Towards design guidelines for work related learning arrangements

Lappia, Josephine

doi:10.1108/03090591111150103

Cited by 6 publications

(2 citation statements)

References 9 publications

(14 reference statements)

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“…Systematic review: our search for teaching and learning strategies yielded 6224 hits. Upon screening the titles and abstracts, we found nine potentially-eligible studies and excluded all upon reading the full texts, three articles were primary guidelines [ 15 - 17 ], two focused on guideline methodology [ 18 , 19 ], two were on guideline implementation [ 20 , 21 ] and two were surveys on methodological process [ 22 , 23 ] ( Figure 1 ). Thus, we found no eligible studies from our systematic literature review.…”

Section: Resultsmentioning

confidence: 99%

Enhancing capacity for clinical practice guidelines in South Africa

Young¹,

Dizon²,

Kredo³

et al. 2020

Pan Afr Med J

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Introduction Use of good quality, evidence-informed and up-to-date clinical practice guidelines (CPGs) has the potential to impact health outcomes. This paper describes the development, implementation and evaluation of a dedicated CPG training course to address the training needs of CPG stakeholders in South Africa. Methods We first reviewed the content and teaching strategies of existing CPG courses. This review consisted of a systematic review of teaching and learning strategies for guideline teams and a document review of existing courses offered by international guideline groups, universities and professional groups. We then strengthened an existing CPG course and evaluated it. Results We found no studies on teaching and learning strategies for guideline teams. We identified six CPG courses being offered as full courses (part of a postgraduate degree program) by universities or as independent training for continuing professional education by professional groups. Contents focused on new guideline development. One course included alternative methods of guideline approaches such as contextualization and adaptation. The format varied from face-to-face sessions, to online sessions, group exercises and discussions, seminar format and project based activities. The revised CPG four-month long course that we implemented was designed to be pragmatic, reflective and contextually relevant. It used local guideline examples, authentic tasks, and an online forum for discussions and resources. It covered de novo CPG development, alternative methods of development (adopting, contextualising, adapting), and implementing CPGs. Course evaluation identified strengths and areas for improvement. Conclusion Dedicated capacity development has potential to positively influence CPG development and implementation.

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Section: Resultsmentioning

confidence: 99%

Enhancing capacity for clinical practice guidelines in South Africa

Young¹,

Dizon²,

Kredo³

et al. 2020

Pan Afr Med J

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“…Lappia (2011) acknowledges that all these elements should ideally come into play during a work-related learning arrangement. Additionally, learners also learn effectively by the type of feedback they receive, including explicit improvement indicators.…”

Section: Introductionmentioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

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PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

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Self-managing Teams in a Public Library: Learning Arrangements at Work

Yli-Kauhaluoma

2021

Current Practices in Workplace and Organizational Learning

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Towards design guidelines for work related learning arrangements

Cited by 6 publications

References 9 publications

Enhancing capacity for clinical practice guidelines in South Africa

Enhancing capacity for clinical practice guidelines in South Africa

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Self-managing Teams in a Public Library: Learning Arrangements at Work

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