The wide-awake hand surgery (WAHS) technique involves injecting lidocaine with adrenaline for hand surgical procedures that are done without the use of tourniquets, sedation, regional or general anaesthetic. This is a retrospective review of the first 100 consecutive patients who underwent operations using this technique at our centre. The operations included carpal and cubital tunnel decompression, trapeziectomy, tendon transfer, and tenolysis. A questionnaire adapted from Lalonde's previous work on wide-awake surgery was used to assess patients' experiences. Sixty-five percent of the patients responded to the postal questionnaire, the majority reporting a high satisfaction level. Ninety-one percent of responders reported that the operation was less painful or comparable with a procedure at the dentist; 86% would prefer to be wide-awake if they needed to have hand surgery again, and 90% stated they would recommend WAHS to a friend.
This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
Foundation studies (or pathways) programmes (FSPs) seek to prepare international students for their transition into university by providing bridging courses to meet their academic, sociocultural and personal needs. The growth of such programmes over the previous decade has boomed to over 1000 English-medium providers worldwide and has been valued at $1.4 billion with no indication of slowing down. While these programmes serve an instrumental purpose in terms of providing international students with a pathway into university, it has become clear that these students seek more than just a qualification by the end of their sojourn, and value also the quality of their broader relationships, preparation and participation at university. For more than 25 years, Trinity College Foundation Studies (TCFS) in Melbourne has served to prepare a wide-range of international students for their higher education (HE) studies. The present study will report on quantitative and qualitative data derived from TCFS alumni who were surveyed at the start of 2017. In particular, two branches of alumni-related expectations and experiences will be addressed. First, the types of extra-curricula activities respondents reflected upon as being important for their broader welfare or well-being while enrolled as foundation students will be discussed. Second, findings involving the types of support they sought during and after university, and the ways in which they wished to reconnect with TCFS will be described. Implications and recommendations relating to the aforementioned data will subsequently be presented.
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