Team Teaching Research Articles

EP421 - The multidisciplinary management of acute pancreatitis at a district general hospital – an NCEPOD audit

Abstract Aim To assess adherence to NCEPOD Acute Pancreatitis 2016 guidelines in order to optimise the multidisciplinary care of patients presenting with acute pancreatitis. Methods A retrospective case-based audit was conducted of the last 10 admissions with acute pancreatitis. Data on demographics, investigations and management were collected and audited against the NCEPOD evidence-based recommendations. Results The average age was 54 years (33-84) and 70% were male. The cause of the acute pancreatitis was identified as gallstones in 40%, alcohol in 30% and was unknown in the remaining 30%. All patients with alcoholic pancreatitis were referred to alcohol support services. 80% of all patients had significant co-morbidities at presentation: in 63% of patients these were well-controlled; of those uncontrolled, none received onwards referrals. Nutritional assessment only occurred in 10% of patients. Conclusions Our audit showed that we successfully identified a cause of acute pancreatitis in 70% of patients and involved alcohol services in 100% of alcoholic pancreatitis cases. This demonstrates good organisational infrastructure in managing these patients. However, despite the highlighted importance in the NCEPOD report, patients were not appropriately referred to dietitians or other medical specialities. We have therefore developed a series of multi-disciplinary team teaching sessions and an admission proforma to address these areas of the report and improve compliance. A second audit loop will be conducted to demonstrate impact.

WP8.10 - Ultrasound Cannulation Training Programme: Quality Improvement Project

Abstract Aim Familiarisation with ultrasound skills can be very useful. This reduces stress for patients from multiple access attempts and preserves venous access. In our District General Hospital (DGH), no teaching on ultrasound-guided venous access was available. Our aim was to create a formal training programme on ultrasound-guided venous access for junior doctors. Methods Discussions were held with the medical education team at our DGH to understand how to organise a formal teaching programme. The interest of junior doctors was gathered through informal discussion. Those interested were then asked to complete course evaluation forms. Data was gathered on experience using ultrasound, confidence (out of 5) in performing ultrasound cannulation, and usefulness of the session (out of 5). Results Of the 49 participants, only 65% (n=32) filled in the course forms. Data was only analysed from these individuals. 47% (n=15) had previous experience using an ultrasound machine. Of the 32 participants analysed, 87.5% (n=28) felt the session was very useful and the other 12.5% (n=4) found the session to be useful. 100% (n=32) felt more confident performing ultrasound-guided access after the session. The average confidence score pre vs post-session was 1.59/5 vs 3.88/5, respectively. Conclusions This programme can improve confidence in procedural skills amongst junior doctors, whilst also minimising stress for patients of multiple access attempts. Though the sample obtained was small, it is clear to see increased confidence in participants, regardless of prior experience. The results obtained will be critical in continuing this programme in our hospital and hopefully roll out to a wider audience.

Shared Religious Education through Christian–Islamic Team Teaching

The article, which is written by an interreligious team, provides comprehensive insights into the conception, implementation and accompanying research of a project on Christian–Islamic religious education in team teaching. The aim of the project is to expand the denominational religious education lessons anchored in Austrian schools through religious-cooperative units taught jointly by a Christian and an Islamic teacher. The analysis of the teaching units is carried out in the format of design-based research and thus encompasses numerous aspects of interreligious educational processes, which are examined in this article. Firstly, the design of the project is described and the legal framework associated with it is explained in the context of the Austrian school system. Subsequently, learning requirements on the part of Christian and Muslim pupils are presented, with a particular focus on their preconceptions and attitudes towards religion in general as well as other religions. Special attention is paid to the specific framework conditions of Islamic religious education teachers, which differ in many aspects from those of Catholic religious education teachers. Furthermore, interreligious competences they consider necessary are described. Specific insights into the teaching units and the complementary research provide information about the opportunities and challenges of interreligious education in team teaching by two teachers. After this focus on the teachers, an outline of the students’ perspectives on the teaching units completes the presentation of the research results. In the concluding summary, the local theories developed from the overall project are presented and discussed.

Championing student participation in co-designing digital education resources: A student experience

The aim of this contemporary piece is to discuss the student experience of co-design and the process involved in the co-creation of developing digital educational resources. A discussion of the need for digital educational resources in the era of pre-registration nursing students being digital natives is explored and the potential benefits or barriers for nursing education and practice are outlined. The need for co-design as a methodology in nurse education which is inclusive of the student-led role is discussed and a personal account of student experience will be detailed. By focusing on the student voice this article aims to provide a first-hand experience of working alongside academic and educational research teams, whilst also promoting student participation within co-design projects further than simply tokenistic involvement, highlighting the comprehensive benefits associated for all. The importance of support, knowledge sharing, and effective communication will be detailed to allow other students to gain insight and empower them to participate in a co-designed project should it arise in their university education.

Studying Factors Influencing Intention to Use Hybrid Education: A Case Study of Visual Communication Design Major Students at Chengdu Vocational University of Art

Background and Aim: Hybrid teaching follows the reform trend of China's vigorous development of online education and hybrid education. The Chengdu Vocational University of Art is the earliest art vocational university in China, and the visual communication major is the advantageous major of the university. The program of this major adopts a hybrid education model combining MOOC online courses and offline education. This study uses TAM, ASCI, UTAUT, and ECM theories to construct a model to analyze the factors affecting the hybrid education learning satisfaction of visual communication students, whose variables include virtual classroom quality, instructor characteristics, student expectations, course design quality, and course content quality. Materials and Methods: A purposive sampling method was used to distribute questionnaires to 571 students. Confirmatory factor analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze the reliability, validity, goodness of fit, and hypothesis testing of the model. Results: Student satisfaction was found to greatly influence intention to use through the study. In addition, instructor characteristics and classroom quality had a supportive relationship on perceived usefulness, student expectations, course content, and perceived usefulness had a supportive relationship on satisfaction, while course design quality had no significant effect on satisfaction. Conclusion: School management and teaching teams should pay attention to the key influences on the intention of hybrid education and design programs based on research findings to help students understand the effectiveness of hybrid education and improve the quality of education.

Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computational genomics.

As genomics technologies advance, there is a growing demand for computational biologists trained for genomics analysis but instructors face significant hurdles in providing formal training in computer programming, statistics, and genomics to biology students. Fully online learners represent a significant and growing community that can contribute to meet this need, but they are frequently excluded from valuable research opportunities which mostly do not offer the flexibility they need. To address these opportunity gaps, we developed an asynchronous course-based undergraduate research experience (CURE) for computational genomics specifically for fully online biology students. We generated custom learning materials and leveraged remotely accessible computational tools to address 2 novel research questions over 2 iterations of the genomics CURE, one testing bioinformatics approaches and one mining cancer genomics data. Here, we present how the instructional team distributed analysis needed to address these questions between students over a 7.5-week CURE and provided concurrent training in biology and statistics, computer programming, and professional development. Scores from identical learning assessments administered before and after completion of each CURE showed significant learning gains across biology and coding course objectives. Open-response progress reports were submitted weekly and identified self-reported adaptive coping strategies for challenges encountered throughout the course. Progress reports identified problems that could be resolved through collaboration with instructors and peers via messaging platforms and virtual meetings. We implemented asynchronous communication using the Slack messaging platform and an asynchronous journal club where students discussed relevant publications using the Perusall social annotation platform. The online genomics CURE resulted in unanticipated positive outcomes, including students voluntarily discussing plans to continue research after the course. These outcomes underscore the effectiveness of this genomics CURE for scientific training, recruitment and student-mentor relationships, and student successes. Asynchronous genomics CUREs can contribute to a more skilled, diverse, and inclusive workforce for the advancement of biomedical science.

Strategies to Mitigate the Pandemic Aftermath on Perioperative Professionalism

This retrospective comparative cohort study aimed to evaluate the effects of COVID-19 on professionalism within the perioperative environment of a tertiary cancer center across three periods: pre-pandemic, pandemic, and an interventional endemic phase. A retrospective observational review of a prospectively maintained safety event report (SER) database at MD Anderson Cancer Center, with an intervention during the COVID-19 endemic phase, was conducted. This was performed to compare the incidence of professionalism-related events (PRE), which are included in the SER database, during the COVID-19 pandemic period (March 2020 to May 2022), with a pre-pandemic period (September 2011 to February 2020) and a postintervention endemic phase (June 2022 to March 2023). Study interventions included the application of the Vanderbilt Professionalism Escalation Model with broad staff and surgical team education. During the study period, 17,425 SERs were reviewed. Of these, 11,731 (mean 115.0 SERs/month) were reported in the pre-pandemic period, 4,004 SERs (mean 148.3 SERs/month) in the pandemic period, and 1,690 SERs (mean 169.0 SERs/month) in the endemic phase (p = 0.001). There was a statistically significant increase in the incidence of PRE during the pandemic compared to the pre-pandemic and endemic periods. Specifically, 264 PRE (1.5%) were identified during the study period: 114 PRE (mean 1.1 PRE/month) in the pre-pandemic period, 121 PRE (mean 4.5 PRE/month) in the pandemic period, and 29 PRE (mean 2.9 PRE/month) in the endemic phase (p = 0.001). The increase in PRE during the pandemic period corresponded to a concomitant increase in staff turnover rates (15.5%) compared to the pre-pandemic period (8.3%). However, a time shift of four months into the postintervention endemic phase demonstrated a successful reduction to less than pre-pandemic levels of staff turnover (6.7%, p = 0.001). The COVID-19 pandemic was associated with a significant increase in SERs describing professionalism lapses among health care providers in the perioperative environment. Hospital organizations must recognize the impact of professionalism on morale and turnover and seek to mitigate its effects. Education, promoting individual accountability, confidential reporting, addressing wellness concerns, and providing modes of resilience can enhance workplace culture and potentially cultivate better employee retention rates.

On the Realistic Path of Comprehensive Education Reform in Ideological and Political Theory Courses in Universities

This article explores the importance and implementation strategies of comprehensive educational reform in ideological and political theory courses in universities. The article points out that comprehensive education reform is not only an inevitable requirement to adapt to the development needs of the new era, but also a key to improving the quality of education, promoting the development of the teacher team, and building a discourse system for ideological and political education with Chinese characteristics. Faced with challenges such as globalization and informatization, ideological and political courses need to update their teaching content, introduce current hot topics, strengthen practical teaching, adopt diversified teaching methods, and fully utilize modern information technology. At the same time, it emphasizes the student-centered teaching philosophy and focuses on cultivating students' self-learning ability and critical thinking. These efforts aim to make ideological and political courses more relevant to the times and students, and contribute to the cultivation of socialist builders and successors with comprehensive development in morality, intelligence, physical fitness, aesthetics, and labor.

Computational earthquake management: An educational perspective

This article presents an educational undertaking to integrate earthquake management subjects into the curriculum, specifically in a master’ s-level design studio course within an architecture faculty. The course explores the employment of challenge-based learning (CBL) and self-directed learning (SDL) principles, emphasizing computation for earthquake resilience and recovery. It is taught with a teaching team with diverse expertise, and it is formulated as an interdisciplinary learning environment that leads to the development of projects that explore know-how beyond the typical disciplinary boundaries of the students’ backgrounds. The article suggests that employing the principles of CBL and SDL, emphasizing computational thinking as a transversal competence, and introducing digital technologies into the course content and teaching methods can lead to an effective interdisciplinary learning environment that improves students’ motivation and agency. They can allow the students to take the initiative in extending their disciplinary knowledge and encourage their self-positioning as problem solvers. The projects formulated and developed by the students address all four phases of earthquake management through computational methods and digital technologies. Accordingly, it is suggested that computational earthquake management can be studied as an interdisciplinary research field that can address all phases of earthquake management, influencing both educational and professional domains. This article presents this course’s pedagogical approach, learning methods, and outcomes. It is concluded with an evaluation of this experience, highlighting directions towards future research. It is suggested that it can give insights into the effective integration of this subject into education and influence future research and professional explorations at the intersection of computation and earthquake management within interdisciplinary learning environments.

Teaching Reform of Veterinary Microbiology Based on the Hybrid Teaching of Ideology and Politics

The veterinary microbiology teaching team thoroughly implements the national education policy, and iteratively promotes the implementation of the teaching reform of Sanquan education. The teaching team is focused on a “student-centered” approach to education, emphasizing the foundation of “cultivating people and nurturing the root and soul of the nation.” By integrating “knowledge exploration, skill training, and value shaping” into the talent training plan, they are reshaping curriculum objectives and emphasizing ideological education in the syllabus. The teaching content system is being reconstructed, combining multiple interactions of blended teaching with the “six-in-one” ideological education model, to achieve the educational goals of the new agricultural “in-class-extracurricular” approach. This effort provides an empirical basis for the ideological and political teaching reform of the veterinary microbiology curriculum.

Case Study: The Impact of the Professional Learning Community in Batinah South Governorate/Oman on Developing Students Reading Comprehension

This case study examines the impact of Professional Learning Communities (PLCs) on improving students' reading comprehension in the Batinah South Governorate, Oman. The study was implemented across five schools, where a dedicated team of senior supervisor, supervisors and senior teachers was established to conduct a comprehensive support plan. The study focused on enhancing the students’ reading comprehension as a priority stemmed from the students’ results of the previous semester. Reciprocal reading strategy was adopted, and some follow-up sessions were arranged to monitor progress. Pre- and post-reading tests were analyzed in order to assess the effectiveness of the strategy. The findings of the study have revealed a slight but notable increase in students' reading comprehension levels, representing the potential of PLCs in fostering reading development within the school students.

Using simulated patients to teach de-escalation during Registered Nurses' onboarding

BackgroundWorkplace violence and aggression toward healthcare professionals are concerning trends in the industry, with increasing incidents over the last decade. The COVID-19 pandemic put additional stress on health systems, healthcare workers, patients, and family members. These additional stressors resulted in increased aggressive behaviors. Education and training on de-escalation techniques is paramount to increased safety of health professionals and patients. Nursing education programs and hospital orientation programs often lack de-escalation training. MethodsFrom January to October 2023, 102 nurses participated in a de-escalation simulation encounter. Quantitative and qualitative data was captured via Redcap survey. Facilitators tracked behaviors of the simulated patients and reactions of the nurses, in real-time, using a survey designed by the education team. Participants completed a post-survey which elicited information about prior de-escalation training and application of skills learned during the de-escalation simulation encounter to future practice. ResultsSixty-five percent of new graduate nurses revealed that they had some form of de-escalation training most of which was provided through a lecture (36%) or online module (19%). Following participation in the simulation encounter, 98.5% of participants felt better prepared to manage an escalating patient/family member situation. Structured debriefings identified educational gaps regarding hospital resources, behavioral strategies for averting escalating incidents, methods for maintaining safety, and discreetly seeking assistance. ConclusionThe simulated patient training offered participants an opportunity to apply de-escalation techniques in a safe environment. Targeted de-escalation training using simulated patients increased the authenticity and realism of the immersive experience and resulted in enhanced de-escalation skill development in new hire nurses.

Ten Years of Teaching Forgiveness Education in the Schools of Greece: Looking toward the Future

This article presents the accumulated experience and outcomes after ten years of forgiveness education (FE) in the schools of Greece. The author implemented the program throughout Greece by publishing new books on FE adapted to the Greek culture and training an interdisciplinary team of educators through both in-person and online workshops in several Greek cities. Using feedback from the experiences of the trained teachers and the participating students, a lot of valuable information was obtained for the future expansion of forgiveness education programs. Our objective is to provide a conceptual map for educators so that they may be better equipped when designing their own implementation plans for forgiveness education programs in other schools and countries. Dissemination practices and innovative methods are suggested. Recommendations for the future also include steps for the development and growth of FE in institutions and settings outside the school environment, thus spreading FE concepts and the resultant new ways of thinking and practices throughout the community.

Teacher-Paraeducator Teams: Strategies and Systems to Improve Student Outcomes Through the Art of Collaboration

ABSTRACT Paraeducators have increasingly become an integral part of educational teams in the delivery of instruction to students with disabilities. The appropriate use of paraeducators in special education is essential to ensure students who need these supports can achieve in the Least Restrictive Environment (LRE). The interplay among appropriate paraeducator roles, the co-delegation of tasks to paraeducators by general and special education teachers, the teacher’s ownership of and preparation for their supervisory role, and effective systems to support teamwork is a dynamic that continues to need clarification in the field. To support states and local education agencies, this article provides a conceptualization and supporting resources outlining a systematic approach to building collaborative Teacher-Paraeducator Teams (TPTs) that will ensure the safety, effectiveness, and cohesiveness of our students’ learning environment.

The Practice of Blended Learning integrated with Flipped Classroom——an example of Construction Laws and Regulations

The Flipped Classroom and Blended Learning exhibit inherent logical coherence. All four primary modes of blended learning have the intrinsic characteristics of the reversal of knowledge imparting and knowledge internalization. So the blended learning demonstrates superior educational outcomes with joint application of Flipped Classroom. The teaching team of the "Construction Laws and Regulations" course in Yunnan University has redefined the course objectives and reset the content of this curriculum based on the characteristics of the college, orientation of major, and students' basic situation. Then Blended Learning approach integrated with Flipped Classroom have been implemented, which has yielded favorable outcomes.

Pelayanan Holistik Rumah Cerdas Di Desa Tamanrejo, Kecamatan Limbangan, Kabupaten Kendal

Evangelism through holistic smart home services is very effective. Because in the process children are blessed and parents are also blessed. The Smart House in Tamanrejo Village in December 2023-February 2024 involves more than 10 members from STT Christ Alfa Omega Semarang. Coordinated by one person to organize the teaching planning. Before the implementation began, one of the representatives met with the head of the local RT to coordinate with the residents regarding the implementation of the smart home. Then after it is agreed. The coordinator divides tasks for the teaching team in teaching. In teaching in a smart home, the place used is one of the homes of residents who are willing to use it. It was agreed that the study house would be held once a week on Fridays at 16.00-17.00 WIB. In implementing the learning house, the teaching team provides teaching in accordance with the curriculum that has been created. Then after carrying out these activities, the teaching team also visited the children's parents. In this case, pre-evangelism can be carried out through curriculum studies in the home learning about character building. Apart from that, through visits to the families of the children being taught.

Research on the Construction and Practice of Health and Physical Fitness Training Courses for College Students Guided by Occupational Characteristics

With the rapid development of the social economy, the demand for talents is also constantly increasing, especially the demand for healthy physical fitness of college students. However, there are certain problems in the current curriculum of health and physical fitness training for college students, such as a lack of specificity and weak practicality. Therefore, this study is guided by professional characteristics and explores the construction and practice of health and physical fitness training courses for college students, in order to provide theoretical basis and practical reference for the reform of physical education courses in vocational colleges. This study conducted in-depth analysis of the physical fitness needs of different occupational groups through literature review, expert interviews, and other methods, in order to determine the goals and content of the health and physical fitness training course for college students. On this basis, a curriculum system for healthy physical fitness training for college students has been constructed, including aerobic exercise, strength training, flexibility training, balance training, and speed and agility training, among other aspects. This course system aims to comprehensively improve the health and physical fitness level of college students, enhance their career adaptation ability. A college student health and physical fitness training course guided by career characteristics can significantly improve the physical fitness level of college students, enhance their health status, and enhance their career adaptation ability. In addition, the curriculum system also has high practicality and pertinence, which can meet the needs of different occupational groups for health and physical fitness training. This study also puts forward some suggestions for the reform of physical education courses in vocational colleges. Strengthen the construction of the curriculum system, pay attention to the practicality and pertinence of the course content; Pay attention to the construction of the teaching team, improve the professional competence and teaching ability of teachers; Strengthen school enterprise cooperation, fully utilize enterprise resources, and improve the practicality of the curriculum. This study, guided by professional characteristics, explores the construction and practice of health and physical fitness training courses for college students, providing a certain theoretical basis and practical reference for the reform of physical education courses in vocational colleges. In future education and teaching work, we should continue to deepen curriculum reform, improve the quality of talent cultivation, and meet the demand of society for high-quality talents.

Team and Transformative Teaching in the Criminology Classroom

Team and Transformative Teaching in the Criminology Classroom

The Vocational Ability, Vocational Motivation and Professional Identity of Xiamen University Teachers

With the rapid development of China's higher education, the quality of teachers is becoming more and more important. On the one hand, the vocational ability of college teachers directly affects the effectiveness of higher education; On the other hand, the vocational motivation of college teachers determines the efficiency of higher education. Therefore, whether from the perspective of higher education development, reform, or university management, it is of great theoretical significance and practical value to discuss the professional ability and motivation of university teachers.A modern higher education system cannot be separated from a stable and high-quality teaching team. In order to maintain the stability of the team and continuously improve the professional quality, it is necessary to cultivate the professional identity of college teachers. Professional identity is the recognition degree of college teachers to higher education. Only teachers with strong professional identity can devote themselves to the cause of higher education. Only by systematically summarizing the current situation of professional ability, professional motivation and professional identity of college teachers can we draw the map of college teachers deeply. At the same time, on the basis of the research data, the relationship between professional ability, professional motivation and professional identity can be deeply explored to explore the path to motivate the enthusiasm of college teachers. According to the components of vocational ability, vocational motivation and professional identity, interviews was utilized to determine the educational background and academic background, teaching skills, diversified teaching ability, project management ability, educational innovation ability, communication ability with students and parents, personal ambition, working environment, salary, social identity and career prospects. Salary satisfaction, welfare security satisfaction, personal value realization, social recognition and other dimensions, to deeply explore the professional characteristics of Xiamen university teachers. Through narrative inquiry , the present status of vocational ability ,vocational motivation and occupational identity was explored, and the generation mechanism of occupational identity is sorted out. Future directions of this study was presented as to exploring on other methodology and increasing the locale and sample size.

Research on Application and Quality Evaluation of Intelligent Teaching Model of AI Three Teachers in the Course of Motion Control Technology

Motion control technology is an important branch of automation, and is one of the important development directions of the emerging industry of high-end equipment manufacturing. As a comprehensive discipline with the intersection of mechanical, electrical and electronic, its teaching mode faces many challenges. There are practical problems that need to be solved, such as teaching content not matching seamlessly with post knowledge and skill literacy requirements, teaching project design is not high in modularity, and teaching evaluation system is not perfect. These problems seriously restrict the cultivation of students' technical practical ability. This project proposes the "intelligent teaching model of AI three teachers for the course of Motion Control Technology", which emphasizes student-centered, builds a core curriculum system that connects with the technology of field engineers in enterprises, and proposes the three-way collaborative teaching and education strategy of "vocational school Teacher + Al Teacher + enterprise tutor" to enable students to participate in learning in an all-round way. And timely access to feedback information, the formation of continuous improvement of the teaching cycle. Optimize the teaching team and teaching mode, improve the teaching quality, meet the diversified learning needs of students, and promote the continuous innovation and development of education and teaching.