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The PhD period needs to provide work-integrated learning (WIL) in academia to enable the development of academic skills and handling situations of failure as well as success. During the Covid-19 pandemic there was increased risk for PhD students of losing pace in PhD projects, disconnectedness from academia and decreased well-being, while digitalisation in PhD education increased. The purpose was to test and explore the experienced value of group-based online learning activities for PhD students, and how they relate to WIL in PhD education. The two tested online learning activities were online monthly meetings and online writing retreats. The project was performed with Plan-Do-Study-Act. Evaluation data included the number of participants, types of spin-offs from the learning activities, and participants’ feedback. The data were analysed from the perspective of the experienced value of the learning activities and how they can relate to WIL in PhD education. The PhD students acquired increased academic and leadership skills, experienced less stress, enhanced self-efficacy, decreased dependency on supervisors and a safe social environment important for their well-being. In addition, there was good progress of the participants’ projects and joy at work. [ABSTRACT FROM AUTHOR]

A recommendation system (RS) can help overcome information overload issues by offering personalized predictions for users. Typically, RS considers the overall ratings of users on items to generate recommendations for them. However, users may consider several aspects when evaluating items. Hence, a multi-criteria RS considers n-aspects of items to generate more accurate recommendations than a single-criteria RS. This research paper proposes two deep encoder–decoder models based on shared learning for a multi-criteria RS, multi-modal deep encoder–decoder-based shared learning (MMEDSL) and multi-criteria deep encoder–decoder-based shared learning (MCEDSL). MMEDSL employs the shared learning technique by concentrating on the multi-modality concept in deep learning, while MCEDSL focuses on the training process to apply the shared learning technique. The shared learning captures useful shared information during the learning process since the multi-criteria may have hidden inter-relationships. A set of experiments were conducted to compare the proposed models with recent baseline approaches. The Yahoo! Movies multi-criteria dataset was utilized. The results demonstrate that the proposed models outperform other algorithms. In addition, the results show that integrating the shared learning technique with the RS produces precise recommendation predictions. [ABSTRACT FROM AUTHOR]

Studies have shown that the way in which learning spaces are designed has a direct impact on the nature and quality of the learning and teaching that takes place within them. However, considerations of space remain largely absent from educational policy and practice in the UK and internationally. Furthermore, there are few opportunities for learners themselves to influence the design of these spaces. This article draws on two case studies where 73 learners aged 9–22 used a Learning Space Design Toolkit to design their own educational spaces. Considering learning space design through an ecological lens, the cases reveal that taking the lead in the design process allows learners to develop a sense of ownership of their learning and provides opportunities to articulate their perceptions of how space impacts on wellbeing. The authors contend that greater consideration of 'spatial literacies' in teacher education programmes is crucial for supporting futures-thinking learning and teaching. [ABSTRACT FROM AUTHOR]

Introduction: Intraprofessional learning is a promising approach to enhance teamwork and patient care. This mixed‐method study aimed to assess the readiness and experience of dental and oral health students toward intraprofessional learning. Methods: Dental and oral health students were paired alternatively in a clinician and assistant role in a pediatric clinical setting. The Readiness for Interprofessional Learning Scale was adapted for a pre‐ and post‐survey. Focus groups were conducted to elicit the students' shared learning experience. Results: Approximately 50% of dental and oral health students participated in the pre‐ and post‐survey. Pre‐test findings revealed similar attitudes toward intraprofessional practice for both groups. However, a statistically significant lower score (p < 0.022) for the oral health students in the post‐test suggested a less positive attitude toward their experience. Qualitative results indicated that dental students acquired a better understanding of the clinical scope of oral health students, and they learned clinical skills and behavior management from their counterparts. Conversely, oral health students experienced a hierarchical lack of collegiality and reciprocity from dental students, which may have contributed to their lower post‐test score. Despite this, some oral health students gained more confidence in their roles and abilities within the intraprofessional team. Overall, dental students valued this learning experience more and desired more intraprofessional opportunities. Conclusion: Both groups of dental and oral health students had similar readiness levels to enter intraprofessional practice, appreciated the intraprofessional experience, and gained an increased appreciation for the collaborative approach to patient care. Intraprofessional learning during training may assist with developing collegiality across the dental professions in practice. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic reduced research collaborations with public contributors and prevented face-to-face interaction. The formation of Researcher Coffee Mornings within the Wessex region aimed to continue relationships between the research community and public through the pandemic. Researcher Coffee Mornings were regular Zoom meetings run by public involvement staff at University Hospital Southampton NHS Foundation Trust, UK. They were created to provide pastoral support and 'check-ins' between staff and public contributors during the Covid-19 pandemic. Reorganisation, implemented by public involvement staff but led by public contributors, meant that the events evolved over time. The Researcher Coffee Mornings were a means to share updates about research with the public. They were a safe space for involvement staff, researchers and the public to exchange knowledge and share experiences. This article highlights the intended and unexpected benefits of investing in relationships. We reflect on these benefits through the perspectives of the public involvement staff, public contributors and researchers. Investing in relationships has brought value to everyone involved. By demonstrating the benefits of providing regular, inclusive spaces for relationship building between the research community and public contributors, we hope to encourage others to invest in relationship building in their settings, to improve public involvement practices. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic reduced research collaborations with public contributors and prevented face-to-face interaction. The formation of Researcher Coffee Mornings within the Wessex region aimed to continue relationships between the research community and public through the pandemic. Researcher Coffee Mornings were regular Zoom meetings run by public involvement staff at University Hospital Southampton NHS Foundation Trust, UK. They were created to provide pastoral support and ‘check-ins’ between staff and public contributors during the Covid-19 pandemic. Reorganisation, implemented by public involvement staff but led by public contributors, meant that the events evolved over time. The Researcher Coffee Mornings were a means to share updates about research with the public. They were a safe space for involvement staff, researchers and the public to exchange knowledge and share experiences. This article highlights the intended and unexpected benefits of investing in relationships. We reflect on these benefits through the perspectives of the public involvement staff, public contributors and researchers. Investing in relationships has brought value to everyone involved. By demonstrating the benefits of providing regular, inclusive spaces for relationship building between the research community and public contributors, we hope to encourage others to invest in relationship building in their settings, to improve public involvement practices.

Background: Efforts to build and foster adult social care research in England have historically encountered more challenges to its growth and expansion compared with health research, with a sector facing significant barriers in facilitating research activity due to a lack of resourcing, poor valuation or understanding of the profile of social care research. The landscape for supporting research in adult social care has been rather bleak, but in recent years there has been recognition of the need to foster a research community. The National Institute for Health and Care Research in England have committed to investing in social care research capacity by funding six adult social care partnerships, with one based in Southeast England. Process developing Communities of Practice (COPs): Three large online networking events were held in the first year of the project to engage managers and practitioners from the local authority and from the wider adult social care sector. These took place in July and November 2021, with a last event in March 2022. Two COPs were identified, following an ordering and thematising process of feedback from the networking events, of: (a) Supporting people with complex needs throughout the lifespan, and (b) Enhancing, diversifying and sustaining the social care workforce. Whilst it would be premature to identify their long-term impacts, through the facilitation of 20 COP meetings held so far, alongside the engagement platforms and enrichment resources, these have provided a space for regular communication in the sector, knowledge sharing and networking between COP members. Conclusion: The COP framework offers a collaborative approach to initiating research from the grass-roots level in adult social care. This paper focuses on how the COP model offers great promise for knowledge-exchange providing a forum to generate and disseminate knowledge around social care in our two COP domains.

Purpose/Objectives: This article describes a qualitative evaluation of interprofessional (IP) team‐based treatment planning (TBTP) involving dentistry, oral health therapy, dental prosthetics, and dental technology students at the Griffith University School of Dentistry and Oral Health (DOH). Using the same data from a recently published article that looked solely at the quantitative evaluation of TBTP, this article focuses on the qualitative evaluation of TBTP. This evaluation explores the contextual meaning related to the previously published aspects of TBTP that contributed positively toward oral health students' IP clinical learning and identifies themes reflecting students' IP clinical experience. Methods: Thematic analysis of transcripts from nine focus groups, comprised of 46 final year students and open‐ended questions collected from 544 students through an online instrument from 2012 to 2014, explored the question: "What is the contribution of IP student team‐based processes on students' perceptions of IP learning and practice at DOH?" Results: Responses from online participants and student focus groups revealed three major themes: useful role learning, communication confidence, and pro‐active collaborative teamwork. Throughout each of these themes, students stated they possessed a confidence in collaborating with other oral health students as exhibited through an understanding of profession‐specific and IP roles, self‐assurance in communicating, and teamwork skills. Conclusion: Aspects of TBTP that contributed positively toward students' IP clinical learning and practice were meaningfully identified. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Living labs are understood as collaborative platforms in which actors from research, government and business, and citizens, work together to address complex societal challenges. They are increasingly seen as an instrument to support sustainability transitions, such as transitions to a circular bio-based climate smart society. Living labs can create spaces for joint experimenting and learning by exploring the barriers and possibilities for transition and co-creating appropriate and viable solutions. These high expectations for and increased interest in living labs has sparked a keen interest in methods for assessing the performance of living labs. However, there is not yet an evaluation method or framework that is generally accepted and used. The few existing methods and frameworks mostly focus on the functioning of the living lab itself, and not on its wider impacts. Building on existing approaches and informed by the experiences in three living labs, we developed an assessment framework that enables the capturing of the dynamic role and contribution of living labs. This paper describes the framework and how it was developed. The paper contributes to the development of appropriate ways of assessing the functioning of living labs and the ways in which they contribute to sustainability transitions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) in Ireland is at an early stage. Currently, there is no data to reflect the amount and type of IPE occurring across the Island of Ireland. To support IPE implementation, data is needed on existing IPE which will identify gaps and foundations on which to build. We designed a cross-sectional, online, anonymous survey to map geographical IPE locations, IPE setting, and type of IPE offered. Results were analyzed by exporting raw data to Microsoft Excel. The survey was completed by 21 participants. Over half of participants (n = 12) came from two professions: physiotherapy and speech and language therapy. Participants were from 4 counties (from a potential 32): Cork, Dublin, Galway, and Limerick. There were twice as many university educator participants (n = 14) as compared to clinical educators (n = 7). Shared modules and guest lectures from other professions were frequent methods of shared learning. At university level the most frequent IPE activity was interprofessional problem-based learning/case study. At clinical sites students interact with a range of qualified professionals and have limited opportunities to work with students from other professions. This may impact the range of collaborative work skills developed and thus readiness for workforce entry. [ABSTRACT FROM AUTHOR]

Background: Empathic communication skills have a growing presence in graduate medical education to empower trainees in serious illness communication. Objective: Evaluate the impact, feasibility, and acceptability of a shared communication training intervention for residents of different specialties. Design: A randomized controlled study of standard education v. our empathic communication skills-building intervention: VitalTalk-powered workshop and formative bedside feedback using a validated observable behavioral checklist. Setting/Subjects: During the 2018?2019 academic year, our intervention was implemented at a large single-academic medical center in the United States involving 149 internal medicine and general surgery residents. Measurements: Impact outcomes included observable communication skills measured in standardized patient encounters (SPEs), and self-reported communication confidence and burnout collected by surveys. Analyses included descriptive and inferential statistics, including independent and paired t tests and multiple regression model to predict post-SPE performance. Results: Of residents randomized to the intervention, 96% (n?=?71/74) completed the VitalTalk-powered workshop and 42% (n?=?30/71) of those residents completed the formative bedside feedback. The intervention demonstrated a 33% increase of observable behaviors (p?0.001) with improvement in all eight skill categories, compared with the control who only showed improvement in five. Intervention residents demonstrated improved confidence in performing all elicited communication skills such as express empathy, elicit values, and manage uncertainty (p?

Background: Surgical innovation can lead to important improvements in patient outcomes. Currently, information and knowledge about novel procedures and devices are disseminated informally and in an unstandardized way (eg, through social media). This can lead to ineffective and inefficient knowledge sharing among surgeons, which can result in the harmful repetition of mistakes and delay in the uptake of promising innovation. Improvements are needed in the way that learning in surgical innovation is shared through the development of novel, real-time methods, informed by a contemporary and comprehensive investigation of existing methods. Objective: The aim of this scoping review is to explore the application of existing digital methods for training/education and feedback to surgeons in the context of performing invasive surgical procedures. This work will (1) summarize existing methods for shared learning in surgery and how they are characterized and operationalized, (2) examine the impact of their application, and (3) explore their benefits and barriers to implementation. The findings of this scoping review will inform the development of novel, real-time methods to optimize shared learning in surgical innovation. Methods: This study will adhere to the recommended guidelines for conducting scoping reviews. A total of 6 different searches will be conducted within multiple sources (2 electronic databases, journals, social media, gray literature, commercial websites, and snowball searches) to comprehensively identify relevant articles and data. Searches will be limited to articles published in the English language within the last 5 years. Wherever possible, a 2-stage study selection process will be followed whereby the eligibility of articles will be assessed through the title, abstract, and full-text screening independently by 2 reviewers. Inclusion criteria will be articles providing data on (1) fully qualified theater staff involved in performing invasive procedures, (2) one or more methods for shared learning (ie, digital means for training/education and feedback), and (3) qualitative or quantitative evaluations of this method. Data will be extracted (10% double data extraction by an independent reviewer) into a piloted proforma and analyzed using descriptive statistics, narrative summaries, and principles of thematic analysis. Results: The study commenced in October 2021 and is planned to be completed in 2023. To date, systematic searches were applied to 2 electronic databases (MEDLINE and Web of Science) and returned a total of 10,093 records. The results of this scoping review will be published as open access in a peer-reviewed journal. Conclusions: This scoping review of methods for shared learning in surgery is, to our knowledge, the most comprehensive and up-to-date investigation that maps current information on this topic. Ultimately, efficient and effective sharing of information and knowledge of novel procedures and devices has the potential to optimize the evaluation of early-phase surgical research and reduce harmful innovation. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team‐based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team‐based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r =.642, p <.000) to 2013 (r =.678, p <.000) and 2014 (r =.719, p <.000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion: Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences. [ABSTRACT FROM AUTHOR]

Emerging data-driven approaches, such as deep reinforcement learning (DRL), aim at on-the-field learning of powertrain control policies that optimize fuel economy and other performance metrics. Indeed, they have shown great potential in this regard for individual vehicles on specific routes/drive cycles. However, for fleets of vehicles that must service a distribution of routes, DRL approaches struggle with learning stability issues that result in high variances and challenge their practical deployment. In this paper, we present a novel framework for shared learning among a fleet of vehicles through the use of a distilled group policy as the knowledge sharing mechanism for the policy learning computations at each vehicle. We detail the mathematical formulation that makes this possible. Several scenarios are considered to analyze the framework's functionality, performance, and computational scalability with fleet size. Comparisons of the cumulative performance of fleets using our proposed shared learning approach with a baseline of individual learning agents and another state-of-the-art approach with a centralized learner show clear advantages to our approach. For example, we find a fleet average asymptotic improvement of 8.5% in fuel economy compared to the baseline while also improving on the metrics of acceleration error and shifting frequency for fleets serving a distribution of suburban routes. Furthermore, we include demonstrative results that show how the framework reduces variance within a fleet and also how it helps individual agents adapt better to new routes. • A shared learning algorithm for a fleet of vehicles serving a distribution of routes. • A characterization of the scalability and computational complexity of the algorithm. • Demonstration of the benefits of shared learning for fleets in varying scenarios. [ABSTRACT FROM AUTHOR]

The growing recognition of virtual field trips (VFTs) to support classrooms has led to increasing use of these tools in science classrooms. In Aotearoa New Zealand, the Ministry of Education has underscored the need for educational experiences that are inclusive of Indigenous Māori worldviews. Here, we present the potential of the LEARNZ1 natural hazards "Our Supervolcano" VFT to support bicultural2 learning spaces. The resource was filmed in 2019 to promote learning about natural hazards specifically volcanoes around Lake Taupō in Aotearoa. Drawing understandings from Mātauranga Māori3 and Western science, this resource can support a bicultural approach to classroom science learning. The VFT videos are powerful storytelling tools where students can identify potential career pathways around science and its link with culture in the context of the landscape. We describe the main features of the VFT designed for use concurrently with the filming. We additionally highlight its potential as an archived (historical) resource that maybe re-used at any time to support primary and secondary classrooms that want to emphasize cross-cultural aspects of science or learn about volcanic hazards using geology and cultural narratives. [ABSTRACT FROM AUTHOR]

Copyright of Public Money & Management is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article uses empirical data to show how a discursive engagement with the literary-aesthetic medium of comics can stimulate learning processes. By approaching the narration as well as the design of the comic through communication and interaction, the students’ personal view of the interdependence of word and image is sensitised. This article discusses how such an interactional approach can be successfully supported by teachers. [ABSTRACT FROM AUTHOR]

The current heightened social awareness and anxiety triggered by escalating violence against Black Americans in the United States demands a safe space for reflection, education, and civil discourse within the academic setting. Too often there is an unmet need paired with a collective urgent desire to better understand the chronic existing structural, social, educational, and health inequities affecting disadvantaged populations, particularly Black Americans. In this perspective, the authors provide insight into a shared learning approach that provided a forum to discuss Perspectives Against Racism (PAR). Unlike existing top-down approaches, faculty, trainees, and staff were engaged in leading a series of focused discussions to examine unconscious bias, promote awareness of implicit biases, and reflect on individual and collective roles and responsibilities in working toward becoming antiracist. An existing 1-h graduate elective seminar course was dedicated to creating a space for learning, discussion, and exchange of ideas related to the experience and existence of racism (personal and institutional/systemic). A goal of each session was to go beyond didactics and identify mechanisms to implement change, at the level of the individual, department, and institution. This perspective of the shared experience may provide an adaptable framework that can be implemented in an academic setting at the departmental, center, or institutional level. [ABSTRACT FROM AUTHOR]

Soleiman Ahmady,1 Zohrehsadat Mirmoghtadaie,2 Davood Rasouli3 1Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran; 2Department of Virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran; 3School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, IranCorrespondence: Davood RasouliSchool of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, IranTel +98218670222Email dr.rasouli24@gmail.comBackground: 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.Keywords: interprofessional education, multiprofessional education, shared learning, medical education

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 communities. Harm reduction approaches have the potential to transform organizations to ultimately ultimately provide high quality care. However, little is known about the use of harm reduction approaches in the US South, and there are no known interventions focused on HIV service organizations. Therefore, the aims of this paper are to 1) Examine the status and needs of harm reduction approaches and services in the US South; 2) Describe the translation of findings from Aim 1 into the structure and content of Leading through Education, Advocacy & Resistance with our Neighbors (LEARN) Harm Reduction (HR), and 3) Provide an overview of the LEARN HR intervention. Through qualitative interviews with stakeholders, authors found a) drug use was stigmatized which ultimately perpetuated harm, and b) some organizations lacked knowledge about harm reduction approaches, while others were harm reduction leaders. LEARN HR is the first collaborative learning intervention created to build knowledge, change attitudes, and enhance skills around harm reduction approaches. Future studies should test the impact of LEARN HR on participants' knowledge, attitudes, and skills toward harm reduction approaches. [ABSTRACT FROM AUTHOR]

Objectives: Community of practice (CoP) members develop cooperative learning history with shared cases, techniques, and concepts. A 2020 study was designed to explore participants' perceptions toward learning in the dental education CoP. Methods: The Institutional Review Board exempted (AZ #1355) study involved an incidental population of third‐ and fourth‐year dental students (N = 285) and resulted in a 43.5% response rate. The online Community of Practice Assessment Scale, consisted of Likert‐style, check box items, and one open‐ended question. Survey responses were categorized as Strongly Agree (1), Agree (2), No opinion (3), Disagree (4), and Strongly Disagree (5). Univariate analyses and descriptive statistics were used to analyze study variables (domain, community, and practice). Results: Overall the learning domain is most strongly perceived by participants with mean scores ranging from 1.59 to 1.61. Responses assessing practices within the CoP had mean scores ranging from 1.72 to 1.90. Similarly, responses assessing the community ranged from 1.65 to 1.81. "Builds Knowledge and Shared Learning" was the characteristic participants most strongly agreed as beneficial with a 1.58 mean score. Participants agree that the CoP "Captures and Stores Tacit and Explicit Knowledge" with a mean score of 1.90. There was a 25.6% response rate to the open‐ended question. Two themes evolved: the need for calibration and more shared learning. Conclusion: Based on study results, participants strongly agreed or agreed in opinions about CoP learning resources (faculty, staff, technology, and other students) benefitting their learning. The CoP provides an optimal environment for preparing competent new dental professionals. [ABSTRACT FROM AUTHOR]

Plain English summary Foundations in Patient-Oriented Research is a course designed and piloted in Canada to help patients, researchers, health care professionals and health system decision-makers gain an introductory understanding of patient-oriented research, the research enterprise, and how to work in a team. The course curriculum was co-developed by a diverse group of people with different lived experiences and relevant expertise. The course is meant to be delivered in a ‘co-learning format’ with classes comprised of all the above stakeholder groups learning together. The purpose of this study was to explore the experiences of the project leaders, developers, facilitators and patient co-facilitators who were involved in the process of co-developing, piloting and revising the curriculum. Our findings suggest that co-developing a patient-oriented research curriculum increases its quality, uptake and credibility. The co-development process not only resulted in training that benefited the target learners, but it provided valuable learning experiences about patient-oriented research for the project leaders, developers, facilitators and patient co-facilitators. These findings and the resulting recommendations may provide guidance for other learning and development groups wishing to undertake a similar project. Abstract Background Foundations in Patient-Oriented Research is a course designed and piloted in Canada to build mutually beneficial relationships for conducting patient-oriented research by ensuring that relevant stakeholders – patients, researchers, health care professionals and health system decision-makers – have a common foundational understanding of patient-oriented research, the research enterprise, and team dynamics. The curriculum was co-developed by a group of patients, researchers, patient engagement experts and curriculum development experts and involved consultations with broader groups of the relevant stakeholders mentioned above. It was designed to be delivered in a ‘co-learning format’ with classes comprised of all stakeholder groups learning together. The purpose of this study was to explore the experiences of individuals involved in the process of co-developing, piloting and revising Foundations in Patient-Oriented Research. Methods An embedded case study was conducted with individuals who were involved in the co-development, pilot and revision of Foundations in Patient-Oriented Research. These individuals took on different roles during the curriculum development process, including project co-lead, developer, facilitator, and patient co-facilitator. The constant comparison method was used to inductively develop themes from the two focus group sessions. Results Discussions from the focus groups revealed the value of co-building the content, co-facilitating the course sessions, and the importance of the co-learning format. The training itself was perceived as valuable and the systematic approach to co-development was perceived as a success. Several barriers were identified, including the amount of resources, time and commitment required to complete the project. There was a notable tension between maintaining the integrity of the content and having the freedom to adapt it to local contexts. Over the course of the project, the project co-leads, developers and facilitators found that their own understanding of patient-oriented research deepened. Conclusions The findings of this study suggest that co-developing a patient-oriented research curriculum increases its quality, uptake and credibility. The co-development process not only resulted in training that benefited the target learners, but also built capacity for patient-oriented research within the project co-leads, developers, facilitators and patient co-facilitators. Our findings and recommendations may provide guidance for other learning and development groups wishing to undertake a similar project.

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Copyright of Psychology: Science & Practice is the property of Faculty of Philosophy, "Ss. Cyril & Methodius" University in Skopje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Methods Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. Results Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. Conclusions The RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a combination with the cognitive component of empathy (‘Perspective taking’) and elements in the curriculum that promote autonomous motivation.

Purpose/objectives: Generally, dental and dental hygiene (DH) students are educated separately. When these students are educated together, studies show improvements in teamwork and understanding of their distinct roles. This longitudinal study was conducted to see if intraprofessional education (IntraPE) between dental and DH students can impact dentists in practice. Specifically, this study examined the attitudes of graduates from the University of Washington School of Dentistry (UWSOD), some of whom participated in the Regional Initiative in Dental Education (RIDE) program. The RIDE program, designed to meet the needs of underserved populations, combines courses of 8 first-year dental students with 30-36 Eastern Washington University DH students.Methods: In 2018, all 409 UWSOD dentists from 2012-2017, including 48 RIDE and 361 non-RIDE dentists, were invited to participate in this study. Attitudes toward teamwork and roles and responsibilities were assessed using qualitative and quantitative measures. The RIDE and non-RIDE responses were compared and tested using t-tests for statistical significance.Results: A total of 77 responses were analyzed with a response rate of 54% (n = 26) for RIDE and 14% (n = 51) for non-RIDE. Results show the RIDE program improved attitudes toward DH in practice. There was a statistically significant difference between the groups in understanding roles and responsibilities, but not teamwork. The majority of non-RIDE dentists (n = 26, 51%) felt their education would have benefited from formal IntraPE.Conclusion: To improve attitudes, dental schools should consider formal partnerships between dental and DH programs, specifically in clinical settings. [ABSTRACT FROM AUTHOR]

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• External chairs can help organisations better identify root causes of incidents. • Well-trained external chairs can help professionalise incident investigations. • External chairs bring a critical perspective to an incident and the organisation. • External chairs occupy an intermediary position between regulator and regulatee. • External chairs act as knowledge brokers, fostering shared learning from incidents. Despite continued calls to learn from patient safety incidents and a tradition of incident investigations in healthcare, there is discussion about if and how learning from incidents occurs. In this article, we study a policy change in the Netherlands that aims to encourage organisations to learn more from incidents. Dutch healthcare organisations investigate their own incidents. Recently, the Dutch government decided that when an incident leads to the death of a client in elderly or disabled care, an external chair should head the investigation committee. Thinking of learning as social, participative practice, we asked how and under what conditions an external chair might help organisations learn from incidents. We adopted a qualitative research design. We asked healthcare inspectors to assess 20 incident investigation reports by committees with (10) and without an external chair (10), using what we learned in follow-up interviews and a focus group. We interviewed investigation committee chairs, professionals involved in incidents, quality advisers and directors of four healthcare organisations (n = 15) to study how they investigated incidents with external chairs. We also interviewed external chairs, healthcare inspectors and other stakeholders (n = 15). Our respondents valued external chairs' methodological expertise and experience in investigating incidents. The external chair's outsider's position enables critical, impartial inquiry. Besides helping organisations identify root causes of an incident, both external chairs and organisations learn from investigating an incident. Our article contributes to literature on (shared) learning from incidents by envisioning of the external chair as fostering a social and participative form of shared learning. [ABSTRACT FROM AUTHOR]

Background: Health systems globally are still struggling to roll out system-wide models of integrated health and social care. While pockets of innovation exist they often remain stuck within single jurisdictions, or, worse yet, never expand beyond the pilot phase. Researchers, providers, managers and health system leaders could learn from the experiences of other countries facing similar challenges, however lack a standardized comparative method to take findings from different contexts and relate them back to their own. Aims and Objectives: This workshop will walk participants through one approach to conducting comparative program summaries originally developed by the Commonwealth Fund in the United States and applied to cases of integrated care across three different countries. The template captures key components of integrate care including client access and eligibility, care coordination and transition processes, information management systems, self-management and caregiver supports, program maturity, measures of success, and evaluation. Audience members will learn about the strengths, weaknesses, opportunities and challenges of adopting this type of comparative work, drawing on the examples presented by a panel of international researchers who have applied the Commonwealth Fund template on integrated care to their original studies SUSTAIN (Netherlands) and iCOACH (Canada, New Zealand). Participants will have the opportunity to go through the exercise of adopting the approach. Participants will be broken up into small groups and given short-form templates that can be applied to their own models of integrated care. Groups will go through the exercise and engage in a facilitated discussion on: 1) whether it can be applied to their contexts; 2) what they can learn from this type of exercise to improve and build on existing or new models; and 3) what is missing and what are the challenges when we try to learn across borders. Target audience: This workshop will be of interest to providers, manager and decision-makers seeking to learn from other examples as they adopt, grow, or spread their own models of care. Researchers will also benefit from this workshop as we tackle the methodological and conceptual challenges of complex comparative case analysis, using a case summary templates as a starting point. Learnings/Take away: Participants of this workshop will learn: How to apply a standardized template to analyze their local contexts. Methods to share knowledge across international borders as a means to further their programs and models of care The values and challenges in engaging in cross-national comparative case analysis

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. [ABSTRACT FROM AUTHOR]

Objective: Develop a multidisciplinary, consensus-driven, evidence-based approach to oxytocin use, while adhering to national guidelines, Design: This was a quality improvement project that used the Plan Do Study Act method to create cycles of change over several years. To initiate discussion, a survey was administered at a social event for providers from divergent community practices that addressed the controversial aspects of oxytocin use. Graphic feedback was provided showing divergences between answers and the evidence. The perinatal team directed design and implementation of this project with specific involvement of a nurse quality improvement coordinator and nurse educator. Measures: Process, outcome, and balancing measures were used to evaluate the program. Process measure: use of a standardized order-set. Outcome measure: rate of adherence to the resultant protocol. Balancing measures: 1) maximum oxytocin dose, 2) time from oxytocin initiation to birth, 3) cesarean birth rates, and 4) Apgar scores. Results: An initial increase in adherence to the protocol decreased with the loss of the "paper" order-set. Adherence improved when computerized physician order entry was adjusted: 2006:73%, 2007:95%; 2011:57%, 2013:100% (p = 0.007,2006 vs. 2007) (p < 0.001,2006 vs. 2013). Compliance with the protocol was associated with a decrease in maximum oxytocin dose and in time between oxytocin initiation and birth (p < 0.001). Conclusion: Consistency and safety in patient care can be accomplished using literature-based evidence and active consensus building among members of the perinatal team. A standardization process must be integrated into the electronic medical record to become a sustained part of a practice culture. [ABSTRACT FROM AUTHOR]