Working Group Discussions Research Articles

Paya Kepala Sekolah Dalam Meningkatkan Kemampuan Guru Dalam Memanfaatkan Lingkungan Sebagai Sumber Belajar Dengan Menggunakan Diskusi Kelompok Kerja Guru

The Principal's Efforts in Improving the Ability of Teachers to Utilize the Environment as a Learning Resource By Using Teacher Working Group Discussions at SD Negeri 1 Jipangan, Banyudono District, Boyolali Regency, For the 2021/2022 Academic Year. This study aims to determine the ability of teachers to use the environment as a learning resource at SD Negeri 1 Jipangan, Banyudono District, Boyolali Regency.
 The results of this study show that through the Teacher Working Group can improve the ability of teachers to use the environment as a learning resource, this is because through the Working Group teachers feel that they have received input and know the shortcomings in implementing Utilizing the Environment as a Learning Resource. Based on the results of the study, it can be seen that through the Teacher Working Group, the ability of teachers to utilize the environment as a learning resource at SD Negeri 1 Jipangan, Banyudono District, Boyolali Regency, for the 2021/2022 Academic Year.

Co-design with aboriginal and torres strait islander communities: A journey.

This paper explores the principles of co-design with Aboriginal and Torres Strait Islander communities by reflecting on the literature, learning from experiences of allied health professionals, and considering how co-design can be applied in rural and remote allied health practice. This paper has been authored by a working group from Services for Rural and Remote Allied Health (SARRAH). SARRAH is a member-based allied health organisation, working to improve health outcomes for rural and remote Australians. SARRAH has been representing and supporting allied health professionals in rural and remote Australia for over 20 years, with a member base that includes students, practitioners, programme managers, policy makers and academics. As a non-Indigenous organisation, SARRAH works in partnership and receives guidance from the peak organisation, Indigenous Allied Health Australia (IAHA). Over a period of 3 months, a group of eleven SARRAH members and staff came together to review available literature, seek member perspectives and share their experiences and understandings of co-design. Working group discussions were grounded in the knowledge and experiences shared by two Aboriginal and Torres Strait Islander group members. This paper proposes that successful co-design with Aboriginal and Torres Strait Islander communities places legitimate value on different knowledge systems, is built on strong and trusting relationships, promotes inclusive involvement and requires authentic partnerships. Using these principles, SARRAH will engage with members and stakeholders to influence meaningful change in allied health practice in rural and remote Australia.

Anchoring social care and social work practice in structured reflection: introducing a model of group reflective practice

ABSTRACT This paper explores the provision of a psychoanalytically informed reflective practice space to a multi-disciplinary social care and social work team in Ireland. The reflective model is closely aligned to the Tavistock’s Work Discussion Group (WDG). The authors explore the selection and preparation of a case and case presentation by one of the authors. This paper examines this process, what it looks and feels like, showing with supporting theory, how refined engagement with case material offers an opportunity for deep thought and reflection. The paper draws on Bion’s concept of ‘attacks on linking’ referring to a phenomenon that occurs when intolerable experiences sever the capacity to think. Facilitated group reflection offered emotional containment to the worker and supported a deeper understanding of his complex connection with and understanding of one foster family. This experiential paper is written in support of the potential for reflective practice spaces.

Applying interthinking for learning 21st-century skills in home economics education

In this paper, we seek to determine the relationship between home economics education and 21st-century skills (critical thinking, creativity, communication and collaboration) in the context of social learning. We see potential in students' discussions while working together with different group members and practicing the essential skills necessary for coping in the contemporary world. Using a socio-cultural framework, we focused on students' talk and language use as a tool in an educational setting. In addition, interthinking was analysed to obtain an overview of language use for thinking together while solving learning assignments requiring thinking-in-action in the context of home economics lessons. The results demonstrate how interthinking emerges in students' group work discussions during gap-closing processes in various collaborative home economics tasks (n = 11). As a result, interthinking was determined to be as a good medium for the development of 21st-century skills in school lessons. Based on the empirical data, we argue that interthinking is well-suited to the aims and context of home economics education, as it enables the promotion of students' action competence so that the knowledge and skills learned in school can become a reality in students' lives.

Self-reported Learning and Study Strategies in First and Second Year Medical Students.

Medical school presents a unique challenge to the average learner as the instructional strategies used in medical curricula are often different than what the student has experienced prior. The large volume of information taught in medical school is delivered with a variety of techniques. After the educational material has been delivered, it is the student's responsibility to study and learn the information for future exams and for their future patients. The current study aims to explore what learning activities and teaching strategies first (M1) and second year (M2) medical students use and prefer. Additionally, the study aims to determine if there are cohort differences in classroom and study habits. A group of 95 M1 students and 109 M2 students were recruited to participate in this online survey study. The analyses indicated statistical differences between M1 and M2 student cohorts with M1 students preferring group work and small group discussions more than M2 students. Classic didactic lecturing was preferred by 71.6% of students surveyed. M1 students reported a greater tendency for self-testing and group study versus M2 students. GPA and study technique preference were not correlated. These findings indicate that medical students are not using research-based learning and study strategies at the possible detriment of long-term knowledge retention. Modeling of research-based learning and study strategies by medical educators is one possible solution to encourage medical students to change their study practice. Future work should focus on how medical student learning preferences change as they progress through medical school.

The differentiated roles of health in the transition from work to retirement - conceptual and methodological challenges and avenues for future research.

ObjectivesThe aim of this discussion paper is to (i) identify the differentiated roles of health in the work–retirement transition, and, with respect to these, (ii) highlight topics related to conceptual and methodological problems and challenges in research, and (iii) present avenues for future research.MethodsThis discussion paper summarizes an OMEGA-NET working group discussion ongoing from November 2018 to September 2021 with face-to-face and online meetings as well as a written online discourse.Results‘Health’ and ‘retirement’ are ambiguous concepts. With respect to both, in retirement research, the choice of concept and indicator influences the findings. In addition, the impact of health on retirement is not necessarily a direct one, but can be influenced by further factors such as the ability, motivation and opportunity to work. The strong overall association of poor health with retiring early (path 1) bears the risk of masking distinct and deviating mechanisms in subgroups. In fact, there is evidence that also good health may lead to early retirement (path 2), while both poor health (path 3) and good health (path 4) may also make people retire later.ConclusionsAn increased awareness of the differentiated roles that health may have in the work–retirement transition as outlined in this discussion paper may support research to address questions relevant for policy and practice and increase the impact of research. Recommendations for occupational health and social research are given.

Social License to Operate in Geothermal Energy

Geothermal energy is a resource that has the potential for development in many countries around the world. Despite its versatility and economic viability, this resource faces numerous obstacles that hinder its deployment and capacity for achieving a similar market share as other renewable and clean energy sources. Both technical and non-technical barriers can be highly detrimental to the implementation of geothermal projects. A social license to operate (SLO) is a tool that can help the deployment of geothermal energy. As a new concept, SLO is little developed in the business literature but is still being adopted in many industries. Its main challenges reside in its context-dependence and the lack of clear frameworks to utilize it. This paper introduces, in a first known attempt, through a qualitative approach, a conceptual model of the social license to operate in the geothermal energy sector. For its development, three case studies, working group discussion and surveying were conducted in the framework of the H2020 funded CROWDTHERMAL project, which aims to empower EU citizens for direct participation in geothermal projects through crowdfunding. Findings of this paper also drew on existing general conceptual models of the SLO, and experiences from other sectors that have developed their own SLO models. The paper contributes to a more contextualized understanding of the social license within the geothermal sector and sheds the light on practices and challenges that influence the acquisition and maintenance of SLO in geothermal energy projects and initiatives.

Padlet for Project-based Learning in an Entrepreneurship Course

Padlet is a collaborative online tool that is widely used to complement online learning. This study investigates students' perception of using Padlet while executing project-based learning activities in the learning of entrepreneurship content and skills. Participants were assigned to use Padlet to facilitate remote group work discussions. Once the activities were completed, they filled out an online survey to capture their opinions and perceptions of the use of Padlet in their respective projects. The quantitative findings revealed that more than half of the participants agreed that Padlet is a useful online tool to support project-based learning activities. They also agreed Padlet can be used to nurture students’ soft skills. Less than half still wanted to use Padlet if their internet connections were reliable. However, the rest were unsure of continuing using Padlet, and they indicated a preference to use other online tools. A few factors were identified to have also influenced the correlation between Padlet usage and assignments. Based on qualitative findings, although Padlet was viewed as a great collaborative tool supporting project-based learning activities in entrepreneurship education, it must be used with other online tools to overcome its technical shortcomings. Hence, modifying pedagogical strategies shall also be considered for making students participate actively in online discussion. In future, an in-depth investigation should focus on understanding the effectiveness of Padlet in entrepreneurship education in post-pandemic scenarios.

THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD

This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group. The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching reading by using group work discussion method an effective improve the students’ reading skill.

Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice

We explore how problem framing shapes teacher dialogue in teacher-led, school-based peer consultations. Twenty audio-recorded workgroup conversations were analyzed using a mixed-methods approach. Three different frames for presenting problems of practice were identified: teaching-, student- and classroom composition-oriented. Quantitative analyses showed associations between problem frames and the ensuing positioning of teachers as main agentive actors. In-depth qualitative analysis of two focal cases of low-teacher-agency problem frames (student- and classroom composition-oriented) revealed that psychologized discourses and attribution of responsibility to parents contributed to reduction of teacher responsibility and concomitant limited agency, and that initial problem frames were resistant to reframing.

Work discussion groups in Greek nurseries: the experience of facilitators and participants

ABSTRACT The paper presents qualitative research on the experience of facilitators and participants in work discussion groups in Greek nurseries. Work discussion groups offer a powerful mode of learning and development, not only in psychoanalytic oriented training but in educational settings in general, as they focus on the understanding of the emotional processes that underlie teaching and learning. Although there is evidence that provision of work discussion groups to teaching staff can have a far-reaching impact (i.e., they can help teachers manage the challenges of their work, reduce work-related stress, and promote the development of reflective practice), research on work discussion groups in early education settings is scarce. The present research aspires to contribute to this topic. Five facilitators and six nursery teachers who had participated for at least one year in work discussion groups run in Greek nurseries were interviewed on their experience. Their accounts were analysed using thematic analysis. The themes extracted from their accounts are compared and contrasted. The results demonstrate the generally positive experience from the work discussion groups in Greek nurseries, as reported by facilitators and teachers. The experience of being in a discussion group had an important impact on most nursery teachers, both on a professional and personal level. Suggestions for improvement of the experience, including the clear definition and safeguarding of the work discussion group’s setting, are discussed.

Enhancing Student Knowledge of Diabetes through Virtual Choose Your Own Adventure Patient Case Format.

Educational strategies to teach pharmacy students about diabetes are necessary to prepare future pharmacists to manage complex patients. The Choose Your Own Adventure (CYOA) patient case format is an innovative activity that presents a patient case in an engaging way. The objectives of this study were (1) to describe the development of the innovative teaching activity and (2) to assess its effect on student knowledge and confidence in outpatient management of diabetes. The CYOA patient case activity was designed by transforming a traditional paper patient case involving outpatient diabetes management into an interactive format utilizing an online platform. The activity was conducted with 186 second-year pharmacy students in a skills-based course. This activity was administered virtually through a combination of small group work and large group discussion. After completion of the activity, students completed an online self-assessment questionnaire. Of 178 completed questionnaires, there was a statistically significant difference in students’ self-ratings after versus before the activity for all survey items (p < 0.001). The CYOA activity improved self-reported knowledge of outpatient diabetes management and increased self-reported confidence in clinical decision-making skills. This format shows promise as an educational tool that may be adapted for other disease states to enhance clinical decision-making skills.

Trainings to train nursing teachers helping nursing students learn ethics: feedback of the participants

Introduction: Short-duration trainings for nursing faculty members in different contexts including ethics have been shown positive effect on faculty. The objective of the present study was to assess the feedback of the participant faculty members of “Trainings to train nursing teachers helping nursing students learn ethics.” Methodology: The training of four credits hours to train nursing teachers helping nursing students learn ethics was organized in October 22, 2019 at Universal College of Medical Sciences, Bhairahawa Nepal. Fifteen nursing faculty members participated in the training. At the end of training feedback was taken from the participants using validated semi-structured questionnaire. Descriptive analysis was done using IBM SPSS version 21.Results: The rating of participants on training on scale 1-10 for usefulness (7.33±1.17), content (7.40±1.06), relevance (7.93± 0.70), facilitation (7.67± 0.98) and overall (7.93± 0.70) was notable. Their confidence level to conduct and facilitate “Think-Pair-Share” interactive session (3.68±0.69) and “Scenario-based Group-Work Discussion” (3.76±0.83) enhanced after training rated on Like rt scale 1-5(5= highly confident, 4= very confident, 3=confident, 2= to some extent confident 1= not confident). Participants rated session on “teaching clinical nursing ethics” an extremely important session (3.76±0.83) on Like rt scale 1-4 (4= extremely important, 3= moderately important, 2= slightly important, 1= not important). The participants mentioned that training environment was conducive and friendly, sessions were interactive and content was useful. They suggested to increase credit hours of training, conduct pre and post-test and include more scenario in curriculum of training. They committed for what was learnt will apply for teaching ethics to nursing students and in clinical nursing practice too. Conclusion: The rating of participants on the training was notable; the perception of participants was positive regarding training and training enhanced their confidence to teach ethics to students. This is obvious from their commitment.

Determining the Optimal Method of Allocating Credits and Granting Facilities in the Student Welfare Fund of Ministry of Health and Medical Education using Fuzzy AHP

Introduction: Student support systems try to provide access to higher education for students from all socio-economic backgrounds, which is itself one of the main pillars of sustainable development. This study aims to identify the types of material and spiritual support of students in the world and to study the support institutions of students in the country while devising practical indicators for granting facilities to students and prioritizing these types of indicators using fuzzy analytical hierarchy process (FAHP) method to choose a model to provide this type of support as efficiently and effectively as possible and be able to establish justice in this type of support. Research Method: The present study is descriptive-analytical in terms of purpose, practical in terms of results, library and survey research in terms of data collection method with a cross-sectional time horizon that includes qualitative and quantitative phases. First, by studying 18 developed countries due to access to information on official websites and relevant valid articles and booklets, as well as studying student support organizations in the country, basic information and complete knowledge of the issues of different groups of students and methods of addressing or meeting these needs were acquired. Then, in a working group discussion consisting of student facilities experts of the Student Welfare Fund, the extracted indicators were divided into two categories with the pillars of need (with 10 sub-criteria) and competence (with 7 sub-criteria) each in two subgroups according to the nature of each indicator. Then, using fuzzy multi-criteria decision-making techniques, a decision-making hierarchy was created. The criteria in pairs in the form of a pairwise-comparison-survey were asked from 10 expert decision-makers in the fund. Finally, each criterion was weighted itself. Findings: The results showed that in the countries studied, various criteria are considered according to the support policies of countries in granting the desired student facilities, but in a general and comprehensive view, these criteria can be categorized into two groups of need and competence. In Iran, according to the criteria devised in the Student Welfare Fund, the indicators of need are preferable in general comparisons with the indicators of competence, and in the sub-criteria of need in the order of special events that are subjected to the students. The student’s health condition, the presence of dependents of students, were three indicators of importance. Conclusion: Given the living condition of students and the importance of this segment of society in the sustainable development of the country, traditional methods of credit allocation based on the previous years do not have the necessary effectiveness and efficiency to provide scientific growth and increase in the level of student welfare that results in the scientific growth and development of the country. Therefore, the fuzzy multi-criteria decision-making method and the use of the indicators of need and competence devised in the research provides great coordination and flexibility in student-oriented credit allocation in terms of management and leads to improved justice in granting facilities.

Advocating for Ourselves, Advocating for Our Communities: Canadian Counselling Psychology Into the Next Decade and Beyond

This special issue of Canadian Journal of Counselling and Psychotherapy is an outgrowth of the landmark 2018 Canadian Counselling Psychology Conference called “Advocating for Ourselves, Advocating for Our Communities: Canadian Counselling Psychology Into the Next Decade and Beyond.” This conference centred on seven working groups: the future of counselling psychology education and training in Canada, foregrounding clinical practice and clinical supervision within the field of Canadian counselling psychology, student advocacy in Canadian counselling psychology, responding to the TRC in Canadian counselling psychology, internationalization of counselling psychology, the role of Canadian counselling psychology in advocating for the needs of members of under-represented groups, and the responsibility of Canadian counselling psychology to reach systems, organizations, and policy-makers. This introduction highlights the seven articles included in this special issue, each of which summarizes the discussion included within one working group and elaborates upon topics that emerged within each working group discussion. We expect that, after reading the articles contained within this special issue, readers will be able to experience some of the intellectual stimulation and inspiration felt by many who attended the working groups in person. We also hope that this collection of articles will inspire those who did not attend the conference to advocate for and to help increase the presence and the influence of Canadian counselling psychology locally, provincially, nationally, and globally as it seeks to promote the best interests of the various communities it serves.

Dental Public Health Education in Europe: a survey of European Dental Schools to determine current practice and inform a core undergraduate programme.

Describe current Dental Public Health [DPH] curricula content and delivery across European dental schools and ascertain views on a core undergraduate curriculum for dental students. Survey of European dental schools, informed by professional and academic literature and European Association for Dental Public Health [EADPH] Special Interest Working Group discussions. Questionnaires were distributed electronically, by post, and via EADPH network members, to the Deans of 252 dental schools in Europe. E-mail reminders were sent to non-responders. European Dental Schools. Around half (n=124, 49%) out of a possible 252 schools responded, all of which reported having some DPH education. Two-thirds reported having a dedicated DPH department. Education was delivered by a variety of staff including those trained in paediatric and preventive dentistry. There were differing degrees of integration within the undergraduate programme and substantial variability in topics, teaching methods and approaches to assessment. Key components of the curriculum supported by respondents were: DPH philosophy and approach, population demography and health, health promotion and disease prevention, health care systems, the dental workforce and planning for health and oral health. Respondents were generally in favour of improving current teaching and shaping a core DPH curriculum for Europe. Amongst those who completed the questionnaire, there was a general agreement on the need for a core Dental Public Health curriculum for European dentists. Given the variation across Europe, increased awareness and prioritisation of the subject is required, facilitated by collaborative support.

I-CONTENT tool for assessing therapeutic quality of exercise programs employed in randomised clinical trials

ObjectiveWhen appraising the quality of randomised clinical trial (RCTs) on the merits of exercise therapy, we typically limit our assessment to the quality of the methods. However, heterogeneity across studies...

3rd Colombian educational workshop on regulatory assessment of biosimilars 2019 – Report

Introduction: Biosimilars have the potential to improve access to medicines for many across the globe. However, work is required to ensure adequate regulation, pharmacovigilance and education about biosimilars. Colombia implemented biosimilars regulation in 2017 and a 3rd Colombian Educational Workshop was organized by GaBI and the Instituto Nacional de Vigilancia de Medicamentos y Alimentos (INVIMA) in 2019 to follow up on progress and provide a forum for further discussion. Methods: The 3rd Colombian Educational Workshop on Regulatory Assessment was held in Bogotá, Colombia on 30 April 2019. The format included expert speaker presentations, a panel discussion, Q&amp;A sessions and case study workgroup discussions. Participants included regulators, clinicians, pharmacists, academics and healthcare professionals from Colombia who are involved in biological/ biosimilar medicines evaluation, and expert speakers from Canada, Europe and the US. Results: Presentations and topics of discussion included the current status of biosimilars regulation in Colombia, how to carry out a quality assessment of a biological/biosimilar, pharmacological and clinical studies, and extrapolation of indications. Conclusion: The meeting helped to clarify many regulatory concepts and concerns, and highlighted Colombia’s initial successes since the implementation of its regulatory guidelines. In addition, the meeting acted as a forum to exchange knowledge on best practice, and to discuss pharmacovigilance and the future plans for education regarding biosimilars in Colombia. Several key action points were concluded following the discussions.

An International Continence Society (ICS) report on the terminology for single‐use body worn absorbent incontinence products

In 2016, the International Continence Society (ICS) Standardization Steering Committee appointed a working group to address the confusing plethora of synonyms currently used to describe single-use body worn absorbent incontinence products by recommending preferred terminology. An online questionnaire was posted in 2016/17 inviting input from stakeholders internationally. The data were analyzed and conclusions progressively refined through working group discussions, an open meeting at the 2017 annual ICS conference, and a review of further iterations-including from the parent ICS Standardization Committee-until consensus was reached. Partway in, the International Organization for Standardization started a project with similar scope and the two organizations liaised to harmonize their conclusions while respecting each other's processes. A hundred people from 18 countries responded to the questionnaire. About a third (32.2%) of those declaring their nationality were from the UK and a further third (34.5%) from other English-speaking countries. Two-thirds (67.8%) lived in Europe; around a quarter (23%) in North America; and 9.2% in Australasia. Seven main design categories of products were identified and, while clear consensus was readily achieved in naming some of them, others required more work to determine the best term among multiple contenders. The working group concluded that the seven product design categories should be called: (a) pads; (b) unbacked pads; (c) male pads; (d) male pouches; (e) pull-on pads (protective underwear); (f) all-in-ones (wrap-around pads, adult briefs); and (g) belted pads (belted products), in which the bracketed terms are judged acceptable (though not preferred) alternatives.

Investigating the impact of a psychoanalytic nursing development group within an adolescent psychiatric intensive care unit (PICU)

ObjectiveTo evaluate the impact of an adapted psychoanalytic work discussion group for mental health nurses working in adolescent PICU. BackgroundThere is no prior research investigating interventions that effectively support and enable adolescent PICU nursing teams to sustain the therapeutic tasks of their work and their own sense of wellbeing. MethodsA bespoke psychoanalytic work discussion group was implemented within an adolescent PICU. Data was collected using in-depth semi-structured interviews with participants, about the impact of the group upon their practice. Data analysis used thematic analysis. ResultsThe group positively impacted upon participant knowledge and understanding, emotion management, personal efficacy, therapeutic relationship building, managing challenging behaviour, leadership, professional identity and team cohesion. ConclusionMechanisms by which these outcomes were achieved are elaborated utilising the concepts of projective identification, emotional containment and ‘temporary outsider-ship’. There is a need to account for the interplay between adolescent defense mechanisms, nursing anxieties and setting-specific organisational dynamics, in the design of effective support interventions for adolescent mental health nurses.