Multidisciplinary Learning Experience Research Articles

Barriers to Embrace Multidisciplinary Learning Experience in Interior Architecture Design Module

A multidisciplinary learning experience is an approach to curriculum integration which values the ideas of collaboration across multiple disciplines in response to the Fourth Industrial Revolution (4IR). The 4IR has effectively widened the division between fields in which graduates are expected to perform desired skill and knowledge. This paper aims to determine the barriers encountered by the Interior Architecture Students embracing the multidisciplinary learning experience with students from other discipline. Through an explanatory case study approach, the emergence of approach curriculum comprised of three programmes in the built environment at a private university will be presented. The paper concludes with reflective writing addressing the barriers faced by the Interior Architecture students during the multilearning experience. Findings of the study revealed the majority of students identify communication, time-management, responsibility, attitude, and teamwork as the most significant barriers encountered by Interior Architecture students in the implementation of the MLE approach in the Design Studio module. Developing strong communication skills, allocation in managing the time, team player roles and responsibility are essential trait that must be constantly fostered. These findings help to assist interior architecture educators in developing courses that integrate various disciplines and provide academics with a deeper understanding of the conceptualisations and practices of the multidisciplinary learning experience concept approach by identifying the barriers that hinder its implementation.

Introducing AI applications in engineering education (PBL): An implementation of power generation at minimum wind velocity and turbine faults classification using AI

AbstractThis article explores the integration of artificial intelligence (AI) applications into project‐based learning (PBL) education as a means to enhance students' education. Specifically, the implementation of AI in the context of power generation is addressed, focusing on achieving power generation at minimum wind velocity and classifying turbine faults using AI techniques. The researchers have proposed a novel generating unit which is going to generate 1 KW of electric power at a specific flow rate of air and the generated power will be stored in the battery bank through the charge controller and then the load is driven from the battery through an inverter. Iron or core losses (Hysteresis, Eddy Current losses) can be acknowledged as one of the major reasons for the inefficiency of conventional generators, therefore anovel coreless model generator was proposed which also improved efficiency and reduces drag. Wind Turbine prototype was fabricated and deployed for the testing and validation of the proposed novel design. The design produced outstanding power ratings and electrical generation characteristics compared with other existing strategies at minimal air flow. Results proved that the proposed coreless axial flux generator has the capability to produce a better power rating compared with the existing wind turbine generators. Proposed Axial flux achieved 10.73 watt power at wind velocity at around 80 rpm. At a wind velocity of 10 m/s and around 800 rpm 313–330 kwh was produced by the proposed generator while the conventional generator produced around 300 kwh. The proposed generator design performed 35% better in terms of production efficiency under load and no load conditions. Moreover, faults in turbines are very common due to the various temperatures, therefore the faults have been classified using state‐of‐the‐art AI‐based classifiers. A comparison of space vector modulation (SVM) and Naive Bayes classifiers was performed in the study to classify wind turbine faults. It was found that both classifiers performed well in achieving high accuracy. SVM achieved a slightly higher accuracy of 0.9861 compared with Naive Bayes, which achieved an accuracy of 0.967. Based on the results, it can be inferred that SVM may be a more suitable classifier for wind turbine fault classification. The case study results demonstrated the potential of AI applications in PBL education, offering students a multidisciplinary learning experience that enhances their technical knowledge, problem‐solving skills, and teamwork abilities.

Challenge-Based Learning in Dental Education.

Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and other approaches, students formulate the challenges they will address in CBL. Furthermore, students need to create a solution resulting in concrete action. CBL takes into account the social impact of an idea rather than just the corporate benefits. Therefore, it can help students expand the scope and depth of learning, encourage teamwork capabilities, and raise their awareness about considering quality and ethics in decision-making. CBL is implemented in universities, schools, and institutions worldwide and its use is well-recognized in science, engineering, and medicine, but it has not been translated into dentistry. The aim of this paper is to describe the concept of inclusion, principles and design, implementation, and supervision of the CBL framework in a dental course for the adaption of this learning framework to dental education.

Project IICE

Project IICE was a multi-disciplinary learning experience designed for students at Southern New Hampshire University. Students worked together in teams to communicate scientific data that was initially collected by an Introductory Botany class. Students in this course measured trees and recorded variables, including tree height, diameter, species, and canopy cover. They shared the data with students in freshman Statistics courses, who analyzed mathematically for trends. Finally, students in Graphic Design used the data to create visual representations and icons. Students collaborated in groups that were randomly assigned across all of the courses to include members of each discipline. During the process, each student was required to help others in the group understand the meaning of the data, through the collection, analysis, and design phases. In the final group poster presentations, students explained the meaning and value of each part. The emphasis was on their ability to communicate the significance of each part of the process, which helped them appreciate how the discipline they were working in contributed to the overall success of the project. The real-world data provided a context for students to experience working in cross-discipline teams, and sharpened communication skills.

Future-proofing students in higher education with unmanned aerial vehicles technology: A knowledge management case study

In this paper we report experiences in implementing a new course ‘Understanding Drone & Robotics Technology – History, Usage, Ethics & Legal Issues’ at the Singapore Management University framed as a strategic knowledge management (KM) initiative in an institution of higher learning aimed at capturing, sharing and creating new knowledge about disruptive technologies such as unmanned aerial vehicles. We posit the new course as a knowledge innovation initiative (similar to a KM-enabled business case in a corporate setting) in support of the university’s mission and vision so as to deliver new value to students and to stay ahead of the latest technological developments. In line with a ‘normal’ KM initiative, we examine how the new learning and teaching initiative was conceived, pushed forward and eventually launched, creating a new multi-disciplinary learning experience for students, instructors and other stakeholders. We explain the knowledge strategy of the course and use I. Nonaka’s SECI framework to shed light on selected aspects of the pedagogical approach towards achieving the desired learning outcomes. Overall, the paper intends to make a case for more collaborative knowledge leadership as a strategic enabler of multi-disciplinary knowledge innovation in a rapidly changing higher education landscape.

A MULTIDISCIPLINARY LEARNING EXPERIENCE FOR EDUCATION IN ACCESSIBILITY

Abstract – This paper argues that accessibility is both a complex issue and one in which engineering students would deeply benefit from learning more about due to mounting legislation and demand. Engineers can play an important role in creating a more inclusive society, yet questions remain as to how to instill knowledge of accessibility effectively in the classroom. 
 To answer these questions, the authors explore and draw preliminary conclusions from a multidisciplinary learning experience they designed by which two upper level undergraduate courses from engineering and history were joined on separate occasions to provide some education in accessibility.
 Although crafting and delivering this experience posed some challenges, the authors believe that this multidisciplinary approach generally enriched the learning experience for students, exposing them to a broader perspective, and in particular the historical context for accessibility initiatives and the lived experience of people with disabilities.

Multi-disciplinary training hubs in North West England: the training hub lead perspective

ABSTRACTIntroduction: Increasing the capacity of Primary Care to meet the challenge of providing future complex and multi-disciplinary care in England has led to the increasing establishment of ‘Training Hubs’ [TH]. Other terms are used interchangeably to refer to TH activity: Advanced Training Practices, Enhanced Training Practices and Community Education Providers. The aim of this study was to gather the perceptions of TH Leads in North West England on how they established their TH and lessons learned.Methods: Five semi-structured telephone interviews were undertaken with TH Leads. Thematic analysis of the transcripts was undertaken.Findings: Four themes were identified: Motivation and Expectations of Establishing THs; Benefits to Learners and Practice Staff; Implementation Challenges and Barriers to Scale-Up; Sustainability and Wider Implementation.Discussion: TH Leads highlighted that the establishment of THs enhanced the multi-disciplinary learning experience. However, several barriers for sustaining the quality of the TH learning environments were identified. Difficulties recruiting ‘Spoke Practices’ were greater than expected. Findings identified the following factors for consideration for wider implementation: the maintenance of TH Lead support networks; appropriateness of funding to encourage practices who may be reluctant to take on this additional responsibility; the importance of communication channels between THs and HEIs; careful management of students numbers.

Impact of Locally Adopted Simulation-Based Crew Resource Management Training on Patient Safety Culture: Comparison Between Operating Room Personnel and General Health Care Populations Pre and Post Course.

Crew resource management (CRM) was introduced to enhance patient safety and reduce medical errors through multidisciplinary learning experience. This study investigates the impact of locally adopted simulation-based CRM training on participants' perceptions and knowledge. A 32-item web-based questionnaire was administered pre course, 1 month, and 1 year post course to assess changes in perceptions and knowledge. Another 12-item paper-based questionnaire was administered immediately post course to assess reactions. Among 712 participants analyzed, 165 were operating room staff. The majority agreed that the training is useful and relevant in daily practice. All participants showed significant improvements in perception and knowledge 1 month post course; however, these improvements declined 1 year post course. The CRM course is associated with satisfactory reaction (Kirkpatrick level 1) and improvement in attitude and knowledge (level 2) toward patient safety. However, the effect may be short-lived and regular refresher courses should be mandatory to sustain momentum of ongoing change.

Meaningful Learning Experiences in the Finnish Teacher Education

During the last few years the change of the school and how the school should change in the first place to meet the challenges of the future have been discussed a great deal. The talk has begun of the cross-disciplinary competences, referred to also as transversal (generic) competences in the curriculum, and of developing teaching towards the integrated modules called multidisciplinary learning modules in the reformed curriculum of the basic education. The multidisciplinary learning modules promote the reaching of the objectives set for the basic education and in particular, the development of the cross-disciplinary competences.This research was carried out in a Finnish class teachers' adult education programme during a study unit in January 2016. This study unit was a multidisciplinary learning experience, which was planned together and in which the contents of the seven different subjects taught in the comprehensive school were combined. The aim was to gain experiences of integrating the subjects, of planning and implementing learning modules, of meaningfully adapting information and communication technology as well as of collaborative learning. The research also surveys the knowledge of the concepts, which are related to the study unit. The results showed that the multidisciplinary learning module had offered meaningful experiences. The students had mastered well the study unit concepts. Their experiences in relation to the aims were mainly good, versatile and sufficient. Nearly every student intended to implement similar modules in their future work. The main objective of this study unit was to increase the students' understanding and knowledge about the multidisciplinary learning module through experiential learning and to provide them with a surface to reflect on the matters in their future studies.

Use of synchronous e‐learning at university degrees

ABSTRACTDifferent types of Course Management Systems (CMS) are fully integrated in conventional and online courses in many Universities degrees. Although they are suitable for lecturer‐student information sharing, their asynchronous nature prevents an efficient interaction, which may hamper the learning process. As an alternative, synchronous virtual learning platforms can help fill the gaps in traditional CMS. However, there is very little feedback regarding its use in higher education. The Universitat Politècnica de València introduced in 2010 a synchronous e‐learning platform, named Poli[ReunióN], an Adobe Connect‐based online service. Poli[ReunióN] provides virtual sessions where interaction between lecturers and students is enabled by means of audio/video‐conferences and software application sharing. By following this path, Poli[ReunióN] provides an opportunity for planning new educational experiences where technology may help to achieve new learning objectives. However, the implementation of this tool still needs to be explored. In order to check its usefulness, we have performed a multidisciplinary learning experience involving a wide range of subjects over several degrees: Private Telecommunication Systems (degree in Telecommunications Engineering), Algorithms and Data Structure (degree in Computer Sciences), English for International Tourism (degree in Tourism Management), Genetics and Plant Breeding (degree in Agricultural Engineering), and a specific course for teachers’ training. The advantages and disadvantages of the use of Poli[ReunióN] in tutoring and in different learning activities proposed in the aforementioned degrees are discussed from both perspectives—lecturers and students. These experiences may help lecturers and other education professionals to adopt similar e‐learning tools. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:982–993, 2016; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21773

A multidisciplinary learning experience contributing to mental health rehabilitation

Purpose People who access health services often have a range of needs that require the involvement of members from a multidisciplinary team. Teaching future health professionals about the importance of a multidisciplinary approach can be challenging. The aim of this paper is to describe a project called Recovery Camp that enhanced multidisciplinary health education through experiential and immersive engagement with people experiencing mental illness. Method Future health professionals and people with a lived experience of mental illness took part in Recovery Camp — an innovative five-day therapeutic recreation initiative in the Australian bush. Results are presented in a case study format and provide the reflective quotes of participants. The quotes were analyzed using a content analysis to identify core concepts. Results Analyses identified a common appreciation of multidisciplinary learning. The interactions among students and between students and consumers, promoted inter-professional practice and a holistic understanding of mental health care. Conclusions An immersive multidisciplinary approach, embedded within a recovery-based programme, enhances students’ understanding of the significance of multidisciplinary mental health care and treatment.Implications for RehabilitationPeople with a lived experience of mental illness have a range of complex needs that require involvement of members from a multidisciplinary rehabilitation team.This study suggested a multidisciplinary, experiential, immersive health education experience — drawing on the principles of therapeutic recreation — can promote inter-professional rehabilitative practice and an appreciation for holistic mental health care.

Participant evaluation of simulation training using crew resource management in a hospital setting in Hong Kong.

A simulation team-based crew resource management training programme was developed to provide a unique multidisciplinary learning experience for health care professionals in a regional hospital in Hong Kong. In this study, we evaluated how health care professionals perceive the programme. A cross-sectional questionnaire survey was conducted in the Multidisciplinary Simulation and Skills Centre at Queen Elizabeth Hospital in Hong Kong. A total of 55 individuals in the departments of Obstetrics and Gynaecology, Anaesthesiology and Operating Theatre Services, Intensive Care Unit, and Accident and Emergency participated in the study between June 2013 and December 2013. The course content was specially designed according to the needs of the clinical departments and comprised a lecture followed by scenarios and debriefing sessions. Principles of crew resource management were introduced and taught throughout the course by trained instructors. Upon completion of each course, the participants were surveyed using a 5-point Likert scale and open-ended questions. The participant's responses to the survey were related to course organisation and satisfaction, realism, debriefing, and relevance to practice. The overall rating of the training programme was high, with mean Likert scale scores of 4.1 to 4.3. The key learning points were identified as closed-loop communication skills, assertiveness, decision making, and situational awareness. The use of a crew resource management simulation-based training programme is a valuable teaching tool for frontline health care staff. Concepts of crew resource management were relevant to clinical practice. It is a highly rated training programme and our results support its broader application in Hong Kong.

Optimizing Simulated Multidisciplinary Team Training of Pediatric Emergencies: An Evaluation of Prerequisites for Transfer of Skills to Clinical Practice

Introduction. Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians) were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly (P<0.05) regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.

A Cost‐Effective Approach to Simulation‐Based Team Training in Obstetrics

Many larger facilities regularly stage obstetric drills in modern simulation departments equipped with expensive simulators. Despite lacking these resources, we wanted to provide effective simulation training at our rural hospital. A team of clinicians and educators developed a cost‐effective and time‐efficient simulation drill for nurses, which included both a didactic review and a simulation day. The drill included obstetric providers and incorporated scenarios for shoulder dystocia, neonatal resuscitation and postpartum hemorrhage. This was a successful multidisciplinary learning experience that was high in creativity and teamwork, but low in cost.

Outreach to K–12 Teachers: Workshop in Instrumentation, Sensors, and Engineering

During the summer of 2007, The Workshop in Instrumentation, Sensors, and Engineering (WISE) introduced 20 middle and high school teachers to hands-on engineering design in an intensive 2-week residential workshop at Polytechnic University. Teachers were introduced to sensors, instrumentation, and engineering in a planned and integrated learning environment. Guided training consisting of lectures, tutorials, structured engineering workshops, and discussions exposed the teachers to foundational elements of engineering through the use of sensors and computerized data acquisition, which were presented as vital tools to be used in engineering and science education and profession. By the end of the WISE project, participants completed 70 h of in-class professional development. In addition, learning continued into the evenings and weekend, as participants took part in activities that exposed them to contemporary engineering concerns and projects. These supplemental activities provided an additional 15 h of professional development. Exposure to a hands-on, technology-rich, multidisciplinary learning experience in the workshop has prepared the participating teachers to provide their students with enriched learning opportunities and stimulate them to seek higher achievement in science and mathematics. Participating teachers accorded the workshop an overall score of 8.8 (out of 10) in the project evaluation.