Reversing food-land relationships in the city Carol Ramos-Gerena; Allison DeHonney; Shireen Guru ...
Journal of agriculture, food systems, and community development,
04/2024, Letnik:
13, Številka:
3
Journal Article
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First paragraph: The Seeding East Buffalo Fellowship (SEBF) program, co-founded by community and academic organizations from Buffalo, NY in 2022, supported residents in Buffalo’s Black neighborhoods ...to grow their own food, emerge as urban agriculture (UA) leaders, and engage in and advocate for UA policy. This article reflects on the lessons learned from this pilot program. The authors, all of whom are either co-founders or team members of the SEBF program, drew from field notes and qualitative interviews with SEBF growers in this article. Key lessons for policy change are that programs must be rooted in the community’s history, pedagogical strategies must be tailored to the local context, and long-term relationships must be fostered. . . .
El presente trabajo reflexiona sobre los aportes de la educación legal clínica para lograr un mayor acceso a la justicia y garantía de los derechos de la población migrante y refugiada en Colombia, a ...partir de una experiencia concreta. Para ello, tras presentar un breve contexto, el texto ahonda en la forma como, desde el Consultorio Jurídico de la Universidad de los Andes (Bogotá, Colombia) y, luego, desde la Clínica Jurídica para Migrantes de la misma universidad, se ha respondido a la creciente necesidad de servicios legales gratuitos y especializados por parte de esta población. Para ello, el artículo reflexiona sobre los desafíos específicos que conlleva abogar por los derechos de las personas migrantes y refugiadas en el contexto colombiano. En particular, a partir de algunos casos acompañados por los estudiantes de la Clínica, el trabajo profundiza sobre los aprendizajes adquiridos y sobre los desafíos encontrados. El artículo concluye afirmando que, en este contexto, la educación legal clínica muestra su potencial pedagógico y social transformador, al tiempo que representa una ocasión de reflexión crítica sobre los límites del derecho y los conflictos éticos que subyacen a la profesión legal.
The frequent contacts between police and people with disabilities has only recently led to research on developing law enforcement knowledge and skills in improving those interactions. While past ...studies have focused primarily on knowledge retention by disability-awareness training participants, we examine how training as well as personal and on-duty experiences contribute to police officer self-confidence in approaching a disabled person when dispatched to distinct scenarios. The findings not only support the positive role of disability-awareness training on officer confidence, but also suggest that on-duty experiences with disabled persons also has a critical role in forming those attitudes. The study's finding of a joint role for training and experience suggests police education should integrate experiential approaches to pre-service training to prepare officers through in-person or simulated interactions with different disabled communities.
Points of Interest
Past research has demonstrated that many in disabled communities do not trust the police and are critical of their past experiences with the police officers.
Police are increasingly receiving training specifically on disability awareness and improved communication with disabled persons.
Police that completed disability sensitivity training are more likely to be confident in their interactions with disabled people.
The more on-duty experience with the disabled community, the more likely police officers will demonstrate confidence in their interactions with disabled people.
The study recommends police management look to integrate in-person or simulated disabled participants into pre-service training programs.
Objectives: The COVID-19 pandemic caused disruption in pharmacy experiential learning as clinical practice sites restricted student access to onsite rotations. Therefore, colleges of pharmacy across ...the country likely included virtual advanced pharmacy practice experiences (APPEs) to fulfill experiential education requirements. The objective of this paper is to evaluate students’ perceptions of virtual APPEs during the 2020-2021 academic year. Methods: Experiential directors and faculty at 3 colleges of pharmacy in the south Florida region developed a survey to assess students’ perceptions of their virtual APPE rotations during the 2020-2021 academic year. Students who took at least one fully virtual APPE rotation were asked about their perceptions of these rotations. Results: A total of 349 students were invited to take the survey and 92 (26.3%) completed the survey. Of these, 77 students (83.7%) completed at least one virtual rotation. These students completed a total of 152 virtual rotations, with elective and ambulatory care rotations being the most frequent. Most students agreed that rotation objectives were clear, and preceptors offered resources needed to be successful during the rotation. Responses regarding engagement during virtual rotations, rotation expectations being met, and rotations expanding students’ knowledge were mixed. Conclusions: Virtual rotations may present unique experiential opportunities for students. Colleges of pharmacy and preceptors can benefit from additional guidance regarding how to incorporate virtual rotations into the experiential curriculum. Best practices for virtual rotations include high frequency of interactions with preceptors, clear objectives and responsibilities, and the use of a rotation calendar.
Mental health-related stigma is a barrier to treatment and recovery for serious mental illnesses (SMIs). Educational training programs demonstrate positive changes in health professional students' ...attitudes and stigma toward SMI; however, student pharmacists have minimal opportunity to directly engage with the SMI population. This study aims to assess and compare student pharmacists' stigma related to SMI before and after participating in a pilot series of direct-contact workshop experiences.
The 15-item Opening Minds Scale for Healthcare Providers survey was administered to student pharmacists before and after the workshop experiences to measure stigma toward SMI. Five 2-hour workshops were provided to members of a local nonprofit organization serving people with SMI by student pharmacist volunteers detailing a health and wellness topic. The postworkshop survey included free text responses to obtain student feedback.
Twenty-four complete preworkshop surveys were obtained, and most of them had positive attitudes and beliefs at baseline. Thirteen postworkshop surveys were obtained from student pharmacists who participated in a workshop event, and 9 were completed by student pharmacists who did not participate in a workshop event, which were used as a comparator group. Stigma decreased after participating in a workshop event, and those who participated demonstrated a lower degree of stigma versus the comparator group.
Direct-contact experiences allow student pharmacists to interact with people with SMI earlier in their training and help reduce stigma toward those with psychiatric disorders. Future research is needed to identify large-scale changes in pharmacy student stigma.
Research on immersive virtual reality's (VR) impact on K-12 education, particularly experiential learning, has increased. However, there is a paucity of research providing insight into teacher and ...student perspectives on integrating virtually situated learning experiences (VSLE) into curricula and classrooms. This article reports on the pedagogical and practical benefits and challenges of using an immersive VSLE to support experiential learning across three K-12 schools. Focus groups with teachers and students revealed pedagogical benefits but also constraints related to classroom environments, teacher demands, and the VSLE's scale and interactivity. The findings were synthesized into an expanded conceptualisation of Situated Experiential Education Environments, incorporating nuanced pedagogical and practical considerations raised by participants.
Our objective was to create an intentional Interprofessional Education Experience (IEE) that satisfied the requirements set forth by the Center for the Advancement of Pharmacy Education (CAPE 2013), ...the Accreditation Council for Pharmacy Education (ACPE) Standard 11, and the Interprofessional Education Collaborative (IPEC) Competencies. These frameworks elevate the importance of interprofessional education in pharmacy. They not only guide educational standards but also emphasize the crucial role of collaborative healthcare practices in ensuring comprehensive patient care and improving health outcomes. Our evaluation of PharmD students' attainment of Interprofessional Education (IPE) learning outcomes employed both quantitative and qualitative assessment methods to provide a comprehensive understanding of their achievements.
Fourteen PharmD students participated in an intentional IEE experience in a community dental clinic, collaborating with the dental clinic team and patients. Assessment methods combined quantitative data from SPICE-R2 with qualitative insights from daily reflections and an IPE Field Encounter based on IPEC Competencies. This approach ensured a thorough evaluation across individual experiences.
Quantitative analysis revealed a statistically increase in mean scores for four out of ten questions on the SPICE-R2 instrument. Qualitative data analysis utilized grounded theory to analyze emerging themes.
Employing both quantitative and qualitative assessment methods in this intentional IEE environment has proved beneficial in assessing IPE learning outcomes. The PharmD students were able to deliver patient-centered care as valuable members of an interprofessional healthcare team.
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