Search

This paper falls within the opinion of specialists that Industry 5.0 is characterized by humancentricity and sustainability. Engineers are the first to interact with the technology they produce, so they will likely be the first to interact with future generations of robots based on artificial intelligence. Engineers can help us discover what social problems need to be avoided in the context of humans working with collaborative robots and how. In this context, the paper is based on a selective questionnaire-based research, with the aim of discovering the opinions of Romanian engineers from Sibiu regarding the impact that Industry 5.0 can have on a community. [ABSTRACT FROM AUTHOR]

The core function of joint registries is to collect, collate, and present data about patients who undergo joint replacement surgery, and afford clinicians and administrators a range of analytic functions to monitor service performance. This article describes the development, evolution, and future of arthroplasty registries, drawing particularly from the experience of the Scottish Arthroplasty Project (SAP). The SAP was established in 1999 and is one of the oldest arthroplasty registries in the world. It collects information on patients undergoing hip, knee, ankle, shoulder, and elbow arthroplasty. The primary aim is to encourage continual improvement in the quality of care provided for arthroplasty patients in Scotland. It is distinct in terms of administration and methodology from the National Joint Registry (NJR) of England, Wales, and Northern Ireland as it monitors patients rather than implants. Since its inception, its work has contributed to a reduction in overall complication rates and a significant decrease in hospital length of stay for the growing number of patients undergoing arthroplasty. It continues to provide a robust database that is used to underpin national guidance through data-driven research. The research carried out by dedicated SAP fellows has enhanced the research portfolio of the SAP and raised its profile through high quality peer-reviewed publications. The SAP continues to evolve and by collaborating with other Scottish registries it will provide larger datasets containing greater diversity and granularity of information. These developments as well as ongoing analysis of existing areas ensure that the SAP continues to maintain and improve standards in arthroplasty across Scotland. [ABSTRACT FROM AUTHOR]

Background: The medical knowledge graph provides explainable decision support, helping clinicians with prompt diagnosis and treatment suggestions. However, in real-world clinical practice, patients visit different hospitals seeking various medical services, resulting in fragmented patient data across hospitals. With data security issues, data fragmentation limits the application of knowledge graphs because single-hospital data cannot provide complete evidence for generating precise decision support and comprehensive explanations. It is important to study new methods for knowledge graph systems to integrate into multicenter, information-sensitive medical environments, using fragmented patient records for decision support while maintaining data privacy and security. Objective: This study aims to propose an electronic health record (EHR)–oriented knowledge graph system for collaborative reasoning with multicenter fragmented patient medical data, all the while preserving data privacy. Methods: The study introduced an EHR knowledge graph framework and a novel collaborative reasoning process for utilizing multicenter fragmented information. The system was deployed in each hospital and used a unified semantic structure and Observational Medical Outcomes Partnership (OMOP) vocabulary to standardize the local EHR data set. The system transforms local EHR data into semantic formats and performs semantic reasoning to generate intermediate reasoning findings. The generated intermediate findings used hypernym concepts to isolate original medical data. The intermediate findings and hash-encrypted patient identities were synchronized through a blockchain network. The multicenter intermediate findings were collaborated for final reasoning and clinical decision support without gathering original EHR data. Results: The system underwent evaluation through an application study involving the utilization of multicenter fragmented EHR data to alert non-nephrology clinicians about overlooked patients with chronic kidney disease (CKD). The study covered 1185 patients in nonnephrology departments from 3 hospitals. The patients visited at least two of the hospitals. Of these, 124 patients were identified as meeting CKD diagnosis criteria through collaborative reasoning using multicenter EHR data, whereas the data from individual hospitals alone could not facilitate the identification of CKD in these patients. The assessment by clinicians indicated that 78/91 (86%) patients were CKD positive. Conclusions: The proposed system was able to effectively utilize multicenter fragmented EHR data for clinical application. The application study showed the clinical benefits of the system with prompt and comprehensive decision support. [ABSTRACT FROM AUTHOR]

In this article we propose and apply a methodology for collaboratively creating and reaching agreement over a shared vision for peatland restoration. The purpose is to identify a shared understanding of the various parts of a just, inclusive and sustainable restored peatland as well as productive tensions between and across divergent disciplinary domains focused on peatland restoration. We involved an interdisciplinary group of researchers and practitioners working on various aspects of tropical peatland restoration and management in Indonesia, where there is a recognised need for clearer goals and/or definitions of restoration outcomes to focus manifold stakeholder efforts. To increase opportunities for participation and interaction between participants, our methodology built on and adapted a well-established Delphi survey method by combining it with focus group discussions. This allowed multiple points of view to be considered and new knowledge to emerge. The vision produced through this process bridges across different disciplinary tensions to fulfil ecological and social outcomes. While the vision is specific to the complex political economic and socio-ecological context of Indonesia's tropical peatland, the phased methodology for collaborative visioning can be adapted for application to other social ecological challenges, or to guide planning and practice by other stakeholder groups aiming to articulate a desired future state. [ABSTRACT FROM AUTHOR]

Newly qualified radiographers often find working in the operating theatre (OT) challenging and intimidating. These perceptions, which inhibit confidence, may hinder their effectiveness in interprofessional teamwork, which may in turn adversely affect patient outcomes. A collaborative education programme was designed, building upon the foundations of competency-based education (CBE) and simulation-based mastery learning (SBML) to examine its potential in mitigating these perceptions. The objective of this research was to assess participants' experience and level of competency after attending the curated collaborative educational programme. The programme was developed based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and comprises two teaching and learning phases: educational session and simulation. A collaborative approach was undertaken to develop an assessment checklist for the interprofessional simulation. Requirements for the simulation, such as scenario design, information and storyboard, task trainer, logistics, and learners' briefing, debrief, and feedback, were identified and assembled. The radiographers' performance was recorded using a practical skills assessment checklist and a theory assessment. Twelve radiographers participated and showed improvement in their self-rating of learning objectives before and after the programme. The median (interquartile range) score achieved in the theory assessment, out of a possible of 11, was 9.00 (7.75–9.50). The median (interquartile range) score achieved in the simulation component, out of a possible of 16, was 15.00 (14.00–15.00). There was statistically significant difference in self-perceived performance in all learning objective domains. The findings from the programme were promising. The use of simulation and an assessment checklist proved to be useful learning tools in preparing newly qualified radiographers for work in the OT. Assessment checklists are valuable tools that should be considered to facilitate teaching and learning. The use of interprofessional simulation activities can support radiographers in developing knowledge, professional skills, and clinical competency. It should be conducted in a timely manner to facilitate the introduction to role understanding and effective communication. [ABSTRACT FROM AUTHOR]

Intensive agricultural landscapes pose a challenge to wildlife managers, policymakers, and landowners hoping to increase the diversity of desired wildlife species, such as grassland birds, which require urgent conservation action. In intensive agricultural landscapes, like those of the Midwestern United States, most land area is privately owned and operated and managed primarily for production. Thus, conducting ecological research in intensive agricultural landscapes requires collaborative approaches aimed at farm owners and operators. Recent advances in acoustic data collection and high‐resolution habitat mapping, including low‐cost acoustic recorders and satellite remote sensing, may be well positioned to address this challenge by enabling expanded assessments and monitoring of wildlife populations and habitats across regions. This study examined fine‐grained habitat characteristics and their relationship with avian biodiversity in intensive agricultural landscapes at 44 agricultural sites across the state of Iowa. Passive acoustic monitoring and manual identification of bird species allowed for measurement of vocalizing bird richness. High‐resolution mapping of noncrop vegetation provided detailed information on small noncrop vegetation habitat complexes within row‐crop agriculture. Measures of image texture provided characterizations of compositional heterogeneity within noncrop vegetation. General linear Poisson modeling demonstrated robust associations between noncrop vegetation and vocalizing bird richness, yet variation in grassland bird richness was not well predicted by noncrop vegetation. Noncrop vegetation texture demonstrated potential as a predictor of vocalizing bird richness, though not better than or when combined with noncrop vegetated area, indicating it may not be an independent measure of habitat quality. Passive acoustic monitoring resulted in useful data at 44 out of 60 originally selected sites, with some lost to failed recorders and/or collaboration issues. Challenges remain in detecting habitat characteristics that promote grassland birds in row crop landscapes. Working toward probabilistic research design across privately owned working landscapes and incorporating more detailed management practice information would improve the transferability of this approach to farmland management and policy. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga 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.)

Copyright of Journal of the American Institute for Conservation is the property of Taylor & Francis Ltd 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.)

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students' interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students' learning experience and academic performance, and the instructors' reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students' experiences with flipped classroom and peer collaboration methods. The students' feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students' learning experience. • Flipped classroom combined with peer collaborative learning is an effective online teaching and learning strategy. • Collaborative learning was useful for developing skills while flipped classroom was useful in building autonomy in learning. • Problem-solving group activities enhances student learning from their peers through diverse viewpoints and learning styles. • Improvement in student passing rate in Analytical Chemistry courses with the introduction of active learning strategies. • Collaboration reduced the stress of preparing materials for the online classes among students and instructors. [ABSTRACT FROM AUTHOR]

The process of painting fosters creativity and rational planning. However, existing generative AI mostly focuses on producing visually pleasant artworks, without emphasizing the painting process. We introduce a novel task, Collaborative Neural Painting (CNP) , to facilitate collaborative art painting generation between users and agents. Given any number of user-input brushstrokes as the context or just the desired object class , CNP should produce a sequence of strokes supporting the completion of a coherent painting. Importantly, the process can be gradual and iterative, so allowing users' modifications at any phase until the completion. Moreover, we propose to solve this task using a painting representation based on a sequence of parametrized strokes, which makes it easy both editing and composition operations. These parametrized strokes are processed by a Transformer-based architecture with a novel attention mechanism to model the relationship between the input strokes and the strokes to complete. We also propose a new masking scheme to reflect the interactive nature of CNP and adopt diffusion models as the basic learning process for its effectiveness and diversity in the generative field. Finally, to develop and validate methods on the novel task, we introduce a new dataset of painted objects and an evaluation protocol to benchmark CNP both quantitatively and qualitatively. We demonstrate the effectiveness of our approach and the potential of the CNP task as a promising avenue for future research. Project page and code: this https URL. • A new image generation task called Collaborative Neural Painting. • A new high-quality dataset to facilitate research on the task. • A proposal of benchmark protocol including both objective and subjective evaluation. • A novel diffusion-based model to tackle the task, achieving state-of-the-art performance. [ABSTRACT FROM AUTHOR]

Rapid development and adoption of natural language processing (NLP) techniques has led to a multitude of exciting and innovative societal and health care applications. These advancements have also generated concerns around perpetuation of historical injustices and that these tools lack cultural considerations. While traditional health care NLP techniques typically include clinical subject matter experts to extract health information or aid in interpretation, few NLP tools involve community stakeholders with lived experiences. In this perspective paper, we draw upon the field of community-based participatory research, which gathers input from community members for development of public health interventions, to identify and examine ways to equitably involve communities in developing health care NLP tools. To realize the potential of community-based NLP (CBNLP), research and development teams must thoughtfully consider mechanisms and resources needed to effectively collaborate with community members for maximal societal and ethical impact of NLP-based tools. [ABSTRACT FROM AUTHOR]

Objective: Test the effectiveness of benchmarked performance reports based on existing discharge data paired with a statewide intervention to implement evidence-based strategies on breast re-excision rates. Background: Breast-conserving surgery (BCS) is a common breast cancer surgery performed in a range of hospital settings. Studies have demonstrated variations in post-BCS re-excision rates, identifying it as a high-value improvement target. Methods: Wisconsin Hospital Association discharge data (2017–2019) were used to compare 60-day re-excision rates following BCS for breast cancer. The analysis estimated the difference in the average change preintervention to postintervention between Surgical Collaborative of Wisconsin (SCW) and nonparticipating hospitals using a logistic mixed-effects model with repeated measures, adjusting for age, payer, and hospital volume, including hospitals as random effects. The intervention included 5 collaborative meetings in 2018 to 2019 where surgeon champions shared guideline updates, best practices/challenges, and facilitated action planning. Confidential benchmarked performance reports were provided. Results: In 2017, there were 3692 breast procedures in SCW and 1279 in nonparticipating hospitals; hospital-level re-excision rates ranged from 5% to >50%. There was no statistically significant baseline difference in re-excision rates between SCW and nonparticipating hospitals (16.1% vs. 17.1%, P =0.47). Re-excision significantly decreased for SCW but not for nonparticipating hospitals (odds ratio=0.69, 95% confidence interval=0.52–0.91). Conclusions: Benchmarked performance reports and collaborative quality improvement can decrease post-BCS re-excisions, increase quality, and decrease costs. Our study demonstrates the effective use of administrative data as a platform for statewide quality collaboratives. Using existing data requires fewer resources and offers a new paradigm that promotes participation across practice settings. [ABSTRACT FROM AUTHOR]

This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The difference in students’ understanding and the gaps in understanding between UA and LA students were analyzed. The results showed no difference in students’ understanding if treated with Novick’s and collaborative constructivist. Differences in students’ understanding were found in the treatment of STAD. Students’ understanding was higher if treated with collaborative constructivist and Novick’s constructivist than STAD. Collaborative constructivist strategies can reduce the gap in students’ understanding and optimize gain in students’ understanding to the other two strategies. [ABSTRACT FROM AUTHOR]

In recent years many researchers have paid close attention to and conducted extensive research on Collaborative Problem Solving (CPS). This is because many complex projects in the modern world can only be completed through teamwork. However, education and training that emphasize the systematic strengthening of the CPS aspect are still insufficient in preparing graduates to enter the workforce. In fact, CPS as one of the most important skills in the 21st century besides critical thinking, communication, creativity, and innovation. This paper deals with the CPS as an important skill in 21st Century. The first part of the paper attempt to explicate the basic concept of CPS. Subsequently, Collaboration and Problem- Solving Process in the context of teaching and learning processes will be presented in the next section. Besides, a conceive illustrated of Assessment Framework of 2015 PISA CPS will also described. The article is devoted to explain the Dimensions and Elements of CPS Assessment; in particular, the social domain of collaborative problem-solving as well as Cognitive domain of CPS are discussed. [ABSTRACT FROM AUTHOR]

The development of mobile technology has an important role to play in achieving 21st-century skills. Collaborative skills and problem-solving are seen as fundamental skills for achieving 21st-century skills as a whole. This study aims to develop collaborative problem-solving based on mobile multimedia (CPMM) to achieve student collaborative and problem-solving skills. Multimedia development life cycle (MDLC) is used as a research method to develop CPMM. The CPMM was developed by involving 100 students at the Universitas Muhammadiyah Surabaya, Indonesia. The CPMM development result consisted of three main features. The first feature was the homepage which was used to show student profiles and progress in the course. The second feature was collaborative to become a forum for students to discuss and interact in multi-way mobile ways to solve problems. The third feature was evaluation as tasks from a lecturer to individual students to solve problems. In addition, the study results showed that CPMM was valid and effective for improving students' collaborative and problem-solving skills. This study recommends that CPMM can be used as an essential study and the basis for lecturers and practitioners to develop 21stcentury student skills as a whole (not only collaborative and problem-solving skills) to produce graduates who are ready to face the revolutionary era 4.0. [ABSTRACT FROM AUTHOR]

The development of science and technology during the Covid-19 pandemic requires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of implementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research method used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Universitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students' collaborative and problem-solving skills. This effectiveness especially occurs when constructing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and practicing collaborative and problem-solving skills that are relatively difficult to improve during the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

HIV testing with rapid antiretroviral therapy (ART) initiation are life-saving interventions for adolescents living with HIV. However, in Zambia, HIV diagnosis and immediate ART initiation among adolescents living with HIV is lagging. In collaboration with the Zambian Ministry of Health, the U.S. Health Resources and Services Administration, the U.S. Centers for Disease Control and Prevention in Zambia, and ICAP at Columbia University designed and implemented a quality improvement collaborative (QIC) to improve adolescent immediate ART initiation at 25 health facilities in Lusaka. Over the 12-month implementation period, quality improvement teams tested and identified targeted intervention, that significantly improved ART initiation within 14 days of receiving positive test results, from 24% at baseline to more than 93% for the final 6 months of implementation. The quality improvement collaborative approach empowered health care workers to innovate addressing the root causes of suboptimal performance and produced a package of successful interventions that will be shared throughout Zambia. [ABSTRACT FROM AUTHOR]

Access to safe drinking water remains a significant challenge for many Indigenous communities in Canada, particularly for remote communities. This stems from historic colonial practices of water governance that have relied on Western worldviews and excluded Indigenous Peoples. Using an Indigenist research framework and a Community-Based Participatory Research design, we, as Indigenous and non-Indigenous collaborative research team wanted to learn from remote Indigenous communities, including Star Blanket Cree First Nation and the Cumberland House Village at the Treaty 4 and 5 territories (known as Saskatchewan) that have not been adequately represented in water governance. Following this, we used storytelling and deep listening to engage seven Elders and knowledge-keepers from the two communities. The findings show Indigenous People have spiritual and historical worldviews and practices surrounding water and its governance. Promoting Indigenous worldviews in water governance is critical to enhancing access to safe drinking water within the two communities. Therefore, reviving and reconnecting Indigenous drinking water governance promotes community healing and water protection. Insights from this paper propose a meaningful bridge between Western and Indigenous perspectives and the capacity to govern water through deep and complex practices and meanings of water governance. • Remote Indigenous communities lack access to safe drinking water. • Understanding the spirituality of water is key to Indigenous water governance. • Reclaiming Indigenous water stories is key to water reconciliation. • Collaborative water governance enhances access to safe drinking water. • Collaborative water governance promotes sovereignty and self-governance. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Administraçãao da UNIMEP is the property of Revista de Administracao da UNIMEP 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.)

A novel teaching collaborative for acute care medicine advanced pharmacy practice experiences (APPEs) was formed by five faculty preceptors. The primary goal of the collaborative model was to ensure that acute care medicine APPEs provided students with opportunities to achieve Accreditation Council of Pharmacy Education Standards 2016, including strengthening students' ability to be practice- and team-ready. The collaborative model included group discussions, video modules, patient cases, journal scans, and case presentations among student pharmacists completing an adult or pediatric acute care APPE. Anonymous, voluntary pre−/post-surveys were completed by a cohort of students who participated in the collaborative model from May 2018 to April 2019. Survey questions assessed student-perceived ability/confidence related to interprofessional (IP) relationships and decision-making skills for adult and pediatric patients, as well as value of activities. From the cohort of 67 students, 54 pre-survey and 45 post-survey responses were obtained. Post-rotation, students showed an increase in confidence to practice pharmacy on an IP team (39% vs. 100%, P <.001). Significant increases were also found for therapeutic decision-making regarding antibiotics, anticoagulants, and pharmacokinetics for adult and pediatric patients. Among students completing the post-survey, video modules were the most valued component of the model. A collaborative APPE model resulted in consistent increases in student-perceived ability and confidence related to care of adult and pediatric patients. This APPE model could be adapted within different care settings and pharmacy curricula. [ABSTRACT FROM AUTHOR]

Implementing an appropriate learning model is needed to improve students' writing skills because writing may reflect the writer's knowledge and there are many other factors that determine the success of achieving good academic writing skills. The purpose of this study was to reveal the effectiveness of collaborative workshop learning model in order to foster students' ability to write academic papers. The type of this research is classroom action research. Participants in this study were 25 undergraduate students in Indonesian Language education program, Data were collected by observing student learning activities, while tests were conducted to measure students' ability in writing academic papers. Descriptive analysis was conducted to analyze student learning activities and the progress of their scientific paper writing skills. The result shows that the collaborative workshop learning models can improve students' ability to write academic papers. This learning model emphasizes independence in increasing individual abilities and collaboration in creating comfort in the learning process. It turns out to provide satisfying results by increasing student competence and their comfort in learning academic writing. [ABSTRACT FROM AUTHOR]

Background: Pressure injury prevention is a persistent concern in nursing. The Veterans Health Administration implemented a creative approach with successful outcomes across the United States. Problem: Pressure injury prevention is a measure of nursing quality of care and a high priority in the Veterans Health Administration. Methods: A 12-month Virtual Breakthrough Series Collaborative utilizing coaching and group calls was conducted to assist long-term and acute care teams with preventing pressure injuries. Interventions: Interventions from the Veterans Health Administration Skin Bundle were implemented, including pressure-relieving surfaces, novel turning techniques, specialized dressings, and emollients to prevent skin breakdown. Results: The aggregated pressure injury rate for all teams decreased from Prework to the Action phase from 1.0 to 0.8 per 1000 bed days of care (P = .01). The aggregated pressure injury rates for long-term care units decreased from Prework to Continuous Improvement from 0.8 to 0.4 per 1000 bed days of care (P = .021). Conclusion: The Virtual Breakthrough Series helped reduce pressure injuries. [ABSTRACT FROM AUTHOR]

Background: The need to expand and better engage patients in primary care improvement persists. Purpose: Recognizing a continuum of forms of engagement, this study focused on identifying lessons for optimizing patient partnerships, wherein engagement is characterized by shared decision-making and practice improvement codesign. Methodology: Twenty-three semistructured interviews with providers and patients involved in improvement efforts in seven U.S. primary care practices in the Academic Innovations Collaborative (AIC). The AIC aimed to implement primary care improvement, emphasizing patient engagement in the process. Data were analyzed thematically. Results: Sites varied in their achievement of patient partnerships, encountering material, technical, and sociocultural obstacles. Time was a challenge for all sites, as was engaging a diversity of patients. Technical training on improvement processes and shared learning "on the job" were important. External, organizational, and individual-level resources helped overcome sociocultural challenges: The AIC drove provider buy-in, a team-based improvement approach helped shift relationships from providers and recipients toward teammates, and individual qualities and behaviors that flattened hierarchies and strengthened interpersonal relationships further enhanced "teamness." A key factor influencing progress toward transformative partnerships was a strong shared learning journey, characterized by frequent interactions, proximity to improvement decision-making, and learning together from the "lived experience" of practice improvement. Teams came to value not only patients' knowledge but also changes wrought by working collaboratively over time. Conclusion: Establishing practice improvement partnerships remains challenging, but partnering with patients on improvement journeys offers distinctive gains for high-quality patient-centered care. Practice Implications: Engaging diverse patient partners requires significant disruption to organizational norms and routines, and the trend toward team-based primary care offers a fertile context for patient partnerships. Material, technical, and sociocultural resources should be evaluated not only for whether they overcome specific challenges but also for how they enhance the shared learning journey. [ABSTRACT FROM AUTHOR]

The acceleration of product development requires clear and systematic project management as a guideline and reference point for engineers from different backgrounds, different organizations and different cultures. Project management has therefore been part of the education of mechanical engineers for years. During the last years product development projects evolved the need for agile and lean management methods. So concepts originated from software development influence the organization of even pure mechanical engineering departments. Multidisciplinary product development projects can nowadays hardly do without scrum. Now, the COVID-19 pandemic suddenly transformed student cohorts from local classrooms into distributed teams from one day to the other. The basics of engineering project management could neither be explained nor trained in classroom teaching. Accidental discussions did not take place. Asking was difficult and feedback loops could not be closed. Exams in presence could not be carried out and has been transformed into some kind of homework assignment. The individual student got out of focus and learning success began to slip away. This contribution provides a case study how the sudden restrictions led to the implementation of a digital and virtual concept in teaching project management for mechanical engineering studies. It shows how classic project management is taught in a blended lecture set-up with asynchronous videos, synchronous web meetings and project based learning in a bachelor course. It further shows how agile project management is used to keep the close contact between student and teacher during student thesis. It also explains how scrum is applied to organize self-learning in a master course. The focus of this contribution is on the implementation of known methods with digital project management and communication tools. Finally, an attempt is made to compare the previous classroom teaching and the new digital teaching. [ABSTRACT FROM AUTHOR]

The acceleration of product development requires clear and systematic project management as a guideline and reference point for engineers from different backgrounds, different organizations and different cultures. Project management has therefore been part of the education of mechanical engineers for years. During the last years product development projects evolved the need for agile and lean management methods. So concepts originated from software development influence the organization of even pure mechanical engineering departments. Multidisciplinary product development projects can nowadays hardly do without scrum. Now, the COVID-19 pandemic suddenly transformed student cohorts from local classrooms into distributed teams from one day to the other. The basics of engineering project management could neither be explained nor trained in classroom teaching. Accidental discussions did not take place. Asking was difficult and feedback loops could not be closed. Exams in presence could not be carried out and has been transformed into some kind of homework assignment. The individual student got out of focus and learning success began to slip away. This contribution provides a case study how the sudden restrictions led to the implementation of a digital and virtual concept in teaching project management for mechanical engineering studies. It shows how classic project management is taught in a blended lecture set-up with asynchronous videos, synchronous web meetings and project based learning in a bachelor course. It further shows how agile project management is used to keep the close contact between student and teacher during student thesis. It also explains how scrum is applied to organize self-learning in a master course. The focus of this contribution is on the implementation of known methods with digital project management and communication tools. Finally, an attempt is made to compare the previous classroom teaching and the new digital teaching. [ABSTRACT FROM AUTHOR]

This project assessed the feasibility and acceptability of Parent Connext, a positive parenting program that integrates screening and co-located parent coaching within pediatric primary care. Eleven practices implemented Parent Connext in phases between November 1, 2016, and July 31, 2019. Screening and surveillance for parenting and family psychosocial concerns were performed during patient visits. Providers responded with brief motivational interviewing and referral. Parenting Specialists provided individualized parent coaching to referred caregivers. Screens were completed at 13,346 (65%) targeted visits, with 26% positive for concerns. Parent coaching was provided to 1,301 of 2,711 (48%) referred families (average 2.2 sessions per family). Providers and staff felt significantly more supported, confident, and knowledgeable about addressing parenting and family psychosocial concerns after implementing Parent Connext and felt the program improved their relationships with families and quality of care. Co-located parent coaching was found to be a feasible and worthwhile addition to pediatric primary care. • Pediatricians screened for parenting and family psychosocial concerns at checkups. • Parenting Specialists provided parent coaching to parents at 11 pediatric offices. • A total of 1,301 families participated in parent coaching over a two year period. • Physician confidence and knowledge improved for addressing psychosocial concerns. • Physicians endorsed parent coaching as a valuable addition to child primary care. [ABSTRACT FROM AUTHOR]

Through a single-case study design, the research study described in this article examined one rural Canadian school division's use of teacher-directed, collaborative action research (TDCAR) as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada. In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Cohort engaged in collaborative action research projects, designing materials and implementing new strategies in their unique, often multi-grade, rural classrooms. In addition to the changes and improvements noticed by teachers through their collaborative action research, findings from the study illustrated several strengths of TDCAR, including the autonomy it afforded teachers to engage in work directly related to their classroom contexts, its ability to foster collaboration between colleagues, and its ability to build connections across schools within a diverse rural context. Findings from the study also suggested that consideration should be given to both ways of supporting the action research process, and the complexities of facilitation in rural settings if TDCAR is to be used as a mediating tool for learning. [ABSTRACT FROM AUTHOR]

• Advanced practice registered nurses (APRNs) are implementing and leading initiatives to showcase high value care. • This descriptive report describes APRN-led initiatives implemented as part of a national collaborative promoting the Choosing Wisely ® campaign and high-value care measures. • A national collaborative has proven to be a successful way to engage APRN teams to focus on targeting high-value care and promoting evidence-based practices in clinical care. High-value healthcare focuses on improving healthcare to produce cost effective care, however limited information on the role of advanced practice registered nurses (APRNs) exists. This descriptive report describes APRN-led initiatives implemented as part of a national collaborative promoting the Choosing Wisely ® campaign and high-value care measures. An APRN national collaborative focuses on developing and implementing high-value care initiatives. Monthly calls, podcasts, and a file sharing platform are used to facilitate the work of the national collaborative. A total of 16 APRN teams from 14 states are participating and have implemented a number of initiatives to reduce unnecessary testing and treatments, promote appropriate antibiotic use, and promote optimal clinical practices such as mobility for hospitalized elderly patients, among others. A national collaborative has proven to be a successful way to engage APRN teams to focus on targeting high-value care and promoting evidence-based practices in clinical care. [ABSTRACT FROM AUTHOR]

With the increased concern regarding the negative impact that care in silos has on patients and the health care system, there is growing interest in integrated models of care especially for individuals with co-occurring physical andmental health conditions. Although generally applied in a community setting, we adapted and implemented an evidence-based integrated model of care, the collaborative care model (CCM) in an adult and a pediatric hospital-based outpatient clinic. Enrolment was criteria based and management was measurement driven. The model is team based and consists of new roles for its members including the patient, the care manager, the primary care clinician, and the psychiatric consultant. A key role was that of the care manager who worked with the patient and engaged primary care. The care manager also organized teambased treatment planning in systematic case reviews that contributed to the care plan. Support for training of the new and changes in roles is underscored. In this communication we comment on our initial experience of applying the CCM to the hospital outpatient setting. [ABSTRACT FROM AUTHOR]

One of the most striking features of colonialism in the education system of South Africa (SA) is the sustained use of English as a language of teaching. If university tuition is offered to students in a non-native language such as English, these institutions inadvertently shoulder the responsibility of meeting the language needs of the students. As a response to the hegemony of English in Higher Education (HE), attempts made to meet the language needs of students in tertiary institutions are manifest in different approaches employed by universities, such as Integrating Content and Language (ICL) to support non-native speakers of English, in English media universities. It is thus vitally significant that courses offered in a number of countries be perennially evaluated to determine whether they are fit for purpose. The salience of evaluating input collected from a cohort of students who attend these courses cannot be overemphasised, hence a discussion of a student user-oriented evaluation of an integrated science content and language course taught collaboratively in one of the South African universities. [ABSTRACT FROM AUTHOR]

In manufacturing, lean strategies are already widely distributed and have been research topic for years. However, the transfer of lean strategies to administrative areas is current research area. Some companies already implemented lean strategies in engineering departments. But since product development is performed more and more in globally distributed project teams, analogous processes don't work any longer. It becomes necessary to digitize the lean product development approaches. This paper gives a brief overview of the current state of research in the fields of lean management, distributed teams and digitalization. A short overview of existing project management software is given and the gap for the implementation of digital Lean Product Development (dLPD) is described. The last section shows the experience from the authors own projects and studies and explains a first orientation towards the implementation of dLPD and outlines the need for further research. [ABSTRACT FROM AUTHOR]

Learning Analytics (LA) is a systematic and interdisciplinary field that uses methods and analysis techniques to measure the effectiveness of different pedagogical approaches such as problem based learning (PBL), project based learning etc. Analysis of data helps to bring improvements in the curriculum and content delivery in higher education. According to recent predictions, for educational technology, research seeks to analyze the learners' behavior, engagement time in learning, feedback, problem solving skills, ability to participate in team discussion. Teacher's involvement in designing an activity, keeping the student motivated and to induce them to participate in the activity sessions is a challenging task. Students' performance is always directly proportional to teachers' involvement. Combining PBL and LA helps to collect data and analyze in a structured way to make decisions for an academic purpose. The benefits include targeted course offerings to the students, students' learning outcomes, their behavior, performance, improved curriculum development, and improved personalized learning. Hence, this research enriches the application of PBL pedagogy with LA in engineering education. [ABSTRACT FROM AUTHOR]

• A theory-practice gap exists in nursing curricula amid interprofessional communication opportunities. • Barriers exist to creating and implementing meaningful collaborative experiences with other disciplines. • An interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing and first year physical therapist assistant students improved their confidence with interprofessional communication. Interprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. 29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. An interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. A total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. This experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students' understanding and confidence with interprofessional communication prior to a clinical opportunity. [ABSTRACT FROM AUTHOR]

Over the last 12 years, surgeon representatives from the 33 participating hospitals of the Michigan Society of Thoracic and Cardiovascular Surgeons Quality Collaborative (MSTCVS-QC), along with data specialists, surgical and quality improvement (QI) teams, have met at least 4 times a year to improve health-care quality and outcomes of cardiac and general thoracic surgery patients. The MSTCVS-QC nature of interactive learning has allowed all members to examine current data from each site in an unblinded manner for benchmarking, learn from their findings, institute clinically meaningful changes in survival and health-related quality of life, and carefully follow the effects. These meetings have resulted in agreement on various interventions to improve patient selection, periprocedural strategies, and adherence with evidence-based directed medication regimens, Factors contributing to the quality movement across hospitals include statewide-recognized clinicians who are eager to involve themselves in QI initiatives, dedicated health-care professionals at the hospital level, trusting environments in which failure is only a temporary step on the way toward achieving QI goals, real-time analytics of accurate data, and payers who strongly support QI efforts designed to improve outcomes. [ABSTRACT FROM AUTHOR]

This study examines a blend of open-ended and collaborative learning strategies (OE-C) in comparison to other strategies in minimizing the gap of creative thinking skills between Upper Academic (UA) and Lower Academic (LA) students. The population of this study was 136 fifth grade students of an elementary school in Salatiga, Indonesia. The sample consisted of each 68 UA and 68 LA students categorized by intact group technique sampling. Research method employed was the 4x2 factorial design. The students' creative thinking skills were measured with open-ended validated problem testing, focusing on students' fluency, flexibility, originality, and elaboration. Data were analysed using ANCOVA with the pre-test score as the covariate. Findings suggest that OE-C learning strategy is the most effective learning method to elevate students' creative thinking skills. Further, the OE-C learning strategy also serves as the most efficient to reduce gaps of creative thinking skills. [ABSTRACT FROM AUTHOR]

This study explores the effect of problem-based learning on students' lateral thinking skills in biology subjects, the concept of environmental change. This quantitative research uses a quasi-experimental model with a pre-test post-test control group design. The population in this study were students of class X MIPA Integrated High School Riyadlul Ulum academic year 2018/2019. The sample used was 2 classes consisting of 64 students taken using the cluster random sampling technique. The lateral thinking skills test includes four lateral thinking factors, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas. Test is organized in essay consisting of 20 items. Data on lateral thinking skills were obtained from the pre-test and post-test scores. Result of the research concludes that there is a significant influence of PBL model on students' lateral thinking ability. Of the four lateral thinking factors that was studied, the factor recognizes the dominant idea of the problem became the factor whose average score is the most different between the PBL group and the non-PBL group. [ABSTRACT FROM AUTHOR]

Purpose - This study examines students' approaches towards learning university-level mathematics and how a technology-enhanced environment is received by the students transitioning from secondary to tertiary level mathematics. Method - The study was conducted in a private university in Malaysia, which provides an interactive virtual learning environment through lecture capture and Moodle e-learning, as well as mathematics tutorials in collaborative classrooms. Two sessions of focus group discussions were conducted with selected first-semester students from the Foundation in Engineering studies who enrolled in the compulsory mathematics module. This study focused on students' narratives to gain an in-depth understanding of their experiences and the challenges they faced during the transition. The audio-recorded sessions were transcribed verbatim. Basic thematic analysis was employed to identify students' approaches towards learning mathematics in a technology-rich university environment. Findings - The responses from the discussions were clustered into 4 categories: (i) lecture style predominantly affects learning, (ii) students explore self-directed learning, (iii) collaborative learning among students are not apparent, and (iv) students' perception of mathematics remain unchanged. The factors that influence students' learning approaches were examined. Students' learning background and their dispositional knowledge have been manifested in their interests for online learning. Significance - The findings showed that the current generation of students are independently seeking online resources and enacting self-directed learning in mathematics education. The three stages in the "rite of passage" - a theoretical model - are noticeable in the students' learning approaches during their transition to university-level mathematics. As universities are shifting towards blended learning, this study emphasizes the need for lecturers to improve on the best classroom pedagogies to ease students' transition to tertiary level mathematics. The current way of learning and teaching mathematics in universities during secondary-tertiary transition also needs repackaging, besides promoting personalization and collaboration in learning. [ABSTRACT FROM AUTHOR]

For some time, tourism researchers have sought to examine and theorise types of collaborative exchange and the characteristics of relational work in tourism. Different ontological and epistemological framings, and associated language games have contributed to a fragmented body of knowledge. In this paper, we argue that the new term 'co-creation' is part of this language game, and efforts to date have not linked co-creation to the broader and deeper currents of theory building that have come before. We thus place co-creation within its wider context by, firstly, building a meta-narrative review of the literature that draws together a number of disparate disciplinary-inspired lines of thinking, and secondly, by identifying and extending key concepts of co-creation and its logics to tourism. We trace seven threads of scholarship that demonstrate the ideas and values associated with co-creation have diverse historical roots. Using a meta-narrative approach, we unpack the characteristics of co-creation from different disciplinary lenses, directing attention to issues beyond service-dominant logic approaches towards wider issues of participation, inclusion, power, responsibility, and value. In the process, we contribute to a new and fresh appreciation of value co-creation in tourism literature, along with a nine-point agenda that suggest directions for future research and practice. [ABSTRACT FROM AUTHOR]

The paper presents an analysis of the decision-making process applied in the cultural institutions for choosing the best ICT platform, for purposes of developing a virtual exhibition for creative digital works. A review of the existing platforms and tools already used in creative digital field is performed and a multi-criteria analysis is described. The application of the consensus in decision-making process is presented and the use of the crowdsourcing approach is analyzed. The collaborative aspects of the decision-making process, based on consensus and crowdsourcing, are considered. [ABSTRACT FROM AUTHOR]

Microservice (MS) architectures, especially in combination with micro front ends, are a modern, scalable and sustainable approach to software development. The modular development of individual components and the possibility of a simple, collaborative and iterative development represent a strategic advantage for companies. In addition, the MS approach allows the consistent use of current technologies, whereby new software functionalities can constantly be included. In this paper, the potentials of MS for engineering tools are shown using the example of a web-based configurator for robot-based automation solutions. On the one hand, the implemented prototype illustrates a possible MS architecture pattern and, on the other hand, clarifies how new functionalities such as the collaborative multi-user configuration or different role-based configuration sessions are enabled by such a concept. Using the example of the web-based configuration platform, it is finally shown how a MS architecture contributes to better development and easier deployment of engineering software solutions based on the divide and conquer principle. [ABSTRACT FROM AUTHOR]

Background: Hospitalized infants often need fortified human milk and formulas for growth in the neonatal intensive care unit and postdischarge. Parents must learn how to properly mix infant feedings.At the initial Children's Hospital Colorado follow-up visit, baseline data revealed a 50% rate of mixing inaccuracy of discharge feeding recipes and identified the readmission of 2 infants with life-threatening hypernatremia. A gap in discharge teaching was identified. A quality improvement project was implemented at 2 affiliated neonatal intensive care units.Purpose/aim: The aim of this study was to improve parental comfort and efficacy in infant feeding preparation during hospitalization, reduce mixing inaccuracy postdischarge, and prevent readmission. The primary aim was to improve the accuracy rate at follow-up to 75% within 12 months and the sustain mixing accuracy rate at follow-up to above 95% for an additional 24 months.Methods/interventions: A literature review was conducted; potential barriers were identified and strategies developed to recognize the relationships between the aim and the changes to be tested. Implementation of standardized teaching focused on the teach-back technique. Education included mixing demonstration and written instructions. Parents were expected to correctly mix the recipe 3 times before discharge.Results: Mixing accuracy at the initial clinic follow-up visit improved to 97%. No readmissions were reported from inaccurately prepared feedings.Implications For Practice: Collaborative quality improvement project with standardized teaching provided improved feeding safety and parental comfort with accuracy of discharge instructions. Primary care providers need to be aware of the importance of accurate formula or fortified human milk preparation and verify accuracy of the specific discharge recipes at the initial visit. [ABSTRACT FROM AUTHOR]

Transformations in contemporary higher education have led to an explosion in the number of degrees delivered online, a significant characteristic of which is the incorporation of multimedia to support learning. Despite the proliferation of multimedia and growing literature about the affordances of various technologies, there are relatively few examples of how judgements are made regarding choosing and actioning multimedia development decisions for educational developers. The case study presented here is framed within an institution-wide project for the development of fully online degrees that utilised a collaborative approach to curriculum and multimedia development. This example focuses on the establishment and operation of a collaborative approach to curriculum development in which multidisciplinary development teams invested considerable resources in researching improvements to their multimedia practices and processes. This article reflects on the collaborative team approach to multimedia design and development by examining the team's experiences and practices through the lens of existing multimedia research, in order to understand the convergence between multimedia theory and the practicalities of developing multimedia within the constraints of large-scale online curriculum development. Through these reflections, four lessons learned will be explicated which will inform those engaged in employing similar approaches in other contexts. These lessons learned identify the benefits and potential issues associated with: 1. the approach used by the collaborative development team to support the production of multimedia, 2. the practices and process used by the collaborative development team to facilitate the creation of concise multimedia presentations, 3. the impacts of establishing teaching presence through videos created by the course writer and online course facilitator, and 4. the presentation styles used by course writers and the tools they used during multimedia production. [ABSTRACT FROM AUTHOR]

This paper attempts to provide the outcomes resulted by using Blogs in teaching Academic Writing course to 75 freshmen studentsof three faculties at Bangladesh Agricultural University, Mymensingh. Students shared their experiences and posted writing assignments on the blogs as an online portfolio. Both qualitative and quantitative methods were employed to collect and analyze the data including pre-tests and post-tests which were mainly gathered through students’ writings posted to the blogs, peer feedback, questionnaire and interviews. The findings showed that the participants made quite outstanding participations-sharing, discussing and arguing in English successively. Further, the findings of the study reveal that collaborative learning made them more dynamic on language fluency and grammatical accuracy and provided experience of receiving and providing peer feedback using blogs that was integrated into an online instruction of teaching and learning. The findings and discussion of this paper may assist practitioners in implementing blog for peer feedback process and designing suitable activities for the use in EEL classrooms. [ABSTRACT FROM AUTHOR]

Abstract Introduction Low self-efficacy level among patients with hypertension could be the underlying reason for poor daily disease self-management, leading to suboptimal blood pressure (BP) control. A structured, group-based hypertension self-management education (HSME) programme could be a potential solution to improve BP control; however, impact of HSME programme in the Malaysian setting remain unknown. This study aimed to evaluate the impact of a structured, group-based HSME programme on hypertensive patients' clinical and psychosocial outcomes. Methods A pretest-posttest quasi-experimental study design was employed. Participants attended a total of 4-weekly of the HSME programme at a community hall. Participants' clinical and psychosocial outcomes were assessed at three time-points. Data were analysed using IBM SPSS version 23.0. Results Forty-five participants consented to join the programme, with 36 (80.0%) attended two or more sessions. At post 1-week of intervention, participants were found to have significant improvement in high-density lipoprotein (HDL) cholesterol (p = 0.001), number of days spent on vigorous physical activity (p = 0.007), motivation (p = 0.005) and self-efficacy (p = 0.005). At 2-month, participants have sustained increased in HDL cholesterol, motivation and self-efficacy, in addition to a significant improvement in self-care behaviour (p = 0.002). Conclusions The short-term HSME programme elicited certain positive clinical and psychosocial outcomes, a larger scale randomised controlled trial should be carried out to determine the effective elements of the HSME programme that lead to the self-care behavioural changes and to evaluate the long-term impacts of sustained self-care practices among community dwellers with hypertension. [ABSTRACT FROM AUTHOR]