Residential Course Research Articles

"The Most Fantastic Thing is Coming Here as an Individual and Going to Bed as Part of a Group": Participants' Experiences From a Residential Course, for People With Advanced Cancer.

People who suffer from advanced cancer may experience a loss of ability to participate in everyday life and meaningful activities, challenging their sense of identity and social relations. Social support in patient-to-patient interactions and the sharing of experiences with people in similar situations may help alleviate distress. This article is based on an ethnographic field study carried out in relation to three residential narrative courses, which included 36 persons with advanced cancer. In this study, we aimed to explore whether the courses were perceived as significant by the participants and, if so, in what ways. The field work included 185hr of observations, six focus group interviews and nine individual interviews. The data were analyzed using an abductive thematic approach. Our findings indicate that the residential courses were generally experienced as meaningful and that in particular the setting, the community, and gaining hope were experienced as significant.

The biblical sources of morality

In the context of a “Residential Course in Bioethics,” this report obviously stands as a contribution at the foundational level. In this respect it relates to other reports, from which, however, it must be clearly and adequately distinguished. In other words, I intend to respect to the utmost the biblical framework that has been indicated to me and that I now point out to you as a fertile and promising field for every man of good will who intends to ethically ground his prass.

Engaging undergraduate medical and dental students with academic medicine: The Aberdeen INSPIRE summer school.

UK medical and dental school curricula limit opportunities for students to gain experience in research. This parallels a decline in the number of clinical academics. To address this at grass roots level, we organised and arranged a residential summer taster week; INSPIRE (Introducing New Skills to Promote Inspirational Research Experience)-Aberdeen). The purpose was to give first and second year medical and dental students who wished to explore a potential clinical academic career a taste of wet laboratory research and to gain experience in basic research skills. Seventeen students from eight different UK medical and dental schools attended this free residential course and were exposed to various laboratory techniques with clinical translation and application in diagnostic and therapeutic medicine. Students were given access to relevant online learning tools of the techniques being used beforehand and seminar style presentations were used to emphasise their clinical application. Students met daily with clinical academics from different specialities to give them a flavour of potential clinical academic career pathways and options. All students felt that the summer school helped them consider academic medicine as a career thus achieving our aim to inspire clinical academics of the future.

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?

ABSTRACT Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.

Re-Thinking the Environment, Cities, and Living Spaces for Public Health Purposes, According with the COVID-19 Lesson: The LVII Erice Charter

Background. Urban planning is a key tool to promote health in cities. The COVID-19 emergency accelerated several social, environmental, and digital challenges, stressing the importance of some issues regarding housing, urban mobility, green areas, and health service networks, urban health policies, and actions. These issues were the subject of an intensive residential course (the 57th) held in Erice, Sicily, in June 2021 in the “International School of Epidemiology and Preventive Medicine G. D’Alessandro”, and the main findings are described here. Methods. Lectures presented the topics, subsequently developed them, and argued them in parallel practical sessions using the World Café technique, since it is well suited for the interaction of participants and the involvement of groups. Results. The World Café provides new insights into how to improve the livability and health of urban spaces, and a set of strategies and actions were proposed for each topic. Discussion and Conclusions. All attendees agreed on the importance of participation in the planning processes, but also on the need for strong political support to ensure the resources needed and a full integration of health with other local policies. A multidisciplinary approach to developing systemic operational capacities and health literacy is considered pivotal to raising awareness and participation.

Exploring students’ emotional experiences on a 7-day outdoor personal development course: investigating emotional dynamics across different programme elements

ABSTRACT Emotions influence the process of personal development and are an important factor in learning. Reflecting on and understanding one’s emotions within an experiential personal development course can contribute to self-knowledge and future professional growth as leisure educators. This study maps the emotions experienced by the participants on a 7-day residential outdoor course conducted in the Czech Republic. The research group was composed of 18 students aged 19–22 years. Participants documented a wide range of emotions though self-reflective recording sheets, with joy, peace, and ecstasy being the predominant ones. Positive emotions were prevalent in the respondents’ accounts. The intensity of the experience was noted as strong to very strong in nearly half of the programme elements. The study tracks the progression of emotional intensity throughout the course and identifies the programme elements in which participants experienced emotions most profoundly. The significance of self-reflection on emotions during the course is discussed, along with suggested recommendations for effectively engaging with emotions in practice.

ADAPTations to low load blood flow restriction exercise versus conventional heavier load resistance exercise in UK military personnel with persistent knee pain: protocol for the ADAPT study, a multi-centre randomized controlled trial

BackgroundMuscle atrophy, muscle weakness and localised pain are commonly reported following musculoskeletal injury (MSKI). To mitigate this risk and prepare individuals to return to sport or physically demanding occupations, resistance training (RT) is considered a vital component of rehabilitation. However, to elicit adaptations in muscle strength, exercise guidelines recommend lifting loads ≥ 70% of an individual’s one repetition maximum (1-RM). Unfortunately, individuals with persistent knee pain are often unable to tolerate such high loads and this may negatively impact the duration and extent of their recovery. Low load blood flow restriction (LL-BFR) is an alternative RT technique that has demonstrated improvements in muscle strength, hypertrophy, and pain in the absence of high mechanical loading. However, the effectiveness of high-frequency LL-BFR in a residential rehabilitation environment remains unclear. This study will compare the efficacy of high frequency LL-BFR to ‘conventional’ heavier load resistance training (HL-RT) on measures of physical function and pain in adults with persistent knee pain.MethodsThis is a multicentre randomised controlled trial (RCT) of 150 UK service personnel (aged 18–55) admitted for a 3-week residential rehabilitation course with persistent knee pain. Participants will be randomised to receive: a) LL-BFR delivered twice daily at 20% 1-RM or b) HL-RT three-times per week at 70% 1-RM. Outcomes will be recorded at baseline (T1), course discharge (T2) and at three-months following course (T3). The primary outcome will be the lower extremity functional scale (LEFS) at T2. Secondary outcomes will include patient reported perceptions of pain, physical and occupational function and objective measures of muscle strength and neuromuscular performance. Additional biomechanical and physiological mechanisms underpinning both RT interventions will also be investigated as part of a nested mechanistic study.DiscussionLL-BFR is a rehabilitation modality that has the potential to induce positive clinical adaptations in the absence of high mechanical loads and therefore could be considered a treatment option for patients suffering significant functional deficits who are unable to tolerate heavy load RT. Consequently, results from this study will have a direct clinical application to healthcare service providers and patients involved in the rehabilitation of physically active adults suffering MSKI.Trial registrationClinicalTrials.org reference number, NCT05719922

Learning with fun: the 2nd residential course on child and adolescent psychiatry in Catania, Sicily, endorsed by the ESCAP Research Academy.

Learning with fun: the 2nd residential course on child and adolescent psychiatry in Catania, Sicily, endorsed by the ESCAP Research Academy.

John Stewart: A personal appreciation

John Stewart: A personal appreciation

An innovative approach to using an intensive field course to build scientific and professional skills.

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two‐week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from “student” to “scientist.” We provide an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: (1) Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; (2) Learn critical skills of data management and communication; and (3) Analyze, interpret, and present their results in the format of a scientific symposium. This process is repeated in an iterative “cognitive apprenticeship” model, supported by a series of workshops that name and explicitly instruct the students in “hard” and “soft” skills (e.g., statistics and teamwork, respectively) critically relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high‐quality presentations and peer‐reviewed publications in an open‐access, student‐led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective, and reflective tools to help apply their skills as scientists.

Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging.

While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

Analisis Validitas Jobsheet Trainer Langlois Tag-2 sebagai Penunjang Praktek Instalasi Perumahan

This research was carried out because the housing installation practice course did not yet have a jobsheet for the operation of the Langlois Tag-2 media trainer, the purpose of this research was to create a jobsheet for the Langlois Tag-2 media trainer whose benefits were to support the learning process of the housing installation course. This study uses the R&D development procedure (research and development) using a 4D model, consisting of the define, design, develop, and desiminate stages. The research data was taken using a questionnaire sheet for the validity of the jobsheet by the validator, namely the lecturer of the housing installation course. The method of data analysis in this research is descriptive quantitative. The results of the study obtained validity data from 3 validators, namely validator 1 is very valid, validator 2 is very valid, and validator 3 is very valid, the results of the three validators can be categorized as very valid with an average result of 87, 10%. With valid development results, the jobsheet can be used as a support for residential installation practice courses by utilizing the Langlois Tag-2 media trainer at the Department of Electrical Engineering, Padang State University.

The united world college experience and its framing: the evidence from a residential short course

ABSTRACT The continuously growing field of private English-speaking international schooling has always involved a dichotomy of approach. The marginal ‘internationalist’ approach, ideologically committed to nurturing unity and global peace, is exemplified by the cadre of United World Colleges (UWC). The UWCs began in 1962 and now number 18 globally educating 10,500 young people yet have largely evaded empirical research inquiry into their processes and experience. The inter-linked UWC 10-day residential ‘Short Course’ is a particularly strong unit of potential inquiry. By utilising Erving Goffman’s Frame Analysis we will investigate the UWC experience, as metaphorically told by participants. The course is framed as a ‘safe space’ whereby the participants can act out their thoughts and emotions, whilst also helping to bring them closely together as a ‘mini society’. This immersion, as a community of similarly minded yet privileged young people, seems to be a strongly inter-connecting experience.

Caught between competing emotions and tensions - a focus group study exploring experiences of family caregivers of out-of-hospital cardiac arrest survivors

Abstract Funding Acknowledgements Type of funding sources: None. Background/Introduction Being a family member caring for an out-of-hospital cardiac arrest (OHCA) survivor may impact family caregivers’ lives due to the sudden onset of the illness and possible secondary cognitive, emotional and physical challenges. However, experiences of caring for an OHCA survivor are sparsely described. Purpose This purpose of this study was to explore the subjective experiences of family caregivers of OHCA survivors as a means of understanding the potential burden they face. Methods Using an explorative qualitative approach, six focus group interviews were conducted with a sample of 25 family caregivers of OHCA survivors and analysed using a phenomenological hermeneutic approach inspired by the philosophy of Ricoeur. OHCA survivors and their family caregivers were attenting at a residential rehabilitation course, where the caregivers were interviewed as part of the course. Results Three themes emerged: i) Feeling unexpectedly alone and invisible; the family caregivers felt an emotional burden that could not be shared – leading to caregiving being a lonely and anxious experience. The family caregiver felt alone with the responsibility of the shared life, ii) Fear of loss; the fear of losing a loved one was a constant companion contributing to the burden of caregiving, and iii) Adjusting to a new everyday life; the family caregivers had difficulties adjusting to living their lives on the basis of the survivors’ needs. This often resulted in an existential crisis trying to adapt (Figure 1). Conclusion The findings of this study illuminate and emphasise the burden experienced by family caregivers and how they can be caught between competing emotions and tensions. The possible caregiver burden following OHCA should be acknowledged. Systematic screening is needed to identify those at risk of high caregiver burden. Further, collaboration with family care givers should be an essential part of post-cardiac arrest care, and interventions to reduce the burden should be tested and implemented as part of the clinical care of OHCA survivors and their families.

Pengembangan Jobsheet Praktek Instalasi Perumahan Berbasis Trainer Langlois Tae 1-3 M

This research was carried out because in the lighting installation course there is no jobsheet on Tae Langlois 1-3 media, so this study aims to produce a jobsheet for Tae Langlois 1-3 media which is useful to support the learning of residential installation courses. The method in this study is the type of research and development R&D (research and development) using a 4D model, consisting of the define, design, develop and disseminate stages. The sample in this study were undergraduate students of electrical engineering, Faculty of Engineering, State University of Padang who had taken practical housing installation courses. Based on the results of the study, the validity data obtained from the three validators, namely the first lecturer was very valid, the second lecturer was very valid, and the third lecturer was valid. So, the results obtained from the three lecturers can be categorized as very valid. The practicality test will be conducted by a lecturer in the electrical engineering department and 20 electrical engineering students who have taken practical housing installation courses. The practicality questionnaire filled out by the lecturers was stated to be very practical and the results from the respondents were very practical. The effectiveness test was carried out by testing the material using the Langlois Tae 1-3M trainer for 4 meetings with 4 different materials with 10 student participants. From the three tests, it can be concluded that the Langlois Tae 1-3M trainer jobsheet is very valid, practical and effective to be used as a supporting job sheet for housing installation practicum courses.

Experiential and Outdoor Learning in the Transition to University Courses—The Mathematics Case

Student retention is a priority in universities, as drop-out rates among university students within 12 months of starting continue to rise, according to UK figures released by the Higher Education Statistics Agency (HESA) (https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation, accessed February 2022), and with approximately a quarter of freshmen not enrolling for a second year in the US (NSC Research Centre. 2020. Persistence and Retention. Snapshot report. https://nscresearchcenter.org/wp-content/uploads/PersistenceRetention2020.pdf, accessed 1 June 2021). The transition to university, and in particular to a mathematics degree, is a challenging period for many students. Several methods to support HE students through this initial stage have been developed across the years, mostly designed in and for academic settings. This paper will describe an innovative approach, beyond the traditional classroom, which involves a three-day residential course tailored specifically to support the transition of mathematics students into HE, examining its implementation into the BSc Mathematics and MMath degree programs and its effectiveness with first-year Mathematics students at the University of Central Lancashire. The results provide an evaluation of this intervention over four years, showing the positive impact on attainment, together with increased student participation and engagement.

The Fluency Trust Residential Course for young people who stutter: A pragmatic feasibility study.

IntroductionA feasibility study of The Fluency Trust Residential Course (FTRC) for adolescents who stutter was conducted. The study aimed to measure key areas of a feasibility trial, for example, recruitment and retention, outcome measure completion, outcome measure reliability, and acceptability of the intervention to inform future research into the FTRC. MethodsQuantitative and qualitative methods were used. Participants were 23 adolescents (12–17 years), 23 parents and 2 Speech-Language Pathologists (SLPs) from the FTRC. Data collection included: outcome measure collection via a pre-test post-test quasi-experimental design (including two baseline measures), intervention fidelity checklists, semi-structured interviews with adolescents to explore acceptability of the intervention and semi-structured interviews with SLPs to explore their experiences of research participation and views on a future trial. ResultsRecruitment, retention and outcome measure completion levels were all 100%. Intervention fidelity was 95% and there were no adverse events. Outcome measures showed good test- re-test reliability: Progress Questionnaire Child Intraclass Correlation Coefficient (ICC) = 0.87 (95% CI = 0.69–0.94 sig< 0.001) and Progress Questionnaire Parent ICC = 0.88 (95% CI = 0.70–0.95 sig< 0.001). Descriptive statistics showed that group medians and means of all outcome measures shifted in a positive direction between pre and post-tests (9 weeks follow-up). Twenty-five percent of young people showed changes on the Progress Questionnaire Child that were above the minimal important difference. Seventy-five percent of parents showed changes on the Progress Questionnaire Parent that were above the minimal important difference. Acceptability of the intervention by adolescents was high. SLPs reported participation was manageable and they were pleased to be part of the research. ConclusionQuantitative and qualitative data suggest that a future definitive trial of the FTRC is indicated after additional development work and feasibility testing. Recommendations for further research are included.

Trajectories of Curriculum Change in Initial Primary Teacher Education in Zambia

This chapter reviews trends in primary teacher education for the last five decades in Zambia. Since independence, Zambia has undertaken the following curriculum reforms in primary teacher education; the Zambia Primary Course(ZPC), The Zambia Basic Education Course(ZBEC), The Field Based Teacher Training Approach(FIBATTA) which was discontinued hardly three months of trial, The Zambia Teacher Education Reform Programme(ZATERP) piloted in three colleges of education, The Zambia Teacher Education Course(ZATEC-one year college based and one year school-based);the Zambia Teacher Education Course(ZATEC-two year residential course) and the current three year Diploma Primary Teacher Education Programme. The Ministry of Education upgraded all primary colleges of education to Diploma status and affiliated them to the University of Zambia. For a couple of years, the Ministry of Education back peddled and attached all Colleges of Education to the Examinations Council of Zambia (ECZ), a decision that was roundly condemned as a departure from the SADC protocol on education. Meanwhile, Colleges of Education which were under ECZ have now reverted to the University of Zambia with respect to quality assurance and programme supervision.

A nationwide survey on clinical neurophysiology education in Italian schools of specialization in neurology

IntroductionClinical neurophysiology deals with nervous system functions assessed with electrophysiological and ultrasound-based imaging techniques. Even though the need for highly specialized neurophysiologists has increased, residency training rarely takes today’s requirements into account. This study aimed to snapshot the neurophysiological training provided by Italian specialization schools in neurology.MethodsA single-page web-based survey comprising 13 multiple-choice categorical and interval scale questions was sent via e-mail to neurology specialization school directors. The survey addressed the programs’ structural neurophysiology organization, time dedicated to each clinical neurophysiology subspecialty, and descriptors assessing the discipline’s importance (e.g., residents who attempted residential courses, gained certifications, or awards gained).ResultsThe most studied neurophysiological techniques were electroencephalography (EEG) and electromyography (EMG). Most specialization schools devoted less than 3 months each to multimodal evoked potentials (EPs), ultrasound sonography (US), and intra-operative monitoring. Of the 35 specialization schools surveyed, 77.1% reported that four students, or fewer, participated in the Italian Society of Clinical Neurophysiology Examination in Neurophysiology. Of the 35 specialization centers surveyed, 11.4% declared that the final evaluation required students to discuss a neurophysiological test.DiscussionOur survey underlined the poorly standardized technical requirements in postgraduate neurology specialization schools, wide variability among training programs, and limited training on multi-modal evoked potentials, intraoperative monitoring, and sonography. These findings underline the need to reappraise and improve educational and training standards for clinical neurophysiology during postgraduate specialization schools in neurology with an international perspective.

187 A QUALITATIVE EXPLORATION OF PLACE AND PERSONHOOD IN DEMENTIA

Abstract Background In dementia research, supporting personhood is seen as a corner stone of person-centred care. However, little is understood about how personhood is conceptualised in the context of the home and communities that people living with dementia reside within, and how place may constitute a key dimension of, or a determining factor of someone’s sense of self. This study seeks to explore these relationships by examining the intersection between place and personhood through the lens of Rowles (1983) work on place and personal identity in old age. Methods Qualitative secondary analysis of datasets from two separate studies was conducted. The first study examined the perspectives of people living with dementia on place across the life course, while the second study examined the perspectives of people living with dementia on personhood in formal care. In total, 15 interviews with people with dementia were analysed using theoretical framework analysis. Results Participants reflected on the meaning of place, and its iterative relationship with personhood across the life course. They used the residential life course, to convey and narrate their life story, locating themselves and major events in time and place. Participants also spoke about the impact of the physical environment on their sense of personhood, conceptualising personhood in relation to attachment to the physical landscape, location and their own homes. Finally, participants referred to the close link between place, relationships, and community. In particular, how important feelings of community and belonging to place are to their sense of personhood. Conclusion This research shows the role of place in interpreting understandings of personhood from the perspectives of people living with dementia. This is critical for understanding the nature and orientation of community-based interventions, and designing supports and services which appropriately harness place-based relationships of people living with dementia.