25Objective: To assess the occurrence of ST-interval segment changes of the fetal electro-26 cardiogram (ECG) and cardiotocographic (CTG) abnormalities preceding acidaemia at birth. 27Design: Case-control study. 28Setting: University hospital labour ward. 29Sample: Newborns with severe cord artery metabolic acidaemia (pH <7.00 and lactate >10 30 mmol/l, n=24), moderate metabolic acidaemia (pH 7.00-7.09 and lactate >10; n=48), 31 acidaemia (pH 7.00-7.09; n=52), pre-acidaemia (pH 7.10-7.19; n=265), and controls (pH 32 >7.20; n=117). 33Methods: Monitoring traces were assessed blinded to outcome. 34 Main outcome measures: CTG-and ST-changes. 35Results: Any ST-event occurred significantly more often among cases with severe (79%) and 36 moderate (75%) metabolic acidaemia than among controls (50%). The difference was 37 restricted to baseline T/QRS-rises, and to the second stage of labour, during which any event 38 only occurred significantly more often among cases with severe metabolic acidaemia (62%) 39 than among controls (38%). ST-events coincided with abnormal CTG patterns in 67%, 44%, 40 40%, and 28% of cases with severe and moderate metabolic acidaemia, acidaemia and 41 preacidaemia, and in 12% of controls. ST-events with intermediary CTG were similarly 42 frequent in the case groups (0-6%) and controls (4%). The ST-guidelines stated intervention 43 in 96%, 62%, 73% and 49% in these case groups, and 23% of controls. 44Conclusions: Only two of three cases with severe and less than half of cases with moderate 45 metabolic acidaemia were preceded by ST-events coinciding with CTG abnormalities. It is 46 3 therefore important to intervene for long lasting, rapidly deteriorating, or marked 47 (preterminal) CTG abnormalities, also in the absence of 49
In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.
Objective To assess the occurrence of ST-interval segment changes of the fetal electrocardiogram (ECG) and cardiotocographic (CTG) abnormalities preceding acidaemia at birth.Design Case-control study.Setting University hospital labour ward.Sample Newborns with severe cord artery metabolic acidaemia (pH < 7.00 and lactate ‡ 10 mmol/l; n = 24), moderate metabolic acidaemia (pH 7.00-7.09 and lactate ‡ 10; n = 48), acidaemia (pH 7.00-7.09; n = 52), pre-acidaemia (pH 7.10-7.19; n = 265), and controls (pH ‡ 7.20; n = 117).Methods Monitoring traces were assessed blinded to outcome.Main outcome measures CTG and ST changes.Results Any ST event occurred significantly more often among cases with severe (79%) and moderate (75%) metabolic acidaemia than among controls (50%). The difference was restricted to baseline T/QRS rises and to the second stage of labour, during which any event only occurred significantly more often among cases with severe metabolic acidaemia (62%) than among controls (38%). ST events coincided with abnormal CTG patterns in 67, 44, 40, and 28% of cases with severe and moderate metabolic acidaemia, acidaemia, and pre-acidaemia, respectively, and in 12% of controls. ST events with intermediary CTG were similarly frequent in the case groups (0-6%) as in the controls (4%). The ST guidelines stated intervention in 96, 62, 73, and 49% of case groups and 23% of controls.Conclusions Only two of three cases with severe and less than half of cases with moderate metabolic acidaemia were preceded by ST events coinciding with CTG abnormalities. It is therefore important to intervene for long-lasting, rapidly deteriorating or marked (preterminal) CTG abnormalities, also in the absence of ST events.
Higher Education Institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and to contribute to a complex changing society. To meet these challenges Malmö University has in interdisciplinary groups researched the role of Challenge Based Learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL-approach as collaborative learning exchanges within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: Diversity & Inclusion, Co-creation & Collaboration and Change Agents & Contextual Challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing of CBL in teaching and learning in HE for a global learning society.
This study applies a participatory design approach including the design, development, implementation, and evaluation of a participative website in media literacy for Iranian teachers. In the design cycle, we utilized collaboration with Iranian teachers formulating basic inceptive design in three workshops identifying needs and requirements in media literacy. The development process was through paper-based prototyping of design components of the website by participants embodying particular design guidelines and ideated design concepts for the website. In the implementation step, the website was launched based on guidelines and prototypes taken from participants in the workshops. The website was evaluated by teachers based on four factors including being educational, facilitating networking, being engaging, and user-friendly. The result of this research informs researchers about the benefit of a participatory design approach to design a platform in media literacy for teachers. We argue that the process of applying participatory design and the design components prototyped by teachers for designing a website in media literacy can be a guide for researchers and all other agents who are active in media literacy education.
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