Next-Gen Vocabulary Tools: How Chatbots Elevate Technical English for Computer Science Students

This study explores the changes in Computer Science (CS) students’ self-efficacy between entering study and the end of first year of university. It aims to give course leaders insights into the everyday challenges that affect students’ academic achievement and persistence into second year. The paper begins by proposing that the way CS is taught, the gender imbalance on CS courses, and the experience of the key transitional year into university might influence CS students’ non-continuation. It adopts an academic buoyancy conceptualisation of resilience. Acknowledging the scarcity of instruments covering CS students’ transition to university, the development of a new 20-item questionnaire is described, based on CS students’ own contributions of the challenges they faced during first year. The instrument is administered twice in one session to the same cohort. Analysis of paired responses indicates a loss of confidence to overcome challenges in most aspects, particularly staying motivated to study.

Background: Health systems globally are faced with a shift in global demographics of ageing and the increasing incidence of chronic conditions. Internationally, key health care reforms rely on improved integration of care to address fragmentation of services and enable better coordinated, more continuous care, with more efficient use of resources. Strengthening integrated care requires greater organisational collaboration across care settings. Objectives: The overall goal of this thesis was to explore a best practice health governance model for integrated care. Within this goal the overall aim was to describe a best practice regional health governance model for integrated care. This was achieved by proposing and achieving the following:- identifying the role of the primary health care organisation in regional health governance for integrated care;- identifying the key elements of health governance for integrated care;- identifying if policy supports health governance for integrated care;- identifying if the elements are in use;- identifying if the elements are perceived as being essential to future integrated health care; and,- identifying barriers and enablers to implementation.Methods: The following studies were conducted:1. A narrative review, with thematic analysis provided a scholarly summary, with interpretation and critique, on the role of primary health care organisations in regional health governance for integrated care.2. A systematic review of peer-reviewed literature with thematic synthesis to analyse a range of evidence types including qualitative evidence.3. A content analysis of health policy used the elements from the prior study.4. An exploratory qualitative research design used case study methodology and data, collected from key informants through semi-structured interviews, which was thematically analysed.Overview of Results: The following are the results of the thesis research:1. Investment in primary health care organisations internationally has provided capacity to impact primary health care transformation significantly, including integration of primary and secondary care. Vital to the delivery of better integrated care in the future, and overcome fragmentation of funding and accountability, are governance arrangements to support primary health care and other meso level organisations implement a regional health governance model.2. Ten key elements of health governance for integrated care across a regional setting were identified. These were joint planning; integrated information communication technology; change management; shared clinical priorities; incentives; population focus; measurement – using data as a quality improvement tool; continuing professional development supporting joint working; patient/community engagement; and, innovation.3. Australian policy support for the essential elements of health governance for integrated care is sporadic.4. The ten elements of health governance for integrated care were essential to developing future integrated care across a region, but most were not in use currently. Several barriers and enablers to use of the key elements at the meso level were identified and would require addressing in order to enable best practice governance for integrated health care.Conclusions: Despite a clear policy direction in support of integrated care many health policies have floundered on the lack of poor governance. The results of this thesis demonstrate there is a key role for meso level organisations in the implementation of a regional health governance model to support integrated care. While, the ten key elements identified in this research are all essential for meso level organisations to implement a regional health governance model, a number of significant barriers were identified and need to be overcome. These include the lack of aligned system drivers, effective leadership styles capable of focusing on system outcomes, and a significant lack of community engagement. In order to overcome these barriers and realise the benefits the system requires from integrated care, the elements for health governance described in this thesis should be at the centre of health policy and practice in the future.

There has been an increasing tendency and an interest to make computer science (CS) a core subject in the K-12 curriculum, however in many countries there is a CS teacher shortage in high schools. In order to define the possible reasons for CS teacher shortage, we investigated the factors that influence CS students’ career choices and their preferences about teaching. We also studied the requirements students view as important for their career. Semi-structured interviews were conducted with 18 CS bachelor and master students from four different universities in the Netherlands. The results show that the most important factors influencing the career choice of CS students are organization related expectations such as the characteristics of the organization (scale, reputation etc.), the field of expertise and salary expectations. Regarding CS students career plans about becoming a teacher, a large part (almost 75%) of the students stated that they definitely do not think of teaching or teaching is not a priority career goal. The most cited demotivating factors for following a teaching career are the nature of the teaching job and low salaries. Perceived required skills for good CS teachers are frequently defined as pedagogical skills and social skills.

<h3>Background</h3> There is an urgent need for the UK healthcare sector to increase clinical informaticians and healthcare computing expertise and workforce (Wachter report/Topol review) but no national plan for achieving this goal. <h3>Aim</h3> We describe the initial experience with the UCL GOSH Industry Exchange Network (IXN) programme in healthcare. <h3>Methods</h3> The IXN programme allocates UCL Computer Science (CS) students to ‘real-world’ projects at Great Ormond Street Hospital (GOSH) supported by industry/corporate partners (Microsoft/NTT Data). Student projects receive input from clinical experts (‘clients’), CS academic supervisors (academia) and corporate/technology companies (partners) to address the healthcare issues. <h3>Results</h3> The initial programme included 33 undergraduate CS students allocated in teams of three to 11 GOSH healthcare projects on subjects including: growth charts, augmented reality gamification, content delivery systems, patient safety, staff training and patient instruction mobile apps, medical drawing tools, secure communication devices and interactive booking systems among others. All projects resulted in satisfactory outcomes in terms of GOSH deliverables and student project marks. Around half of the projects demonstrated a successful proof of principle such that ongoing development is planned or underway and three projects are being translated directly to operational deployment following minor additional development effort. <h3>Conclusion</h3> The healthcare, academic and industry IXN offers the unique opportunity to provide ‘real world’ project experience for CS students and a platform for the NHS to significantly accelerate early phase digital development. This highly effective model should be considered an exemplar for expanding the new area of healthcare computing and clinical informatics.

Students enrolled in introductory computer science courses tend towards individual work because of pedagogical practices discouraging collaboration and a focus on individual assignments. This can discourage new computer science students and may negatively affect persistence in computer science. In contrast, social learning theory research suggests a connection between student success and their level of involvement with peers, instructors, and in the greater learning community. Motivated by these contrasting conclusions, the research presented in this paper puts forth a framework based on social learning theories and teaching and learning methodologies to leverage social computing as a learning tool. This framework’s primary objective is use as the foundation for the development and testing of tools used to stimulate social interaction in problem-solving environments for introductory programming students and, as a result, building stronger social networks within learning communities. Following the implications of social learning theory, this paper theorizes that use of tools using this framework will not only result in a stronger, more connected, social network but will also contribute to greater success in student learning outcomes. The research presented in this paper follows a mixed-methods approach with meta-analysis used to develop the framework and an iterative, user- and learner-centered design approach to develop the software tools. User-centered design is the base of our design approach, but learner-centered design helps maintain focus on the important questions we must keep in mind in the design and assessment of this tool: how can we make people more effective learners, adopt our tools (for students and instructors), and promote peer collaboration? How should learning opportunities be scaffolded in a social computing environment? How should we motivate learners to remain engaged and form connections? The framework presented in this paper emphasizes the following requirements for tools to stimulate social interaction in a learning environment. 1) Motivation generating techniques to increase user interaction with the software tools. 2) Scaffolded activities to structure and stimulate community engagement to encourage interaction with the tool and the community. 3) Focused social interaction and gamification features to foster learner success by encouraging competition and community building. Meeting these requirements should promote higher levels of interaction and may lead to improved learning outcomes, attitudes, and social connectedness. In essence, tools founded on this framework will be the focus of a social hub for learning activity and build on the social computing experience. The chosen platform and delivery for this universal tool, as presented in this research, is via a Visual Studio Code extension due to its wide adoption and cross-platform support. Tools built from this framework are based on the necessity of a universal tool focused on encouraging and building a social learning environment; one that supports collaboration and problem solving, provides support for instructor guidance and constraints, and are structured to support many problems new computer science students face in the classroom. Further, the framework developed in this paper sets the foundation for future research testing the efficacy of interventions built around a social computing hub where problem solving takes place.

Introduction/background: Globally, the trend towards integrated care has emerged to meet the mental and social needs of families with multiple and enduring problems across different life domains. Integrated care offers a promising approach, aiming for comprehensive, coordinated, and continuous support. It encompasses a broad view of families’ strengths and challenges and a collaborative attitude. Even as important, it requires partnerships among parents, youth, professionals, organizations and local or national governments. The assumption behind forming these partnerships is that they can strengthen the capacity of people and organizations to achieve long-term improvements in integrated care. However, when operating on the edge of mental healthcare and social care systems, forming and maintaining partnerships is complicated. Despite the importance of partnerships, there is limited research exploring the complex reality of partnerships within integrated care. Therefore, this study aimed to better understand what partnerships in integrated care entails. We did this by (1) identifying conditions for partnerships when organizing integrated care and (2) deepening our understanding of how these conditions influence the interplay between different stakeholders involved in integrated care. With this, we contribute to a better understanding of the requirements for the integrated workforce (e.g. local/national governments, healthcare organizations, professionals and families) to organize integrated care from partnership. Method: This study is part of a broader qualitative participatory action research project, in which we followed five integrated care initiatives in The Netherlands (in the form of fully integrated care teams providing specialized care). During a two-year period, we studied partnerships in the organization of these initiatives, by means of (1) observations of clinical case discussions of the integrated care teams (n=40), (2) semi-structured interviews with parents, youth, professionals, managers and local policy makers (n=52), and (3) learning sessions with policymakers, managers, professionals and representatives of families (n=4). All data were transcribed, coded, and analyzed. A unique element of the study was the collaboration with practitioner-researchers: professionals from the integrated care teams who functioned as a researcher throughout the study by collecting data, joining reflexive meetings, and participating in learning sessions. Results: Our results highlight the complexity of organizing integrated care from partnership, but also its necessity. Based on thematic analysis, we identified four conditions that are important in partnerships: (1) monitoring of integrated initiatives, (2) shared vision and interests, (3) roles and responsibilities and (4) financing. There is an interconnectedness between these conditions. For example, the financing of integrated initiatives strongly influences the way of monitoring integrated initiatives and the amount of trust between stakeholders. Moreover, shared visions and transparency about interests contributes to shaping trust-based and collaborative monitoring between partners. Our study also underlines the importance of continuous evaluation among stakeholders and creating constructive conditions for shared learning and development. In that, the four conditions should be addressed from the perspectives of local governments, organizations, professionals, and families. Fostering this learning-oriented environment asks for a cultural shift in all stakeholders. Further research is needed to explore ways for prioritizing joint learning and development within integrated care to strengthen partnerships.

Introduction: Traditional notions of leadership involve more centralized power at the senior levels, with the expectation that vision and strategy will trickle down to operational levels. This type of leadership may work well in smaller organizations, but the complexity of integrated health models involving large inter-organizational networks may challenge this notion of leadership. To date, the evidence on how traditional centralized leadership impacts the implementation and functioning of integrated care networks is unclear. There is a need to understand different forms of leadership within and across organizations that are involved in integrated care networks. Theory/Methods: We conducted multiple case studies evaluating the implementation of Health Links (HL), a “low-rules”/bottom-up integrated care model in Ontario, Canada. Through an analysis of the qualitative data via semi-structured interviews, this study provides a practical exploration of leadership in the HL context. Our analysis draws on process- or action-oriented theories of leadership that look beyond senior leadership (e.g., distributed and shared leadership, complexity leadership theory). These theories posit that non-formal leaders are critical to the functioning of complex organizations and systems, and consider leadership as an interactive adaptive process, often emergent in nature. Results: Preliminary results show that leadership was highly centralized in implementing HL and concentrated almost exclusively at the senior level, which entailed governance committees involving CEOs and upper management. This centralized leadership seemed to result from a failure to develop capacity for distributed leadership throughout partner organizations, which further impeded front-line workers from understanding the goals of HLs to provide integrated care. That is, due to factors such as insufficient education/communication regarding HLs, lack of delegation of more operational tasks, and failure to meaningfully seek out front-line support, there was limited ability within the organizations to sustain the integrated care effort without an ‘overreliance’ on senior leadership to drive HLs forward. Conclusions: Though senior leadership is critical in setting a vision for integrated care networks, our findings indicate that a centralized leadership approach may not be optimally effective at the stage of implementation and ongoing functioning of these networks. Discussion: In light of these findings, efforts to implement ‘low rules’ integrated care initiatives may require a more proactive approach to leadership, which clearly delineates the possible shared leadership roles throughout organizations. However, in order to develop distributed leadership, senior leadership must facilitate a context (e.g., via knowledge sharing) for informal leaders to take ownership of the implementation project and champion it to those delivering integrated care on the front lines. Lessons Learned: Through the establishment of ‘shared’ or complementary leadership roles across all levels of the organization, distributed leadership may allow for more meaningful clinician buy-in and subsequent spread of the integrated care initiative. Limitations: At this stage, results are still preliminary and limited by the fact that case studies are not generalizable beyond the Ontario, Canada context. Nevertheless, these results help set a foundational groundwork from which to further explore distributed leadership in integrated care. Suggestions for future research: Future research should continue to explore the value of distributed leadership in integrated care, and would particularly benefit by studying contrasting models of leadership and comparing their impact on implementation outcomes.

Introduction: Research on integrated care utilises different definitions of integrated care and, in general, not much attention is given to the role of organisational structures with regard to the implementation of integrated care. Nevertheless, organisational structure represents a key concept in the field of organisation studies. Organisational structures represent the standards for organising and coordinating work. As such, organisational structures codetermine the capacity to take strategic decisions as the implementation of integrated care. Flanders Synergy, an organisation which promotes workplace innovation in the region of Flanders (Belgium), redesigned the organisational structure of ten care organisations (including elderly care, day care, and hospital care organisations). In the present study, the relation between the organisational structure of these care organisations and their level of care integration is examined, both before and after the organisational intervention took place. Theory/Methods: Modern sociotechnical systems theory (MST) provides an integral framework for studying organisational structures. MST distinguishes between functional and order-based structures. Care organisations with a functional structure assign different (aspects of) operational tasks to specific professionals which are organised in homogeneous, profession-specific departments. Functional structures are organised independently of the continuous development of patients’ care needs. Conversely, care organisations with an order-based structure gather heterogeneous groups of operational tasks within self-steering, multifunctional teams that work around parallelized flows of patients. Order-based structures do follow the continuous development of patients’ care needs. Based on modern sociotechnical systems theory we hypothesise that order-based care organisations are better suited to deliver integrated care, compared to functional care organisations. The present study examines this hypothesis by evaluating the interventions that have been implemented in the ten selected care organisations. Data with regard to the organisational structure, both before and after the intervention, was gathered by way of the Flanders Synergy Organisation Scan, a standardised tool to describe 15th International Conference on Integrated Care, Edinburgh, UK, March 25-27, 2015 1 International Journal of Integrated Care – Volume 15, 27 May – URN:NBN:NL:UI:10-1-117000 – http://www.ijic.org/ different aspects of organisational structures. Items from the ACIC-questionnaire are used as a topic list to assess the extent of care integration via semi-structured interviews. Qualitative Comparative Analysis (QCA) is used for analysing the collected data, thus relating organisational structures to the extent of integration of care. Results: The study presents an investigation into the effects of interventions with regard to organisational structures of care organisations and the extent of integration of care. Functional care organisations seem to deliver more fragmented care. Order-based care organisations tend to deliver more integrated care. Conclusions: The study results show that the integration of care is closely linked to the underlying organisational model. Integrated care initiatives may therefore benefit from the design principles based on modern sociotechnical systems theory. Lessons learned: Integrating care is an organisational challenge. Modern sociotechnical systems theory can support analysis and redesign of care organisations Suggestions for future research: Given the trend of care organisations joining up in networks to reach a more integrated care delivery, structures of networks and organisations-within-networks should best be investigated together.

The digitalization of journalism has resulted in an increased overlap between technology and journalism in the newsroom. This development has profound implications for journalism education. The present study investigates a team-based experiential learning project between journalism and computer science students in a digital feature journalism course. Using the concept of trading zones as our analytical lens, we explore the students’ thoughts and opinions regarding professional roles and boundaries as well as areas of tension and spaces of mutual understanding in the collaborative context. Using mixed methods and data from questionnaires, observations and semi-structured interviews, the study demonstrates how trading zones between journalism and computer science students varied from homogenous collaboration to heterogeneous coercion, with diverse experiences of collaboration, coordination and collapse.

This study analyzes the factors, which from the perspective of the health team and users, hinder the implementation of integrality in care provided by a dialysis facility. This qualitative study collected data through semi-structured interviews held with 16 health professionals and eight users from a university hospital in Rio Grande do Sul, Brazil. Data were analyzed through thematic content analysis. Among the factors that hinder the implementation of integrality in hemodialysis care, the following were highlighted: a deficient service network, delay in accessing diagnostic exams and consultations with specialists, and a reduced number of professionals in the support team. The conclusion is that the health services network needs to be expanded and an effective interface between such networks and dialysis services needs to be established in order to overcome the reported difficulties and contribute to the implementation of integrality in dialysis care.

Governance has become a popular term in our integrated care discussions, with people using various terms to name this: integrated governance; joint governance; collaborative governance; network governance; shared responsibility . But it’s a term more used than defined: there hasn´t been many efforts to conceptualise governance. Minkman (2017) and Minkman et al (2021) define it as “the total package of leadership, accountability and supervision in the local setting in an area or region”. In the integrated care movement, integrated care governance (ICG) is perceived as something new and different from the traditional governing approach. Traditional governance has been designed to apply vertically within organisations, rather than to steer and oversee the coordination of care between organisations. Traditional governance is ill-prepared to promote horizontal accountabilities between services and organisations or to the service users and the public. In contrast, integrated care governance is theorised to be horizontal and non-hierarchical and should be based on trust and collaboration as a basic values, rather than on hierarchal dependencies. Accountability to the society and the public is the fundamental reason and goal, while the focus of supervision should be on the service user´s journey and how the service user perceives and experiences care. If this is how the literature depicts ICG, how much have we truly advanced internationally in achieving this ideal type? This research provides an empirical investigation on to what extent governance has changed in those organisations or systems that have made progress on their integrated care journey and are widely recognised as international leaders. The research investigates 5 international case studies: the integrated care organisation OSI Bidasoa (OSI is the Spanish acronym) in the Basque Country, Spain; One Gloucestershire Integrated Care System (ICS) in England; the East Ayrshire health and social care partnership in Scotland (the East Ayrshire Integration Joint Board); the South Karelia Wellbeing Services County in Finland; and the Gold Cost Integrated care system in Australia. Through documentary review and semi-structured interviews with key informants (3 interviewees per case- including the CEO, other senior managers and members of the Board of Governors or similar), the research maps current governance structures (the roles and composition of governing bodies; service users participation and effective involvement) as well as accountability relationships (vertical, diagonal, horizontal; whether there is effective accountability to the public; etc.). The analysis to be presented at ICIC24 will show to what extent the whole package of governance - and in particular accountability- in those leading organisations is substantially different to traditional governance of health and care organisations.

Introduction: An adequate understanding of the features and dynamics of the organizations that systematically perform better in integrated care metrics can provide useful lessons. In the Spanish context, several regions are working on an explicit agenda to promote healthcare integration, most of which are supported by Strategies for Addressing Chronicity and Multimorbidity. Previous research has mainly focused on three Spanish regions; Catalonia, the Basque Country and Madrid. But there is a richness of experiences in other regions that are potentially relevant for an international audience. Theory/Methods: This study is supported by theories coming from organizational learning and the Chronic Care Model. We have carried out this research project using a approach with the following sequence: - Identifying organizations that present positive deviations, that is, those that consistently demonstrate an exceptionally high performance in the area of interest, in this case, hospitalizations avoidable due to ambulatory care sensitive conditions in chronic or frail patients. This is an integrated care metric accepted in the literature (also characterized as a Triple Fail metric) and it presents a high variability being, therefore, a relevant metric for the study. - To study these organizations in depth using qualitative methods to identify practices that allow organizations to achieve this superior performance. The information has been structured in the form of comparative case studies elaborated from semi-structured interviews with managers of the organizations and the available documentary sources. Sample: Eight organizations have been selected following these criteria: being top performers in the chosen metric, being from different regions, being a different type of organizations (vertically integrated or not). The selected sample comes from the whole 203 health areas of the 17 Autonomous Communities in which healthcare is articulated, through the Atlas of variations in medical practice of the Aragonese Institute of Health Sciences www.atlasvpm.org. Results: Organizations deemed top performers have been identified through an open ranking complemented with expert opinion (to identify cases that can be potentially irrelevant, eg remote or rural areas, etc). Qualitative and quantitative data have been triangulated to provide a more holistic understanding of the organizations. The fully analyzed results framed under the “organizational learning” management theory will be presented in the Congress. Discussion: The positive deviance method has proven effective to identify integrated care top performers organizations. Some of the identified organizations have been completely neglected in the integrated care literature in Spain, even though they outperform more popular ones. Conclusion: We have extracted key lessons from top performers in a systematic way and using relevant theories. f) Lessons learned and Limitations The richness of integrated care cannot be captured with a single metric and the use of other alternative metrics is needed, however, the findings and lessons learnt from the analyzed organizations are still highly relevant from an integrated care perspective. g) Suggestions for future research A similar study including a larger set of metrics based on the Triple Aim and with a paneuropean scope will provide relevant insights for the integrated care literature.

Phenomenon: Despite the emergence of the integrated care (IC) model, IC is variably taught and is challenged by current siloed competency domains. This study aimed to define IC competencies spanning multiple competency domains. Approach: Iterative facilitated discussions were conducted at a half-day education retreat with 25 key informants including clinician educators and education scientists. Seven one-on-one semistructured interviews were subsequently conducted with different interprofessional providers in IC settings within a Canadian context. Data collection grounded in patient cases with a physical illness and concurrent mental illness (medical psychiatry) were used to elicit identification of complex patient needs and the key medical psychiatry knowledge and skills required to address these needs. A thematic analysis of transcripts was performed using constant comparison to iteratively identify themes. Findings: Participants described 4 broad competency domains necessary for expertise in IC: (a) extensive integrated knowledge of biopsychosocial aspects of disease, systems of care, and social determinants of care; (b) skills to establish a longitudinal alliance with the patient and functional relationships with colleagues; (c) constructing a comprehensive understanding of individual patients’ complex needs and how these can be met within their health and social systems; and (d) the ability to effectively meet the patient’s needs using IC models. These 4 domains were linked by an overarching philosophy of care encompassing key enabling attitudes such as proactively pursuing depth to understand patient and system complexity while maintaining a patient-centered approach. Insights: The study addresses how development of IC expertise can be fostered by integration of individual IC competency domains. The findings align with previous research suggesting that competencies from existing frameworks are being enacted jointly in expert capabilities to meet the complex needs of patients, in this case with comorbid physical and mental health concerns.

Gamification in educational settings has properly been proven to boost student engagement, motivation, and retaining abilities, which has garnered a great deal of attention in recent years. Students at Hanoi University of Science and Technology (HUST) were the subject of this action research examining the impact of gamification on vocabulary retention. The gamified learning investigation was done using a mixed-method approach for eight weeks with 29 students at HUST. The data was collected via tests and semi-structured interviews. Statistical analysis revealed that students' vocabulary scores had increased dramatically thanks to gaming-related activities. In addition, qualitative research has shown that student opinions toward the use of gamification in the classroom are favorable. The study also discusses several pedagogical implications for further studies on fostering learners’ vocabulary retention.

Psychiatric, Psychosocial, and Cognitive Functioning of Female Adolescents With ADHD