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Obstetric and gynaecology undergraduate training is an intense time for learners as they encounter various health conditions related to women’s health and also learn about pregnancy care and birth. The experience is directed to familiarise students with basic clinical management of gynaecological conditions, also develop communication and related core examination and procedural skills. Similarly, midwifery training encompasses independent care of low-risk pregnant women and assist in care of high-risk pregnancy in partnership with obstetricians.\ud Although its necessary to acquaint most learners with core clinical skills in obstetrics and gynaecology, learning opportunities on patients can be limited, due to the intrusive nature of women’s health examination. Simulation Based Education (SBE) can facilitate learning hands on\ud clinical examination and procedural skills, using realistic part-task and high-fidelity simulators prior to approaching patients. This can apply to both medical and midwifery undergraduate training, further creating opportunities for professional interaction and shared learning space to facilitate interprofessional education. IPE has been shown to improve\ud professional relationships in practicing clinicians. This learning pedagogy can be applied in the undergraduate setting as well, to decrease risk of conflict and appreciate roles of other interprofessional staff in future clinical practice.\ud In this chapter we highlight some challenges faced by medical and midwifery undergraduates in their learning from a global perspective. We also describe some teaching and learning initiatives that can be applicable across various settings of obstetrics, gynaecology medical\ud undergraduate and midwifery teaching with relevant case studies to facilitate new graduates preparedness for practice.

Background It is important to examine perinatal deaths as part of a national mortality audit to identify risk factors. Implementing and re-evaluating recommendations from perinatal mortality audits completes the audit cycle, preventing similar deaths in the future. Lack of implementation results in recommendations recurring. Objectives In this study we examine national perinatal mortality audits’ methodology in four high-income countries (United Kingdom, New Zealand, Ireland, Netherlands) to highlight different approaches taken. We compare the recommendations made in these audits’ reports over the last five years, as well as review national initiatives and programmes addressing them. Study Design This study is an integrative review where two comprehensive literature searches were completed: on established national perinatal mortality audits in high-income countries; and on national initiatives addressing recommendations from these audits. Content analysis of the audits’ recommendations was performed organising them into themes according to topics these focused on. Results Though the methodology of the national perinatal mortality audits varied, all four were state-funded and had standardised online data collection forms to report deaths. The recommendations themes included: Raising public awareness of perinatal mortality risk factors, Detection of fetal growth restriction, Prevention of preterm birth, Resources for data collection and review. Only the UK had various initiatives addressing perinatal mortality risk factors directly. New Zealand included stakeholders in the audit recommendations’ development and provided updates on their implementation. The Netherlands developed a programme for audit recommendation implementation. Ireland created a group which is progressing some recommendations from the audit. Conclusions National perinatal mortality audits are important in identifying contributory factors and making recommendations to address these. Recurring recommendations suggest a failure to resolve the identified issues. This study shows how some challenges are common to high-income countries’ audits, highlighting the need for shared learning of successful initiatives.

The role of the chief nursing officer is multifaceted and complex. These complexities can be exacerbated during times of turbulence, specifically the COVID-19 pandemic. Understanding communication and collaboration are core to achieving optimal outcomes, this article outlines the experience of 3 chief nursing officers through the COVID-19 pandemic and the value of a structured platform for peer shared learning and support.

espanolEl aumento de la autonomia de los centros es una recomendacion reiterada de la OCDE para mejorar los resultados de los mismos, necesariamente unida a la exigencia de una mayor transparencia en la rendicion de cuentas. En ello coincide la LOE mas si cabe tras las modificaciones incorporadas por la LOMLOE que contribuyen a reforzar tanto la capacidad de gestion como la autonomia pedagogica y organizativa al dotar de mas instrumentos de gestion, mas competencias sobre los elementos del curriculum y mas capacidad de relacion con el entorno respectivamente. La eficacia de esa autonomia requiere, por un lado, que las administraciones publicas la prevean, regulen, fomenten y potencien. Por otro lado, que cada centro tenga la capacidad de identificar cuales son sus fortalezas y las necesidades de su entorno, para asi poder tomar decisiones sobre como mejorar su oferta educativa y metodologica en ese ambito, en relacion directa, cuando corresponda por su naturaleza, con la estrategia de la administracion educativa. Esta responsabilidad debe llevar aparejada la exigencia de demostrar que los recursos publicos se han utilizado de forma eficiente y que han conducido a una mejora real de los resultados. La autonomia de los centros es una puerta abierta a la atencion a la diversidad del alumnado, que mantiene la cohesion y unidad del sistema y abre nuevas posibilidades de cooperacion entre los centros y de creacion de redes de apoyo y aprendizaje compartido. Por todo ello el presente articulo resume de manera pormenorizada los Decretos 253/2019 y 252/2019 que recogen la regulacion relativa a la organizacion y funcionamiento de los CEIPs e IES respectivamente EnglishThe increase of the autonomy of the centres is a reiterated recommendation of the OECD to improve the results of the same ones, necessarily joined to the demand of a major transparency in the accountability. The LOE agrees with this, even more so after the modifications incorporated by the LOMLOE, which contribute to strengthening both management capacity and pedagogical and organizational autonomy by providing more management instruments, more competences over the elements of the curriculum and more capacity to relate to the environment, respectively. The effectiveness of this autonomy requires, on the one hand, that public administrations provide for, regulate, promote, and strengthen it. On the other hand, each centre must have the capacity to identify its strengths and the needs of its environment, to be able to make decisions on how to improve its educational and methodological offerings in this area, in direct relation, when appropriate due to its nature, with the strategy of the educational administration. This responsibility must be accompanied by the requirement to demonstrate that public resources have been used efficiently and that they have led to a real improvement in results. School autonomy is an open door to attention to student diversity, which maintains the cohesion and unity of the system and opens new possibilities for cooperation between schools and the creation of support networks and shared learning. For all these reasons, this article summarizes in detail the Decrees 253/2019 and 252/2019 that gather the regulation related to the organization and operation of the CEIPs and IES respectively

Collaborative work has a positive influence on student learning when it is used as a strategy to maximize the participation and involvement of students in the contents and activities to be developed. Therefore, the objective of this research was to identify shared learning as a collaborative strategy to improve reading comprehension of Primary Education students. Quantitative study of pre-experimental design with two groups, whose population and sample consisted of 46 students in the fourth grade of Primary Education. The results show that 66.7% of the students prior to the intervention presented low scores, however, after the application with the collaborative strategies, 58.3% went on to obtain a regular score and 25% reached a high score on the literal level of reading comprehension. In conclusion, shared learning as a collaborative strategy positively influences the reading comprehension of Primary Education students.

The author of this article presents an innovative economics course based on current events and news, using The Economist as the primary course text. The course constructs shared learning around new...

Organizations increasingly employ big data technologies to capture, represent, and analyse complex operational processes at the organizational interface. This provides opportunities to learn about and optimize collaboration processes, which should increase cooperation. Yet, organizations may not learn equally, which could trigger learning races and thereby foster competitive dynamics. This multiple case study of thirteen interorganizational relationships reveals four paths that explain how organizations’ technology adoption motivations and different technology designs conjoin to shape collaborative dynamics: where organizations pursue complementary motivations of learning and efficiency, collaborative dynamics are cooperative (path 1). Where organizations pursue shared learning motivations, interaction dynamics are cooperative if big data technologies provide shared analytical processing capability and symmetric transparency (path 2) or competitive where big data technologies provide shared analytical processing capability and asymmetric transparency (path 3) or non-shared analytical processing capability regardless of transparency (a)symmetry (path 4). These findings advance strategic management literature by showing that big data technologies accelerate interorganizational learning, but that collaborative dynamics depend on organizations’ technology adoption motivations. I also advance learning race theory by introducing transparency as extension to learning races in digital environments.

Teaching and learning are profoundly personal experiences, yet systems of education often prioritize ubiquitous agendas that alienate rather than engage. Creating space for individuals and their lived experiences has the capacity to transform the classroom from a place of containment to one of expansiveness. Resisting the tendency of education to think dichotomously about teaching/learning, theory/practice, and self/other, we engage here as two learners who happen to have shared a graduate program, one as teacher and one as student. Influenced by post-qualitative inquiry (St. Pierre, 2017a; St. Pierre, 2017b) and post academic writing (Badley, 2019), we engage reflexively to consider the experience of this shared learning journey.

Common high-impact practices include a diverse menu of curricula. One practice growing in popularity is the shared learning experience. Shared learning is an extension of the learning community con...

The US South continues to face increases in HIV diagnoses and drug overdose deaths (predominantly opioids). There is a need for organizational changes that enhance quality of care for impacted comm...

Introdução: O PET-Saúde promove a formação profissional centrada na interprofissionalidade e na integralidade do cuidado, caracterizando-se como instrumento para qualificação em serviço. Objetivo: Descrever a experiência de acadêmicos frente à aprendizagem compartilhada vivenciada através do programa de educação pelo trabalho para a saúde. Métodos: Trata-se de um estudo descritivo do tipo relato de experiência que visa descrever vivências de acadêmicos/monitores do Programa de Educação pelo Trabalho - PET Saúde Interprofissionalidade. A experiência ocorreu nos meses de maio a novembro de 2019, em uma unidade básica de saúde, localizada no segundo distrito sanitário de saúde de Maceió. Resultados e discussão: A análise dos resultados demonstra que conhecer a unidade de saúde, suas fragilidades, desafios e ações é crucial para formação profissional, necessitando que todos ficassem cientes do processo que vai desde a gestão até a assistência ao usuário. As experiências exitosas realizadas em campo foram divulgadas em eventos científicos, possibilitando a reflexão sobre as práticas nos serviços e intervenções eficazes adotadas nos contextos do SUS. Considerações finais: A inserção de estudantes na realidade profissional proporciona ganhos para os acadêmicos, para os serviços em saúde e com contribuições na comunidade científica.

Aim The aim of this study was to explore the experiences of shared learning between Australian and Balinese midwifery students during a two-week clinical placement in Bali Indonesia. Background Cultural safety in midwifery is a key concept that is underpinned by the provision of holistic quality midwifery care to all women. Therefore, culturally safe midwifery care identifies, protects and promotes women’s individual cultures and is a key concept that is fostered in midwifery education. To educate culturally safe midwives, international placements to resource limited countries have become more common within midwifery education programs. Methods This study used a qualitative research design with a convenience sampling design. The participants were enrolled in midwifery courses in a University in the Northern Territory of Australia (n = 9), a Balinese private midwifery school (n = 4) and a Balinese public midwifery school (n = 4). Thematic analysis was used to analyse the data. Findings The findings were categorised into major themes under the headings of “Learning together despite differences”; “Cultural differences”, “Communication, Resources”, and “Recommendations for future placements”. Conclusion This study provides a valuable insight into how shared learning increases students’ midwifery knowledge and is fundamental in understanding cultural differences that could be applied to students’ clinical midwifery practice.

Shared learning and supportive conversations between parents encourages disclosure and cultivates an environment of support. This paper presents the process evaluation through the qualitative outco...

Food justice scholarship and activism have coevolved and at times been intertwined over past decades. In some instances, there are clear distinctions between “scholarly” and “activist” activities. However, individuals, groups, and actions often take on characteristics of both, producing knowledge at multiple sociopolitical scales. Recognizing and building upon these dynamics is important for strengthening food justice work. This is especially salient in an era in which academia, including geography, seeks more public engagement, yet has a complicated history of appropriating and/or dismissing experience-based knowledge, exacerbating uneven power-knowledge dynamics. These topics are of direct relevance to geography and intersect with radical geography traditions through engagement in social and political action and putting socio-spatial justice theory into practice. Since 2014, a small-but-growing group of individuals interested in the intersections between scholarship, activism, and geography have cultivated a Food Justice Scholar-Activist/Activist-Scholar Community of Practice (FJSAAS). This article examines the evolution and praxes of FJSAAS focusing on power-knowledge and radical geographies. Based on an analysis of FJSAAS records and recollections of participants since its founding, we discuss challenges encountered, the broader relevance for similarly positioned communities of practice, and offer recommendations for those engaging in food justice scholarship, activism, and/or radical geography. We conclude that radical geographies, concepts of radical food geographies, and scholar-activist/activist-scholar praxis are mutually reinforcing in recognizing experience-based knowledge as part of envisioning and putting into place a more just food system.

Este estudio analiza las dificultades para impulsar transformaciones en la docencia universitaria, en concreto de la formación de docentes. Los objetivos son clarificar concepciones propias sobre el currículo, así como las dificultades surgidas, al tiempo que se genera un aprendizaje compartido con otros innovadores que reflexionan conjuntamente. El referencial teórico del trabajo hunde sus raíces tanto en una idea de pedagogía abierta que propicia la puesta en marcha del Espacio europeo de educación superior como en la pedagogía post-formal de Kincheloe. La metodología es de tipo evaluativo y biográfico-narrativo, basada en evidencias recogidas a lo largo de una trayectoria profesional como docente. Entre los principales resultados cabe plantear cómo el docente que investiga sobre su propia práctica toma conciencia de las fortalezas y dificultades para practicar innovaciones con pedagogías abiertas y post-formales, Este estudo analisa as dificuldades em promover transformações no ensino universitário, especificamente na formação de mestres. Os objetivos são esclarecer concepções próprias do currículo, bem como as dificuldades que surgiram, enquanto geram aprendizado compartilhado com outros inovadores que refletem juntos. O arcabouço teórico do trabalho tem suas raízes tanto em uma idéia de pedagogia aberta que favorece a implementação do Espaço Europeu de Ensino Superior quanto na pedagogia pós-formal de Kincheloe. A metodologia é avaliativa e biográfica-narrativa, com base em evidências coletadas ao longo de uma carreira profissional como professor. Dentre os principais resultados, vale destacar como o professor que investiga sobre sua própria prática toma consciência dos pontos fortes e das dificuldades para praticar inovações com pedagogias abertas e pós-formais, This study analyzes the difficulties in promoting transformations in university teaching, specifically teacher training. The objectives are to clarify conceptions about curriculum, as well as the difficulties that have arisen, while generating shared learning with other innovators who reflect together. The theoretical framework of work has its roots both in an idea of open pedagogy that favors the implementation of the European Higher Education Area and in Kincheloe's post-formal pedagogy. The methodology is evaluative and biographical-narrative, based on evidence collected throughout a professional career as a teacher. Among the main results it is worth mentioning how the teacher who researches his own practice becomes aware of the strengths and difficulties to practice innovations with open and post-formal pedagogies

COVID-19 is an infectious disease that has spread across the globe with a social, economic and psychological impact that will undoubtedly change the world in which we live. Those working in mental health services will have experienced major changes in working practices, including navigating the challenges of infection control, whilst caring for some of the most vulnerable members of our society. There have been a number of publications considering many of the practicalities of the COVID-19 challenges in mental health. However, deeper reflections of philosophical issues regarding our own shared experiences have not yet been well covered in the professional press. This commentary describes some experiences of working within a low secure forensic service at the beginning of the COVID-19 pandemic in the UK. It aims to explore some of the key themes arising from this unprecedented situation, proposing areas for reflection and shared learning within the mental health inpatient community.

Background In 2014, the Global Fund to Fight AIDS, Tuberculosis and Malaria (Global Fund) introduced a new funding model. Following notice of their 2014-2016 allocation, Morocco took the bold decision to reallocate its entire allocated investment (US$ 8 029 632) for health systems strengthening (HSS) and submitted a comprehensive request for funding solely for interventions to strengthen the health system. Aims To explore the specific barriers and facilitators to Morocco's novel development and submission of a cross-cutting HSS funding request to the Global Fund and to document lessons learned and recommendations for policy and programme leaders interested in leveraging Global Fund investments for health systems. Methods A thorough desk review of key documents and 15 in-depth qualitative interviews were conducted with key stakeholders in Morocco in 2017. Results In preparation for the funding request, Morocco carried out a comprehensive assessment of the health system, which included extensive dialogue with stakeholders and partners. This action was critical to developing a shared understanding and support for adopting a cross-cutting HSS approach. Despite concerns about potential negative effects of diverting funding from disease-specific programmes, visionary leadership advocated effectively for investing in HSS, and this paved the way for the development of a clear Concept Note requesting Global Fund financial support for the health system more broadly. Conclusion Morocco was the first country in the Global Fund's Middle/East North Africa region to invest its entire Global Fund allocation in strengthening the health system. Many important lessons have been learned from this novel experience and these are presented for shared learning. This opportunity for learning is timely as countries begin preparations for the upcoming funding cycle.

Forests in the High Allegheny Unglaciated Plateau Subsection of Pennsylvania and New York, including the Allegheny National Forest, have been increasingly impacted by an array of native and introduced forest insects, pathogens, plants, and other disturbances for decades. An unbalanced age-class distribution, changing soil nutrient status, seedling establishment issues, droughts, and storm events also threaten forest health and structure. In 2017, the Allegheny National Forest convened a broad cross-section of forest stakeholders to collaboratively assess and prioritize these threats and develop effective strategies to address them. Relying on consensus and shared learning, the Allegheny Forest Health Collaborative assigned priorities and created working groups to address priority threats. This paper describes the collaboration and features a case study of followup, multilandowner work to assign treatment priorities to affected stands and develop silvicultural strategies for stands with poor and decreasing seed source.

This article explores doctoral students’ emotional experience as they learn about conducting qualitative research. Emotions emerging from a shared learning experience provided doctoral students with opportunities to reflect on their experience as qualitative researchers and on the practice of qualitative research. Explicit links are made between students’ learning how to do research and their research as learning, to provide an example of experiential and engaged teaching practice within a doctoral program in management. A study of a module on qualitative research focused on the emotional experience of being a doctoral student, captured a range of emotions, and offered students the opportunity to understand the importance and value of emotional reflexivity within their qualitative research.

This article describes the Faculty Cooperative Curricular Activities (FCCA) model developed and implemented in the Recreation Management program at Appalachian State University. FCCA’s are experien...

Context The federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program provides funding to states to promote health and development of at-risk expectant families and families with young children. MIECHV programs are required to coordinate services within a larger system of care; yet, little is known about state-level factors that support coordination. Objective This study examined state-level supports and barriers for coordination of home visiting with other entities within the early childhood system of care. Methods A Web-based survey was distributed in 2016 via e-mail to MIECHV administrators in all 50 states, 5 US territories, and the District of Columbia. The survey elicited information on 5 domains shown by theory and prior research to support coordination: MIECHV leadership, state leadership, shared goals across sectors, data systems, and finance. Respondents also rated their perceptions of state-level coordination. Results Forty-two (75%) of the MIECHV administrators participated in the survey. States and territories varied widely within and across the 5 domains of support for coordination. MIECHV leadership was an area of relative strength, whereas data systems and finance showed the most room for improvement. State leadership and shared goals were associated with stronger perceptions of state-level coordination. Conclusions The findings indicate opportunities for shared learning among states to enhance coordination infrastructure. Such efforts should include multiple stakeholder perspectives and consideration of local and organizational contexts. This work could be facilitated using the service coordination toolkit developed as part of this project.

Introduction Interprofessional learning occurs through healthcare professionals' learning processes, increase collaboration, and improve the quality of patient care. This study aimed to demonstrate the attitudes of students in respiratory care (RC) as well as nursing and clinical laboratory sciences (CLS) during their last semester prior to graduating and then beginning their interprofessional education (IPE) with the help of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. Methods Sixty-seven students (25 RC, 14 nursing, 28 CLS) were recruited for this study. All participating students had never been exposed to IPE or any other professional experience. All students were instructed to answer the RIPLS questionnaire, which comprised 3 subscales and a total of 19 items, to assess their readiness to interactively engage with other students as well as shared learning. The 3 subscales included teamwork and collaboration, professional identity, and roles and responsibilities. The total RIPLS scores ranged from 19 to 95, and all respondents had been instructed on the RIPLS-measured concepts beforehand. Results Sixty-seven students participated in this study (49% male, 51% female), for which the response rate was 100% (25 [37%] RC students; 14 [21%] nursing; 28 [42%] CLS). The overall RIPLS scores were considered high, ranging from 66.86 to 74.6 (Table 3). CLS scored the highest among all disciplines 74.6 (79%), while RC scored the second highest with 71.4 (75%) and nursing the lowest with 66.9 (70%). A one-way ANOVA revealed a highly significant difference among the three groups' mean scores for overall attitudes (ANOVA p = 0.001). A post hoc Bonferroni comparison indicated that the overall RIPLS scores for CLS were statistically higher than those of nursing (ANOVA p = 0.009). Conclusion Healthcare students appear to be ready for the implementation of IPE. However, the findings reveal the need to enhance nursing students' awareness of their professional roles and attitudes as well as the advantages of IPE.

Neonatologist-performed echocardiography (NPE) is a useful tool for managing sick neonates and those with congenital heart disease and rhythm abnormalities.1 2 NPE is being adopted in UK clinical practice; however, not all units have neonatologists performing echocardiography or robust governance systems for peer review.3 Singh et al ’s survey informed that while almost all neonatal sub-specialty trainees would like to develop echocardiography skills, a significant proportion reported the lack of opportunities to do so.4 With the recognition of the need for training, peer review of echocardiograms and shared learning, a virtual learning platform was launched in the West Midlands Region. All neonatal units in the region were invited to lead the sessions on a rotational …

* Abbreviation: SSE — : serious safety event Two decades ago, the seminal Institute of Medicine (now the National Academies of Sciences, Engineering, and Medicine) report To Err Is Human: Building a Safer Health System first highlighted the influence of poorly designed health care delivery systems and suboptimal processes as contributors to patient safety.1 Substantial progress has occurred since then, including creation of a federally mandated Child Health Patient Safety Organization,2 which uses a standardized taxonomy for patient safety events, contributory factors, and severity of harm,3 with shared learning by dissemination of reports to individual institutions and to the public.4 In this issue of Pediatrics , Burrus et al analyze and report on 4 years of serious safety events (SSEs) from 44 Child Health Patient Safety Organization–participating hospitals regarding the types of safety events, severity of … Address correspondence to Prof Prashant Mahajan, CS Mott Children’s Hospital of Michigan, 1540 East Hospital Dr Room 2-737, SPC 4260, Ann Arbor MI 48109-4260. E-mail: pmahajan{at}med.umich.edu.

Learning collaboratives (LCs) are a popular tool for supporting collaboration and shared learning among health programs. Many variations of LCs have been reported in the literature. However, descriptions of key LC components and implementation lack standardization, making it hard to compare and contrast different LC approaches. To advance the field’s understanding of how primary elements of LCs are implemented, we describe the implementation of an LC in the Ryan White HIV/AIDS Program using a recently established taxonomy of four primary elements of LCs—innovation, social systems, communication, and time. Additionally, we explain the strengths and challenges we encountered with regard to each of these elements when implementing this LC. We then offer recommendations to others on how to leverage LC facilitators and mitigate challenges in future projects. This information can guide other programs to replicate beneficial practices and avoid pitfalls in future LC projects.

Internet of Things (IoT) edge devices have small amounts of memory and limited computational power. These resource-constrained devices consist of sensors that generate large amounts of data, making IoT edge devices attractive targets for machine learning models. To take advantage of machine learning models normally requires the data to be transported to a remote device with enough computational power to process these data. The transport of data to a remote node creates a delayed response and is dependent on data transport availability. Besides performance hits to machine learning models on IoT at the edge, any model training on IoT edge devices is nearly impossible. With the introduction of the Coral Tensor Processing Unit (TPU), real-time data processing through machine learning models on IoT edge devices is achievable. This research explores splitting a convolutional neural network (CNN) to expose an intermediate layer for fine-tune training. This study found that it is possible to extract an intermediate layer output from a CNN running on the TPU for fine-tune training on a Raspberry Pi v4 where the fine-tuning is done only on the upper layers of the model. This makes it possible to fine-tune train larger models on a resource restricted device. The model’s performance improved 6.7%, from 53.9% to 60.6%. Major, United States Army Approved for public release. Distribution is unlimited.

The last two decades have witnessed an expansion in the devices, support strategies, and outcomes for pediatric patients who require mechanical circulatory support. The use of large registries that house data on these devices and the development of shared learning networks have provided clinicians with the ability to critically assess outcomes for emerging and existing technology. The purpose of this review is to provide the reader with perspective on the most contemporary devices utilized for pediatric mechanical circulatory support. It will examine existing support strategies and the most contemporary outcomes regarding these devices including those in high risk patients.

Research suggests that relational trust is important for teacher collaboration and shared learning. This study examines relational trust with a new population: teacher candidates and classroom ment...

Long-term care (LTC) or nursing homes often experience difficulty recruiting passionate, competent and confident graduates to add to their teams. Few graduates are well-prepared for working in LTC environments and they do not often stay long. In an effort to strengthen the LTC workforce, we established a collaboration with a LTC and retirement living organization and a community college to develop a Living Classroom. In this novel approach, college students attend an accredited LTC home for all learning. The purpose of this paper is to describe the Living Classroom program, with unregulated care provider education as the specific application, so that others can also explore the possibility of developing a Living Classroom with their partners. This paper also describes the importance of changing the way we currently understand workforce education and graduation challenges and see these as opportunities to take action and share innovation and development. Investing in applied and meaningful education with immediate knowledge transfer to the future work setting will help to enhance the future workforce required for seniors care.

Purpose The purpose of this paper is to assess the desirability and attainability of schools becoming learning organizations. Design/methodology/approach The paper presents a critical analysis based on a wide-ranging review of the “schools as learning organizations” literature. Findings The notion of learning organization applied to schools is fundamentally flawed. Most notably, schools as learning organizations are conceptualized in so many different ways that it is possible to claim almost anything; the political aspects of shared learning are inadequately handled; and poor quality scholarship is commonplace. Practical implications There are repeated claims in the educational improvement literature that that there are significant benefits for schools that become learning organizations and, as a result, school leaders should steer schools in this direction. However, this paper critically challenges these claims, concluding instead that schools and their leaders should ignore calls to become learning organizations. Originality/value Many scholars, together with agencies such as the OECD, have suggested that, for schools, the learning organization is both a desirable goal and an achievable endpoint. The value of this paper is that, for the first time, these claims are subjected to a comprehensive critical review, revealing them to be hollow rhetoric rather than attainable reality.

Background Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. Aim SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). Study outline The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Conclusions Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures.

Background Interprofessional education (IPE) in healthcare aims to enhance collaborative, evidence-based care. Case-based IPE scenarios incorporating clinical evidence and professional role information may enhance knowledge. Purpose This study compared transfers, mobility, and positioning knowledge, professional role knowledge, and IPE readiness between registered nurse (RN) and occupational therapy (OT) students who participated in either case-based IPE simulation or separate profession-specific education. Method Pre/post knowledge tests and Readiness for Interprofessional Learning Scale (RIPLS) surveys were used. Discussion The IPE group had statistically significant improvement in overall knowledge (p = .0478) and 12 of 19 readiness items, but not role knowledge (p = .2714), versus control group. Statistical significance was noted for overall knowledge between RN and OT groups (p = .0311) and within the RN group (RN intervention versus RN control) (p = .0039), and for role knowledge in the same groups (p = .0303 and p = .0126, respectively). Conclusions The results provide evidence for case-based, shared learning with RN and OT students in simulation.

The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.

In 29 U.S. academic institutions, dental and dental hygiene students are educated on the same campus. The aims of this study were to explore the perceptions of dental and dental hygiene students on the same campus concerning the status quo of shared educational experiences, the benefits of shared education, and their curricular suggestions for shared education. Additionally, the study investigated whether the number of shared courses was correlated with the perceived benefits of shared learning. A survey was sent in 2016 to a chief administrator at all 29 dental school and dental hygiene programs that were on the same campus, with a request that the administrators forward the invitation email to all their students. A total of 375 dental and 117 dental hygiene students at 12 universities responded. The students reported that three of the nine dental hygiene programs and two of the six dental programs had no shared courses. The majority of dental/dental hygiene students agreed or agreed strongly that having joint classes would allow them to develop better relationships between dental and dental hygiene students (57%/57%) and gain a better understanding of each other's roles (50%/63%) and of what the other discipline "is all about" (54%/46%). Compared to dental hygiene students, dental students were less supportive of suggestions for curricular interventions such as partnering up in lab (on a five-point scale with 5=most positive: 3.99 vs. 3.56; p

Inclusive Education is an approach that safeguards opportunities for students with disabilities to have a shared learning experience alongside their non-disabled peers in general education classroo...

En el proceso de enseñanza y aprendizaje de las matemáticas, las actividades de experimentación tienen un papel fundamental, dado que, en un entorno basado en el aprendizaje compartido y mediante el uso de materiales manipulativos, permiten a los alumnos ir construyendo conocimiento matemático a la vez que, desde la práctica, se desarrollan las competencias matemáticas. A partir de ocho reflexiones mostramos la necesidad de potenciar, a nuestro modo de ver, el uso de este tipo de actividades en educación matemática.

Emerging from the keynote address at the inaugural Conference on Community Writing, this snapshot examines how an engaged infrastructure for community writing might operate as a flow-cultivation milieu. Such a milieu would facilitate self-determination, which suggests that people do their most compelling, rewarding, and innovative work when they exercise autonomy, pursue competence, and feel purpose; wise mentorship, in which mentors and mentees interrelate in an ongoing manner that supports mutually high expectations and achievements, and a listening stance that broadly distributes participation and shared learning. This snapshot also argues that, should an engaged infrastructure ever cease operating as a flow-cultivation milieu, it should be dismantled.

The Sendai Framework for Disaster Risk Reduction 2015–2030 was adopted by United Nations (UN) member states on 18 March 2015, at the World Conference on Disaster Risk Reduction held in Japan. The Sendai Framework went on to be endorsed by the UN General Assembly in June 2015. The Sendai Framework is wide in scope. This paper uses many resources of already published material to enable the reader to access a more complete summary of the science and technology commitment to the implementation of the Sendai Framework for Disaster Risk Reduction 2015–2030. In this paper on the role of science and technology engagement to provide evidence to inform policy and practice where possible, the author considered it important to emphasis the partnerships and learning she has been a part of and all significant statements that are included in this paper are in italicized quotes. The author is grateful for the many opportunities to engage at many levels with colleagues who also contributed so much to these opportunities for joint working and shared learning.

Virtual reality (VR) is rapidly becoming more widely available and accessible as a technology due to the affordability of cheap computing power. This has made it possible for virtual reality systems to capture audiences in industry and education, as well as for personal use. Currently, a major limitation of VR headsets is that the user’s vision is completely occluded, making it difficult for them to interact with others. While this can be solved by having a VR headset and VR capable computer for each user, this becomes much more expensive and, often, an unrealistic solution. This becomes even more problematic in an educational setting since it is difficult for the given instructor and large groups of students to have a shared learning experience. Here, we have developed anaglyph 3D functionalities into our Visible Heart® Laboratories’ anatomical virtual reality platform. These functionalities augment what is viewed by the virtual reality user with a custom anaglyph shader which in turn projects it to an external display. This allows a multitude of users to wear anaglyph “red/blue 3D glasses” and view the same anatomies the VR instructor is viewing in VR, while preserving the important 3D anatomical spatial relationships.

The transition to natural gas for electricity generation and other energy needs in the United States initiated plans for the expansion of pipeline infrastructure to deliver the fuel from the point of extraction to the point of use. Plans for new infrastructure have raised questions about the ways in which engineers contribute to those projects and engineers’ responsibility to the public. Evidence from a case study on the Atlantic Coast Pipeline addresses the question: How can energy infrastructure investments balance requirements for reliable and affordable energy with broader societal and environmental considerations? This chapter draws upon the theory put forward by Erin Cech on the cultures of disengagement, and turns to the philosophy of shared learning as a means to reconnect the social and technical. Our findings show how shared learning was facilitated within the interdisciplinary research team and between the research team and community members and participants. The case study demonstrates that authentic relationship building and trust are foundational to the re-engaging cultures of engineering with the social and environmental dimensions.

Culture allows humans to adapt to a diversity of contexts. Participatory experience in technical activities and activity with artefacts provide the basis for learning traditional technical skills. Some populations of non-human animals use tools. The ways in which artefacts influence the development of a traditional skill in non-human species can provide insight into essential supports for technical traditions in humans and shared learning processes across species. In wild bearded capuchins, nut cracking leaves edible pieces of nuts, nut shells and stones used as hammers at anvil sites. We addressed how mastery of cracking nuts by young monkeys is associated with interactions with these objects. We studied monkeys’ reuse of nuts, hammers and anvils and the outcome of attempts to crack nuts, and from these data derived their behavioural variability and proficiency in nut cracking. Behavioural variability was the most robust predictor of whether a monkey collects pieces of nuts cracked by others or reuses stones and nuts, and was a stronger predictor of proficiency than age. Young monkeys were increasingly likely to reuse the stone used by another after the other monkey had left the anvil as they increasingly focused their behaviour on actions relevant to cracking nuts.

This paper introduces a novel methodology to the transport sector to foster dialogue between actors holding different perspectives on issues pertinent to the future of mobility that might be termed ‘wicked’. The case of driverless cars is considered. The paper points to a dearth of interaction between actors holding different and sometimes polar opposite views on what driverless cars could mean for the future of transport and society. It examines the role of bringing diverse perspectives together in a collaborative setting to address this wicked problem. The importance of creating task conflict is highlighted in the facilitation of engagement and achievement of shared learning. The Emulsion Methodology brings together into constructive dialogue (the emulsion) people with alternative perspectives on driverless cars (evangelists, opponents and agnostics) that may not typically mix (oil and water). The one-day workshop format (the emulsifier) involves co-creation, in mixed-perspective groups, of plausible utopias and plausible dystopias for a driverless cars future in 2050. The Three Horizons method is then used to identify significant issues at play in the transition to such futures. In turn, this enables guiding principles for present day policy to be identified. Application of the methodology to driverless cars resulted in new learning, changed perspectives and specific insights of relevance to policymaking.

IntroductionPotentially preventable deaths occur worldwide within healthcare organisations. Organisational learning from incidents is essential to improve quality of care. In England, inconsistencies in how NHS secondary care trusts reviewed, investigated and shared learning from deaths, resulted in the introduction of national guidance on ‘Learning from Deaths’ (LfDs) in 2017. This guidance provides a ‘framework for identifying, reporting, investigating and learning from deaths’. Amendments to NHS Quality Account regulations, legally require NHS trusts in England to report quantitative and qualitative information relating to patient deaths annually. The programme intended trusts would share this learning and take measurable action to prevent future deaths.MethodWe undertook qualitative and quantitative secondary data analysis of all NHS secondary care trust LfDs reports within their 2017/18 Quality Accounts, to review how organisations are using the LfDs programme to learn from and prevent, potentially preventable deaths.ResultsAll statutory elements of LfDs reporting were reported by 98 out of 222 (44%) trusts. The percentage of deaths judged more likely than not due to problems in healthcare was between 0% and 13%. The majority of trusts (89%) reported lessons learnt; the most common learning theme was poor communication. 106 out of 222 trusts (48%) have shared or plan to share the learning within their own organisation. The majority of trusts (86%) reported actions taken and 47% discussed or had a plan for assessment of impact. 37 out of 222 trusts (17%) mentioned involvement of bereaved families.ConclusionsThe wide variation in reporting demonstrates that some trusts have engaged fully with LfDs, while other trusts appear to have disengaged with the programme. This may reveal a disparity in organisational learning and patient safety culture which could result in inequity for bereaved families. Many themes identified from the LfD reports have previously been identified in national and international reports and inquiries. Further work is needed to strengthen the LfDs programme.

Background Journal Club is an education platform for junior doctors and it is highly useful for sharing knowledge and practice which in turn leads to improved care. However, this forum was infrequently held, poorly attended and given less priority and trainees had less interest according to 2018 online survey at department of paediatrics, John Radcliffe hospital, Oxford. Methods Journal Club was conducted over one year with incorporation of new organisational measures. Trainees invited to present in Journal Club and trainee had the ownership of the choice of article. Presenters encouraged with formal written feedbacks for their e-portfolio. Junior doctors were guided but had their own choice for selecting themes. Each session was advertised by regular weekly emails to improve attendance. Resource articles were distributed in advance to promote discussion and peer learning. Online survey was conducted to assess the impact of the changes after thirteen months following these interventions. Results Fifty weekly Journal Clubs were held over 13 months. 55 junior and senior trainees presented with presentation rate being 93%. Thirty trainees and consultants responded to online survey. 87% were satisfied about session length. 100% believed topics were relevant. 96% believed the journal club was at least somewhat relevant to their clinical practice. 100% believed the alert emails were useful. 100% believed resource articles were at least somewhat helpful. Conclusion Provision of written feed backs, regular and friendly reminders for participation, and distribution of resources articles prior to Journal Club meeting were associated with improved participation and overall satisfaction among both presenters and attenders.

Forthwith the construction of the Grand Ethiopian Renaissance Dam (GERD) by the Ethiopian government triggered a transboundary water conflict between Egypt and Ethiopia than ever. This paper aimed to offer the best coordination of these to sister countries on the Nile River water. In this analysis, we have well-thought-out geopolitical, demographic, and economic variables envisage the best coordination by applying the Kraljic-Tesfay portfolio model. The model predicted that the Blue Nile water resource is a strategic resource to Ethiopia, and it is a hyper-strategic resource to Egypt. As the hyper-strategic resource, the primary undertaking of Egypt is to reformulate and improve its water utilization efficiency and competence in advance, pursuing any coordination on the Nile water resource. More importantly, the result implied that unlike both 1929 and 1959 protocols, Egypt has to be familiar with and agree to take Ethiopia’s interest in the Blue Nile River water. Correspondingly, Ethiopia should accept mutual benefit and implement and follow the hyper-hybrid coordination with Egypt. The coordination also strongly recommends that both countries need to achieve continuous improvement programs and shared learning.

Patient safety incidents (PSIs) are unintended or unexpected incidents which can or do lead to patient harm. The Joint Advisory Group on Gastrointestinal Endoscopy (JAG) acknowledges that PSIs should be reviewed by endoscopy services and learning shared among staff. It is recognised that more could be done to promote shared learning as outlined by the JAG ‘Improving Safety and Reducing Error in Endoscopy’ strategy. The ‘Case of the month’ series aims to provide a broad selection of cases and subsequent learning that can be shared among services and their workforce. This review focuses on five case vignettes that highlight a variety of PSIs in endoscopy. A structured approach, based on incident analysis methodology, is applied to each case to categorise PSIs and develop learning points. Learning is directed toward the individual, team and healthcare organisation. A selection of methods to disseminate learning at local, regional and national levels are also described.

Commentary on: Bolt et at. Nursing staff needs in providing palliative care for persons with dementia at home or in nursing home: A survey. Journal of Nursing Scholarship . 2020 Providing palliative care for persons with dementia is often challenging; staff members require advanced knowledge, skills and support. Standardised strategies are inadequate to guide nursing staff who care for people facing with complex and emotionally challenging processes. This study aimed to evaluate the types and forms of support nursing staff need in providing palliative care for persons …

Staff work tirelessly to deliver high quality care in demanding settings, and are keen to further improve services, but often are short of time, support or skills to do so.1 Experience and feedback has shown that formal support for developing quality improvement (QI) skills is often fragmented and difficult to access.2 At our organisation there are excellent pockets of activity, but limited access to opportunities for shared learning. Our aim was to bring together this activity, while developing a community of empowered individuals and teams that drives a culture of continuous, sustained improvement within their divisions for the benefit of patients, colleagues and departments. The QI Hub delivers …

Debriefs are a type of workplace meeting that often use after events and critical incidents. Debriefs are used to review performance, promote shared learning and understanding, and improve future team performance. Similarly, reflexivity refers to the extent to which team members reflect upon and openly discuss group processes, procedures, and actions to improve future team performance. In this chapter, the authors review the separate literatures and explore the relationship between debriefs and reflexivity. While the debrief literature does focus on aspects of reflection, what occurs between the aspects of reflection, planning, and action is left unexplored. The concept of reflexivity fits well with the successful use of debriefs, as reflexivity ensures that reflection results in outcomes and moves beyond just an overview or discussion during debriefing. Additionally, important constructs such as psychological safety and sensemaking are relevant to both debriefs and reflexivity such that open and honest discussion as well as developing shared understanding are necessary for effective debriefing and reflection. Using the constructs of psychological safety and sensemaking, the authors propose a model that situates both reflexivity and effective debriefs in the context of team learning. This model integrates team reflexivity with team debriefs, provides a better understanding of how teams can carry out more effective debriefs, and explains how more effective debriefing and greater team reflexivity lead to enhanced learning and improvement in team performance.