Attributes of clinical role models as described by senior veterinary students in Australia

Role models incite admiration and provide inspiration, contributing to learning as students aspire to emulate their example. The attributes of physician role models for medical trainees are well documented, but they remain largely unexplored in the context of veterinary medical training. The aim of the current study was to describe the attributes that final-year veterinary students (N=213) at the University of Queensland identified when reflecting on their clinical role models. Clinical role model descriptions provided by students were analyzed using concept-mapping software (Leximancer v. 2.25). The most frequent and highly connected concepts used by students when describing their role model(s) included clients, vet, and animal. Role models were described as good communicators who were skilled at managing relationships with clients, patients, and staff. They had exemplary knowledge, skills, and abilities, and they were methodical and conducted well-structured consultations. They were well respected and, in turn, demonstrated respect for clients, colleagues, staff, and students alike. They were also good teachers and able to tailor explanations to suit both clients and students. Findings from this study may serve to assist with faculty development and as a basis for further research in this area.

Antecedentes de la institucionalización de las organizaciones

[ES] Esta investigación es un intento de avanzar en la comprensión de por qué las organizaciones son sensibles a la institucionalización. Para ello, describimos los elementos clave que ayudan a explicar el origen del proceso corporativo de institucionalización. Además, se ha seguido una metodología de investigación cualitativa, utilizando la técnica del concept mapping , para agrupar en constructos los diferentes ítems que actúan como factores motivadores de la transformación de las organizaciones en instituciones. Metodológicamente hemos tratado de obviar la separación entre viejo y nuevo institucionalismo siguiendo a los autores que cuestionan la conveniencia de trazar una línea divisoria entre la vieja y la nueva teoría. Consideramos que el papel del CEO es esencial en el impulso del proceso de institucionalización, aunque en muchas ocasiones sus decisiones estén apoyadas o hayan pasado por el filtro de los equipos de gobierno de la organización o de los consejos de administración. Cualquier impulso que realice la organización dependerá fundamentalmente de las capacidades, las sensaciones, la formación y el modo de pensar del CEO. Los resultados refuerzan varios de los temas claves sugeridos en la literatura sobre Teoría Institucional. En particular, se establece una clasificación con los motivos que dan origen a las iniciativas institucionales, a saber: autoridad institucional; ventaja en gestión; e, implicación social. Esta clasificación es coincidente, en una gran medida, con los pilares de la institucionalización que han sido definidos en la literatura de la teoría institucional, ayudando a comprender, con mayor detalle, el origen de los procesos institucionales y los antecedentes o motivaciones que los generan y guían.

Le design participatif au sein d’entreprises : une exploration des opportunités et limites perçues par des concepteurs de produits

La littérature contient une abondance d’information sur les approches de design impliquant les utilisateurs. Bien que les chercheurs soulèvent de nombreux avantages concernant ces approches, on en sait peu sur ce que les concepteurs des entreprises en pensent. Ce projet a pour but de connaître les perceptions des concepteurs de produits quant aux outils de design participatif puis, d’identifier les opportunités et limites qu’ils évoquent à ce sujet, et finalement, de faire des suggestions d’outils qui faciliteraient l’introduction du design participatif dans un processus de design existant. Après avoir fait un survol du domaine du design participatif et de ses outils, six cas sont étudiés au moyen d’entrevues semi-dirigées conduites auprès de concepteurs de produits. Les données sont analysées à l’aide de cartes cognitives. En ce qui concerne les outils de design participatif, les participants rencontrés perçoivent un accès direct aux besoins des utilisateurs et la possibilité de minimiser les erreurs en début de processus donc, d’éviter les modifications coûteuses qu’elles auraient entraînées. Les obstacles perçus par les concepteurs sont principalement liés à la résistance au changement, à la crainte de laisser créer ou décider les utilisateurs, ainsi qu’au manque de temps et de ressources de l’équipe. Finalement, sur la base des informations collectées, nous suggérons quatre outils de design participatif qui semblent plus intéressants : l’enquête contextuelle, les sondes, les tests de prototypes et l’approche « lead user ». Pour faire suite à ce travail, il serait intéressant d’élaborer un protocole de recherche plus exhaustif pour augmenter la portée des résultats, ou encore, d’appliquer le design participatif, dans une entreprise, afin d’explorer la satisfaction des gens quant aux produits conçus, les effets collatéraux sur les équipes impliquées, l’évolution des prototypes ou le déroulement des ateliers.

Ressources résidentielles pour adultes avec un trouble mental : développement d'un modèle et d'un instrument de mesure

Ce projet de recherche revisite la conceptualisation du logement et des ressources résidentielles pour les adultes avec un trouble mental. Les objectifs visent : (1) à identifier les attributs, dimensions et domaines ; (2) à développer un nouveau modèle ; (3) à concevoir un instrument de mesure pour décrire l’éventail des ressources résidentielles en santé mentale. Méthodologie : Phase 1: Le devis de recherche s’articule autour de la cartographie de concepts, caractérisée par une méthodologie mixte. L’échantillonnage, par choix raisonné, a permis de recueillir une pluralité de perceptions et d’expériences (p.ex. personnes utilisatrices de services, proches, responsables de ressources résidentielles, gestionnaires). Les participants proviennent de cinq régions du Québec (nombre total de participations = 722). Au cours des six étapes de la cartographie de concepts, les participants ont généré des attributs décrivant le logement (n = 221), leur ont accordé une cote numérique (n = 416) et les ont regroupés en catégories (n = 73). Douze participants ont interprété des cartes conceptuelles produites par des analyses multivariées, soit l’échelonnage multidimensionnel (MDS) et la typologie hiérarchique. Des analyses par composantes principales (PCAs) ont été utilisées pour raffiner la conceptualisation (n = 228). Phase II: L’instrument a été développé, utilisé et ajusté à la suite de deux groupes de discussions (n = 23) et d’une étude transversale auprès de ressources résidentielles (n = 258). La passation se fait via une entrevue téléphonique semi-structurée enregistrée, d’une durée moyenne de 130 minutes. Résultats : Les participants ont généré 1382 idées (99.5% de saturation). Les cartes conceptuelles issues de la cartographie de concepts comprennent 140 idées (attributs du logement), 12 dimensions et cinq domaines (indice de stress MDS = 0.2302, 10 itérations). Les analyses PCAs ont permis de retenir quatre domaines, 11 composantes (α = 0.600 à 0.933) et 81 attributs. Les domaines sont : (1) environnement géophysique; (2) atmosphère et fonctionnement du milieu; (3) soutien et interventions offerts; (4) pratiques organisationnelles et managériales. L’instrument développé comprend quatre domaines, 10 dimensions et 83 attributs. À cela s’ajoutent des variables descriptives. L’instrument résulte des Phases I et II de ce projet. Conclusion : L’instrument a été développé en collaboration avec diverses parties prenantes, à partir de considérations ontologiques, réalistes, causales et statistiques. Il dresse le profil détaillé d’une ressource résidentielle sous ses différentes facettes et s’appuie sur la prémisse qu’il n’existe pas de milieu résidentiel idéal pour tous.

Knowledge Building in Landscape Architecture

The objective of this study was to develop an internet-based seminar framework applicable for landscape architecture education. This process was accompanied by various aims. The basic expectation was to keep the main characteristics of landscape architecture education also in the online format. On top of that, four further objectives were anticipated: (1) training of competences for virtual team work, (2) fostering intercultural competence, (3) creation of equal opportunities for education through internet-based open access and (4) synergy effects and learning processes across institutional boundaries. This work started with the hypothesis that these four expected advantages would compensate for additional organisational efforts caused by the online delivery of the seminars and thus lead to a sustainable integration of this new learning mode into landscape architecture curricula. This rationale was followed by a presentation of four areas of knowledge to which the seminar development was directly related (1) landscape architecture as a subject and its pedagogy, (2) general learning theories, (3) developments in the ICT sector and (4) wider societal driving forces such as global citizenship and the increase of open educational resources. The research design took the shape of a pedagogical action research cycle. This approach was constructive: The author herself is teaching international landscape architecture students so that the model could directly be applied in practice. Seven online seminars were implemented in the period from 2008 to 2013 and this experience represents the core of this study. The seminars were conducted with varying themes while its pedagogy, organisation and the technological tools remained widely identical. The research design is further based on three levels of observation: (1) the seminar design on the basis of theory and methods from the learning sciences, in particular educational constructivism, (2) the seminar evaluation and (3) the evaluation of the seminars’ long term impact. The seminar model itself basically consists of four elements: (1) the taxonomy of learning objectives, (2) ICT tools and their application and pedagogy, (3) process models and (4) the case study framework. The seminar framework was followed by the presentation of the evaluation findings. The major findings of this study can be summed up as follows: Implementing online seminars across educational and national boundaries was possible both in term of organisation and technology. In particular, a high level of cultural diversity among the seminar participants has definitively been achieved. However, there were also obvious obstacles. These were primarily competing study commitments and incompatible schedules among the students attending from different academic programmes, partly even in different time zones. Both factors had negative impact on the individual and working group performances. With respect to the technical framework it can be concluded that the majority of the participants were able to use the tools either directly without any problem or after overcoming some smaller problems. Also the seminar wiki was intensively used for completing the seminar assignments. However, too less truly collaborative text production was observed which could be improved by changing the requirements for the collaborative task. Two different process models have been applied for guiding the collaboration of the small groups and both were in general successful. However, it needs to be said that even if the students were able to follow the collaborative task and to co-construct and compare case studies, most of them were not able to synthesize the knowledge they had compiled. This means that the area of consideration often remained on the level of the case and further reflections, generalisations and critique were largely missing. This shows that the seminar model needs to find better ways for triggering knowledge building and critical reflection. It was also suggested to have a more differentiated group building strategy in future seminars. A comparison of pre- and post seminar concept maps showed that an increase of factual and conceptual knowledge on the individual level was widely recognizable. Also the evaluation of the case studies (the major seminar output) revealed that the students have undergone developments of both the factual and the conceptual knowledge domain. Also their self-assessment with respect to individual learning development showed that the highest consensus was achieved in the field of subject-specific knowledge. The participants were much more doubtful with regard to the progress of generic competences such as analysis, communication and organisation. However, 50% of the participants confirmed that they perceived individual development on all competence areas the survey had asked for. Have the additional four targets been met? Concerning the competences for working in a virtual team it can be concluded that the vast majority was able to use the internet-based tools and to work with them in a target-oriented way. However, there were obvious differences regarding the intensity and activity of participation, both because of external and personal factors. A very positive aspect is the achievement of a high cultural diversity supporting the participants’ intercultural competence. Learning from group members was obviously a success factor for the working groups. Regarding the possibilities for better accessibility of educational opportunities it became clear that a significant number of participants were not able to go abroad during their studies because of financial or personal reasons. They confirmed that the online seminar was to some extent a compensation for not having been abroad for studying. Inter-institutional learning and synergy was achieved in so far that many teachers from different countries contributed with individual lectures. However, those teachers hardly ever followed more than one session. Therefore, the learning effect remained largely within the seminar learning group. Looking back at the research design it can be said that the pedagogical action research cycle was an appropriate and valuable approach allowing for strong interaction between theory and practice. However, some more external evaluation from peers in particular regarding the participants’ products would have been valuable.

Apropiación de los derechos sexuales y reproductivos. Un estudio de las condiciones socioeconómicas en jóvenes y adolescentes residentes del barrio Las Aguas de Bogotá

Este estudio inquiere por la apropiación de los Derechos Sexuales y Reproductivos de los jóvenes y adolescentes a partir de sus condiciones socioeconómicas. En este sentido, se analiza cómo el ingreso económico, la religión, la escolaridad, entre otros, influyen en la apropiación de estos derechos al condicionar la toma de decisiones seguras y efectivas para el ejercicio de una sexualidad sana y responsable. Mediante una encuesta aplicada a 72 jóvenes y adolescentes residentes del barrio Las Aguas de Bogotá, se indagó por los conocimientos, la toma de decisiones y las valoraciones en torno al tema de sexualidad. Se concluyó que hay un amplio desconocimiento de los Derechos Sexuales y Reproductivos pero existe cierta autonomía y responsabilidad en el ejercicio de la sexualidad.

Comparison of learning between Digital gallery and Hands-on Laboratory

This thesis has been done in ROM (Royal Ontario Museum) located in Toronto Canada. It focuses on learning in two parts of the museum. It tries to find out how much each part is effective in terms of learning. Studies have been done in the Digital gallery, which has been equipped with digital video projector and workstation that allows visitors to interact with the collections in 2 or 3 dimensional spaces while they are watching the presenting film. The rest of the study was in Hands-on laboratory, which allows students to examine artifacts and discuss their findings .The method was used in this research is Concept mapping .In Digital gallery, 24 schools surveys in the form of pre-post- test by help of the concept mapping method has been done. In Hands-on laboratory, 12 schools have been studied by using the combination of interviewing and written pre post-test of concept mapping.

The Health Education Impact Questionnaire (heiQ): An outcomes and evaluation measure for patient education and self-management interventions for people with chronic conditions

Objective: This paper describes the development and validation of the Health Education Impact Questionnaire (heiQ). The aim was to develop a user-friendly, relevant, and psychometrically sound instrument for the comprehensive evaluation of patient education programs, which can be applied across a broad range of chronic conditions.

Methods: Item development for the heiQ was guided by a Program Logic Model, Concept Mapping, interviews with stakeholders and psychometric analyses. Construction (N = 591) and confirmatory (N = 598) samples were drawn from consumers of patient education programs and hospital outpatients. The properties of the heiQ were investigated using item response theory and structural equation modeling.

Results: Over 90 candidate items were generated, with 42 items selected for inclusion in the final scale. Eight independent dimensions were derived: Positive and Active Engagement in Life (five items, Cronbach's alpha (α) = 0.86); Health Directed Behavior (four items, α = 0.80); Skill and Technique Acquisition (five items, α = 0.81); Constructive Attitudes and Approaches (five items, α = 0.81); Self-Monitoring and Insight (seven items, α = 0.70); Health Service Navigation (five items, α = 0.82); Social Integration and Support (five items, α = 0.86); and Emotional Wellbeing (six items, α = 0.89).

Conclusion:The heiQ has high construct validity and is a reliable measure of a broad range of patient education program benefits.

Practice Implications: The heiQ will provide valuable information to clinicians, researchers, policymakers and other stakeholders about the value of patient education programs in chronic disease management.

A systematic grounded approach to the development of complex interventions : The Australian WorkHealth Program – Arthritis as a case study

Despite demands for evidence-based research and practice, little attention has been given to systematic approaches to the development of complex interventions to tackle workplace health problems. This paper outlines an approach to the initial stages of a workplace program development which integrates health promotion and disease management. The approach commences with systematic and genuine processes of obtaining information from key stakeholders with broad experience of these interventions. This information is constructed into a program framework in which practice-based and research-informed elements are both valued. We used this approach to develop a workplace education program to reduce the onset and impact of a common chronic disease – osteoarthritis.

To gain information systematically at a national level, a structured concept mapping workshop with 47 participants from across Australia was undertaken. Participants were selected to maximise the whole-of-workplace perspective and included health education providers, academics, clinicians and policymakers. Participants generated statements in response to a seeding statement: Thinking as broadly as possible, what changes in education and support should occur in the workplace to help in the prevention and management of arthritis? Participants grouped the resulting statements into conceptually coherent groups and a computer program was used to generate a ‘cluster map’ along with a list of statements sorted according to cluster membership.

In combination with research-based evidence, the concept map informed the development of a program logic model incorporating the program's guiding principles, possible service providers, services, training modes, program elements and the causal processes by which participants might benefit. The program logic model components were further validated through research findings from diverse fields, including health education, coaching, organisational learning, workplace interventions, workforce development and osteoarthritis disability prevention.

In summary, wide and genuine consultation, concept mapping, and evidence-based program logic development were integrated to develop a whole-of-system complex intervention in which potential effectiveness and assimilation into the workplace for which optimised.

Enhancing student learning in a first year business program

The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.

A validity-driven approach to the understanding of the personal and societal burden of low back pain : development of a conceptual and measurement model

Introduction: While the importance and magnitude of the burden of low back pain upon the individual is well recognized, a systematic understanding of the impact of the condition on individuals is currently hampered by the lack of an organized understanding of what aspects of a person’s life are affected and the lack of comprehensive measures for these effects. The aim of the present study was to develop a conceptual and measurement model of the overall burden of low back pain from the individual’s perspective using a validity-driven approach.
Methods: To define the breadth of low back pain burden we conducted three concept-mapping workshops to generate an item pool. Two face-to-face workshops (Australia) were conducted with people with low back pain and clinicians and policy-makers, respectively. A third workshop (USA) was held with international multidisciplinary experts. Multidimensional scaling, cluster analysis, participant input and thematic analyses organized participants’ ideas into clusters of ideas that then informed the conceptual model.
Results: One hundred and ninety-nine statements were generated. Considerable overlap was observed between groups, and four major clusters were observed - Psychosocial, Physical, Treatment and Employment - each with between two and six subclusters. Content analysis revealed that elements of the Psychosocial cluster were sufficiently distinct to be split into Psychological and Social, and a further cluster of elements termed Positive Effects also emerged. Finally, a hypothesized structure was proposed with six domains and 16 subdomains. New domains not previously considered in the back pain field emerged for psychometric verification: loss of independence, worry about the future, and negative or discriminatory actions by others.
Conclusions: Using a grounded approach, an explicit a priori and testable model of the overall burden of low back pain has been proposed that captures the full breadth of the burden experienced by patients and observed by experts.

In-home monitoring of older adults with vision impairment: exploring patients', caregivers' and professionals' views

Objective
To develop a conceptual framework for the design of an in-home monitoring system (IMS) based on the requirements of older adults with vision impairment (VI), informal caregivers and eye-care rehabilitation professionals.

Materials and Methods
Concept mapping, a mixed-methods statistical research tool, was used in the construction of the framework. Overall, 40 participants brainstormed or sorted and rated 83 statements concerning an IMS for older adults with VI. Multidimensional scaling and hierarchical cluster analysis were employed to construct the framework. A questionnaire yielded further insights into the views of a wider sample of older adults with VI (n=78) and caregivers (n=25) regarding IMS.

Results
Concept mapping revealed a nine-cluster model of IMS-related aspects including affordability, awareness of system capabilities, simplicity of installation, operation and maintenance, system integrity and reliability, fall detection and safe movement, user customization, user preferences regarding information delivery, and safety alerts for patients and caregivers. From the questionnaire, independence, safety and fall detection were the most commonly reported reasons for older adults and caregivers to accept an IMS. Concerns included cost, privacy, security of the information obtained through monitoring, system accuracy, and ease of use.

Discussion
Older adults with VI, caregivers and professionals are receptive to in-home monitoring, mainly for fall detection and safety monitoring, but have concerns that must be addressed when developing an IMS.

Conclusion
Our study provides a novel conceptual framework for the design of an IMS that will be maximally acceptable and beneficial to our ageing and vision-impaired population.

Development and validation of the influenza intensity and impact questionnaire (FluiiQ™)

Objective
Clinical trials of new agents to reduce the severity and impact of influenza require accurate assessment of the effect of influenza infection. Because there are limited high-quality adult influenza Patient Reported Outcomes (PRO) measures, the aim was to develop and validate a simple but comprehensive questionnaire for epidemiological research and clinical trials.

Methods
Construct and item generation was guided by the literature, concept mapping, focus groups, and interviews with individuals with laboratory-confirmed influenza and expert physicians. Items were administered to 311 people with influenza-like illness (ILI) across 25 US sites. Analyses included classic psychometrics, structural equation modeling (SEM), and Rasch analyses.

Results
Concept mapping generated 149 concepts covering the influenza experience and clustered into symptoms and impact on daily activities, emotions, and others. Items were drafted using simplicity and brevity criteria. Eleven symptoms from the literature underwent review by physicians and patients, and two were removed and one added. The symptoms domain factored into systemic and respiratory symptoms, whereas the impact domains were unidimensional. All domains displayed good internal consistency (Cronbach α ≥ 0.8) except the three-item respiratory domain (α = 0.48). A five-factor SEM indicated excellent fit where systemic, respiratory, and daily activities domains differentiated patients with ILI or confirmed influenza. All scales were responsive over time.

Conclusions
Patient and clinician consultations resulted in an influenza PRO measure with high validity and good overall evidence of reliability and responsiveness. The Influenza Intensity and Impact Questionnaire (FluiiQ™) will improve the evaluation of existing and future agents designed to prevent or control influenza infection by increasing the breadth and depth of measurement in this field.