Maximising learning opportunities in handover

Handing over responsibility for patients has always been part of medical practice. Definitions emphasise transfer of responsibility to ensure patient safety and the available literature tends to follow this line (see box 1). Handover is much more than this, however. It is a key event where teams meet, have the opportunity to communicate, support each other and learn. This paper considers different ways of maximising learning opportunities in handover, with particular emphasis on the strengths and challenges of the paediatric environment. Alongside review of the best available evidence, many of the ideas discussed were generated from working with a group of 65 experienced paediatricians with particular experience and interest in medical education as part of the Royal College of Paediatrics and Child Health Paediatric Educators Programme. Formal handover has increased in importance and been embedded in practice with the transition from “on-calls” to “full-shift” rotas in an effort to comply with the European Working Time Directive1 in the United Kingdom (UK). Departments responsible for acute patient care have had to incorporate two or three handover sessions into every day to ensure patient problems and management plans are appreciated by the incoming medical team

Short Courses: Flexible Learning Opportunities in Informatics

In today’s fast-paced, data-driven world, researchers need to have a good foundation in informatics to store, organize, process, and analyze growing amounts of data. However, not all degree programs offer such training. Obtaining training in informatics on your own can be a daunting task for both new and established researchers who have little informatics experience. Providing educational opportunities appropriate for various skill levels and that mesh with a full-time schedule can remove barriers and foster a collaborative, informatics-savvy community that is better equipped to push science forward. To enhance informatics education in bioinformatics, VCUs Wright Center for Clinical and Translational Research of- fers a complementary series of seminars and workshops. These short course offerings introduce attendees to bioinformatics concepts and applications, and provide hands-on experience using online Bioinformatics databases. Bioinformatics 101 (B101) is an 8-week long series of 1-hour seminars focused on introducing topics in bioinformatics related to Next Generation Sequencing (NGS). Lectures are application focused and include overviews of NGS technology, practical bioinformatics pipelines, and examples of how the technology can influence downstream bioinformatics analyses. Bioinformatics 102 (B102) is a 5-day, 2 hours per day workshop developed in collaboration with VCU Libraries that provides attendees with hands-on experience accessing and using public data repositories. Sessions include a brief lecture followed by hands-on exercises. A Certificate of Completion is awarded upon meeting certain criteria for either the 101 or 102 courses. Bioinformatics 101 has been offered 3 times with a combined total of 246 registrants, and Bioinformatics 102 has been offered twice with a total of 78 registrants (limited to 30 per session per day). From course surveys, 82% (n=108) and 95% (n=47) of respondents gave B101 and B102 a positive rating, respectively. In addition, 89% of B101 respondents indicated their knowledge was improved, with 100% of B102 respondents indicating the same. A total of 84 and 33 certificates have been awarded for B101 and B102, respectively. The Bioinformatics 101 and 102 courses have become highly anticipated across the university, and have gained the external attention of surrounding businesses and colleges. Registrants have diverse backgrounds including biological, clinical, computational, administrative, librarian, business, and others with a total of 77 departments across VCU and VCU Health represented. Due to this interest, Bioinformatics 101 began offering live online attendance to accommodate those who were unable to travel across campus, or who are attending from outside VCU. This past year, 50% of attendance was online indicating a growing need for flexible education opportunities in informatics. Increasing researcher knowledge of Bioinformatics along with awareness of university resources for informatics support fosters an informatics-savvy research community that is empowered to take advantage of existing and new data sources in the pursuit of new insights and scientific discoveries for the betterment of human health. Future work will include the development of a more comprehensive educational framework by creating new and flexible learning opportunities that will make informatics education easy and convenient for our dedicated researchers

Inclusion and online learning opportunities: Designing for accessibility

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students

Technical Assistance for Expanded Learning Opportunities in California

The After School Division (ASD) of the California Department of Education in collaboration with Public Profit, has released Technical Assistance for Expanded Learning Opportunities in California. This report shares high-level information about the availability of technical assistance (TA) by region, strategy, and links to Quality Standards for Expanded Learning. Regional Profiles provide at-a-glance information about providers in each of California's 11 regions.This report will help to inform the ongoing conversations about how to support high quality Expanded Learning Opportunities in California for all youth. California is a national leader in Expanded Learning, both for the breadth of its publicly funded Expanded Learning programs and for its growing focus on quality. THe ASD is further enhancing its supports for program quality through the System of Support, including fuding for TA. Understanding the current TA landscape enahnces the ASD's ability to make strategic investments to support Expanded Learning Opportunities

Shunning Uncertainty: The Neglect of Learning Opportunities

Financial, managerial, and medical decisions often involve alternatives whose possible outcomes have uncertain probabilities. In contrast to alternatives whose probabilities are known, these uncertain alternatives offer the benefits of learning. In repeat-choice situations, such learning brings value. If probabilities appear favorable (unfavorable), a choice can be repeated (avoided). In a series of experiments involving bets on the colors of poker chips drawn from bags, decision makers often prove to be blind to the learning opportunities offered by uncertain probabilities. Such decision makers violate rational decision making and forgo significant expected payoffs when they shun uncertain alternatives in favor of risky ones. Worse, when information is revealed, many make choices contrary to learning. A range of factors explain these violations. The results indicate that priming with optimal strategies offers little improvement.

Exploring the relationship between task, teacher actions, and student learning

We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers

Guidelines for structuring learning and teaching opportunities relevant to educators’ open educational resource (OER) engagement

Six guidelines for structuring learning and teaching opportunities relevant to educators’ open educational resource (OER) engagement are proposed in this document. The guidelines are designed to provide information and guidance to facilitate the design and construction of professional learning opportunities to support educators in building new learning practices around OER. In determining how best to support educators’ learning with and from OER, it is necessary to consider not only the nature and structure of learning opportunities they require but also the knowledge and content these opportunities should encompass. Six areas of knowledge that need to be targeted are proposed by these guidelines