Team working and problem solving

2018 ◽  
pp. 125-163
Author(s):  
MISSING-VALUE MISSING-VALUE
Keyword(s):  
Problem Solving ◽  
Team Working

scholarly journals Integrated curriculum: a contemporary innovation strategy in medical education

2020 ◽  
Vol 27 (4) ◽  
pp. 51-61 ◽  
Author(s):  
O. E. Osadchii
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Vertical Integration ◽  
Basic Science ◽  
Integrated Curriculum ◽  
Medical Knowledge ◽  
Horizontal Integration ◽  
Basic Sciences ◽  
Team Working ◽  
Science Disciplines

In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.

State of the Art of XR Management Training Applications

2021 ◽  
pp. 84-92
Author(s):  
Irene Maria Gironacci
Keyword(s):  
Virtual Reality ◽  
Problem Solving ◽  
Mixed Reality ◽  
Low Cost ◽  
Digital Simulation ◽  
Technical Skills ◽  
Management Training ◽  
Team Working ◽  
Free Data ◽  
Key Skills

Recent advancements in extended reality (XR) immersive technologies provide new tools for the development of novel and promising applications for business. Specifically, extended reality training applications are becoming popular in business due to their advantages of low cost, risk-free, data-oriented training. Extended reality training is the digital simulation of lifelike scenarios for training purposes using technologies such as virtual reality, augmented reality, mixed reality. Many applications are already available to train employees to develop specific technical skills, from maintenance to construction. The purpose of this chapter is to review the emerging XR applications developed for management training. Specifically, this chapter will focus on the training of some key skills in management such as leadership, problem solving, emotional intelligence, communication, and team working.

Understanding Interprofessional Expertise in Terms of Beliefs, Values and Attitudes

2010 ◽  
pp. 14-22
Author(s):  
Adrian Bromage
Keyword(s):  
Problem Solving ◽  
Attitude Change ◽  
Domain Knowledge ◽  
Personal Knowledge ◽  
Team Working ◽  
High Performers ◽  
Interprofessional Working ◽  
Development Of Expertise ◽  
Problem Solvers ◽  
Do So

It is arguable that expertise in interprofessional working can be defined as effective team working to place clients’ needs as paramount: a particular kind of problem solving. Psychological definitions of expertise focus upon problem solving in general, so it is arguable that this literature differs only in emphasis rather than the underlying nature of activities described. This opens possibilities to draw upon literature concerning the development of expertise, which tends to concern how high performers differ from non-experts. For example, Dreyfus & Dreyfus (1986) conclude this is in terms of how experts think and solve problems, rather than their personal knowledge. It seems that experienced problem-solvers discern regularly recurring environmental patterns, drawing upon a body of domain knowledge and experience to do so. In exploring these parallels, this chapter examines beliefs and attitude change, in terms of how they might relate to each other, to outline some possible implications for educators

scholarly journals Experimenting with undergraduate practicals

2016 ◽  
pp. 3-5
Author(s):  
David J McGarvey
Keyword(s):  
Physical Chemistry ◽  
Problem Solving ◽  
Experimental Approach ◽  
Laboratory Work ◽  
Specific Knowledge ◽  
Subject Knowledge ◽  
Transferable Skills ◽  
The Past ◽  
Team Working ◽  
Subject Specific

In my experience the prescriptive nature of many undergraduate practicals restricts the scope for students to apply and develop their subject-specific knowledge. In addition, the nature of such practicals places limitations on their effectiveness for development of problem solving, team working and transferable skills. In recognition of this, a number of laboratory practicals in physical chemistry have been developed (some from existing traditional scripts) which feature clearly formulated and explicit objectives, but which omit detailed instructions to a greater or lesser extent. One particular aspect of these practicals is that the onus is placed on students to design a viable experimental approach in order to achieve the stated objectives and to reflect critically on their work. In this respect some of the practicals may be considered as structured mini-projects. Another implicit aspect is an attempt to encourage students to de-compartmentalise their subject knowledge (e.g. organic mechanisms in a ‘physical’ chemistry practical).The practicals have been used successfully at levels 1 and 2 during the past two years at Keele, and although the approach described has been applied to laboratory work in physical chemistry, there is no reason why it cannot be applied more generally.

scholarly journals Synoptic physics

2014 ◽  
pp. 36-39
Author(s):  
Annabel Cartwright
Keyword(s):  
Problem Solving ◽  
Self Confidence ◽  
Team Working ◽  
Second Year

A new course has been introduced in the second year of undergraduate Physics studies at Cardiff University. Aimed at addressing problem solving, team working and communication, the course has been very well received by students, with exceptional levels of attendance and engagement. Students also displayed an increased level of enthusiasm for the degree and enhanced self-confidence. The structure and content of the course are outlined.

scholarly journals The Correlation of Open Learning, Collaboration, Learning Tools, and Creative Problem Solving by Graduate Students in Thailand

2018 ◽  
Vol 13 (09) ◽  
pp. 280
Author(s):  
Narin Nonthamand ◽  
Jaitip Na-Songkhla
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Research Study ◽  
Group Discussion ◽  
Creative Problem Solving ◽  
Open Learning ◽  
Team Working ◽  
Creative Problem ◽  
Usage Level

Objectives of this research study were to investigate the correlation and forecast the independent variables of the correlation of opinions regarding open learning, collaboration, creative problem solving and usage level of teaching and learning media for graduate students in Thailand. It was a quantitative research study which used a questionnaire to collect data. The question items in the instrument were check listed and a rating scale was established which had been approved for validity by an expert. The samples consisted of 419 higher education students from 16 universities using correlation analysis and multiple regression analysis. Research Findings 1 determined: Open learning was positively related to team working and willingness to work with others, group discussion behaviors, usage of teaching and learning media, and creative problem solving abilities. The highest results included the correlation of group discussion and creative problem solving abilities at 609**. Finding 2 included: Applied statistics methods including coefficient correlation analysis and multiple regression analysis were used to analyze open learning, group behavior, usage of teaching and learning media, creative problem solving abilities and resulted with the forecast equation showing creative problem solving abilities = .524, open learning = +.111, team working = + .317 , duty to work with others = + .099, group discussion behavior = * + .371, usage level of teaching and learning media = +. 087

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