Beneficial Experience Research Articles

Problems and Improvement of the Special Additional Deduction System of Personal Income Tax

The new individual income tax law was officially implemented in 2019, and one of the highlights is the new six special additional deduction policies. The emergence of the special additional deduction policy aims to solve the problems of people's livelihood, reduce the tax burden of the people, and achieve social equity. At this stage, various special additional deduction policies have been implemented in various places. While achieving certain results, the disadvantages of the policy have become increasingly prominent. The policy still needs to keep pace with the times, spit out the old and accept the new. This paper will analyze the problems existing in the implementation of the special additional deduction system of personal income tax at this stage, draw lessons from foreign beneficial experience, and combine social reality to put forward scientific and feasible suggestions for improving the special additional deduction system.

An exploratory study of early childhood coaches’ practices and professional learning needs

ABSTRACT Coaching is increasingly being used as a mechanism to improve the quality of early childhood education. Yet, for coaching outside of researcher-controlled interventions, limited information details coaches’ reports of their practices’ professional learning needs. We addressed this gap via an exploratory study utilizing online questionnaires of 91 coaches working with educators in a Midwestern US state across 12 coaching initiatives. Most participants had less than 5 years of experience working as an early childhood coach. Almost a third coached for multiple initiatives. Coaching occurred via multiple formats and often addressed behavior management and social emotional development regardless of the coaching initiative. Coaches identified challenges regarding scheduling and working with difficult learners and reported that peer support and being coached themselves were the most beneficial learning experiences. Findings suggest that the perspective of the coach is important in informing training and professional learning for both coaches and educators.

Actively incorporating lifestyle modifications into daily life: The key to adherence in a lifestyle intervention programme for metabolic syndrome.

IntroductionLifestyle modifications are the first-line interventions for metabolic syndrome (MetS) management. The effectiveness of lifestyle interventions depends mostly on participants' adherence to the interventions. The current study was to explore the experiences of MetS patients in attending lifestyle intervention program (LIP) and the factors that influenced their adherence to the interventions.MethodsA descriptive qualitative study was designed following the COREQ guideline. Face-to-face semi-structured individual interviews were conducted with a purposive sample from the participants who attended the LIP using the data saturation principle. Content analysis of transcripts was conducted following the methods proposed by Graneheim and Lundman.ResultsThe study recruited 27 participants, including 13 males and 14 females. Four themes were identified: (i) the positive and beneficial experiences of attending the LIP, including incorporating lifestyle modifications into daily life, improved physical and psychological health, and empowerment; (ii) facilitators of adherence, including individualized lifestyle education, regular follow-ups, and adequate interpersonal support; (iii) barriers to adherence, including personal resistance, competing demands, and contextual factors; (iv) suggestions for future interventions: with multidisciplinary team, longer term intervention, and more efficient approaches. The findings also indicated that young-to-middle aged patients faced more conflicts with role-related commitments, and were open for e-approaches in lifestyle interventions.ConclusionThe LIP provided positive and beneficial experiences for the participants. Actively incorporating lifestyle modifications into daily life is the key to maintain participants' adherence to the LIP. Culturally appropriate and psycho-behavioral strategies should be adopted to overcome personal and contextual barriers. Special attentions should be paid for the young-to-middle aged population in MetS management.

Initiating Entrepreneurship to Improve Health amongst People in Lio Village during The COVID-19 Pandemic: A Qualitative Study

Community development in Lio Village performed by Faculty of Medicine Universitas Indonesia students aimed to improve the health status of villagers. Because economy correlates with health, an economic intervention may increase the health status of the people. Based on this, an entrepreneurship program was initiated as a part of a community development program. This study is qualitative study that was conducted between July 2020 and February 2021. The intervention consisted of asynchronous webinar sessions, workshops, and business competition. Data were gathered from post-test questionnaires through a Google form. The winners were chosen according to the business ideas and given prizes. Then, a follow-up interview was conducted to measure the benefits of the intervention. For the results, more than 50% of the participants understood the theory by answering correct questions in the post-evaluation forms. The participants also reported feeling happier and having better mental health. Of the 88 medical students who volunteered in the event, 78.2% felt a tremendously beneficial experience of community empowerment and 21.8% felt they have experienced community empowerment. In conclusion, remote-online community development intervention may be a solution during the COVID-19 pandemic. By acknowledging the importance of the economic aspect to health and improving aspects that influence health holistically, both economic and health states of the people may be improved.

On the Ways of Political Philosophy Innovation and Popularization under the Network Environment.

From the perspective of comprehensive modernization, the Sinicization and modernization of Marxism are inseparable from the popularization of Marxism, which will promote the Sinicization and modernization of Marxism and make it more practical and vital. Time has changed, and the traditional ways and methods have faced a new pattern, but they still contain the practical value worth exploring and give full play to the contemporary function of beneficial historical experience. On the basis of drawing on historical experience, we follow the idea of establishing basic principles, focusing on important ways and looking for the development prospects, and discuss the discussion layer by layer in clear guidance, grasping the key points and thinking about the future. In today's era, with the development of the network, the popularization of Marxist philosophy has ushered in a period of opportunity for development, but at the same time, the development has also encountered some challenges. Based on the actual situation of contemporary China, in recent years, the popularization of Marxism has made great achievements, but it also presents the phenomenon of unbalanced overall development, low operation efficiency, and uneven cooling between the officials and the people. Under these conditions, popularizing network knowledge, developing network culture, improving relevant laws, and making its theories more popular are all important ways to realize the popularization of Marxist philosophy. The research on the popularization of Marxism and the academic level is more profound, while the practical practice is more lacking. In order to correct the bias of emphasizing science and theory, it is of strong practical significance to conduct in-depth theoretical research and practical discussion from the perspective of “ways and methods.”

Host Perspectives of High-Income Country Orthopaedic Resident Rotations in Low and Middle-Income Countries.

International orthopaedic resident rotations in low and middle-income countries (LMICs) are gaining popularity among high-income country (HIC) residency programs. While evidence demonstrates a benefit for the visiting residents, few studies have evaluated the impact of such rotations on the orthopaedic surgeons and trainees in LMICs. The purpose of this study was to further explore themes identified in a previous survey study regarding the local impact of visiting HIC resident rotations. Using a semistructured interview guide, LMIC surgeons and trainees who had hosted HIC orthopaedic residents within the previous 10 years were interviewed until thematic saturation was reached. Twenty attending and resident orthopaedic surgeons from 8 LMICs were interviewed. Positive and negative effects of the visiting residents on clinical care, education, interpersonal relationships, and resource availability were identified. Seven recommendations for visiting resident rotations were highlighted, including a 1 to 2-month rotation length; visiting residents at the senior training level; site-specific prerotation orientation with an emphasis on resident attitudes, including the need for humility; creation of bidirectional opportunities; partnering with institutions with local training programs; and fostering mutually beneficial sustained relationships. This study explores the perspectives of those who host visiting residents, a viewpoint that is underrepresented in the literature. Future research regarding HIC orthopaedic resident rotations in LMICs should include the perspectives of local surgeons and trainees to strive for mutually beneficial experiences to further strengthen and sustain such academic partnerships.

Predictors and potentiators of psychedelic-occasioned mystical experiences

Abstract Mystical experiences are often described as being among the most profound and meaningful events of a person’s life. Their occurrence, while a normal but uncommon phenomenon, is reliably occasioned by psychedelic substances under the appropriate conditions, although care is needed around the context of usage to help ensure safe and beneficial experiences. The occurrence of mystical experiences in psychedelic sessions is a key mediator of the sustained psychological benefits reported in both healthy and clinical populations. Certain factors including set and setting, drug dosage, trait absorption, drug type, intention and states of surrender and acceptance all predict or influence the occurrence of mystical experiences. Various additional factors may further contribute to the occurrence and intensity of mystical experiences and enhance their long-term benefits, including music, meditation and spiritual practices and nature-based settings. This review examines these factors and considers how they might be optimised to increase the chances of a mystical experience occurring, while also considering factors that are negatively associated with mystical experiences with suggestions on how these might be mitigated where applicable. Finally, potential future research avenues for furthering our knowledge of psychedelic mystical experiences and how their benefits might be enhanced is suggested. Maximising the potential for the occurrence of mystical experiences is an important aspect of the beneficial application of psychedelics.

Common patient experiences across three resource-oriented interventions for severe mental illness: a qualitative study in low-resource settings

IntroductionResource-oriented interventions can be a low-cost option to improve care for patients with severe mental illnesses in low-resource settings. From 2018 to 2021 we conducted three randomized controlled trials testing resource-oriented interventions in Bosnia and Herzegovina (B&H), i.e. befriending through volunteers, multi-family groups, and improving patient-clinician meetings using the DIALOG+ intervention. All interventions were applied over 6 months and showed significant benefits for patients’ quality of life, social functioning, and symptom levels. In this study, we explore whether patient experiences point to common processes in these interventions.MethodsIn-depth semi-structured interviews were conducted with 15 patients from each intervention, resulting in a total sample of 45 patients. Patients were purposively selected at the end of the interventions including patients with different levels of engagement and different outcomes. Interviews explored the experiences of patients and were audio-recorded, transcribed, and analysed using the thematic analysis framework proposed by Braun and Clark.ResultsThree broad themes captured the overall experiences of patients receiving resource-oriented interventions: An increased confidence and agency in the treatment process; A new and unexpected experience in treatment; Concerns about the sustainability of the interventions.ConclusionsThe findings suggest that the three interventions – although focusing on different relationships of the patients – lead to similar beneficial experiences. In addition to being novel in the context of the mental health care system in B&H, they empower patients to take a more active and confident role in treatment. Whilst strengthening patients’ agency in their treatment may be seen as a value in itself, it may also help to achieve significantly improved treatment outcomes. This shows promise for the implementation of these interventions in other low-resource countries with similar settings.

Therapeutic recreation camps for youth with childhood-onset systemic lupus erythematosus: perceived psychosocial benefits

BackgroundThe psychosocial burden of having a chronic disease can be substantial for adolescents with childhood-onset systemic lupus erythematosus (cSLE). Current literature is scarce on interventions that can improve psychosocial outcomes for this population. Therapeutic recreation camps have been proposed as a beneficial experience for chronically ill pediatric populations. However, their effective components have not been well characterized in patients with cSLE. In this study, we sought to understand the various components of the camp experience for adolescents with cSLE from both the patient and parent perspective.MethodsWe recruited patients with cSLE who had participated in one or more annual, weekend-long recreational lupus camp(s) near Dallas, Texas. Semi-structured in-depth telephone interviews were conducted from March-June 2020 with both the patients and parents. Questions focused on overall patient experience, psychosocial impact of camp participation, coping skills gained, and opportunities to prepare for the transition from pediatric to adult care. Interviews were coded and analyzed using inductive thematic analysis.ResultsWe interviewed 9 current and former campers (ages 16–24), including a current camp counselor, and 3 of their parents separately. Reported benefits included a positive impact on social support through peer bonding, opportunities to develop coping mechanisms through structured activities and peer/medical staff interactions, opportunities for education about the cSLE disease experience, improved adherence through peer modeling, overall increase in self-efficacy, and better parental insight into the patient experience. Participants also provided suggestions for expansion and improvement in program development to optimize educational opportunities for both campers and parents. In addition, they advocated for longitudinal social support and community building.ConclusionsIn this qualitative study, in which cSLE patients and their parents reflected on their experiences with therapeutic recreation camps, we found several perceived benefits impacting the patient and parent experience. Participants expressed a desire for more educational opportunities that could contribute to their successful transition from pediatric to adult care. Further studies are needed to demonstrate the effects of therapeutic recreation camps on the psychosocial health of this population.

Educational impact of inpatient hematology-oncology service structure.

e23013 Background: Literature suggests that inpatient hematology-oncology (heme-onc) clinical experiences may have a deleterious impact on trainee interest in heme-onc. However, the impact of inpatient heme-onc service structure on trainee education is not known. To delineate the factors affecting trainee education, we aimed to characterize the structure of inpatient heme-onc services at comprehensive cancer centers (CCCs) and the associated impact on trainees. Methods: We designed a survey with Likert-type and open-ended questions using established procedures. We surveyed heme-onc fellowship program directors (PDs) at all 50 U.S. CCCs with fellowship programs. We performed point biserial and Pearson correlations on Likert-type responses and content analysis on open-ended responses. Results: Eighteen out of 50 (36%) PDs responded and described 117 services. Services were either primary (35%), consult (44%), or both (21%). Fellows were present on 93% and residents on 54% of services. PDs rated the educational value of most inpatient services as either “very high” or “somewhat high” for both fellows (73% very high, 13% somewhat high) and residents (49% very high, 33% somewhat high). PDs perceived that fellows derived greater educational value from consult-only vs primary/mixed services [R(105) = 0.25, p= 0.01] and provided greater reciprocal benefit to consult-only vs primary/mixed services [R(100) = 0.28, p= 0.004]. Hospital type (county, university, or veteran’s) and the presence or absence of a formal curriculum on the service did not correlate with perceived educational benefit. Multiple open-ended comments suggested that heme-onc attendings and fellows should be consultative rather than primary service providers, programs should separate teaching and non-teaching services, and service/education balance optimization should be prioritized. Inadequate service staffing and lack of institutional support were identified as barriers to inpatient education. Conclusions: PDs felt that inpatient heme-onc services had high educational value for trainees, particularly for fellows. Both fellows and services may derive mutual benefit from fellow participation on inpatient consult services structured separately from non-teaching primary services. Hospital type and the presence or absence of a structured curriculum may not be critical for education on inpatient heme-onc services. Appropriate service/education balance, staffing, and institutional support are crucial to optimize inpatient education. Future studies should explore the trainee perspective around the educational value of inpatient clinical experiences. PDs and institutions can use the study findings to craft beneficial inpatient educational experiences for heme-onc trainees.

Evaluation of a Drama-Based Experiential Learning Group Programme for Multidisciplinary Staff and People With Lived Experience in Psychiatry

AimsExperiential learning, such as simulation-based training, is widely used in health education. Dramatic self-expression adds another layer through enacted perspective taking, and embodied self-exploration of interaction with others, to foster situated learning. We describe the evaluation of an innovative drama-based experiential learning project involving collaboration between multidisciplinary mental healthcare staff and people with lived experience of mental illness. The programme was facilitated at East London NHS Foundation Trust by a theatre company experienced in delivering workshops with service users. A weekly group programme took place online over 8 weeks during the COVID-19 pandemic and included activities of improvisation, embodied enactments and debriefing. The programme led to co-production of a drama piece that was filmed and distributed online. It was hypothesised that the experiential learning might result in individual benefits for all participants, such as improved well-being and increased mutual understanding of each other's experience of mental health care. The project aimed to improve relationships between healthcare disciplines, and between staff and service users. Additionally, aims were to empower service users, and support staff to practice core interpersonal skills. Objectives of the evaluation were to study the impact of the experiential learning, understand participants’ experience, and explore challenges and benefits.MethodsA mixed methods approach was taken to evaluate the programme. Following completion of the project, participants were invited to complete a questionnaire utilising a Likert scale rating of overall satisfaction with the project, perceived benefit and impact on specific domains such as working with others. One-to-one semi-structured interviews were conducted according to a topic-guide, and qualitative data were analysed using open & axial coding for thematic analysis.Results11 participants, including Psychiatrists, Occupational Therapists and current service users, completed the experiential learning and filming. Questionnaire data suggested participants were highly satisfied with the learning and felt it would be valuable to others. Themes include the positive experience of creativity, dismantling of hierarchy, improved empathy, confidence and connection. Potential challenges were digital inequality and lack of dedicated time for professional development.ConclusionA drama-based experiential learning group programme for healthcare staff and service users is a highly beneficial learning experience. Participants describe changes on a personal level as well as improved understanding of others’ perspectives. This form of experiential learning features collaborative working that aligns with principles of co-production and supports the development of interpersonal skills; the findings suggest that drama-based experiential learning is a useful method in health education to complement knowledge acquisition.

Designing and Facilitating Optimal LMS Student Learning Experiences

Higher education institutions seek to provide instructional opportunities that challenge students with a high level of academic rigor founded in a robust curriculum. Recognizing that learners are more diverse than ever before, and instructional formats are shifting away from traditional inperson learning experiences and toward online learning, it is clear that new technologies, delivery platforms, and pedagogies are required. Further, for online learning to be successful, both courses and the platforms on which they are hosted must not only meet institutional goals, but also serve the unique needs of students by providing online learning that is accessible and navigable as well as providing learners with relevant and personalized experiences. The authors aim to provide research-based practices to support stakeholders who are interested in techniques that translate to a more beneficial and accessible student experience in online learning and help instructors engineer their course design with artful, targeted purpose.

A CURE for What Ails You: Relating Current Events to New Research in a Course‐Based Undergraduate Research Experience (CURE) in Physiology

The American Association of Colleges and Universities has identified participation in research as a high impact practice for undergraduate education. Course‐based undergraduate research experiences (CUREs) offer an excellent opportunity for involving the most students in research, especially students who might not be able to participate in research activities outside of class. Despite the benefits, the integration of a CURE in an animal physiology laboratory course can be a challenge when working with vertebrate animals, in part due to the opposing goals of reinforcing scientific skills (e.g., statistical analysis, which requires sufficient sample sizes) versus reducing the total number of research animals. We therefore designed an undergraduate animal physiology laboratory course to test the idea that a themed CURE allows physiology students to practice their scientific skills and produce publishable results within the context of an authentic research project, while decreasing the number of animals used for the course as a whole. To do this, we chose the theme “social isolation and physiology” to contextualize the research within current events and engage students’ curiosity about how social distancing measures necessitated by the COVID‐19 pandemic may influence physiology. To conduct this CURE, a class experiment was designed using 18 female laboratory mice, with 9 female mice in individual housing and 9 female mice in group housing. We then allowed students to develop their own hypotheses and methods to investigate the effects of social isolation on a physiological variable of their choice, using the class set of experimental animals. We used an iterative course design to provide students with the feedback they needed in order to be successful, which included multiple scaffolding assignments, as well as weekly one‐on‐one meetings to discuss their research project with their laboratory instructor. As final products of this project, students gave an oral presentation of their research findings and wrote a paper in manuscript format as would be suitable for scientific publication. At the end of the semester, we administered two surveys (one open‐ended and one Likert‐scale) to assess the impact of this theme‐based CURE on students. Our preliminary findings indicate that this CURE was the first authentic research experience for the majority of our students. Survey responses suggest that students were better able to conceptualize the research process after participating in the CURE and that students viewed themselves as scientists. Furthermore, responses from students highlighted that having the opportunity to face setbacks and troubleshoot problems was a new, but beneficial experience. Taken together, our findings indicate that a themed CURE is a viable model for integrating research experiences into upper level animal physiology laboratory courses.

Retroaortic Left Renal Vein: An Incidental Finding During Cadaver Dissection

Developmental variations are frequently observed during the course of dissection in the gross anatomy laboratory and serve as valuable learning experiences for students. In part, because of the insights and motivation derived from such discovery opportunities, the classical method of teaching anatomy by cadaver dissection is still the preferred way of teaching in most medical schools in U.S. and globally. However, the shortage of qualified educators, and the resource intensive nature of the operating and maintaining gross anatomy laboratories have prompted consideration of alternative resources. Some U.S. medical schools have already adopted virtual dissection tools. Use of high quality plastinated specimens has been explored by some universities. Still, replacing cadaver dissection with virtual dissectors and computer‐generated images deprive students of beneficial learning experiences where they encounter structural variation. For instance, it has been reported that about 10% of clinical malpractice is attributed to the ignorance of anatomical variations. Here we report an example of an instructive congenital variation. The left renal vein normally passes through the angle between the aorta and superior mesenteric artery to drain into the inferior vena cava. Yet congenital variations in the position of left renal vein have previously been reported. During the cadaver dissection by first‐year medical students, we discovered a case where the left renal vein passed between the aorta and the lumbar vertebrae in an elderly female cadaver donor. This unusual position of left renal vein is termed retroaortic left renal vein (RLRV), which has a reported incidence from 0.5% to 3.6%. Careful dissection revealed the course of left renal vein and its relation with the surrounding structures. Noticeable compression of the LRV between the aorta and vertebral column was observed. The left kidney was smaller in size compared to the right kidney and darker in appearance. No significant change was observed in the renal parenchyma. The donor had significant plaque accumulation at the bifurcation of the common iliac arteries no other vascular congenital anomalies that can accompany a retroaortic left renal vein were noted in this donor. This study highlights the educational importance of learning about morphologic variations and their potential impact on adjacent organs.

Historical Window-Enhanced Transfer Gaussian Process for Production Optimization

Summary As a crucial step of reservoir management, production optimization aims to make the optimal scheme for maximal economic benefit measured by net present value (NPV) according to reservoir states. Despite the remarkable success, more advanced methods that can get higher NPV with less time consumed are still in urgent need. One main reason for limiting the optimization performance of existing methods is that historical data cannot be fully used. For a practical reservoir, production optimization is generally implemented in multiple stages, and substantial historical data are accumulated. These hard-won data obtained with lots of time encapsulate beneficial optimization experience and in-depth knowledge of the reservoir. However, when encountered with an unsolved optimization task in new stages, most methods discard these historical data, optimize from scratch, and gradually regain the knowledge of the reservoir with massive time for “trial and error” to find the right optimization direction, which is time-consuming and affects their practical application. Motivated by this, a novel method named historical window-enhanced transfer Gaussian process (HWTGP) for production optimization is proposed in this paper. Each optimization stage is regarded as a time window, and the data in historical windows are adopted as a part of training data to construct the transfer Gaussian process (TGP), which guides the whole optimization process. To solve the high-dimensional feature of practical problems, the prescreening framework based on a dimension-reduction method named Sammon mapping is introduced. The main innovation of HWTGP is that like experienced engineers, it can extract beneficial reservoir knowledge from historical data and transfer it to the target production-optimization problem, avoiding massive time for “trial and error” and getting superior performance. Besides, HWTGP has a self-adaptive mechanism to avoid harmful and ineffective experience transfer when tasks in historical and current windows are unrelated. To verify the effectiveness of HWTGP, two reservoir models are tested 10 times independently and results are compared with those obtained by differential evolution (DE) and a surrogate-based method. Experimental results show that HWTGP can achieve the optimal well controls that can get the highest NPV, and has significantly enhanced convergence speed with excellent stability, proving the effectiveness of transferring historical data.

Current State of Fetal Heart Disease Counseling and Training: Room for Improvement? : Endorsed by the Fetal Heart Society.

We sought to describe the fellowship experiences and current practice habits of pediatric cardiologists who counsel patients with fetal heart disease (FHD) and to identify fellowship experiences related to FHD counseling perceived as valuable by respondents as well as opportunities for improvement. A cross-sectional survey of attending pediatric cardiologists who care for patients with FHD was performed. The respondents' demographics, fellowship experiences related to FHD counseling, reflections on fellowship training, and current practice habits were collected. The Fetal Heart Society endorsed this survey. There were 164 survey responses. 56% of respondents did not have 4th-year subspecialty training in fetal cardiology. Observing and performing FHD counseling were the most commonly used methods of training, with the highest perceived effectiveness. The number of counseling sessions observed and performed correlated moderately with confidence in FHD counseling skills at fellowship graduation. Extracardiac pathology and neurodevelopment were the least frequently addressed topics in fellowship training and in current practice. Fewer than 50% of respondents received formal education and feedback in counseling techniques during fellowship training. A significant proportion of practicing pediatric cardiologists provide FHD counseling with only standard categorical training. This highlights the potential importance of expanding FHD counseling education into categorical fellowship curricula. We suggest increasing opportunities for fellows to perform FHD counseling and receive feedback as this is a valued and beneficial experience during training. A formalized curriculum including extracardiac pathology and neurodevelopment and the use of evidence-based workshops in counseling techniques may address identified gaps in fellowship education.

Evaluation of a Virtual Team-Based Project Designed to Improve Chronic Wound Patient Care in Ontario, Canada.

To evaluate the effectiveness of the Extension for Community Healthcare Outcomes Ontario Skin and Wound Care project, a virtual team-based endeavor designed to improve the care of patients with chronic wounds. The study team conducted phone interviews with healthcare professionals (n = 8) regarding their patients (n = 10). The management recommendations were grouped, and the study participants questioned concerning the implementation of the recommendations. Interviews were recorded and transcribed, and the transcripts were analyzed for common themes. The Queen's University Research Ethics Board approved this study. Interviews documented improvement in 50% of patients; the other half of the patients did not improve because of patient- and healthcare-system barriers. Three of five nonhealing patients were nonadherent regarding compression, and only one of six suggested biopsies were carried out. The investigators noted three primary reasons for the lack of recommendation implementation: (1) could not obtain a diagnostic procedure, (2) lack of a diagnosis, and (3) patient was reluctant to make a lifestyle change. Major themes included problems in care coordination and suboptimal patient and provider education, along with other obstacles to management. Participants stated that the project provided a beneficial learning experience. The findings highlighted a lack of integrated and coordinated interprofessional chronic wound care.

To be or not to be political? Racialized cognitive scripts and political motivation

How do employees become politically motivated? In this study, we examine how ethnic minority employees interpret political experiences at work and form motivations to act politically (or not) by uncovering attribution-based political scripts. We propose that cognitive scripts entail learning about the political landscape at work and motivational pathways (personal responses to the political landscape). Adopting a mixed methods approach, we interviewed 40 ethnic minority employees and extracted 810 spontaneous causal attributions about beneficial or detrimental career-related political experiences. Using latent class analysis, we identified how combinations of these attributions formed six political scripts. The content of these scripts revealed that most political experiences motivated participants to opt out of the political arena, unless political activity was legitimized or enabled by senior gatekeepers. Our findings advance scholarship on political cognition, political will, and racialized politics at work by highlighting how the wider organizational political environment shapes employees’ political motivation. We also demonstrate how politics can be perceived as racialized and offer practical suggestions for ways organizations can make workplace politics more racially inclusive.

Therapeutic factors in a group experiential learning programme in teacher education

ABSTRACT This qualitative study explored the experiential group learning experiences of student teachers (STs) who participated in a two-day experientially based group learning programme, as part of their curriculum at a teacher training institute in Singapore. This programme is designed as a personal growth group with an emphasis on value and character development. Thirteen groups were selected, with 12 members from each group randomly recruited to participate in the focus group interviews. A total of thirteen focus group interviews were conducted, with 109 STs participating in the sessions. The interview data was transcribed, coded and presented in themes using Interpretative Phenomenological Analysis. The main themes were largely compatible with the therapeutic factors identified by psychiatrist Irvin Yalom that were found to improve interaction and facilitated outcome in group processes in his research. The overall results show that the dominant therapeutic factors experienced by the participants included instillation of hope, universality, imitative behaviour and cohesiveness. These findings provide us with valuable information that may help facilitate a positive and beneficial group learning experience in teacher education.

Fieldwork from desktop: webdoc for teaching in the time of pandemic

ABSTRACT The article suggests an alternative teaching material to adapt to the current Covid-19 pandemic that impedes outdoor activities such as fieldwork or external visits in the university. The authors explore web documentary (hereinafter webdoc) as an option for asynchronous online teaching methods, an alternative to enable learning experiences. The result presents the students’ response to a survey with close- and open-ended questions based on their experience of two different webdocs (Montelab and Trozos Urbanos). The results demonstrate great potential for webdocs in online teaching due to game element, emotional engagement and entertainment. Students felt empowered by the interactiveness of the webdoc which led to an overall positive evaluation. Moreover, the experience was well received when it was in line with course materials with potential to communicate geographical knowledge around interdisciplinary urban challenges. Therefore, teachers should dedicate efforts for identifying appropriate webdocs to provide students with beneficial geographical learning experience that fits the course aim. On the other hand, minor negative feedback was observed based on personal interest and the general cyber fatigue from the pandemic. We suggest teachers to explore webdocs based on their needs and conclude by providing a list of recommendations and useful references.