach to explore and connect concepts and themes a rich environment for content integration emerges. Mind mapping is emerging as a positive teaching and learning strategy for health science students however there has been limited evidence supporting its efficacy in interprofessional education. Descriptions of Program Mind mapping can be infused at several points within an interprofessional curriculum. Faculty can model for students their own integration of knowledge by creating and sharing their mind maps. Alternately, IPE student groups can create mind maps and thereby engage in self-directed active learning. These options provide rich experiences for students to work on integrating content knowledge across disciplines for the development of robust interprofessional patient-centered care. Preliminary Result on Mind Mapping used in an interprofessional curriculum as well as students’ perceptions will be shared. Conclusion /Relevance to interprofessional education or practice Using a mind maps non-linear approach to learning provides may further aid student’s ability to critically reflect upon and analyze the necessary information, to develop and modify a patient’s interprofessional plan of care. This model of infusion of mind maps can be utilized in interprofessional curricular to prepare students for collaborative practice. Learning Objectives: Participants will be able to: describe the tenets associated with the development of a mind map for IPE discuss a model of infusion of mind maps for interprofessional education and collaborations recognize how to integrate mind maps into their interprofessional curricular model

Franco-Irish Connections in Space and Time: Peregrinations and Ruminations

Strong cultural, commercial, literary and intellectual links have existed for many centuries between the Celtic cousins France and Ireland and continue to flourish today. This book explores some of the connections that have been forged over space and time by groups and individuals travelling between the two countries.Covering subjects as varied as travel literature, music, philosophy, wine production, photography and consumer culture, and spanning the seventeenth through to the twenty-first centuries, the collection draws attention to the rich tapestry of interconnections and associations which confirm this unique and mutually beneficial friendship. The book examines the role of figures such as Boullaye-le-Gouz, Coquebert de Montbret, Sydney Owenson, Alain de Lille, Augusta Holmes, Alain Badiou, Wolfe Tone, Jacques Rancière, the ‘Wine Geese’, the O’Kelly family, Marguerite Mespoulet, Madeleine Mignon, Jules Verne, Hector Malot, Harry Clifton, John McGahern, Maurice Merleau-Ponty, Kate O’Brien, John Broderick, Brian Moore and François Mauriac. The essays will appeal to both academic and general readers and to anyone with an interest in Franco-Irish relations.https://arrow.tudublin.ie/afisbo/1004/thumbnail.jp

Use Of Clinical Visitations As A Medium To Develop Critical Thinking Skills In Health Science Students

The results of this study suggests that students have positive perceptions regarding Class Supported Clinical Visitation (CSCV) as a learning technique that may promote active learning and critical thinking. While the data obtained from this limited educational experience cannot be generalized, it does offer some insight into the usefulness of the CSCV learning technique.  Based upon these findings further work can begin to explore student’s perceptions of its usefulness in a larger diverse health science student population. Second, future work must assess if CSCV is truly effective in developing a student’s ability to think critically. Finally, one must ask is CSCV more effective than other active learning strategies currently used to promote critical thinking

Adding value to milk by increasing its protein and CLA contents

End of project reportThe mid-summer milk protein study was undertaken on 34 commercial dairy farms in 2005 to evaluate the influence of dietary and management variables on milk protein content in mid-season. Data on grass composition, genetic merit of the herds and milk protein content were collected and analysed by multiple regression. Both calving date and genetic merit for milk protein content were significantly associated with milk protein content and were used as adjustment factors when evaluating the association between measures of grass quality and milk protein content. Milk protein content was associated with grass OMD (P = 0.04) and NDF content (P = 0.02) but not with CP content (P = 0.80). It is concluded that herds calving earlier, with a greater genetic merit for milk protein content and consuming better quality pasture would have greater milk protein contents in mid-season

You Tube: An Innovation Promoting IPP Immersion Opportunities for Health Science Students

One of the primary goals for health science educational programs is to support the development of evidenced based, critically reflective entry-level healthcare professionals who practice within a patient centered interprofessional model of care. Recognizing the importance of experiential learning in preparing students, Seton Hall University Core Signature IPE Experience employs social media innovations to immerse students in real life situations. Specifically, You Tube is used as a platform for students to meet “in person” patient/clients within their “real- life situations” during their didactic coursework. You Tube IPP immersion opportunities do not replace hands on activities within real life situations, but it does offer educators an alternate medium to engage students as active learners. You Tube IPP immersion experiences can be used to prepare students by allowing them to err without harming the patient, it also provides students the opportunity to build their self-confidence as entry-level health care professionals. This presentation will describe the You Tube IPP immersion experience used at SHU, discuss perceived benefits, and engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums. Results: Data on faculty and student perceptions regarding the You Tube IPP immersion opportunity used at SHU to provide students across health professional programs with a sustainable and consistent immersion experience will be shared. Conclusion and Relevance: As health science educators we must assess the utility of emerging web based technologies to assist us in meeting the needs of preparing interprofessional healthcare practitioners. The You Tube IPP immersion model used at SHU is one potential innovation that provides an opportunity to engage students across professions as they seek to learn from and with each other. The You Tube IPP immersion model offers a safe environment for students to observe and engage in real life health care scenarios without the potential for harm to the patient. Learning objectives: 1) Describe You Tube IPP immersion experiences 2) Explore faculty and students perceptions of You Tube IPP immersion experiences in promoting learning and IPP. 3) Engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums

Dual task training for the geriatric client: Promoting attention to detail

Objectives: To describe the impact of dual tasking on the functional mobility of older adults To explore the role of interprofessional educational series to impact older adults attention to detail To discuss the utilization of technology and social media in dissemination of an interprofessional educational series for older adult

Avant-propos

Régis Debray ouvre ainsi son étude sur les fonctions du religieux à notre époque : « Saugrenu chassé-croisé. Quiconque compulse le dossier Dieu découvre la verdeur de l’Éternel, vingt-cinq siècles à peine […]. Notre monde contemporain, qui voulait tant faire jeune et déluré, trébuche sur des anachronismes – anathèmes, paradis et guerres saintes. » Le religieux est devenu un enjeu clé au sein de la plupart des sociétés. Non seulement l’Europe découvre que la..