Collaborative Group Work Research Articles

57 Resident education in the NICU: A curriculum innovation project

Abstract Background For paediatrics residents, much of newborn care is learned during Neonatal Intensive Care Unit (NICU) rotations. However, the NICU is a high-stress and specialized learning environment. Today’s residents often have less NICU exposure during their training than in the past, leading to concerns from trainees that they are inadequately prepared for neonatal care and resuscitation upon graduation. Objectives We aimed to develop, implement and evaluate a paediatric residency NICU curriculum aimed to augment and improve learning on rotation. Design/Methods We utilized Kern’s Six Step Approach for Curriculum Development. Step 1: We identified that our paediatric residents consistently expressed dissatisfaction with the quality and quantity of learning opportunities on their NICU rotations. Step 2: A collaborative working group of residents, paediatricians, and neonatologists identified learning needs. Step 3: Needs were mapped to specific general paediatrics educational objectives within the Royal College Competency Based Medical Education (CBME) curriculum. Step 4: Suitable learning strategies were selected including simulation, procedural skill training, embedded time with the neonatal resuscitation team, and lunch and learn seminars. Steps 5 and 6: The curriculum was piloted during the 2021-2022 academic year and resident reactions evaluated. Results The detailed curriculum is shown in Table 1. At the start of each NICU rotation, all paediatrics residents on rotation attended a half-day simulation based “boot-camp” consisting of a didactic Neonatal Resuscitation Program (NRP) refresher course, relevant procedural skills stations (intubation, UVC placement, needle thoracocentesis), and simulated neonatal resuscitation scenarios. Junior residents were scheduled for protected time to attend deliveries with a dedicated multidisciplinary resuscitation team to ensure familiarity and begin to solidify skills. Learning was further augmented by weekly, resident-led lunch and learn sessions on topics mapped to level of training. To evaluate this curriculum, resident satisfaction was assessed using surveys post bootcamp and at the end of their rotation. Overall, the curriculum was well received. Bootcamp was the highest rated element; 96% of residents agreed or strongly agreed that the session was useful for their education (Figure 1). Post curriculum implementation, there was significant improvement in resident NICU rotation feedback; residents expressed that the NICU learning environment and resident experience has improved. Conclusion We successfully implemented a NICU curriculum for paediatrics residents, with high satisfaction ratings and improved overall rotation feedback. This program shows promise in addressing a long standing educational gap. More research is needed to investigate whether it leads to improved competency in practice.

Variability in treatment approaches, outcomes, and recurrence patterns after curative intent treatment for primary retroperitoneal sarcomas in Latin America: A report on 333 patients from LATAMSARC collaborative working group

Background and objectiveRetroperitoneal sarcomas (RPS) are rare tumors with several well-defined histologic subtypes. This study aimed to assess the epidemiology, treatment patterns, and outcomes of patients with retroperitoneal sarcoma in Latin America and analyze patterns of recurrence and treatment variations in a large population of patients treated at reference centers. MethodsThis retrospective descriptive study utilized an electronic database of medical records from LATAMSARC (a group studying sarcomas consisting of different centers in various countries in Latin America, including Argentina, Chile, Costa Rica, Mexico, and Peru). Adult patients (≥18 years) with retroperitoneal sarcoma who underwent surgery at six cancer centers in Latin America were included. Key outcomes were practice patterns, overall survival (OS), and progression-free survival (PFS). ResultsIn this retrospective study, 333 patients diagnosed with retroperitoneal sarcomas met the inclusion/exclusion criteria. The cohort consisted of 157 females (42.3 %) and 176 males (57.7 %), with an average age of 53.9 years (SD 13.37). Histology most commonly included Dedifferentiated Liposarcoma (31.5 %), Well-Differentiated Liposarcoma (29.7 %), and Leiomyosarcoma (9.9 %). The tumors predominantly resided in the retroperitoneum (81.7 %) and showed a mean diameter of 23.53 cm (SD 13.8 cm). Surgical interventions varied, with Complete Compartmental Resection performed in 31.2 % of cases and Simple Complete Resection in 29.4 %. Postoperative complications were documented, with Clavien-Dindo Grade ≥3 complications occurring in 16.8 % of patients. An R0/1 resection was obtained in 91.6 % of cases. The ICU admission rate post-surgery was 18.6 %. Adjuvant treatments included radiotherapy in 8.1 %. Local recurrence occurred in 20.7 % of cases, with the majority being ipsilateral. Distal recurrence was observed in 15 patients, predominantly affecting the liver. The mean overall survival was 65.5 months, and disease-free survival was 47.0 months. ConclusionThis study provides information on the epidemiology, treatment patterns, and outcomes of retroperitoneal sarcomas in a group of reference centers in Latin America. These results represent Latin America's largest body of evidence on retroperitoneal sarcomas.

Preparing Physician-Scientists for the Future of Academic Medicine.

The changing field of academic medicine presents unique challenges for physician-scientists, who intricately weave the complexities of research and patient care. These challenges have significantly lengthened the time needed for scientific discoveries to be applied in clinical practice. In response to these escalating demands, the training trajectory for physician-scientists has notably expanded over recent decades. In anticipation of and preparation for future training requirements, the National Pediatrician-Scientist Collaborative Workgroup facilitated a series of convenings with a diverse array of stakeholders vested in physician-scientist training. The framework Strategic Foresight was used to explore possible future scenarios and develop strategic plans. Seven pivotal themes, termed "performance zones," emerged from this endeavor: (1) revolution in education through technology-enhanced learning, (2) educational outcomes beyond content mastery, (3) artificial intelligence-empowered research portfolios and expansive networks, (4) evolution of high-performance inclusive, equitable, distributed, and agile teams, (5) evolution of antifragile systems, (6) a multiparadigmatic program of research, and (7) interdependence and commitments to a common agenda for collective impact. These identified zones underscore the imperative for physician-scientists to acquire novel skill sets essential for navigating the impending shifts in the health care landscape. These findings are poised to steer policy initiatives and educational advancements, fortifying the foundation for future physician-scientist training needs.

Dosage and utilization of dexamethasone in the management of COVID-19: A critical review.

The severe respiratory manifestations observed in severe coronavirus disease 2019 (COVID-19) cases are often associated with an excessive inflammatory response. Dexamethasone, a synthetic glucocorticoid, exerts its anti-inflammatory effects by inhibiting the transcription of pro-inflammatory genes and suppressing the activity of various immune cells. This mechanism has implications for mitigating the cytokine storm observed in severe COVID-19 cases. Early on in the pandemic, the Recovery Collaborative working group showed a mortality benefit of using dexamethasone in decreasing mortality in patients with COVID-19 requiring respiratory support. However, the optimal dosage of corticosteroids remains debatable. Several studies that compare different doses of dexamethasone in COVID-19 exist, but the results are conflicting. To review the latest evidence regarding dosage, safety, and efficacy of dexamethasone in severe COVID-19. We followed preferred reporting items for systematic reviews and meta-analysis guidelines. A detailed literature search was conducted across PubMed, Google Scholar, and Medline to include publications up to March 2024. Our keywords included "COVID-19" "SARS-CoV-2" "dexamethasone" "corticosteroid" "steroid" and "glucocorticoid"-along with their combinations. We employed the Cochrane Risk of Bias Tool and the Newcastle-Ottawa scale to evaluate the integrity and potential of bias in the included studies. A meta-analysis was conducted using a random-effects model, assessing pooled odds ratios and mean differences, with heterogeneity gauged by the I 2 statistic and the χ 2 tests. No statistical differences were found in 28-day all-cause mortality [pooled odds ratio (OR) = 1.109, 95%CI: 0.918-1.340], 60-day all-cause mortality (OR = 0.873, 95%CI: 0.744-1.024; I 2 = 47.29%), mean length of hospital stay (mean difference = -0.08 days, 95%CI: -0.001 to 0.161) and adverse events (OR = 0.877, 95%CI: 0.707-1.087). Differing doses of corticosteroids have no clinical implications on mortality, mean length of hospital stay, and adverse events in COVID-19 patients. Additional research is required in patients requiring invasive or non-invasive ventilation.

Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics

Purpose Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students’ autonomous motivation for their regular curricula. Methods We conducted a quasi-experimental study, using between-group pre- and post-test design. Participants from the intervention and control group completed a survey before and after the intervention, which measured the satisfaction of three basic psychological needs, autonomous motivation, controlled motivation, enjoyment, value, and well-being within their regular curricula. We compared the post-test differences between the two groups while controlling for pre-test scores. Results Students in the intervention group had greater enjoyment in their regular curricula and perceived their regular curricula to have more value compared to students in the control group. The other variables did not differ significantly between the two groups in the post-test. Conclusion The intervention is effective for improving students’ enjoyment and perceived value in their regular curricula. The variables with non-significant differences indicate the difficulty to alter students’ basic psychological needs and motivation in their regular curricula, even after participating in a long-term intervention.

Collaborative group work in an online learning environment and students’ academic performance: Perspectives of higher education students in Guyana

Collaborative group work in an online learning environment and students’ academic performance: Perspectives of higher education students in Guyana

Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.

Development of a culturally enhanced caregiver-facilitated language nutrition intervention "+Language is Medicine" to address developmental delay in Diné (Navajo) toddlers.

Developmental Delay (DD) is highly common in American Indian and Alaska Native (AI/AN; Indigenous) toddlers and leads to high numbers of AI/AN children who eventually need special education services. AI/AN children are 2.89 times more likely to receive special education compared to other children in the U.S., yet developmental disorders are more frequently under diagnosed and untreated in AI/AN infants and toddlers. DD, which can be identified as early as toddlerhood, can lead to negative impacts on developmental trajectories, school readiness, and long-term health. Signs of DD can be identified early with proper developmental screening and remediated with high quality early intervention that includes effective parent training. There are many evidence-based language facilitation interventions often used in Early Intervention programs. However, in communities in rural parts of the Navajo Nation where there are limited services and resources, infants and toddlers with early signs of DD are often missed and do not get the culturally responsive support and evidence-based intervention they deserve. The community-based +Language is Medicine (+LiM) study team partnered with tribal home visitors, community members, and a Diné linguist/elder using a collaborative virtual workgroup approach in 2021 and 2022 to present the +LiM pilot study aims and to discuss strategies for enhancing a language intervention for toddlers experiencing DD in their tribal community. This paper will detail the stages of community engagement, intervention enhancement and preparation for field testing of the +LiM intervention to address elevated rates of DD in toddlers in the Northern Agency of the Navajo Nation. Two major outcomes from this collaborative workgroup included: (1) a team-initiated redefining of language nutrition to align with Indigenous values that center cultural connectedness and native language use and (2) a five-lesson caregiver-facilitated curriculum titled +Language is Medicine which includes caregiver lessons on language nutrition, language facilitation, shared book reading, pretend play, and incorporation of native language into home routines. These two workgroup outcomes were leveraged to develop a pilot pre-/post-intervention study to test the effectiveness of the +LiM intervention with caregiver-toddler dyads living on the Navajo Nation. Delivering tailored child interventions through tribal home visiting are cost-effective and innovative methods for reaching reservation-based families who benefit from culturally responsive parent coaching and instruction. The +LiM team has applied a precision tribal home visiting approach to enhance methods of early intervention for children with DD. Our enhancement process was grounded in Indigenous community-based participatory research that centered culture and language.

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Enhancement of Learners’ Attentiveness in ESL Classroom with CGW Using Web 2.0 Tools: An Intervention Study

Students’ attentiveness in the classroom especially in ESL classrooms is an inevitable alignment of effective learning as well as teaching English as a second language. However, students are erratic in their attendance, and even when they do show up, they lack their attentiveness and are not focused on the lessons taught in the classroom. As a result, their ability to learn is being hindered more than ever. This is a significant issue in teaching and learning in tertiary-level education at most colleges and universities around the world. The research aims at reducing the lack of learners’ attention to learning in ESL classrooms and enhancing students’ attentiveness through the intervention of collaborative group work (CGW). The study was conducted in a mixed method that included a questionnaire survey, observation and some previous relevant Content Analysis (CA). The settings of the research were the departments of English of a College of the National University in Bangladesh and three colleges of the King Khalid University in Saudi Arabia. The study found that before an intervention, 62.75% of students were not paying attention, while only 31.75% were paying attention in their ESL classroom. But after the intervention, 63.50% of ESL students were more attentive, while 32.50% were no longer attentive. This indicated a significant change. So, the study successfully proved that if the collaborative group work (CGW) using web 2.0 tools were well performed among the students in the ESL classroom, the present and future learners could be capable of enhancing their attentiveness in the classroom and flexibly learning English as a Second Language than before.

Co-design of an optimal distance learning model adapted to rural areas of Morocco in primary school

This participatory research aims the co-design of an optimal distance education system adapted to rural areas, in collaboration with local stackholders. We adapted semi-structured interviews with each group (school principals, teachers, students, parents) that allowed us first to evaluate the teaching models used in their environment. Secondly, with a collaborative working group, the results of the analysis are used to identify and plan corrective actions for these models. The outcome of the corrective actions allowed us to co-design in each school an optimal 3D model to improve the performance and use of distance or hybrid teaching practices.
 The idea of the designed model is to set an internet generator in the schools to provide good network to the whole region. The stakeholders also designed their specific tablet, which is connected to an intranet, and that only works between the school and the students’ devices, ensuring that the student would not have access to any other content than education. The teacher will have a similar device, he will receive the students' comments, and he will be able to clarify or answer the students’ questions individually or in groups, online or during the face-to-face lesson. Students wanted their device to be uploaded with interactive lessons to make them feel like they were in a genuine class. In addition, they wanted parental aid during the home study process.

Joint Group Work Is an Effective Way of Organizing Practical Work in Pedagogical Disciplines

The article deals with the organization of practical work in a pedagogical university through joint group work. Collaborative group work is a type of method that develops critical thinking and interpersonal communication skills. This method can be effectively used in practical work at a pedagogical university. The author believes that the method of group work allows you to apply theoretical knowledge in practice. The article emphasizes that group work requires students to actively develop many skills. The author considers it necessary to choose the right type of joint group work in accordance with the level of education of the same group, because depending on the level of students, the learning objectives of group forms of work are different. Much attention is paid to identifying the features of the use of joint group work in teaching pedagogical disciplines with a view to a more communicative approach. Examples of the use of group work for the formation of pedagogical activity and skills are given in the classroom. Joint group work is considered a good motivation for students, as it is aimed at the overall intellectual development and communicative potential of students in various small groups. Collaborative group work develops various practical skills, in particular such abilities as creative problem solving and decision-making in a group. Joint teamwork contributes to the development of various practical skills. This can be described as creative problem solving, developing the ability to study specific situations and make decisions. Joint group work develops writing and speaking skills, improves cooperation and group work skills. Using the example of the discipline «Methods of teaching Pedagogy», the author emphasizes that joint group work teaches students business communication, preparation of presentations and organizational skills. The article reflects the advantages and difficulties of using joint group work in pedagogical classes. To determine the importance of using collaborative group work as one of the interactive teaching methods in pedagogical universities is the task of the authors of the article.

Honoring our teachings: children's storybooks as indigenous public health practice.

American Indian and Alaska Native (AIAN) communities continue to flourish and innovate in the face of the COVID-19 pandemic. Storytelling is an important tradition for AIAN communities that can function as an intervention modality. To support the needs of AIAN children and caregivers, we (a collaborative workgroup of Indigenous health researchers) developed a culturally grounded storybook that provides pandemic-related public health guidance and mental health coping strategies woven with Inter-Tribal values and teachings. A collaborative workgroup, representing diverse tribal affiliations, met via four virtual meetings in early 2021 to discuss evolving COVID-19 pandemic public health guidance, community experiences and responses to emerging challenges, and how to ground the story in shared AIAN cultural strengths. We developed and distributed a brief survey for caregivers to evaluate the resulting book. The workgroup iteratively reviewed versions of the storyline until reaching a consensus on the final text. An AI artist from the workgroup created illustrations to accompany the text. The resulting book, titled Our Smallest Warriors, Our Strongest Medicine: Honoring Our Teachings during COVID-19 contains 46 pages of text and full-color illustrations. An online toolkit including coloring pages, traditional language activities, and caregiver resources accompanies the book. We printed and distributed 50,024 physical copies of the book and a free online version remains available. An online survey completed by N = 34 caregivers who read the book with their child(ren) showed strong satisfaction with the book and interest in future books. The development of this storybook provides insights for creative dissemination of future public health initiatives, especially those geared toward AIAN communities. The positive reception and widespread interest in the storybook illustrate how braiding AIAN cultural teachings with public health guidance can be an effective way to disseminate health information. This storybook highlights the importance of storytelling as an immersive learning experience through which caregivers and children connect to family, community, culture, and public health guidance. Culturally grounded public health interventions can be effective and powerful in uplifting AIAN cultural values and promoting health and well-being for present and future generations.

Cystic fibrosis-related diabetes screening at a large pediatric center.

Cystic Fibrosis Foundation guidelines recommend annual diabetes screening by oral glucose tolerance test (OGTT) in pediatric patients with cystic fibrosis (CF) starting at the age of 10 years. Adherence to these guidelines proves to be challenging, and the nationwide screening rates are still considered suboptimal. The aim of this study was to assess and improve the screening rates at our large pediatric center. A 4-year retrospective audit of OGTT completion among pediatric patients with CF of age ≥10 years who are not yet diagnosed with diabetes was conducted. A collaborative working group was formed to identify the barriers to screening and formulate a quality improvement plan, which was monitored and evaluated for a 9-month period. Diabetes screening rates determined by OGTT completion at our center showed a gradual decline during the COVID-19 pandemic from 2019 to 2022. Following the implementation of the quality improvement plan during the summer of 2023, there was a marked increase in OGTT ordering compliance by providers as well as test completion by patients. Notably, the fractional OGTT completion rate rose from 45% during the preintervention phase (January-April 2023) to 70% during the postintervention phase (May-September 2023). Diabetes screening in pediatric patients with CF can be effectively improved by refining practices related to patient experience, care coordination, and laboratory testing strategies.

Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta

This research investigates the influence of flipped learning on the engagement of adult participants in non-formal English language programs, considering diverse language proficiency levels. Employing a comprehensive methodology involving observations, interviews, and surveys, the study assesses engagement indicators and captures participants' perspectives. The incorporation of pre-class materials emerges as a significant contributor, empowering students to anticipate and prepare for in-person sessions, thereby fostering confidence and active participation in class discussions. The integration of collaborative group work further enhances engagement by introducing diverse viewpoints. Survey findings align with observations and interviews, affirming the effectiveness of the flipped learning model in augmenting student engagement. The approach also positively impacts students' perceptions of English learning, encouraging a deeper exploration of its practical relevance. This study highlights the crucial role of flipped learning in fostering dynamic and meaningful student engagement, offering valuable insights for educators seeking to optimize their teaching methodologies. Acknowledging limitations in sample size and educational context, the research emphasizes the necessity for future studies in more diverse settings.

A digital teleneuropsychology platform for the diagnosis of mild cognitive impairment: from concept to certification as a medical device.

Innovative digital solutions are shaping a new concept of dementia care, opening additional venues for prevention, diagnosis, monitoring and treatment. Hereby, we report the development of a tablet-based teleneuropsychology platform (Tenèpsia®), from concept to certification as Medical Device (MD) Class IIA, as per new MD regulation 745/2017. The platform was designed for the remote cognitive evaluation and created thanks to the effort of a collaborative working group including experts from three Italian scientific societies and Biogen Italia S.r.l. (hereafter "Biogen"), and developers from Xenia Reply and Inside AI. The development strategy was guided by converting traditional paper-and-pencil tests into digital versions while maintaining comparable neuropsychological features and optimizing patient accessibility and user experience. The experts focused on the choice and adaptation of traditional neuropsychology measures for a 45-min teleneuropsychology assessment. The developers created a web and a mobile interface, respectively, for the professional (neuropsychologist) and non-professional (patient and caregiver) use. Recording of voice, drawing and typing information was enabled. Instant dashboards provide a quick overview of the patient's condition. Simulation activities were performed to obtain MD certification, valid across Europe. Neuropsychology services will benefit from the implementation in clinics of harmonized digital tools with adequate scientific and technological standards. The use of digital cognitive testing for the diagnosis of mild cognitive impairment is expected to enhance patient and clinician outcomes through simplified, digital objective data collection, sparing of time and resources, with a positive impact on healthcare costs and access to treatments, reducing inequalities and delays in diagnosis and cure.

PEDAGOGICAL PRACTICES AND COLLABORATIVE WORK IN MATHEMATICS TEACHING IN EDUCATION IN CAMPO DE VITÓRIA DA CONQUISTA-BA: EXPERIENCE REPORTS

The object of investigation of this study is the professional experiences of Mathematics teachers who work at Escola do Campo in Vitória da Conquista-BA based on collaborative work in the processes of planning, designing, redesigning and evaluating mathematical tasks. Specifically, we aimed to analyze the pedagogical practices used by Mathematics teachers at Escola do Campo Conquistense, in order to apply collaborative work as a teaching and learning method in the context of education in rural schools. Data collection was guided by the application of a questionnaire and interviews, based on a semi-structured script, whose information produced was transcribed and interpreted in light of the content analysis method. In the general picture, we observed the mistaken predominance of the association between collaborative work and group work, in addition, from their reports we noticed the non-existence of the essential elements that constitute the collaborative methodology, therefore, we concluded that this is a method not widely used in pedagogical practices of the employees in this sample.

Development of an integrated and decentralised skin health strategy to improve experiences of skin neglected tropical diseases and other skin conditions in Atwima Mponua District, Ghana.

Integrated strategies are recommended to tackle neglected tropical diseases of the skin (skin NTDs), which pose a substantial health and economic burden in many countries, including Ghana. We describe the development of an integrated and decentralised skin health strategy designed to improve experiences of skin NTDs in Atwima Mponua district in Ashanti Region. A multidisciplinary research team led an iterative process to develop an overall strategy and specific interventions, based on a theory of change informed by formative research conducted in Atwima Mponua district. The process involved preparatory work, four co-development workshops (August 2021 to November 2022), collaborative working groups to operationalise intervention components, and obtaining ethical approval. Stakeholders including affected individuals, caregivers, other community members and actors from different levels of the health system participated in co-development activities. We consulted these stakeholders at each stage of the research process, including discussion of study findings, development of our theory of change, identifying implementable solutions to identified challenges, and protocol development. Participants determined that the intervention should broadly address wounds and other skin conditions, rather than only skin NTDs, and should avoid reliance on non-governmental organisations and research teams to ensure sustainable implementation by district health teams and transferability elsewhere. The overall strategy was designed to focus on a decentralised model of care for skin conditions, while including other interventions to support a self-care delivery pathway, community engagement, and referral. Our theory of change describes the pathways through which these interventions are expected to achieve the strategy's aim, the assumptions, and problems addressed. This complex intervention strategy has been designed to respond to the local context, while maximising transferability to ensure wider relevance. Implementation is expected to begin in 2023.

Interdisciplinary application of probability theory and mathematical statistics in professional orientation for physicists and mathematicians

Relevance. Mathematical statistics methods can play a valuable role in educating students by assessing their mathematical abilities, guiding professional orientation choices, and evaluating potential solutions.Purpose. The purpose of the study is to explore the possibility of using ubiquitous distance education for collaborative group work with mathematical support. The proposed approach involves the use of cluster and network technologies, where each participant acts as a host for the curriculum.Methodology. The methodology involves determining the effectiveness of the applied methods by evaluating the potential for group application of the methodological apparatus and identifying areas of assistance for students in choosing a professional orientation.Results. The results demonstrate that in higher education, the use of mathematical tools enables students to develop decision-making abilities, assess choice conditions, select courses, and identify knowledge domains where they can thrive. For mathematics students, this approach enhances their ability to apply mathematical concepts to practical problems through collaborative group work.Conclusions. The practical significance of the research is determined by the potential of the developed program to shape professionally trained graduates.

Integration of Geriatric Education Within the American Board of Emergency Medicine Model.

Emergency medicine (EM) resident training is guided by the American Board of Emergency Medicine Model of the Clinical Practice of Emergency Medicine (EM Model) and the EM Milestones as developed based on the knowledge, skills, and abilities (KSA) list. These are consensus documents developed by a collaborative working group of seven national EM organizations. External experts in geriatric EM also developed competency recommendations for EM residency education in geriatrics, but these are not being taught in many residency programs. Our objective was to evaluate how the geriatric EM competencies integrate/overlap with the EM Model and KSAs to help residency programs include them in their educational curricula. Trained emergency physicians independently mapped the geriatric resident competencies onto the 2019 EM Model items and the 2021 KSAs using Excel spreadsheets. Discrepancies were resolved by an independent reviewer with experience with the EM Model development and resident education, and the final mapping was reviewed by all team members. The EM Model included 77% (20/26) of the geriatric competencies. The KSAs included most of the geriatric competencies (81%, 21/26). All but one of the geriatric competencies mapped onto either the EM Model or the KSAs. Within the KSAs, most of the geriatric competencies mapped onto necessary level skills (ranked B, C, D, or E) with only five (8%) also mapping onto advanced skills (ranked A). All but one of the geriatric EM competencies mapped to the current EM Model and KSAs. The geriatric competencies correspond to knowledge at all levels of training within the KSAs, from beginner to expert in EM. Educators in EM can use this mapping to integrate the geriatric competencies within their curriculums.