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- Cerratto Pargman, Teresa, et al.
(författare)
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Responsible learning analytics : Creating just, ethical, and caring LA systems
- 2021
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Ingår i: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21). - : Society for Learning Analytics Research (SoLAR). ; , s. 331-335
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ethical considerations and the values embedded in the design, development, deployment, and use of Learning Analytics (LA) systems have received considerable attention in recent years. Ethical frameworks, design guidelines, principles, checklists, and a code of practice have contributed a conceptual basis for focused discussions on ethics in LA. However, relatively little is known about how these different conceptual understandings of ethics work in practice and what specific tensions practitioners (e.g., administrators, developers, researchers, teachers, learners) experience when designing, deploying, or using LA with care.This half-day interactive workshop aims to provide participants with a space for information, dialogue, and collaboration around Responsible LA. The workshop will begin with a brief overview of Responsible LA. After that, the participants will present their cases drawing attention to the ethical considerations covered and not covered in LA practices. Following this, participants in groups will discuss the cases illustrating ethical tensions and create semantic categories to document such edge cases. The collected edge cases will be shared in a wiki or database. The workshop outcomes will help inform LA practitioners on ethical tensions thatneed to be discussed with care while highlighting places where more research work is required.
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| 2. |
- Cleland, Jennifer, et al.
(författare)
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Using paradox theory to understand responses to tensions between service and training in general surgery
- 2018
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Ingår i: Medical Education. - : Wiley. - 0308-0110. ; 52:3, s. 288-301
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Tidskriftsartikel (refereegranskat)abstract
- CONTEXT: The tension between service and training in pressured health care environments can have a detrimental impact on training quality and job satisfaction. Yet the management literature proposes that competing demands are inherent in organisational settings: it is not the demands as such that lead to negative outcomes but how people and organisations react to opposing tensions. We explored how key stakeholders responded to competing service-training demands in a surgical setting that had recently gone through a highly-publicised organisational crisis.METHODS: This was an explanatory case study of a general surgery unit. Public documents informed the research questions and the data were triangulated with semi-structured interviews (n = 14) with key stakeholders. Data coding and analysis were initially inductive but, after the themes emerged, we used a paradox lens to group themes into four contextual dimensions: performing, organising, belonging and learning.RESULTS: Tensions were apparent in the data, with managers, surgeons and trainees or residents in conflict with each other because of different goals or priorities and divergent perspectives on the same issue of balancing service and training (performing). This adversely impacted on relationships across and within groups (belonging, learning) and led to individuals prioritising their own goals rather than working for the 'greater good' (performing, belonging). Yet although relationships and communication improved, the approach to getting a better balance maintained the 'compartmentalisation' of training (organising) rather than acknowledging that training and service cannot be separated.DISCUSSION: Stakeholder responses to the tensions provided temporary relief but were unlikely to lead to real change if the tension between service and training was considered to be an interdependent and persistent paradox. Reframing the service-training paradox in this way may encourage adjusting responses to create effective working partnerships. Our findings add to the body of knowledge on this topic, and will resonate with all those engaged in surgical and other postgraduate training.
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| 3. |
- Ericson, Anne, et al.
(författare)
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Interprofessional education in a student-led emergency department : A realist evaluation
- 2017
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Ingår i: Journal of Interprofessional Care. - : Taylor & Francis. - 1356-1820 .- 1469-9567. ; 31:2, s. 199-206
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Tidskriftsartikel (refereegranskat)abstract
- This article reports a realist evaluation undertaken to identify factors that facilitated or hindered the successful implementation of interprofessional clinical training for undergraduate students in an emergency department. A realist evaluation provides a framework for understanding how the context and underlying mechanisms affect the outcome patterns of an intervention. The researchers gathered both qualitative and quantitative data from internal documents, semi-structured interviews, observations, and questionnaires to study what worked, for whom, and under what circumstances in this specific interprofessional setting. The study participants were medical, nursing, and physiotherapy students, their supervisors, and two members of the emergency department's management staff. The data analysis indicated that the emergency ward provided an excellent environment for interprofessional education (IPE), as attested by the students, supervisors, and the clinical managers. An essential prerequisite is that the students have obtained adequate skills to work independently. Exemplary conditions for IPE to work well in an emergency department demand the continuity of effective and encouraging supervision throughout the training period and supervisors who are knowledgeable about developing a team.
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| 4. |
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| 5. |
- Sá, Juliana, et al.
(författare)
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Transiciones en la educación médica : llenando los espacios en blanco
- 2021
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Ingår i: Educacion Medica. - : Elsevier BV. - 1575-1813. ; 22:6, s. 346-351
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Tidskriftsartikel (refereegranskat)abstract
- Transitions in medical education are moments of intense learning, bringing significant challenges for the trainees, the medical programs and healthcare provision. Frequently, transitional periods are not prepared or mentored; this process of transformation in the trainee is left to occur by chance and opportunity. Promotion of medical education continuity requires formal support in the continuous process of learning and professionalization. This is a review of the formal transitional periods in medical education considering the most significant points of transition. The challenges of each period of transition are analyzed and strategies for improvement are discussed. Educational strategies should not be directly translated to other settings; however, they need to be adapted to the cultural context of medical training to be effective. Research on transitions, considering the socialization process and the cultural environment, should be performed to better support the medical professional pathway.
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