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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.

Nowadays, the advancement of sensing and communication technologies has led to the possibility of collecting a large amount of sensor data, however, to build a reliable computational model and accurately recognise human activities we still need the annotations on sensor data. Acquiring high-quality, detailed, continuous annotations is a challenging task. In this paper, we explore the solution space on sharing annotated activities across different datasets in order to enhance the recognition accuracies. The main challenge is to resolve heterogeneity in feature and activity space between datasets; that is, each dataset can have a different number of sensors in heterogeneous sensing technologies and deployed in diverse environments and record various activities on different users. To address the challenge, we have designed and developed sharing data and sharing classifiers algorithms that feature the knowledge model to enable computationally-efficient feature space remapping and uncertainty reasoning to enable effective classifier fusion. We have validated the algorithms on three third-party real-world datasets and demonstrated their effectiveness in recognising activities only with annotations from as little as 0.1% of each dataset. Postprint

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.

A pandemia de Covid-19 exigiu a adequação das atividades práticas em saúde para o formato on-line, sendo esse um desafio maior para os cursos com currículos interprofissionais. Este artigo relata a experiência de uma turma do módulo Clínica Integrada: produção de cuidado, do Eixo Trabalho em Saúde, da Universidade Federal de São Paulo – campus Baixada Santista, no formato de atividades domiciliares especiais, ressaltando como as competências interprofissionais foram desenvolvidas nessa nova perspectiva. Em oito encontros síncronos aproximamos os estudantes da realidade do serviço de saúde por meio de trocas com profissionais e usuários do serviço. Discutimos a experiência de aprender sobre cuidado, inclusive nesse contexto da pandemia e as mudanças dela advindas. Conseguimos alcançar os objetivos educacionais do módulo e desenvolver as competências para a prática interprofissional colaborativa, ainda que algumas tenham sido mais incipientes.

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 article highlights recent guidance from the National Institute for Health and Care Excellence (NICE). It provides an overview of the COVID-19 rapid guidance produced since March 2020, along with an account of how the organization adapted during the pandemic, developing resources to guide practice with the limited time and evidence available. The growing COVID-19 evidence base is also considered, with reference to international initiatives supporting production of the best possible information to guide the global pandemic response. What’s new? Since March 2020, the NICE has developed 21 rapid guidelines with NHS England and NHS Improvement (NHSE&I) and a cross-speciality clinical group, supported by specialist societies and royal colleges. The 21 guidelines can be summarized into three groups—managing symptoms and complications, managing conditions that increase risk, and providing services during the pandemic. The rapid guidelines are part of a suite of rapid resources, including innovative technology briefings, shared learning examples and rapid evidence summaries, such as that for Vitamin D in COVID-19 (ES28).

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 …

El objetivo principal del proyecto ha sido el uso de metodologías de enseñanza activa para crear conciencia sobre la importancia de la higiene de manos en la atención médica. Metodología: El proyecto de innovación docente ha puesto en práctica el aprendizaje compartido de conocimientos y habilidades entre iguales. 11 estudiantes de Grado de Enfermería, con un trabajo cooperativo e individual previo, participan en un proceso de enseñanza-aprendizaje sobre higiene de manos con 82 estudiantes de Grado de Fisioterapia, utilizando Tics, talleres sobre desinfección de manos con autoevaluación, evaluación de conocimiento previo y posterior y evaluación de La satisfacción con la actividad. Resultados: La evaluación de los cuestionarios previos y posteriores revela un aumento en la cantidad de respuestas correctas. El 98.8% de los estudiantes considera que podrán aplicar los conocimientos adquiridos en su práctica profesional. La metodología aplicada se considera adecuada en un 95.1%. Los estudiantes han mostrado una gran satisfacción con la actividad. Conclusiones: los estudiantes de fisioterapia han considerado que la experiencia es muy satisfactoria y útil para la práctica profesional. El uso de la metodología de enseñanza-aprendizaje ha demostrado ser una opción válida para adquirir conocimientos y habilidades sobre higiene de manos.

The Intensive Care Society held a webinar on 3 April 2020 at which representatives from 11 of the most COVID-19 experienced hospital trusts in England and Wales shared learning around five specific topic areas in an open forum. This paper summarises the emerging learning and practice shared by those frontline clinicians.

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.

Studies have described the value of international clinical placements from the student perspective. However, little has been reported on the experiences of clinical facilitators during international clinical placements. This study is part of a larger study that explored shared learning experiences of Australian and Balinese midwifery students and clinical facilitators during a two-week international clinical placement in Bali, Indonesia. This paper reports on the experiences of clinical facilitators from both visiting and host countries in facilitating Australian and Balinese midwifery students whilst on clinical placement in Bali. A qualitative research design using focus group discussion was used to gain insight into the experience of the clinical facilitators. Data was analysed using thematic analysis and three broad themes emerged, those being “new experiences”, “differences in midwifery practice” and “revised learning approach”. New experiences included learning together and English language challenges. Working together allowed the exploration of midwifery practice differences between countries and an appreciation of the different approaches to teaching and learning practices. These findings suggest that international midwifery placements benefit clinical facilitators from host and visiting countries through learning together, creating new experiences and exploring different midwifery and facilitation practices.

Regelmasige Debriefings (Nachbesprechungen) kritischer Ereignisse in der Kindernotfallversorgung konnen das Patienten-Outcome und die Teamzusammenarbeit verbessern. Die Reflexion ermoglicht Lernen in Teams, um in Zukunft besser zu werden und die Wiederholung von Fehlern zu vermeiden. Allerdings werden Debriefings im klinischen Alltag noch immer unregelmasig und qualitativ unzureichend durchgefuhrt. Ursachen sind mangelnde Zeit, Fehlen erfahrener Debriefer und fehlende Unterstutzung durch Verantwortungstrager. Debriefings konnen je nach Bedarf zu unterschiedlichen Zeitpunkten mit unterschiedlicher Dauer stattfinden: kurze „hot debriefings“ noch am Tag des Geschehens oder langere „cold debriefings“ einige Tage spater. Im Mittelpunkt stehen immer das Lernen und Erarbeiten zukunftsorientierter Losungen. Ausloser zur Durchfuhrung von Debriefings konnen neben akut lebensbedrohlichen Ereignissen auch potenziell kritische Situationen, wie z. B. Intubationen, sein. Eine Strukturierung von Nachbesprechungen durch Debriefing-Skripte erleichtert die Durchfuhrung und ermoglicht auch unerfahrenen Moderatoren, alle Aspekte abzuarbeiten. Neben der Diskussion schwieriger Ablaufe sollten unbedingt positive Aspekte besprochen werden, um diese zu bestarken und das Lernen am positiven Beispiel zu ermoglichen. Dabei sollten die Beweggrunde eines Verhaltens erfragt und nicht nur die nach ausen sichtbaren Leistungen bewertet werden. Damit kann ein bedarfsorientiertes Lernen mit Erarbeitung von Losungen stattfinden. Hilfreich sind spezielle Fragetechniken, ehrliches Interesse und eine positive Sicherheitskultur.

Desde las distintas asignaturas del Área de Composición Arquitectónica de la Escuela Técnica Superior de Arquitectura de Valladolid, insistentemente se subraya la importancia de la visita en directo de edificios que contienen valores y transmiten conceptos que los profesores mostramos y explicamos de modo teórico en las aulas. Las sensaciones arquitectónicas y conocimientos que transmiten los espacios construidos son imposibles de poder ser vívidamente trasladadas de otro modo a nuestros alumnos. Motivo por el cual la visita en directo de estos espacios es irremplazable por una explicación, por clara y brillante que sea, o mediante imágenes o planos fuera de ellos mismos. Las visitas se realizan a diferentes ejemplos que consideramos fundamentales para el aprendizaje del alumno, dentro de las posibilidades materiales de traslado y accesibilidad a estos espacios. La experiencia nos ha permitido comprobar que durante estos viajes nuestros alumnos comprenden más intensamente nuestras explicaciones, dibujan, anotan, fotografían, hablan, comunican sus sensaciones y opiniones, se deslumbran con la arquitectura y debaten sobre los conceptos explicados en clase, los hacen suyos de manera mucho más clara y precisa: experimentan directamente el aprendizaje de la enseñanza de la Composición Arquitectónica en la misma percepción del objeto y de la sensación arquitectónica., Teoría de la Arquitectura y Proyectos Arquitectónicos

In educational institutions collaborative work is used as a strategy to enhance active learning. One of the organizational tasks that is in charge of the teacher is the assignment of groups. Hence the purpose of this article, which is to show how emerging algorithms with their self-organization characteristics, can be used in group formation to carry out a collaborative task. Showing that performance and small groups do not necessarily go hand in hand. The methodology used is a case study and the sample corresponds to 62 students of the subject of Artificial Intelligence of Distance Modality of the Universidad Tecnica Particular de Loja, in the academic period April-August/2018, to whom a dichotomous 16-item survey was applied based on the three phases of the Zimmerman self-regulated learning cycle. Among the remarkable results, we can mention that the synergy of individual regulation known as socially shared regulation influenced the execution of the collaborative task. Likewise, the cohesion of a group is not a determining variable to achieve meaningful learning since the less cohesion the greater regulation of socially shared learning. The contribution of the present study is given in the field of Computer Supported Cooperative Learning (CSCL) to alleviate one of the administrative tasks of teachers “Group Assignment”, which can be replicated in classroom learning environments or in any of the variations of e-learning.

This case describes the application of quality improvement to improve services provided at the community level to the most vulnerable children (MVC) in the community, those orphaned or affected by HIV. The case describes the experience of supporting local communities in Tanzania to implement the QI approach outlined in Tanzania’s National Most Vulnerable Children QI Guidelines. In particular, the case focuses on start-up activities needed to get the initiative up and running, including gaining buy-in from community leaders, determining baseline performance, mobilizing MVC committees to serve as QI teams to test changes to care processes, and supporting shared learning across teams. The case also speaks to the particular challenges as well as benefits of implementing QI at the community level.

El objeto de este artículo es una reflexión en torno a la necesidad de tomar consciencia de las carencias que el espacio físico y el aula tradicional imponen en la educación de una generación criada bajo la cultura digital. Esta experiencia docente estudia las posibilidades que otorga el desplazamiento desde un formato físico y rígido, como es el aula tradicional, a un escenario virtual y dinámico, como lo es el mapa generativo. This article aims to trigger awareness about the lackings of the traditional classroom and its physical condition that are imposed in the education of a generation raised under the digital culture. This educational experience studies the possibilities that bring the shift from a physical and rigid format, as the traditional classroom is, to a dynamic and virtual scenario, as the generative map creates. Esta reflexión es fruto de la actividad desarrollada dentro de la Escuela Técnica Superior de Arquitectura de Madrid (ETSAM) en el del taller de Proyectos Arquitectónicos 5 y 6 de la UD Soto del curso de primavera 2020, de la cual formaron parte los profesores: Álvaro Soto, Paula Montoya, Victoria Acebo, Luis Díaz-Mauriño, Jack Yu y Javier Martínez. Tampoco hubiera sido posible sin la iniciativa de los siguientes alumnos: Ignacio Morillo Pizarro, Diego Guerrero Laffaille, Yago Martín Granados, Tomasz Czepielik, Francisco Toré Mesa, Ana de la Fuente Sánchez y Julia Román Muzas y, como participantes externos a la UD, Pedrín y Gabriel.

Traditional notions view children’s development occurring through activities such as games, dramatic play, sand and water play. In essence, these views foreground the activity which then leads to children’s development. In this chapter we offer an alternative view: that young children interact with their peers during activities to engage playfully with concepts and ideas that promote development. This chapter utilises vignettes involving 3 and 4-year-old children playing around with concepts. We argue that teachers’ roles include the facilitation of rich conceptual and contextual situations that provoke children’s thinking. These situations provide a context for children to play together with concepts that may lead to new understandings and thinking.

More than 80 000 babies are admitted to specialist neonatal units in the United Kingdom every year, with approximately 2109 neonatal deaths a year; 98% in hospital. A common element in guidance and pathways to facilitate the provision of palliative care to infants and their families is the importance of good education and training to develop high-quality staff and services. This article presents a mixed-methods, sequential, explanatory design evaluation of 1 day palliative care education workshops delivered using a network-wide approach to multidisciplinary professionals. Workshops were delivered by healthcare professionals and bereaved parents and evaluated using questionnaires, adapted for neonatal staff from standardized measures, and follow-up interviews. The workshop content and shared learning approach resulted in significant improvements in participant's knowledge, attitude, self-beliefs and confidence in neonatal palliative care, enhanced awareness of services, and improved links between professionals. Participants cascaded their learning to their teams and provided examples of changes in their clinical practice following the workshop. Parent stories were identified as a very powerful component of the training, with lasting impact on participants. Formal, integrated palliative care education programs for perinatal and neonatal staff and longitudinal research into the impact on practice and the experience received by families are needed.

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.

Background Changes in the structure and nature of health care highlight the need for better collaboration between professions focusing on patient or health-care users. Interprofessional education (IPE) has attracted a lot of attention at the international level, and its positive consequences in different areas of health care have been investigated and approved. This study explored the opinions and viewpoints of professors and experts regarding the challenges to the implementation of interprofessional education in health profession education in Iran in 2018. Methods This qualitative study was conducted with 15 IPE professors and experts using semi-structured interviews. We used an inductive approach to content analysis as developed by Elo et al. The interviews were analyzed using Graneheim and Lundman method by MAXQDA software version 12. Results The main challenges to the implementation of IPE were categorized into educational system, structural and cultural challenges. The educational challenges were the professors’ lack of ability, a non-flexible and single-disciplined curriculum, and weaknesses in the current education. The professors and experts felt that the most important structural challenges included centralism, hierarchy of power, poor educational groundwork, and lack of support of organizations. Cultural challenges mainly related to the attitudes of managers, professors, and even students regarding IPE and the need for change. Conclusion Designing and implementing IPE in Iran face major challenges. Cultural and attitude issues were the greatest challenges to be addressed in the context of implementing IPE in health-care education.

Issue/Problem In Serbia, 12,8% of younger adults and 16,5% of sixteen years old adolescents have tried some of the illegal drugs. “Creative workshop with schoolchildren on prevention of drug abuse” program was developed as a part of National strategy against drug abuse, aiming to improve capacities of teachers and children in primary schools. Description of the practice Program based on educational approach “Shared learning in action” changes traditional school roles, transforming teachers into facilitators, allowing full expression of children’s ideas, thus enhancing development of their emotional intelligence. Children’s research about drugs mobilizes an extensive list of supporters in gathering relevant information: health workers, police, psychologists, teachers, parents and media. This information is then shaped into a variety of products with strong public health messages: songs, posters, comics, brochures, short plays and videos. Results Since 2010, around 450 teachers and nearly 7000 children in 115 Belgrade primary schools were included. Children’s knowledge about drugs has an upturn of over 50%, concurrently with improvement of their teamwork skills, self-confidence, research and creative potentials. Both teachers’ and children’s evaluation grades show a high level of satisfaction with the program. Lessons This program is an example of cooperation between educational and health sector, followed by a well implemented monitoring system and quality improvement. Its universal and flexible approach made it a part of official curricula in several schools. It was acknowledged as good practice by the Institute for improvement of education in 2012 and The City of Belgrade in 2018. Since 2014, the program has its Facebook page “Tvoje znanje menja sve”. Key messages High grade of children autonomy, supported by teachers and community, makes the learning process amusing and effective. Program achievements demonstrate its potential for systemic implementation to a wide range of public health topics.