Developing critical understanding in HRM students:using innovative teaching methods to encourage deep approaches to study

Purpose – This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need. Design/methodology/approach – Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure. Findings – Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry-based learning (EBL) and the story method. Research limitations/implications – The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding. Practical implications – Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”. Originality/value – This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.

‘Let’s talk about feedback’:an exploration of academic feedback practices in pharmacy education

Feedback is considered one of the most effective mechanisms to aid learning and achievement (Hattie and Timperley, 2007). However, in past UK National Student Surveys, perceptions of academic feedback have been consistently rated lower by final year undergraduate students than other aspects of the student experience (Williams and Kane, 2009). For pharmacy students in particular, Hall and colleagues recently reported that almost a third of students surveyed were dissatisfied with feedback and perceived feedback practice to be inconsistent (Hall et al, 2012). Aims of the Workshop: This workshop has been designed to explore current academic feedback practices in pharmacy education across a variety of settings and cultures as well as to create a toolkit for pharmacy academics to guide their approach to feedback. Learning Objectives: 1. Discuss and characterise academic feedback practices provided by pharmacy academics to pharmacy students in a variety of settings and cultures. 2. Develop academic feedback strategies for a variety of scenarios. 3. Evaluate and categorise feedback strategies with use of a feedback matrix. Description of Workshop Activities: Introduction to workshop and feedback on pre-reading exercise (5 minutes). Activity 1: A short presentation on theoretical models of academic feedback. Evidence of feedback in pharmacy education (10 minutes). Activity 2: Discussion of feedback approaches in participants’ organisations for differing educational modalities. Consideration of the following factors will be undertaken: experiential v. theoretical education, formative v. summative assessment, form of assessment and the effect of culture (20 minutes, large group discussion). Activity 3: Introduction of a feedback matrix (5 minutes). Activity 4: Development of an academic feedback toolkit for pharmacy education. Participants will be divided into 4 groups and will discuss how to provide effective feedback for 2 scenarios. Feedback strategies will be categorised with the feedback matrix. Results will be presented back to the workshop group (20 minutes, small group discussion, 20 minutes, large group presentation). Summary (10 minutes). Additional Information: Pre-reading: Participants will be provided with a list of definitions for academic feedback and will be asked to rank the definitions in order of perceived relevance to pharmacy education. References Archer, J. C. (2010). State of the science in health professional education: effective feedback. Medical education, 44(1), 101-108. Hall, M., Hanna, L. A., & Quinn, S. (2012). Pharmacy Students’ Views of Faculty Feedback on Academic Performance. American journal of pharmaceutical education, 76(1). Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Medina, M. S. (2007). Providing feedback to enhance pharmacy students’ performance. American Journal of Health-System Pharmacy, 64(24), 2542-2545.

Authentic Experiences Assessment Instrument: The Case of Millennial Students and Cultural Attractions in Central Florida

Three types of authenticity were chosen to analyze cultural attractions—they were: staged or real authenticity, sensory authenticity, and existential authenticity. A group of millennium students that visited Orlando’s cultural attractions from the University of Central Florida were part of this study. Results show that the term “culture” is unclear among students. Also gender might play a role in determining what is perceived as “authenticity.” In general the focus group discussion had a consensus that these three types of authenticity were the right ones to measured cultural attractions, people, and behaviors.

The relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers

Culturally responsive instruction refers to the identification of relevant cultural aspects of students' lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group ( n=22) and the other class formed the comparison group (n =22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP - Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion. The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs. Findings from the study revealed that the experimental participants' reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.

The relationship between scaffolding metacognitive strategies identified through dialogue journals and second graders' reading comprehension, science achievement, and metacognition using expository text

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group ( n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students' entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw's (1998) strategy evaluation matrix, to enhance students' comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students' reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

Conhecimento da doença renal crônica entre médicos conforme as diretrizes práticas

INTRODUCTION: Chronic kidney disease (CKD) is a global health problem, with increasing prevalence in its terminal stage and one of the factors that can contribute is the failure to recognize the disease and its risk factors. OBJECTIVE: To evaluate the knowledge of medical residents (MR) and medical preceptors (MP) in hospitals in the Federal University of Rio Grande do Norte in Natal-RN - Brazil, on the DRC, based on the policy of the Kidney Disease Improving Global Outcomes (KDIGO ). METHODS: Cross-sectional study where 64 MR (R1 = 32; R2 = 15; R3 = 17) and 63 MP answered a questionnaire divided into seven sessions that addressed aspects of the DRC since the setting up referral to a nephrologist. RESULTS: Only 20 participants (15.7%) reported using any guidelines for the management of CKD. The scores obtained by session were: Definition and classification (46.1 ± 47.8); Risk factors (70.5 ± 27.9); Laboratory evaluation (58.2 ± 8.8); Clinical action plan (57.6 ± 19.9); Reduction in proteinuria (68.3 ± 15.0); Complications (64.8 ± 19.9); Referral to a nephrologist (73.0 ± 44.6). There was a statistically significant difference between the knowledge of MR and MP in the sessions: Laboratory evaluation (MR 61.5 ± 8.4 vs 54.8 ± 7.9 MP; p <0.001); Reduction in proteinuria (73.1 ± 11.4 vs MR MP 63.5 ± 16.7; p <0.001) and Referral to a nephrologist (MR 81.2 ± 39.3 vs 64.5 ± 48.2 MP; p = 0.035). Among the MR, the R2 obtained the best score (63.9 ± 22.6 vs R1 R2 R3 71.9 ± 17.2 vs 63.5 ± 22.5, p = 0.445). It identified a low percentage of success of the doctors on the definition of CKD (MP = 46%; R1 = 40.6%; R2 = 60%; R3 = 52.9%; p = 0.623) and classification (MP = 34.9%; R1 = 53.1%, R2 = 60%; R3 = 52.9%; p = 0.158). CONCLUSION: The study showed that most doctors do not use any guidelines for clinical management of CKD and that there are gaps in knowledge on the subject, even among physicians who work in the university environment. In this sense, we propose the realization of mini-workshops for participants and students from boarding UFRN, using Case-Based Learning Strategy (CBL), with small group discussion, to strengthen the incorporation of CKD guidelines in undergraduate teaching and in clinical medical practice in general.

Conhecimento da doença renal crônica entre médicos conforme as diretrizes práticas

INTRODUCTION: Chronic kidney disease (CKD) is a global health problem, with increasing prevalence in its terminal stage and one of the factors that can contribute is the failure to recognize the disease and its risk factors. OBJECTIVE: To evaluate the knowledge of medical residents (MR) and medical preceptors (MP) in hospitals in the Federal University of Rio Grande do Norte in Natal-RN - Brazil, on the DRC, based on the policy of the Kidney Disease Improving Global Outcomes (KDIGO ). METHODS: Cross-sectional study where 64 MR (R1 = 32; R2 = 15; R3 = 17) and 63 MP answered a questionnaire divided into seven sessions that addressed aspects of the DRC since the setting up referral to a nephrologist. RESULTS: Only 20 participants (15.7%) reported using any guidelines for the management of CKD. The scores obtained by session were: Definition and classification (46.1 ± 47.8); Risk factors (70.5 ± 27.9); Laboratory evaluation (58.2 ± 8.8); Clinical action plan (57.6 ± 19.9); Reduction in proteinuria (68.3 ± 15.0); Complications (64.8 ± 19.9); Referral to a nephrologist (73.0 ± 44.6). There was a statistically significant difference between the knowledge of MR and MP in the sessions: Laboratory evaluation (MR 61.5 ± 8.4 vs 54.8 ± 7.9 MP; p <0.001); Reduction in proteinuria (73.1 ± 11.4 vs MR MP 63.5 ± 16.7; p <0.001) and Referral to a nephrologist (MR 81.2 ± 39.3 vs 64.5 ± 48.2 MP; p = 0.035). Among the MR, the R2 obtained the best score (63.9 ± 22.6 vs R1 R2 R3 71.9 ± 17.2 vs 63.5 ± 22.5, p = 0.445). It identified a low percentage of success of the doctors on the definition of CKD (MP = 46%; R1 = 40.6%; R2 = 60%; R3 = 52.9%; p = 0.623) and classification (MP = 34.9%; R1 = 53.1%, R2 = 60%; R3 = 52.9%; p = 0.158). CONCLUSION: The study showed that most doctors do not use any guidelines for clinical management of CKD and that there are gaps in knowledge on the subject, even among physicians who work in the university environment. In this sense, we propose the realization of mini-workshops for participants and students from boarding UFRN, using Case-Based Learning Strategy (CBL), with small group discussion, to strengthen the incorporation of CKD guidelines in undergraduate teaching and in clinical medical practice in general.

Trabajo de campo en geografía : Experiencia en región con conflictos socioambientales

El artículo rescata la importancia del trabajo de campo geográfico en una región con conflictos socioambientales, como el del el agua en las Sierras Chicas de Córdoba. Se hace eje en una experiencia pedagógica, la Práctica Sociocomunitaria (PSC), llevada a cabo por profesores, alumnos y ayudantes de la materia Geografía Rural, de la carrera de Licenciatura en Geografía de la Facultad de Filosofía y Humanidades (FFyH), en la localidad de La Granja, departamento Colón, de la provincia de Córdoba. La PSC es una experiencia que acerca a los alumnos al campo social de los conflictos territoriales. Se trata de una modalidad que va más allá de un proyecto de extensión, ya que involucra a todos los alumnos del grado que cursan la materia. Y es también una manera de aunar, en nuestro caso desde el quehacer geográfico, las funciones de docencia, investigación y extensión propias de los universitarios. Se pretende, a través de la PSC, acercar a los alumnos de Geografía Rural al trabajo de campo, con organizaciones sociales de base local motorizadas que conocen los problemas de su localidad en profundidad y que trabajan junto con nuestro equipo de investigación. A la vez, el contacto, las reflexiones grupales e individuales, los debates con los estudiantes universitarios, aportarán al colectivo social, una ampliación de la esfera de conocimientos de la realidad sobre la que viven y luchan. El artículo comienza definiendo qué se entiende por PSC. Luego, atendiendo específicamente a nuestra práctica, desarrollamos lo que para nosotros son las dos lógicas que sustentan el trabajo en terreno. Una, referida a la construcción del conocimiento, a los modos diversos de aprender y de saber. Otra, vinculada a la comprensión del conflicto socioterritorial, en relación con el escenario donde se realiza la práctica: la Mesa del Agua y Ambiente de La Granja. Incluimos un apartado sobre la descripción de la experiencia y los resultados, para finalizar con algunas reflexiones pensadas en función de la continuidad de la práctica.

Trabajo de campo en geografía : Experiencia en región con conflictos socioambientales

El artículo rescata la importancia del trabajo de campo geográfico en una región con conflictos socioambientales, como el del el agua en las Sierras Chicas de Córdoba. Se hace eje en una experiencia pedagógica, la Práctica Sociocomunitaria (PSC), llevada a cabo por profesores, alumnos y ayudantes de la materia Geografía Rural, de la carrera de Licenciatura en Geografía de la Facultad de Filosofía y Humanidades (FFyH), en la localidad de La Granja, departamento Colón, de la provincia de Córdoba. La PSC es una experiencia que acerca a los alumnos al campo social de los conflictos territoriales. Se trata de una modalidad que va más allá de un proyecto de extensión, ya que involucra a todos los alumnos del grado que cursan la materia. Y es también una manera de aunar, en nuestro caso desde el quehacer geográfico, las funciones de docencia, investigación y extensión propias de los universitarios. Se pretende, a través de la PSC, acercar a los alumnos de Geografía Rural al trabajo de campo, con organizaciones sociales de base local motorizadas que conocen los problemas de su localidad en profundidad y que trabajan junto con nuestro equipo de investigación. A la vez, el contacto, las reflexiones grupales e individuales, los debates con los estudiantes universitarios, aportarán al colectivo social, una ampliación de la esfera de conocimientos de la realidad sobre la que viven y luchan. El artículo comienza definiendo qué se entiende por PSC. Luego, atendiendo específicamente a nuestra práctica, desarrollamos lo que para nosotros son las dos lógicas que sustentan el trabajo en terreno. Una, referida a la construcción del conocimiento, a los modos diversos de aprender y de saber. Otra, vinculada a la comprensión del conflicto socioterritorial, en relación con el escenario donde se realiza la práctica: la Mesa del Agua y Ambiente de La Granja. Incluimos un apartado sobre la descripción de la experiencia y los resultados, para finalizar con algunas reflexiones pensadas en función de la continuidad de la práctica.

Myths and Realities of Inter-professional Working

Introduction: Childhood cancers are rare and community based health care professionals have limited experience in caring for these children and often even less experience in providing their palliative care. It is well recognised that the provision of palliative care falls beyond the remit of any one profession, thus inter professional working is the standard model. This qualitative study aims to examine the experiences of the range of health care professionals involved in providing palliative care at home for children with cancer, focusing on how knowledge is exchanged; the level of communication and support both interprofessionally and at the community/specialist interface. It also aims to examine interprofessional collaboration in palliative care; identifying healthcare professional's perceptions of problems involved, interprofessional boundaries, specific areas of the organisation or provision of care that could be enhanced through changes in practice, support issues and the educational needs of health professionals. Methods The study involves three types of data collection; in-depth interviews, facilitated case discussion (FCD) and field notes from up to 20 cases (a "case" refers to the provision of palliative care to one child). Cases are selected from children who were treated at one regional childhood caner centre. For each case the community based health care professionals (for example the GP, community nurse or health visitor) involved in the care of the child at home are invited to participate in a one-to-one tape recorded in-depth interview followed by a group discussion in the form of a FCD. Field notes are completed following each interview. Data analysis follows a grounded theory approach. The term "social worlds theory" (SWT) his used to define a type of social organisation with no fixed or formal boundaries (such as membership boundaries), for example the range of health professionals that work together to provide palliative care. The boundaries of SW's are determined by the interaction and communication between recognised organisations, such as community nursing teams and general practitioners. SWT examines encounters between different professional groups and can be used to extend knowledge in both the organisation (for example general practice) and the content of what is being provisioned (for example, palliative care). The use of SWT in the analysis of the data is through examining the ethos of the different professions and the associated individual approaches to palliative care, exploring how this determines their roles in the provision of palliative care. Results 10 cases have so far been completed: 47 1:1 interviews (with a range of between 2-7 health care professionals being involved in each case): ( 9 x GP, 19 x CCN, 4 x DN, 3 x HV, 1 x HV assistant 7 x paediatric palliative care nurses, 1 x home support worker, 1 x OT, 1 x physiotherapist, 1 x community paediatrician) and 5 x FCD. The range of participants in the FCDs reflected that of the individual interview sampler. Data obtained to date gives clear insight into the personal experience of the individual health care professional in providing palliative care. Two themes emerging from the data will be focused upon: the continuity of care provision throughout treatment and palliation and the emotional burden experiences by the health care professional. Conclusions SWT can provide a useful framework in examining the social worlds of a disparate group of health care professionals working together for the first and maybe, the only time. A wide variation in the continuity of care provision has been found not only between professions, but also within professions. The emotional burden is evident across the professions.

Handeln in der Weltgesellschaft. Zum Umgang mit Handlungsaufforderungen im Unterricht zu Themen des Lernbereichs Globale Entwicklung

In dem Aufsatz werden ausgewählte Ergebnisse aus einem Projekt der qualitativ-empirischen Unterrichtsforschung berichtet, in dem Unterricht zu Themen des Lernbereichs Globale Entwicklung untersucht wurde. Der Fokus des Beitrags liegt auf der Frage, wie Schülerinnen und Schüler mit Handlungsaufforderungen umgehen, die in Lehr-Lernarrangements des Globalen Lernens kommuniziert werden. Beispielhaft werden die Interpretationen von Sequenzen aus dem Unterricht vorgestellt, in denen unterschiedliche Formen des Umgangs mit Handlungsaufforderungen rekonstruiert wurden: die Reflexion über das Nicht-Handeln und die Reflexion über Handlungsaufforderungen als politisches Thema. Dabei kann gezeigt werden, wie Wissen und Kompetenzen von Schülerinnen und Schülern in didaktisch unterschiedlich strukturierten Lehr-Lernarrangements angeeignet werden. (DIPF/Orig.)

Die dokumentarische Methode als Forschungsansatz für die Geographiedidaktik im Bereich des wertorientierten und Globalen Lernens

Das vorgestellte Forschungsprojekt will einen Beitrag leisten, Möglichkeiten wertorientierten Lernens im Geographieunterricht zu reflektieren. Mit der dokumentarischen Methode wird hier erstmals eine Forschungsmethode in einer geographiedidaktischen Studie eingesetzt, die angemessen komplex ist, das Feld des wertorientierten Lernens evaluativ zu erfassen. Dominieren hier bislang ausschließlich kognitive Forschungsansätze, so können mit der dokumentarischen Methode nicht nur explizite Bewertungen, sondern auch implizite Wertorientierungen methodisch kontrolliert rekonstruiert werden, um so adäquate Schlussfolgerungen für wertorientierten Geographieunterricht zu ziehen. (DIPF/Orig.)

Early stage memory loss interventions: utilization, impact, and the experience of living alone.

Thesis (Ph.D.)--University of Washington, 2016-08

A Stationless Bikeshare Proof of Concept for College Campuses

Bikeshares promote healthy lifestyles and sustainability among commuters, casual riders, and tourists. However, the central pillar of modern systems, the bike station, cannot be easily integrated into a compact college campus. Fixed stations lack the flexibility to meet the needs of college students who make quick, short-distance trips. Additionally, the necessary cost of implementing and maintaining each station prohibits increasing the number of stations for user convenience. Therefore, the team developed a stationless bikeshare based on a smartlock permanently attached to bicycles in the system. The smartlock system design incorporates several innovative approaches to provide usability, security, and reliability that overcome the limitations of a station centered design. A focus group discussion allowed the team to receive feedback on the early lock, system, and website designs, identify improvements and craft a pleasant user experience. The team designed a unique, two-step lock system that is intuitive to operate while mitigating user error. To ensure security, user access is limited through near field ii communications (NFC) technology connected to a mechatronic release system. The said system relied on a NFC module and a servo working through an Arduino microcontroller coded in the Arduino IDE. To track rentals and maintain the system, each bike is fitted with an XBee module to communicate with a scalable ZigBee mesh network. The network allows for bidirectional, real-time communication with a Meteor.js web application, which enables user and administrator functions through an intuitive user interface available on mobile and desktop. The development of an independent smartlock to replace bike stations is essential to meet the needs of the modern college student. With the goal of creating a bikeshare that better serves college students, Team BIKES has laid the framework for a system that is affordable, easily adaptable, and implementable on any university expressing an interest in bringing a bikeshare to its campus.

OVERCOMING INTERCULTURAL CHALLENGES IN INTERPRETING: A CASE STUDY ON CHINESE-ENGLISH CONFERENCE INTERPRETING

This exploratory case study examines the role of culture in Chinese-English conference interpreting. Given that there has been a lack of empirical research in understanding the role of culture in conference interpreting through the lens of intercultural communication frameworks, we know relatively little about conference interpreters’ experiences with intercultural communication challenges. This project helps address this research gap by investigating the types of intercultural communication challenges that Chinese-English conference interpreters experience and their strategies in managing those challenges. This study hears the voices of both professionals and postgraduate interpreting students. A total number of 27 participants were recruited for this research. Twenty professional conference interpreter were interviewed and seven interpreting students were organized for a focus group discussion. Grounded theory was used to analyze the participants’ observations and strategies in managing intercultural communication challenges when doing Chinese-English conference interpreting. The data analysis process led to the emergence of two procedural guidelines and one process – Interpreters’ Intercultural Mediation Process. The two procedural guidelines offer guidance for the interpreters to provide the most appropriate and effective service: meet with the clients beforehand and be prepared to offer intercultural insights when consulted. Interpreters are found to follow the Interpreters’ Intercultural Mediation Process to decide when and how to mediate intercultural communication challenges at work. This Process includes four criteria, seven intercultural challenges, and seven coping strategies. This study offers theoretical and applied contributions to our understanding of the role of culture in interpreting. By jointly applying frameworks from intercultural communication and interpreting studies to examine the conference interpreting process, this case study makes great efforts to connect the field of intercultural communication with the field of interpreting studies. This study identifies the types of intercultural differences that would lead to challenges in Chinese-English conference interpreting. It also contributes to the call for a cultural turn in interpreting studies. By learning the two procedural guidelines, conference interpreters can be better prepared for their work. By following the Interpreters’ Intercultural Mediation Process, conference interpreters can better anticipate and manage the intercultural challenges at work. This study also offers guidance on tailoring intercultural communication courses for postgraduate interpreting training programs.