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interdisciplinary clinical discussion</title> <meta name="description" content="Search results for: interdisciplinary clinical discussion"> <meta name="keywords" content="interdisciplinary clinical discussion"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="interdisciplinary clinical discussion"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5913</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: interdisciplinary clinical discussion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5913</span> Interdisciplinary Teaching for Nursing Students: A Key to Understanding Teamwork</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilana%20Margalith">Ilana Margalith</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaron%20Niv"> Yaron Niv</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important factors of professional health treatment is teamwork, in which each discipline contributes its expert knowledge, thus ensuring quality and a high standard of care as well as efficient communication (one of the International Patient Safety Goals). However, in most countries, students are educated separately by each health discipline. They are exposed to teamwork only during their clinical experience, which in some cases is short and skill-oriented. In addition, health organizations in most countries are hierarchical and although changes have occurred in the hierarchy of the medical system, there are still disciplines that underrate the unique contributions of other health professionals, thus, young graduates of health professions develop and base their perception of their peers from other disciplines on insufficient knowledge. In order to establish a wide-ranging perception among nursing students as to the contribution of different health professionals to the health of their patients, students at the Clalit Nursing Academy, Rabin Campus (Dina), Israel, participated in an interdisciplinary clinical discussion with students from several different professions, other than nursing, who were completing their clinical experience at Rabin Medical Center in medicine, health psychology, social work, audiology, physiotherapy and occupational therapy. The discussion was led by a medical-surgical nursing instructor. Their tutors received in advance, a case report enabling them to prepare the students as to how to present their professional theories and interventions regarding the case. Mutual stimulation and acknowledgment of the unique contribution of each part of the team enriched the nursing students' understanding as to how their own nursing interventions could be integrated into the entire process towards a safe and speedy recovery of the patient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20professions%27%20students" title="health professions' students">health professions' students</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20clinical%20discussion" title=" interdisciplinary clinical discussion"> interdisciplinary clinical discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/94532/interdisciplinary-teaching-for-nursing-students-a-key-to-understanding-teamwork" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94532.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5912</span> Disability, Technology and Inclusion: Fostering and Inclusive Pedagogical Approach in an Interdisciplinary Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Lopez-Pereyra">M. Lopez-Pereyra</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Cisneros%20Alvarado"> I. Cisneros Alvarado</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Del%20Socorro%20Lobato%20Alba"> M. Del Socorro Lobato Alba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to discuss a conceptual, pedagogical approach that foster inclusive education and that create an awareness of the use of assistive technology in Mexico. Interdisciplinary understanding of disabilities and the use of assistive technology as a frame for an inclusive education have challenged the reality of the researchers’ participation in decision-making. Drawing upon a pedagogical inquiry process within an interdisciplinary academic project that involved the sciences, design, biotechnology, psychology and education fields, this paper provides a discussion on the challenges of assistive technology and inclusive education in interdisciplinary research on disabilities and technology project. This study is frame on an educational action research design where the team is interested in integrating, disability, technology, and inclusion, theory, and practice. Major findings include: (1) the concept of inclusive education as a strategy for interdisciplinary research; (2) inclusion as a pedagogical approach that challenges the creation of assistive technology from diverse academic fields; and, (3) inclusion as a frame, problem-focused, for decision-making. The findings suggest that inclusive pedagogical approaches provide a unique insight into interdisciplinary teams on disability and assistive technology in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title="assistive technology">assistive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a> </p> <a href="https://publications.waset.org/abstracts/101432/disability-technology-and-inclusion-fostering-and-inclusive-pedagogical-approach-in-an-interdisciplinary-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5911</span> Interdisciplinary Collaborative Innovation Mechanism for Sustainability Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Park">C. Park</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Lee"> H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Y-J.%20Lee"> Y-J. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: This study presents Interdisciplinary Collaborative Innovation Mechanism as a medium to enable the effective generation of innovations for sustainability challenges facing humanities. Background: Interdisciplinary approach of fusing disparate knowledge and perspectives from diverse expertise and subject areas is one of the key requirements to address the intricate nature of sustainability issues. There is a lack of rigorous empirical study of the systematic structure of interdisciplinary collaborative innovation for sustainability to date. Method: To address this research gap, the action research approach is adopted to develop the Interdisciplinary Collaborative Innovation Mechanism (ICIM) framework based on an empirical study of a total of 28 open innovation competitions in the format of MAKEathons between 2016 to 2023. First, the conceptual framework was formulated based on the literature findings, and the framework was subsequently tested and iterated. Outcomes: The findings provide the ICIM framework composed of five elements: Discipline Diversity Quadruple; Systematic Structure; Inspirational Stimuli; Supportive Collaboration Environment; and Hardware and Intellectual Support. The framework offers a discussion of the key elements when attempting to facilitate interdisciplinary collaboration for sustainability innovation. Contributions: This study contributes to two burgeoning areas of sustainable development and open innovation studies by articulating the concrete structure to bridge the gap. In practice, the framework helps facilitate effective innovation processes and positive social and environmental impact created for real-world sustainability challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20collaboration" title=" interdisciplinary collaboration"> interdisciplinary collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20innovation" title=" open innovation"> open innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20challenges" title=" sustainability challenges"> sustainability challenges</a> </p> <a href="https://publications.waset.org/abstracts/164060/interdisciplinary-collaborative-innovation-mechanism-for-sustainability-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5910</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years. During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics. The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20disciplines" title="interdisciplinary disciplines">interdisciplinary disciplines</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20teaching%20program" title=" interdisciplinary teaching program"> interdisciplinary teaching program</a> </p> <a href="https://publications.waset.org/abstracts/4162/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5909</span> Importance of Knowledge in the Interdisciplinary Production Processes of Innovative Medical Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Mleczko">Katarzyna Mleczko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Processes of production of innovative medical tools have interdisciplinary character. They consist of direct and indirect close cooperation of specialists of different scientific branches. The Knowledge they have seems to be important for undertaken design, construction and manufacturing processes. The Knowledge exchange between participants of these processes is therefore crucial for the final result, which are innovative medical products. The paper draws attention to the necessity of feedback from the end user to the designer / manufacturer of medical tools which will allow for more accurate understanding of user needs. The study describes prerequisites of production processes of innovative medical (surgical) tools including participants and category of knowledge resources occurring in these processes. They are the result of research in selected Polish organizations involved in the production of medical instruments and are the basis for further work on the development of knowledge sharing model in interdisciplinary teams geographically dispersed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20production%20processes" title="interdisciplinary production processes">interdisciplinary production processes</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20exchange" title=" knowledge exchange"> knowledge exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20tools" title=" medical tools"> medical tools</a> </p> <a href="https://publications.waset.org/abstracts/44704/importance-of-knowledge-in-the-interdisciplinary-production-processes-of-innovative-medical-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5908</span> Illuminating Regional Identity: An Interdisciplinary Exploration in Saskatchewan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne%20Gibbons">Anne Gibbons</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Both inside and outside of academia, people have sought to understand the “sense of place” of various regions, many times over and for many different reasons. The concept of regional identity is highly complex and surrounded by considerable contention. There are multiple bodies of research on regional identity theory in many different disciplines and even across sub-disciplinary classifications. Each discipline takes a slightly different angle or perspective on regional identity, resulting in a fragmented body of work on this topic overall. There is a need to consolidate this body of increasingly fragmented theory through interdisciplinary integration. For the purpose of this study, the province of Saskatchewan will serve as an exemplar for exploring regional identity in a concrete context. Saskatchewan can be thought of as a ‘functional region,’ with clear boundaries and clear residency, from which regional identity can be studied. This thesis shares the outcomes of a qualitative study grounded in a series of group interviews with askatchewan residents, from which it is concluded that the use of interdisciplinary theory is an appropriate approach to the study of regional identity. Regional identity cannot be compartmentalized; it is a web of characteristics, attributes, and feelings that are inextricably linked. The thesis thus concludes by offering lessons learned about how we might better understand regional identity, as illuminated through both interdisciplinary theory and the lived experiences and imaginations of people living in the region of Saskatchewan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title="interdisciplinary">interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20identity" title=" regional identity"> regional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Saskatchewan" title=" Saskatchewan"> Saskatchewan</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20studies" title=" tourism studies"> tourism studies</a> </p> <a href="https://publications.waset.org/abstracts/39847/illuminating-regional-identity-an-interdisciplinary-exploration-in-saskatchewan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">532</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5907</span> Promoting Diversity and Equity through Interdisciplinary Leadership Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Milberger">Sharon Milberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Turner"> Jane Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20White-Perkins"> Denise White-Perkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Michigan shares the overall U.S. national need for more highly qualified professionals who have knowledge and experience in the use of evidence-based practices to meet the special health care needs of children, adolescents, and adults with neurodevelopmental disabilities including autism spectrum disorder (DD/ASD). The Michigan Leadership Education in Neurodevelopmental Disabilities (MI-LEND) program is a consortium of six universities that spans the state of Michigan and serves more than 181,800 undergraduate, graduate, and professional students. The purpose of the MI LEND program is to improve the health of infants, children and adolescents with disabilities in Michigan by training individuals from different disciplines to assume leadership roles in their respective fields and work across disciplines. The MI-LEND program integrates “L.I.F.E.” perspectives into all training components. L.I.F.E. is an acronym for Leadership, Interdisciplinary, Family-Centered and Equity perspectives. This paper will describe how L.I.F.E. perspectives are embedded into all aspects of the MI-LEND training program including the application process, didactic training, community and clinical experiences, discussions, journaling and projects. Specific curriculum components will be described including content from a training module dedicated to Equity. Upon completion of the Equity module, trainees are expected to be able to: 1) Use a population health framework to identify key social determinants impacting families and children; 2) Explain how addressing bias and providing culturally appropriate linguistic care/services can influence patient/client health and wellbeing; and 3) Describe the impact of policy and structural/institutional factors influencing care and services for children with DD/ASD and their families. Each trainee completes two self-assessments: the Cultural and Linguistic Competence Health Practitioner Assessment and the other assessing social attitudes/implicit bias. Trainees also conduct interviews with a family with a child with DD/ASD. In addition, interdisciplinary Equity-related group activities are incorporated into face-to-face training sessions. Each MI-LEND trainee has multiple ongoing opportunities for self-reflection through discussion and journaling and completion of a L.I.F.E. project as a culminating component of the program. The poster will also discuss the challenges related to teaching and measuring successful outcomes related to diversity/equity perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/87471/promoting-diversity-and-equity-through-interdisciplinary-leadership-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5906</span> Interpreting Possibilities: Teaching Without Borders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mira%20Kadric">Mira Kadric</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed paper deals with a new developed approach for interpreting teaching, combining traditional didactics with a new element. The fundamental principle of the approach is taken from the theatre pedagogy (Augusto Boal`s Theatre of the Oppressed) and includes the discussion on social power relations. From the point of view of education sociology this implies strengthening students’ individual potential for self-determination on a number of levels, especially in view of the present increase in social responsibility. This knowledge constitutes a starting point and basis for the process of self-determined action. This takes place in the context of a creative didactic policy which identifies didactic goals, provides clear sequences of content, specifies interdisciplinary methods and examines their practical adequacy and ultimately serves not only individual translators and interpreters, but all parties involved. The goal of the presented didactic model is to promote independent work and problem-solving strategies; this helps to develop creative potential and self-confident behaviour. It also conveys realistic knowledge of professional reality and thus also of the real socio-political and professional parameters involved. As well as providing a discussion of fundamental questions relevant to Translation and Interpreting Studies, this also serves to improve this interdisciplinary didactic approach which simulates interpreting reality and illustrates processes and strategies which (can) take place in real life. This idea is illustrated in more detail with methods taken from the Theatre of the Oppressed created by Augusto Boal. This includes examples from (dialogue) interpreting teaching based on documentation from recordings made in a seminar in the summer term 2014. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augusto%20boal" title="augusto boal">augusto boal</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20model" title=" didactic model"> didactic model</a>, <a href="https://publications.waset.org/abstracts/search?q=interpreting%20teaching" title=" interpreting teaching"> interpreting teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre%20of%20the%20oppressed" title=" theatre of the oppressed "> theatre of the oppressed </a> </p> <a href="https://publications.waset.org/abstracts/30201/interpreting-possibilities-teaching-without-borders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5905</span> Early Depression Detection for Young Adults with a Psychiatric and AI Interdisciplinary Multimodal Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Xu">Raymond Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Hua"> Ashley Hua</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Wang"> Andrew Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuru%20Lin"> Yuru Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During COVID-19, the depression rate has increased dramatically. Young adults are most vulnerable to the mental health effects of the pandemic. Lower-income families have a higher ratio to be diagnosed with depression than the general population, but less access to clinics. This research aims to achieve early depression detection at low cost, large scale, and high accuracy with an interdisciplinary approach by incorporating clinical practices defined by American Psychiatric Association (APA) as well as multimodal AI framework. The proposed approach detected the nine depression symptoms with Natural Language Processing sentiment analysis and a symptom-based Lexicon uniquely designed for young adults. The experiments were conducted on the multimedia survey results from adolescents and young adults and unbiased Twitter communications. The result was further aggregated with the facial emotional cues analyzed by the Convolutional Neural Network on the multimedia survey videos. Five experiments each conducted on 10k data entries reached consistent results with an average accuracy of 88.31%, higher than the existing natural language analysis models. This approach can reach 300+ million daily active Twitter users and is highly accessible by low-income populations to promote early depression detection to raise awareness in adolescents and young adults and reveal complementary cues to assist clinical depression diagnosis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=depression%20detection" title=" depression detection"> depression detection</a>, <a href="https://publications.waset.org/abstracts/search?q=psychiatric%20disorder" title=" psychiatric disorder"> psychiatric disorder</a> </p> <a href="https://publications.waset.org/abstracts/136275/early-depression-detection-for-young-adults-with-a-psychiatric-and-ai-interdisciplinary-multimodal-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5904</span> A Case Study in Using the Can-Sized Satellite Platforms for Interdisciplinary Problem-Based Learning in Aeronautical and Electronic Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Johnson">Michael Johnson</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincenzo%20Oliveri"> Vincenzo Oliveri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work considers an interdisciplinary Problem-Based Learning (PBL) project developed by lecturers from the Aeronautical and Electronic and Computer Engineering departments at the University of Limerick. This “CANSAT” project utilises the CanSat can-sized satellite platform in order to allow students from aeronautical and electronic engineering to engage in a mixed format (online/face-to-face), interdisciplinary PBL assignment using a real-world platform and application. The project introduces students to the design, development, and construction of the CanSat system over the course of a single semester, enabling student(s) to apply their aeronautical and technical skills/capabilities to the realisation of a working CanSat system. In this case study, the CanSat kits are used to pivot the real-world, discipline-relevant PBL goal of designing, building, and testing the CanSat system with payload(s) from a traditional module-based setting to an online PBL setting. Feedback, impressions, benefits, and challenges identified through the semester are presented. Students found the project to be interesting and rewarding, with the interdisciplinary nature of the project appealing to them. Challenges and difficulties encountered are also addressed, with solutions developed between the students and facilitators to overcoming these discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title="problem-based learning">problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=CanSATs" title=" CanSATs"> CanSATs</a> </p> <a href="https://publications.waset.org/abstracts/143299/a-case-study-in-using-the-can-sized-satellite-platforms-for-interdisciplinary-problem-based-learning-in-aeronautical-and-electronic-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5903</span> Content Based Instruction: An Interdisciplinary Approach in Promoting English Language Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjeeb%20Kumar%20Mohanty">Sanjeeb Kumar Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content Based Instruction (CBI) in English Language Teaching (ELT) basically helps English as Second Language (ESL) learners of English. At the same time, it fosters multidisciplinary style of learning by promoting collaborative learning style. It is an approach to teaching ESL that attempts to combine language with interdisciplinary learning for bettering language proficiency and facilitating content learning. Hence, the basic purpose of CBI is that language should be taught in conjunction with academic subject matter. It helps in establishing the content as well as developing language competency. This study aims at supporting the potential values of interdisciplinary approach in promoting English Language Learning (ELL) by teaching writing skills to a small group of learners and discussing the findings with the teachers from various disciplines in a workshop. The teachers who are oriented, they use the same approach in their classes collaboratively. The inputs from the learners as well as the teachers hopefully raise positive consciousness with regard to the vast benefits that Content Based Instruction can offer in advancing the language competence of the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20based%20instruction" title="content based instruction">content based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20approach" title=" interdisciplinary approach"> interdisciplinary approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20approach" title=" collaborative approach"> collaborative approach</a> </p> <a href="https://publications.waset.org/abstracts/77459/content-based-instruction-an-interdisciplinary-approach-in-promoting-english-language-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5902</span> Cross Professional Team-Assisted Teaching Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan-Yu%20Hsu">Shan-Yu Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsin-Shu%20Huang"> Hsin-Shu Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this teaching research is to design an interdisciplinary team-assisted teaching method for trainees and interns and review the effectiveness of this teaching method on trainees' understanding of peritoneal dialysis. The teaching research object is the fifth and sixth-grade trainees in a medical center's medical school. The teaching methods include media teaching, demonstration of technical operation, face-to-face communication with patients, special case discussions, and field visits to the peritoneal dialysis room. Evaluate learning effectiveness before, after, and verbally. Statistical analysis was performed using the SPSS paired-sample t-test to analyze whether there is a difference in peritoneal dialysis professional cognition before and after teaching intervention. Descriptive statistics show that the average score of the previous test is 74.44, the standard deviation is 9.34, the average score of the post-test is 95.56, and the standard deviation is 5.06. The results of the t-test of the paired samples are shown as p-value = 0.006, showing the peritoneal dialysis professional cognitive test. Significant differences were observed before and after. The interdisciplinary team-assisted teaching method helps trainees and interns to improve their professional awareness of peritoneal dialysis. At the same time, trainee physicians have positive feedback on the inter-professional team-assisted teaching method. This teaching research finds that the clinical ability development education of trainees and interns can provide cross-professional team-assisted teaching methods to assist clinical teaching guidance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=monitor%20quality" title="monitor quality">monitor quality</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion%20objective" title=" health promotion objective"> health promotion objective</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-professional%20team-assisted%20teaching%20methods" title=" cross-professional team-assisted teaching methods"> cross-professional team-assisted teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/144070/cross-professional-team-assisted-teaching-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5901</span> A Question of Ethics and Faith</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhavi-Priya%20Singh">Madhavi-Priya Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Liam%20Lowe"> Liam Lowe</a>, <a href="https://publications.waset.org/abstracts/search?q=Farouk%20Arnaout"> Farouk Arnaout</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludmilla%20Pillay"> Ludmilla Pillay</a>, <a href="https://publications.waset.org/abstracts/search?q=Giordan%20Perez"> Giordan Perez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20Mischker"> Luke Mischker</a>, <a href="https://publications.waset.org/abstracts/search?q=Steve%20Costa"> Steve Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Emergency Department consultant identified the failure of medical students to complete the task of clerking a patient in its entirety. As six medical students on our first clinical placement, we recognised our own failure and endeavoured to examine why this failure was consistent among all medical students that had been given this task, despite our best motivations as adult learner. Our aim is to understand and investigate the elements which impeded our ability to learn and perform as medical students in the clinical environment, with reference to the prescribed task. We also aim to generate a discussion around the delivery of medical education with potential solutions to these barriers. Six medical students gathered together to have a comprehensive reflective discussion to identify possible factors leading to the failure of the task. First, we thoroughly analysed the delivery of the instructions with reference to the literature to identify potential flaws. We then examined personal, social, ethical, and cultural factors which may have impacted our ability to complete the task in its entirety. Through collation of our shared experiences, with support from discussion in the field of medical education and ethics, we identified two major areas that impacted our ability to complete the set task. First, we experienced an ethical conflict where we believed the inconvenience and potential harm inflicted on patients did not justify the positive impact the patient interaction would have on our medical learning. Second, we identified a lack of confidence stemming from multiple factors, including the conflict between preclinical and clinical learning, perceptions of perfectionism in the culture of medicine, and the influence of upward social comparison. After discussions, we found that the various factors we identified exacerbated the fears and doubts we already had about our own abilities and that of the medical education system. This doubt led us to avoid completing certain aspects of the tasks that were prescribed and further reinforced our vulnerability and perceived incompetence. Exploration of philosophical theories identified the importance of the role of doubt in education. We propose the need for further discussion around incorporating both pedagogic and andragogic teaching styles in clinical medical education and the acceptance of doubt as a driver of our learning. Doubt will continue to permeate our thoughts and actions no matter what. The moral or psychological distress that arises from this is the key motivating factor for our avoidance of tasks. If we accept this doubt and education embraces this doubt, it will no longer linger in the shadows as a negative and restrictive emotion but fuel a brighter dialogue and positive learning experience, ultimately assisting us in achieving our full potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20education" title=" clinical education"> clinical education</a>, <a href="https://publications.waset.org/abstracts/search?q=andragogy" title=" andragogy"> andragogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/149642/a-question-of-ethics-and-faith" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5900</span> The Medical Student Perspective on the Role of Doubt in Medical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhavi-Priya%20Singh">Madhavi-Priya Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Liam%20Lowe"> Liam Lowe</a>, <a href="https://publications.waset.org/abstracts/search?q=Farouk%20Arnaout"> Farouk Arnaout</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludmilla%20Pillay"> Ludmilla Pillay</a>, <a href="https://publications.waset.org/abstracts/search?q=Giordan%20Perez"> Giordan Perez</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20Mischker"> Luke Mischker</a>, <a href="https://publications.waset.org/abstracts/search?q=Steve%20Costa"> Steve Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: An Emergency Department consultant identified the failure of medical students to complete the task of clerking a patient in its entirety. As six medical students on our first clinical placement, we recognised our own failure and endeavored to examine why this failure was consistent among all medical students that had been given this task, despite our best motivations as adult learners. Aim: Our aim is to understand and investigate the elements which impeded our ability to learn and perform as medical students in the clinical environment, with reference to the prescribed task. We also aim to generate a discussion around the delivery of medical education with potential solutions to these barriers. Methods: Six medical students gathered together to have a comprehensive reflective discussion to identify possible factors leading to the failure of the task. First, we thoroughly analysed the delivery of the instructions with reference to the literature to identify potential flaws. We then examined personal, social, ethical, and cultural factors which may have impacted our ability to complete the task in its entirety. Results: Through collation of our shared experiences, with support from discussion in the field of medical education and ethics, we identified two major areas that impacted our ability to complete the set task. First, we experienced an ethical conflict where we believed the inconvenience and potential harm inflicted on patients did not justify the positive impact the patient interaction would have on our medical learning. Second, we identified a lack of confidence stemming from multiple factors, including the conflict between preclinical and clinical learning, perceptions of perfectionism in the culture of medicine, and the influence of upward social comparison. Discussion: After discussions, we found that the various factors we identified exacerbated the fears and doubts we already had about our own abilities and that of the medical education system. This doubt led us to avoid completing certain aspects of the tasks that were prescribed and further reinforced our vulnerability and perceived incompetence. Exploration of philosophical theories identified the importance of the role of doubt in education. We propose the need for further discussion around incorporating both pedagogic and andragogic teaching styles in clinical medical education and the acceptance of doubt as a driver of our learning. Conclusion: Doubt will continue to permeate our thoughts and actions no matter what. The moral or psychological distress that arises from this is the key motivating factor for our avoidance of tasks. If we accept this doubt and education embraces this doubt, it will no longer linger in the shadows as a negative and restrictive emotion but fuel a brighter dialogue and positive learning experience, ultimately assisting us in achieving our full potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20student" title=" medical student"> medical student</a>, <a href="https://publications.waset.org/abstracts/search?q=doubt" title=" doubt"> doubt</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=faith" title=" faith"> faith</a> </p> <a href="https://publications.waset.org/abstracts/149540/the-medical-student-perspective-on-the-role-of-doubt-in-medical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149540.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5899</span> Interdisciplinarity as a Regular Pedagogical Practice in the Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20Da%20Cruz">Catarina Maria Neto Da Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20D%E2%80%99Azevedo%20Breda"> Ana Maria Reis D’Azevedo Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world is changing and, consequently, the young people need more sophisticated tools and skills to lead with the world’s complexity. The Organisation for Economic Co-operation and Development Learning Framework 2030 suggests an interdisciplinary knowledge as a principle for the future of education systems. In the curricular document Portuguese about the profile of students leaving compulsory education, the critical thinking and creative thinking are pointed out as skills to be developed, which imply the interconnection of different knowledge, applying it in different contexts and learning areas. Unlike primary school teachers, teachers specialized in a specific area lead to more difficulties in the implementation of interdisciplinary approaches in the classrooms and, despite the effort, the interdisciplinarity is not a common practice in schools. Statement like "Mathematics is everywhere" is unquestionable, however, many math teachers show difficulties in presenting such evidence in their classes. Mathematical modelling and problems in real contexts are promising in the development of interdisciplinary pedagogical practices and in Portugal there is a continuous training offer to contribute to the development of teachers in terms of their pedagogical approaches. But when teachers find themselves in the classroom, without a support, do they feel able to implement interdisciplinary practices? In this communication we will try to approach this issue through a case study involving a group of Mathematics teachers, who attended a training aimed at stimulating interdisciplinary practices in real contexts, namely related to the COVID-19 pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinarity" title=" interdisciplinarity"> interdisciplinarity</a> </p> <a href="https://publications.waset.org/abstracts/172298/interdisciplinarity-as-a-regular-pedagogical-practice-in-the-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5898</span> Interdisciplinary Evaluations of Children with Autism Spectrum Disorder in a Telehealth Arena</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janice%20Keener">Janice Keener</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Houlihan"> Christine Houlihan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last several years, there has been an increase in children identified as having Autism Spectrum Disorder (ASD). Specialists across several disciplines: mental health and medical professionals have been tasked with ensuring accurate and timely evaluations for children with suspected ASD. Due to the nature of the ASD symptom presentation, an interdisciplinary assessment and treatment approach best addresses the needs of the whole child. During the unprecedented COVID-19 Pandemic, clinicians were faced with how to continue with interdisciplinary assessments in a telehealth arena. Instruments that were previously used to assess ASD in-person were no longer appropriate measures to use due to the safety restrictions. For example, The Autism Diagnostic Observation Schedule requires examiners and children to be in very close proximity of each other and if masks or face shields are worn, they render the evaluation invalid. Similar issues arose with the various cognitive measures that are used to assess children such as the Weschler Tests of Intelligence and the Differential Ability Scale. Thus the need arose to identify measures that are able to be safely and accurately administered using safety guidelines. The incidence of ASD continues to rise over time. Currently, the Center for Disease Control estimates that 1 in 59 children meet the criteria for a diagnosis of ASD. The reasons for this increase are likely multifold, including changes in diagnostic criteria, public awareness of the condition, and other environmental and genetic factors. The rise in the incidence of ASD has led to a greater need for diagnostic and treatment services across the United States. The uncertainty of the diagnostic process can lead to an increased level of stress for families of children with suspected ASD. Along with this increase, there is a need for diagnostic clarity to avoid both under and over-identification of this condition. Interdisciplinary assessment is ideal for children with suspected ASD, as it allows for an assessment of the whole child over the course of time and across multiple settings. Clinicians such as Psychologists and Developmental Pediatricians play important roles in the initial evaluation of autism spectrum disorder. An ASD assessment may consist of several types of measures such as standardized checklists, structured interviews, and direct assessments such as the ADOS-2 are just a few examples. With the advent of telehealth clinicians were asked to continue to provide meaningful interdisciplinary assessments via an electronic platform and, in a sense, going to the family home and evaluating the clinical symptom presentation remotely and confidently making an accurate diagnosis. This poster presentation will review the benefits, limitations, and interpretation of these various instruments. The role of other medical professionals will also be addressed, including medical providers, speech pathology, and occupational therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20Spectrum%20Disorder%20Assessments" title="Autism Spectrum Disorder Assessments">Autism Spectrum Disorder Assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=Interdisciplinary%20Evaluations" title=" Interdisciplinary Evaluations "> Interdisciplinary Evaluations </a>, <a href="https://publications.waset.org/abstracts/search?q=Tele-Assessment%20with%20Autism%20Spectrum%20Disorder" title=" Tele-Assessment with Autism Spectrum Disorder"> Tele-Assessment with Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Diagnosis%20of%20Autism%20Spectrum%20Disorder" title=" Diagnosis of Autism Spectrum Disorder"> Diagnosis of Autism Spectrum Disorder</a> </p> <a href="https://publications.waset.org/abstracts/137609/interdisciplinary-evaluations-of-children-with-autism-spectrum-disorder-in-a-telehealth-arena" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5897</span> Social Discussion Networks during the Covid-19 Pandemic: A Study of College Students Core Discussion Groups</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regan%20Harper">Regan Harper</a>, <a href="https://publications.waset.org/abstracts/search?q=Song%20Yang"> Song Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Douglas%20Adams"> Douglas Adams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the historically unprecedent time of Covid-19 pandemic, we survey college students with social issue generators to measure their core discussion groups. For the total 191 students, we elicit 847 conversation partners (alters) with our five social issue generators such as school closing, facemasks, collegiate sports, race and policing, and social inequality, producing an average of 4.43 alters per respondent. The core discussion groups of our sample are very gender balanced, with female alters slightly outnumbering male alters. However, the core discussion groups are racially homogenous, consisting of mostly white students (around or above 80 percent). Explanatory analyses reveal that gender and race of respondents significantly impact the size, gender composition, and racial composition of their core discussion networks. We discuss those major findings and implications of future studies in our conclusion section. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=core%20discussion%20groups" title="core discussion groups">core discussion groups</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20issue%20generators" title=" social issue generators"> social issue generators</a>, <a href="https://publications.waset.org/abstracts/search?q=ego-centric%20network" title=" ego-centric network"> ego-centric network</a>, <a href="https://publications.waset.org/abstracts/search?q=Covid-19%20pandemic" title=" Covid-19 pandemic"> Covid-19 pandemic</a> </p> <a href="https://publications.waset.org/abstracts/157236/social-discussion-networks-during-the-covid-19-pandemic-a-study-of-college-students-core-discussion-groups" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5896</span> The Need for Interdisciplinary Approach in Studying Archaeology: An Evolving Cultural Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inalegwu%20Stephany%20Akipu">Inalegwu Stephany Akipu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Archaeology being the study of mans past using the materials he left behind has been argued to be classified under sciences while some scholars are of the opinion that it does not deserve the status of being referred to as ‘science’. However divergent the opinions of scholars may be on the classification of Archaeology as a science or in the humanities, the discipline has no doubt, greatly aided in shaping the history of man’s past. Through the different stages that the discipline has transgressed, it has encountered some challenges. This paper therefore, attempts to highlight the need for the inclusion of branches of other disciplines when using Archaeology in reconstructing man’s history. The objective of course, is to add to the existing body of knowledge but specifically to expose the incomparable importance of archaeology as a discipline and to place it on such a high scale that it will not be regulated to the background as is done in some Nigerian Universities. The paper attempts a clarification of some conceptual terms and discusses the developmental stages of archaeology. It further describes the present state of the discipline and concludes with the disciplines that need to be imbibed in the use of Archaeology which is an evolving cultural science to obtain the aforementioned interdisciplinary approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=archaeology" title="archaeology">archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural" title=" cultural"> cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution" title=" evolution"> evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/30273/the-need-for-interdisciplinary-approach-in-studying-archaeology-an-evolving-cultural-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5895</span> Community Arts-Based Learning for Interdisciplinary Pedagogy: Measuring Program Effectiveness Using Design Imperatives for 'a New American University'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20R.%20Wilson">Kevin R. Wilson</a>, <a href="https://publications.waset.org/abstracts/search?q=Roger%20Mantie"> Roger Mantie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Community arts-based learning and participatory education are pedagogical techniques that serve to be advantageous for students, curriculum development, and local communities. Using an interpretive approach to examine the significance of this arts-informed research in relation to the eight ‘design imperatives’ proposed as the new model for measuring quality in scholarship for Arizona State University as ‘A New American University’, the purpose of this study was to investigate personal, social, and cultural benefits resulting from student engagement in interdisciplinary community-based projects. Students from a graduate level music education class at the ASU Tempe campus (n=7) teamed with students from an undergraduate level community development class at the ASU Downtown Phoenix campus (n=14) to plan, facilitate, and evaluate seven community-based projects in several locations around the Phoenix-metro area. Data was collected using photo evidence, student reports, and evaluative measures designed by the students. The effectiveness of each project was measured in terms of their ability to meet the eight design imperatives to: 1) leverage place; 2) transform society; 3) value entrepreneurship; 4) conduct use-inspired research; 5) enable student success; 6) fuse intellectual disciplines; 7) be socially embedded; and 8) engage globally. Results indicated that this community arts-based project sufficiently captured the essence of each of these eight imperatives. Implications for how the nature of this interdisciplinary initiative allowed for the eight imperatives to manifest are provided, and project success is expounded upon in relation to utility of each imperative. Discussion is also given for how this type of service learning project formatted within the ‘New American University’ model for measuring quality in academia can be a beneficial pedagogical tool in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20arts-based%20learning" title="community arts-based learning">community arts-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20education" title=" participatory education"> participatory education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20learning" title=" service learning"> service learning</a> </p> <a href="https://publications.waset.org/abstracts/44576/community-arts-based-learning-for-interdisciplinary-pedagogy-measuring-program-effectiveness-using-design-imperatives-for-a-new-american-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5894</span> Extracting Attributes for Twitter Hashtag Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwaq%20Alsulami">Ashwaq Alsulami</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianhua%20Shao"> Jianhua Shao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various organisations often need to understand discussions on social media, such as what trending topics are and characteristics of the people engaged in the discussion. A number of approaches have been proposed to extract attributes that would characterise a discussion group. However, these approaches are largely based on supervised learning, and as such they require a large amount of labelled data. We propose an approach in this paper that does not require labelled data, but rely on lexical sources to detect meaningful attributes for online discussion groups. Our findings show an acceptable level of accuracy in detecting attributes for Twitter discussion groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attributed%20community" title="attributed community">attributed community</a>, <a href="https://publications.waset.org/abstracts/search?q=attribute%20detection" title=" attribute detection"> attribute detection</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/142851/extracting-attributes-for-twitter-hashtag-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5893</span> A Bibliometric Analysis on Filter Bubble</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Misbah%20Fatma">Misbah Fatma</a>, <a href="https://publications.waset.org/abstracts/search?q=Anam%20Saiyeda"> Anam Saiyeda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This analysis charts the introduction and expansion of research into the filter bubble phenomena over the last 10 years using a large dataset of academic publications. This bibliometric study demonstrates how interdisciplinary filter bubble research is. The identification of key authors and organizations leading the filter bubble study sheds information on collaborative networks and knowledge transfer. Relevant papers are organized based on themes including algorithmic bias, polarisation, social media, and ethical implications through a systematic examination of the literature. In order to shed light on how these patterns have changed over time, the study plots their historical history. The study also looks at how research is distributed globally, showing geographic patterns and discrepancies in scholarly output. The results of this bibliometric analysis let us fully comprehend the development and reach of filter bubble research. This study offers insights into the ongoing discussion surrounding information personalization and its implications for societal discourse, democratic participation, and the potential risks to an informed citizenry by exposing dominant themes, interdisciplinary collaborations, and geographic patterns. In order to solve the problems caused by filter bubbles and to advance a more diverse and inclusive information environment, this analysis is essential for scholars and researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title="bibliometric analysis">bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithmic%20personalization" title=" algorithmic personalization"> algorithmic personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=self-selection" title=" self-selection"> self-selection</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20moderation%20policies%20and%20limited%20access%20to%20information" title=" content moderation policies and limited access to information"> content moderation policies and limited access to information</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20system%20and%20polarization" title=" recommender system and polarization"> recommender system and polarization</a> </p> <a href="https://publications.waset.org/abstracts/174333/a-bibliometric-analysis-on-filter-bubble" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5892</span> Implementation of an Undergraduate Integrated Biology and Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayson%20G.%20Balansag">Jayson G. Balansag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An integrated biology and chemistry (iBC) course for freshmen college students was developed in University of Delaware. This course will prepare students to (1) become interdisciplinary thinkers in the field of biology and (2) collaboratively work with others from multiple disciplines in the future. This paper documents and describes the implementation of the course. The information gathered from reading literature, classroom observations, and interviews were used to carry out the purpose of this paper. The major goal of the iBC course is to align the concepts between Biology and Chemistry, so that students can draw science concepts from both disciplines which they can apply in their interdisciplinary researches. This course is offered every fall and spring semesters of each school year. Students enrolled in Biology are also enrolled in Chemistry during the same semester. The iBC is composed of lectures, laboratories, studio sessions, and workshops and is taught by the faculty from the biology and chemistry departments. In addition, the preceptors, graduate teaching assistants, and studio fellows facilitate the laboratory and studio sessions. These roles are interdependent with each other. The iBC can be used as a model for higher education institutions who wish to implement an integrated biology course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20biology%20and%20chemistry" title="integrated biology and chemistry">integrated biology and chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20biology" title=" new biology"> new biology</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20science%20education" title=" undergraduate science education"> undergraduate science education</a> </p> <a href="https://publications.waset.org/abstracts/76611/implementation-of-an-undergraduate-integrated-biology-and-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5891</span> Using Smartphone Instant Messaging (IM) App for Academic Discussion in an Undergraduate Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Xuan%20Tan">Mei Xuan Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Eng%20Ying%20Bong"> Eng Ying Bong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic discussion during and after instructional teaching is an integral part of learning. Such discussion between the instructor and student or peer-to-peer discussion can be in several different forms. It could be face-to-face discussion, via email and use of online discussion forum. In this study, the effectiveness of using WhatsApp for academic discussion for a first year half-credit Chemistry course was examined. This study was run over two years with two different batches of students. Participation in the study was voluntary and student volunteers were recruited within the first week of the term. The activity in the WhatsApp group was monitored by two instructors teaching the course. At the end of the course, the students participated in an online survey to evaluate their experience of using WhatsApp for academic discussion. There were a total of 26 questions. The survey had a total of 4 sections with regards to the use of WhatsApp for academic discussion: 1) Familiarity with WhatsApp, 2) Effectiveness of using WhatsApp for discussion, 3) Challenges and 4) Overall experience. The main purpose of using an IM platform for academic discussion was to encourage after-class discussion amongst the students. 32% of the participants had used other online platform, such as Piazza and forums in Learning Management System (LMS), for after-class academic discussion with their instructors and peers. This was a low percentage considering that some courses use such online platform as their main forum amongst instructors and students. At the end of our study, over 83% of the participants felt that WhatsApp was a more effective platform compared to other online forum. One interesting finding was the effect of WhatsApp discussion on face-to-face interaction with instructors. 28% of the students agreed that the use of WhatsApp as a discussion forum had encouraged them to approach their instructors during or after class. 51% of students answered neutral. This could be interpreted that the use of WhatsApp had not affected the frequent (or lack of) face-to-face interaction with their instructors. A second survey question, similar but phrased differently from the first, was also asked to evaluate the aspect of face-to-face interaction with instructors. 34% disagreed that the use of WhatsApp had reduced the frequency of face-to-face interaction. This could imply that the frequency remained the same or might have increased. The 38% who agreed to a decrease in face-to-face interaction have either asked the questions in WhatsApp or had their questions answered by a query from another student in the group chat. These outcomes suggested that the use of technology aided and complemented face-to-face interaction between instructors and students. The study also looked at the challenges of using WhatsApp for academic discussion. Some challenges included difficulty in referring back to previous discussion and students finding some discussions irrelevant to them. In conclusion, the use of IM platform for academic discussion was desirable for the students, but it should not be the only channel as face-to-face consultation and online forum for lengthy discussion are still important for after-class learning of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=pedogogy" title=" pedogogy"> pedogogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20tools" title=" technological tools"> technological tools</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/129366/using-smartphone-instant-messaging-im-app-for-academic-discussion-in-an-undergraduate-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5890</span> Medical Ethics: Knowledge, Attitude and Practices among Young Healthcare Professionals – A Survey from Islamabad, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asima%20Mehaboob%20Khan">Asima Mehaboob Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizwan%20Taj"> Rizwan Taj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study aims to estimate the knowledge, attitude and practices of medical ethics among young healthcare professionals. Method: A qualitative descriptive study was conducted among young healthcare professionals from both public and private sector medical institutions. Using the convenience sampling technique, 272 healthcare professionals participated in this study. A pre-structured modified questionnaire was used to collect the data. Descriptive analyses were executed for each variable. Result: About 76.47% of healthcare professional considers the importance of adequate knowledge of medical ethics, and 82.24% declared lecture, seminars and clinical discussion as the source of their medical knowledge of biomedical ethics. About 42.44% of healthcare professionals exhibited a negative attitude toward medical ethics, 57.72% showed a mildly positive attitude, whereas 1.10% and 0.74% indicated a moderately positive attitude and a highly positive attitude towards medical ethics. Similarly, the level of practice according to medical ethics is also very poor among young healthcare professionals. 34.56% of healthcare professionals deviated from medical ethics during their clinical practices, whereas 0.74% showed a good level of medical practice according to medical ethics. Conclusion: It is concluded in this research study that young healthcare professionals have adequate theoretical knowledge of medical ethics but are not properly trained to perform their clinical practices according to the guidelines of medical ethics. Furthermore, their professional attitude is poorly developed to maintain medical ethics during their clinical practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20ethics" title=" medical ethics"> medical ethics</a> </p> <a href="https://publications.waset.org/abstracts/163357/medical-ethics-knowledge-attitude-and-practices-among-young-healthcare-professionals-a-survey-from-islamabad-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5889</span> Surveying the Effect of Cybernetics on Knowledge Management from Users' Viewpoint Who Are Members of Electronic Discussion Groups (ALA, ALIA)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Ghiasi">Mitra Ghiasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roghayeh%20Ghorbani%20Bousari"> Roghayeh Ghorbani Bousari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the aim of the organizations is to gain sustainable competitive. So, developing their intellectual capital, encouraging innovation, increasing suitable performance can be done by knowledge management. Knowledge turns into science if knowledge is used to improve decision making, decision quality and make effective decisions. The current research intends to investigate the relationship between cybernetics and knowledge management from the perspective of users who are members of electronic discussion groups (ALA, ALIA). The research methodology is survey method, and it is a type of correlation research. Cybernetics and knowledge management questionnaires used for collecting data. The questionnaire that was designed in electronic format, distributed among two electronic discussion groups during 30 days and completed by 100 members of each electronic discussion groups. The finding of this research showed that although cybernetics has an impact on knowledge management, there is no significant difference between the ALA and ALIA user's view regard to effect of cybernetics on knowledge management. The results also indicated that this conceptual model is consistent with the data collected from the sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ALA%20discussion%20group" title="ALA discussion group">ALA discussion group</a>, <a href="https://publications.waset.org/abstracts/search?q=ALIA%20discussion%20group" title=" ALIA discussion group"> ALIA discussion group</a>, <a href="https://publications.waset.org/abstracts/search?q=cybernetics" title=" cybernetics"> cybernetics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/82066/surveying-the-effect-of-cybernetics-on-knowledge-management-from-users-viewpoint-who-are-members-of-electronic-discussion-groups-ala-alia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5888</span> The Two Question Challenge: Embedding the Serious Illness Conversation in Acute Care Workflows</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20M.%20Lewis">D. M. Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Frisby"> L. Frisby</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20Stead"> U. Stead</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Many patients are receiving invasive treatments in acute care or are dying in hospital without having had comprehensive goals of care conversations. Some of these treatments may not align with the patient’s wishes, may be futile, and may cause unnecessary suffering. While many staff may recognize the benefits of engaging patients and families in Serious Illness Conversations (a goal of care framework developed by Ariadne Labs in Boston), few staff feel confident and/or competent in having these conversations in acute care. Another barrier to having these conversations may be due to a lack of incorporation in the current workflow. An educational exercise, titled the Two Question Challenge, was initiated on four medical units across two Vancouver Coastal Health (VCH) hospitals in attempt to engage the entire interdisciplinary team in asking patients and families questions around goals of care and to improve the documentation of these expressed wishes and preferences. Methods: Four acute care units across two separate hospitals participated in the Two Question Challenge. On each unit, over the course of two eight-hour shifts, all members of the interdisciplinary team were asked to select at least two questions from a selection of nine goals of care questions. They were asked to pose these questions of a patient or family member throughout their shift and then asked to document their conversations in a centralized Advance Care Planning/Goals of Care discussion record in the patient’s chart. A visual representation of conversation outcomes was created to demonstrate to staff and patients the breadth of conversations that took place throughout the challenge. Staff and patients were interviewed about their experiences throughout the challenge. Two palliative approach leads remained present on the units throughout the challenge to support, guide, or role model these conversations. Results: Across four acute care medical units, 47 interdisciplinary staff participated in the Two Question Challenge, including nursing, allied health, and a physician. A total of 88 questions were asked of patients, or their families around goals of care and 50 newly documented goals of care conversations were charted. Two code statuses were changed as a result of the conversations. Patients voiced an appreciation for these conversations and staff were able to successfully incorporate these questions into their daily care. Conclusion: The Two Question Challenge proved to be an effective way of having teams explore the goals of care of patients and families in an acute care setting. Staff felt that they gained confidence and competence. Both staff and patients found these conversations to be meaningful and impactful and felt they were notably different from their usual interactions. Documentation of these conversations in a centralized location that is easily accessible to all care providers increased significantly. Application of the Two Question Challenge in non-medical units or other care settings, such as long-term care facilities or community health units, should be explored in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advance%20care%20planning" title="advance care planning">advance care planning</a>, <a href="https://publications.waset.org/abstracts/search?q=goals%20of%20care" title=" goals of care"> goals of care</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20approach" title=" palliative approach"> palliative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20illness%20conversations" title=" serious illness conversations"> serious illness conversations</a> </p> <a href="https://publications.waset.org/abstracts/122147/the-two-question-challenge-embedding-the-serious-illness-conversation-in-acute-care-workflows" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5887</span> The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Durairaj">K. Durairaj</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately, asynchronous discussion forum is integrated in higher educational institutions as it may increase learning process, learners’ understanding, achievement and knowledge construction. Asynchronous discussion forum is used to complement the traditional, face-to-face learning session in hybrid learning courses. However, studies have proven that students’ engagement in online forum are still unconvincing. Thus, the aim of this study is to investigate the motivating factors and obstacles that affect the learners’ engagement in asynchronous discussion forum. This study is carried out in one of the public higher educational institutions in Malaysia with 18 postgraduate students as samples. The authors have developed a 40-items questionnaire based on literature review. The results indicate several factors that have encouraged or limited students’ engagement in asynchronous discussion forum: (a) the practices or behaviors of peers, or instructors, (b) the needs for the discussions, (c) the learners’ personalities, (d) constraints in continuing the discussion forum, (e) lack of ideas, (f) the level of thoughts, (g) the level of knowledge construction, (h) technical problems, (i) time constraints and (j) misunderstanding. This study suggests some recommendations to increase the students’ engagement in online forums. Finally, based upon the findings, some implications are proposed for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20discussion%20forum" title="asynchronous discussion forum">asynchronous discussion forum</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivating" title=" motivating"> motivating</a>, <a href="https://publications.waset.org/abstracts/search?q=limiting" title=" limiting"> limiting</a> </p> <a href="https://publications.waset.org/abstracts/18478/the-motivating-and-limiting-factors-of-learners-engagement-in-an-online-discussion-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5886</span> Advanced Nurse Practitioners in Clinical Practice - a Leadership Challenge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mette%20Kjerholt">Mette Kjerholt</a>, <a href="https://publications.waset.org/abstracts/search?q=Thora%20Grothe%20Thomsen"> Thora Grothe Thomsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20B%C3%B8ttcher%20Berthelsen"> Connie Bøttcher Berthelsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bibi%20H%C3%B8lge%20Hazelton"> Bibi Hølge Hazelton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic nursing is a relatively new phenomenon in Denmark. Leadership and management training in nursing does not prepare Danish nurse leaders to become leaders for nurses with academic background, and some leaders may feel estranged with including this kind of nursing staff in clinical settings. Currently there is a debate regarding what academic nurses can contribute with in clinical practice, and some managers express concern regarding whether this will lead to less focus on clinical practice and more focus on theoretical issues that may not seem so relevant in a busy everyday clinical setting. The paper will present the experiences of integrating three advanced nurse practitioners with Ph.D. degrees (ANP) in three different clinical departments at a regional hospital in Denmark with no prior experiences with such profiles among its staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=advanced%20nurse%20practitioners" title=" advanced nurse practitioners"> advanced nurse practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20practice" title=" clinical practice"> clinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20nursing" title=" academic nursing "> academic nursing </a> </p> <a href="https://publications.waset.org/abstracts/21134/advanced-nurse-practitioners-in-clinical-practice-a-leadership-challenge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">576</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5885</span> Natural Language Processing; the Future of Clinical Record Management </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the future of medicine and the use of Natural language processing. The importance of having correct clinical information available online is remarkable; improving patient care at affordable costs could be achieved using automated applications to use the online clinical information. The major challenge towards the retrieval of such vital information is to have it appropriately coded. Majority of the online patient reports are not found to be coded and not accessible as its recorded in natural language text. The use of Natural Language processing provides a feasible solution by retrieving and organizing clinical information, available in text and transforming clinical data that is available for use. Systems used in NLP are rather complex to construct, as they entail considerable knowledge, however significant development has been made. Newly formed NLP systems have been tested and have established performance that is promising and considered as practical clinical applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20information" title="clinical information">clinical information</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20applications" title=" automated applications"> automated applications</a> </p> <a href="https://publications.waset.org/abstracts/26320/natural-language-processing-the-future-of-clinical-record-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5884</span> Assessment of Physical Learning Environments in ECE: Interdisciplinary and Multivocal Innovation for Chilean Kindergartens </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Adlerstein">Cynthia Adlerstein </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical learning environment (PLE) has been considered, after family and educators, as the third teacher. There have been conflicting and converging viewpoints on the role of the physical dimensions of places to learn, in facilitating educational innovation and quality. Despite the different approaches, PLE has been widely recognized as a key factor in the quality of the learning experience , and in the levels of learning achievement in ECE . The conceptual frameworks of the field assume that PLE consists of a complex web of factors that shape the overall conditions for learning, and that much more interdisciplinary and complementary methodologies of research and development are required. Although the relevance of PLE attracts a broad international consensus, in Chile it remains under-researched and weakly regulated by public policy. Gaining deeper contextual understanding and more thoughtfully-designed recommendations require the use of innovative assessment tools that cross cultural and disciplinary boundaries to produce new hybrid approaches and improvements. When considering a PLE-based change process for ECE improvement, a central question is what dimensions, variables and indicators could allow a comprehensive assessment of PLE in Chilean kindergartens? Based on a grounded theory social justice inquiry, we adopted a mixed method design, that enabled a multivocal and interdisciplinary construction of data. By using in-depth interviews, discussion groups, questionnaires, and documental analysis, we elicited the PLE discourses of politicians, early childhood practitioners, experts in architectural design and ergonomics, ECE stakeholders, and 3 to 5 year olds. A constant comparison method enabled the construction of the dimensions, variables and indicators through which PLE assessment is possible. Subsequently, the instrument was applied in a sample of 125 early childhood classrooms, to test reliability (internal consistency) and validity (content and construct). As a result, an interdisciplinary and multivocal tool for assessing physical learning environments was constructed and validated, for Chilean kindergartens. The tool is structured upon 7 dimensions (wellbeing, flexible, empowerment, inclusiveness, symbolically meaningful, pedagogically intentioned, institutional management) 19 variables and 105 indicators that are assessed through observation and registration on a mobile app. The overall reliability of the instrument is .938 while the consistency of each dimension varies between .773 (inclusive) and .946 (symbolically meaningful). The validation process through expert opinion and factorial analysis (chi-square test) has shown that the dimensions of the assessment tool reflect the factors of physical learning environments. The constructed assessment tool for kindergartens highlights the significance of the physical environment in early childhood educational settings. The relevance of the instrument relies in its interdisciplinary approach to PLE and in its capability to guide innovative learning environments, based on educational habitability. Though further analysis are required for concurrent validation and standardization, the tool has been considered by practitioners and ECE stakeholders as an intuitive, accessible and remarkable instrument to arise awareness on PLE and on equitable distribution of learning opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chilean%20kindergartens" title="Chilean kindergartens">Chilean kindergartens</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20learning%20environment" title=" physical learning environment"> physical learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20teacher" title=" third teacher"> third teacher</a> </p> <a 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