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To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

BACKGROUND: The experience of disability and of how work is conducted in the American economy is undergoing new shifts in response to the coronavirus (COVID-19) pandemic This unique space in time provides an opportunity to re-examine the importance of universal design (UD) as a way to respond to a workforce that is growing more diverse and living longer with disabilities UD is a set of strategies that creates places and resources that are accessible to all and considers the needs and wants of people from the outset Through the use of UD, work environments can be more accessible and useable to all employees OBJECTIVE: This article describes the changes in the experience of disability within the context of COVID-19 and defines UD and UD for learning principles We then consider how UD reduces stigma and reduces the need for individual accommodations while promoting inclusivity and improving productivity in the workplace CONCLUSION: We offer strategies for embedding UD into vocational rehabilitation from pre-professional training to practice, all with a new sense of urgency and opportunity that is present as a result of COVID-19 © 2021 - IOS Press All rights reserved

Background In 2009 the I-PASS Study Group was formed by patient safety, medical education, health services research, and clinical experts from multiple institutions in the United States and Canada. When the I-PASS Handoff Program, which was developed by the I-PASS Study Group, was implemented in nine hospitals, it was associated with a 30% reduction in injuries due to medical errors and significant improvements in handoff processes, without any adverse effects on provider work flow. Methods To effectively disseminate and adapt I-PASS for use across specialties and disciplines, a series of federally and privately funded dissemination and implementation projects were carried out following the publication of the initial study. The results of these efforts have informed ongoing initiatives intended to continue adapting and scaling the program. Results As of this writing, I-PASS Study Group members have directly worked with more than 50 hospitals to facilitate implementation of I-PASS. To further disseminate I-PASS, Study Group members delivered hundreds of academic presentations, including plenaries at scientific meetings, workshops, and institutional Grand Rounds. Some 3,563 individuals, representing more than 500 institutions in the 50 states in the United States, the District of Columbia, Puerto Rico, and 57 other countries, have requested access to I-PASS materials. Most recently, the I-PASSSM Patient Safety Institute has developed a virtual immersion training platform, mobile handoff observational tools, and processes to facilitate further spread of I-PASS. Conclusion Implementation of I-PASS has been associated with substantial improvements in patient safety and can be applied to a variety of disciplines and types of patient handoffs. Widespread implementation of I-PASS has the potential to substantially improve patient safety in the United States and beyond.

William Matthew Flinders Petrie is considered the father of scientific archaeology and is credited with developing a chronology of Ancient Egypt using the nondescript artefacts that other archaeologists had ignored. He occupied the first chair of Egyptology in England, and was also well-known for the museum built around his personal collection of Egyptian artifacts at University College London. Petrie's archaeological work has been studied by scholars, from various disciplines, for its scholarly, cultural, and historical value, while Petrie's life and career outside of archaeology have been the subject of relatively little study. Petrie himself wrote two life stories: the first, 'Ten Years Digging in Egypt, 1881–1891' (1892), detailed the years before his professorship at UCL; in 1932 he published his second, more complete autobiography, 'Seventy Years in Archaeology'. After he died in 1942 there were various obituaries and memorials that outlined his life and major achievements in archaeology. There was very little written about Petrie the man until 1985, when Margaret Drower's 'Flinders Petrie: A Life in Archaeology' was published; it remains the most comprehensive work on Petrie's life. A thin volume of the correspondence of Hilda and Flinders Petrie also allows a glimpse into life on excavation. In short, much of what is known about Petrie focuses on his excavations in Egypt, his time as Professor of Egyptology at University College London, or the museum that bears his name. Subsequently, as a historical matter, Petrie's work in the discipline of eugenics has rarely been discussed as part of his career.