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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.

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.

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.

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.

The Royal College of Obstetricians and Gynaecologists (RCOG) launched the Each Baby Counts (EBC) project in 2015. The aim of the project is to reduce the number of stillbirths, early neonatal deaths and severe brain injuries in term babies born following labour by 50% by the year 2020. The first full report focussed on the quality of local reviews, fetal monitoring, individual human factors and neonatal care. For this article we have not focussed on the neonatal issues but have summarized the main points from each chapter. The aim of EBC will be achieved by focusing on three themes: (i) improving the quality of reviews of these babies, prompting local units to address their systematic failings that led to the outcome; (ii) development of toolkits and resources to support units to implement the recommendations in the report; (iii) improving care by establishing a platform for shared learning between units in order to adopt a more proactive approach to reducing babies who are harmed during labour.

This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.

Background Current guidelines for incident management and open disclosure emphasize team collaboration and openness yet little is known about how and to what extent junior doctors and nurses view and integrate these principles into their learning and practices. Purpose This research aimed to compare and contrast junior doctors and nurses' attitudes and experiences regarding medical error and open disclosure and how they would disclose errors. Method Junior doctors and nurses completed a survey containing closed item questions and free text responses to two hypothetical scenarios. Results The results indicated that the majority of respondents had personal involvement with near misses but experience with minor or serious errors were less common. Few had disclosed an error. Almost all agreed a serious error should be disclosed and 84% believed minor errors should be disclosed. Interns and nurses significantly differed in their views about the cause and importance of medical error and in their prior training experiences. Differences were also observed in the types of steps that respondents would take in managing an error. There was little recognition of the need to apologize when disclosing errors or to share the responsibility between the two professions. Conclusions Knowledge gaps and different orientations toward error management and open disclosure between the two professional groups were evident. Interprofessional education specifically targeting junior doctors and nurses and promoting the concept of team disclosure is needed. Such training should form an essential part of a health organization's response to medical error.

To assess the effect on radiologist participation in learning from discrepancy meetings (LDMs) in a multisite radiology department by establishing virtual LDMs using OsiriX (Pixmeo).Sets of anonymised discrepancy cases were added to an OsiriX database available for viewing on iMacs in all radiology reporting rooms. Radiologists were given a 3-week period to review the cases and send their feedback to the LDM convenor. Group learning points and consensus feedback were added to each case before it was moved to a permanent digital LDM library. Participation was recorded and compared with that from the previous 4 years of conventional LDMs. Radiologist feedback comparing the two types of LDM was collected using an anonymous online questionnaire.Numbers of radiologists attending increased significantly from a mean of 12±2.9 for the conventional LDM to 32.7±7 for the virtual LDM (p0.0001) and the percentage of radiologists achieving the UK standard of participation in at least 50% of LDMs annually rose from an average of 18% to 68%. The number of cases submitted per meeting rose significantly from an average of 11.1±3 for conventional LDMs to 15.9±5.9 for virtual LDMs (p0.0097). Analysis of 35 returned questionnaires showed that radiologists welcomed being able to review cases at a time and place of their choosing and at their own pace.Introduction of virtual LDMs in a multisite radiology department improved radiologist participation in shared learning from radiological discrepancy and increased the number of submitted cases.

In 2015, the American Organization of Nurse Executives (AONE) launched the inaugural Nurse Director Fellowship. The fellowship is a year-long professional development program designed to provide an immersive educational experience for nurse directors. The only program of its kind, the Nurse Director Fellowship strives to support the Institute of Medicine's Future of Nursing report's recommendation to prepare and enable nurses to lead change to advance health. The core curriculum focuses on strengthening leadership, enhancing the ability to lead change, developing innovative strategies for addressing challenges in the health care system, and the need for continued life-long learning to sustain the next generation of successful nurse executives. Experts in health care and other fields, including leadership, influence, and advocacy, offer a robust action learning environment. Diverse, shared learning experiences are utilized to strengthen leadership skills over multiple domains. Throughout sessions, participants are challenged to push boundaries, get out of their comfort zone, and allow themselves to become vulnerable within the group. Through shared learning, they develop leadership resilience to withstand the challenges that lie ahead.

Objectives To examine the attitudes of undergraduate pre-professional medical students toward involvement in interprofessional learning, using the Readiness for Interprofessional Learning Scale. Methods A cross sectional survey of 478 Australian medical students in the clinical years (3, 4 and 5). Results Positive attitudes (mean: 72%), varied significantly across course years 3, 4 and 5 ( p ≤ .05). More negative attitudes to IPL in the middle (second) year of clinical placement (course year 4) compared with the prior year. A three-factor explanatory model was adopted: Shared Learning (11 items) (Cronbach alpha .92), Professional Identity (5 items) ( α = .75) and Teamwork/Collaboration (2 items) ( α = .51) components. Conclusions Medical students' attitudes suggest that interprofessional education should be offered early in the medical course. This study confirms the Readiness for Interprofessional Learning Scale-Med as reliable tool when used with undergraduate/pre-professional medical students.

A B S T R A C T Trust in others is a foundational feature of a prosperous and flourishing society and serves as the basis for collective action and cooperation. In this paper, we emphasize that trust is a learned capacity, one that educational efforts should attempt to cultivate among students. We provide an in-depth discussion of how trust is conceptualized, as well as how it relates to the capabilities approach in education. Drawing from qualitative data collected in Honduras and Uganda, we identify four potential ways that education can build trust: (1) teacher/student relations that emphasize shared learning; (2) peer relations that emphasize collaboration rather than competition; (3) direct engagement with the community through service projects; and (4) the incorporation of lessons about trust and community in the curriculum.

Este artículo contiene 13 páginas, 3 figuras, 6 tablas., Ecosystem services conceptualises the multiple interactions between ecosystems and the people and communities benefitting from their direct or indirect use, aiming to provide stakeholders and scientists with a common language. While some users appear to have adopted this language and terminology, there are concerns that the complexities associated with the concept make it inaccessible and, rather than providing stakeholders with a tool to explain complex relationships, the language and terminology itself may disengage. Through surveying UKbased coastal and marine stakeholders (n=158), this study examines stakeholders’ perceptions of the concept of ecosystem services and its role and usefulness within the marine and coastal science-policy-practice interface. Overall, stakeholders provided favourable opinions, with findings similar across respondents with the exception of industry; which used it less, was less confident with it and believed it to be less important. The results provide an evidenced argument for the benefits of the ecosystem services approach, including communication, supporting management and linking environment to humans. The analysis also details the required advancements to ensure effective future use, including improved terminology, pluralistic valuation and shared learning. Finally, the paper highlights challenges and benefits relating to the term, creating links to ongoing discussions about effective scientific communication for marine and coastal management., This research was supported by the UK Research Councils under Natural Environment Research Council award NE/N013573/1, Title CoastWEB: Valuing the contribution which COASTal habitats make to human health and WEllBeing, with a focus on the alleviation of natural hazards.

The importance of teachers' and children's collaborative engagement in shared learning activities has a strong evidence base in sociocultural research and is promoted as an effective pedagogy in New Zealand's national curriculum. However, what this means for teachers' practice is unclear. Teachers can engage in practices thought to be ‘shared’ but when examined turn out to be teacher dominated. This article reports on findings from a New Zealand study that explored the development of shared learning activities in four primary school classrooms. The study identified the reciprocal, dialogic, responsive and learning-focused interactions when teacher genuinely engaged collaboratively with their students, and distinguished these shared encounters from more commonly observed individual interactions. Because the teachers in this study struggled to understand and to engage in shared activity, it is important to distinguish the features of joint participation to support them to examine and broaden their pedagogical repertoires to include practices consistent with a learning community.

There is a renewed and growing recognition of the links between public health and the built environment, which has underlined the need for improved joint working between public health and built environment professionals. However, currently there is little engagement between these two sectors. This paper outlines a workforce development initiative that aims to increase capacity for such joint working, through shared learning and reflection between professionals from the built environment sector and those from the specialist public health workforce. This paper demonstrates how shared learning through facilitated learning sets and other activities has identified issues that both hinder and potentially help the greater integration of health into built environment thinking. It documents a number of responses to the issues that have arisen, as well as suggesting ways forward and future work that can help to bring public health and built environment professionals closer together for the benefit of society.

On Sept 5 the International Health Partnership (IHP) was launched by the UK and on Sept 26 Women and Children First: the Global Business Plan for Maternal Newborn and Child Health will be launched by Norway. These two new efforts along with the Canadian Catalytic Initiative to Save a Million Lives have been packaged as part of a broader Global Campaign for the Health Millennium Goals (MDGs). Such an explosion of proposals which is meant to accelerate action for achieving MDGs 4 5 and 6 should be welcomed by the worlds health community. The proposals are further recognition of the continued commitment by high-income countries to address key health challenges in low-income and middle-income countries. Building on a decade of expanding work in global health we can hope that these high-profile initiatives will sustain interest and address major obstacles to improving the health of the poorest people in the magnitude and time-frame demanded by the MDGs. Nevertheless as is often the case with new policy efforts the main operative aspects of the proposals and their likely consequences can be difficult to identify. We frame questions on five key issues that these announcements highlight. (excerpt)

This paper outlines a project designed to evaluate shared learning in educational programmes of preparation for nursing, midwifery and health visiting teachers in England, building upon the literature review described in part 1 of this report and a more detailed account available elsewhere. A dearth of research into shared learning and teachers' roles was noted. To address this, an illuminative evaluation approach was taken to elicit quantitative and qualitative data from lecturers on teacher preparation programmes, new teachers who had recently completed these programmes, and more experienced teachers working in colleges of nursing and midwifery. This study showed that a number of shared learning initiatives exist in teacher preparation centres and colleges of nursing and midwifery. There was general agreement between the participants that it was necessary to prepare teachers to be facilitators in shared learning environments; however, no particular type of preparation was considered essential. The implications for future work are considered.

This article describes the role of Australia in economic cooperation and telecommunications development in the Asia-Pacific region, particularly Asia. Australia's economic imperative focuses on north-east Asia while targeting markets for telecommunications in the relatively poorer nations of south-east Asia. A new role is advocated for Australia to take the Asia-Pacific Economic Cooperation forum it instigated beyond the purpose of economic cooperation directly into the cultural and human realm. Australia is challenged to use the new communications technologies to facilitate an active, shared learning process which could move Asia-Pacific into a new global order. A case is put for research on the use and impacts of the new telecommunications technologies in the service of humankind.