IntroductionThe successful “One Brain” neuro-anaesthesia simulation course has been running in 4 centres across the United Kingdom. The aim of this project was to see if we could successfully ...translate the course that is run in the UK to run it in Sydney, Australia.MethodsAfter receiving contact from a neuro-anaesthetist and simulation coordinator in Sydney, the “One Brain” team was involved with set up from the start. Using skype calls the group discussed all the lectures and scenarios that are run in the UK and how they needed to be manipulated for the Australian doctors. One of the UK team travelled to Sydney to help run the course. The UK faculty ran an initial “Train the Trainer” day in conjunction with the Sydney simulation team to introduce the methods of debriefing with good judgement. On the day of the course each candidate was involved in 5 simulation scenarios with full debrief after each one.ResultsThe course was run for 16 candidates and there was overwhelming positive feedback. All of the candidates who provided feedback stated that they would agree or strongly agree to recommend the course to others. The simulations themselves scored 34/35 using a rating scale of usefulness.ConclusionOur aims were to take a course that is well established in the UK and see if in collaboration with colleagues in Sydney, Australia we could run a successful version there. It has shown how using technology such as Skype for the organisation then bringing the faculty together for a “Train the Trainer” day led to a successfully run course that looks as though it will continue into the future. Other colleagues from Australia have expressed an interest in the course being set up in their centres too after seeing the success of this model.
This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study ...focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors.
BackgroundPaclitaxel is commonly associated with infusion reactions (IR) with no clear influence of different paclitaxel formulations.PurposeTo analyse the number and severity of IR related to ...administration of different generic formulations of paclitaxel registered by means of an adverse drug reactions reporting programme (ADRRP).Material and methodsObservational, retrospective study from January 2010 to March 2015. Identification of IR was carried out by an active collaboration of day hospital nursing staff based on voluntary reporting of adverse drug reactions (ADRs) documented centrally at the pharmacy department (chemotherapy unit) using the application Farmis-Oncofarm within the framework of ADRRP. Variables collected: sex, age, generic brand name, cycle, IR severity (CTCAE v4.03), ADRs medication management and re-administration tolerance.5 different generic formulations (A-E) were used during the study period, with no significant differences in type and concentration of the excipients. All patients received premedication with corticosteroids, antihistamines and H2 antagonists, as recommended by the summary of product characteristics.Relative frequencies and severity were calculated, and χ2 and Fisher exact tests were used for statistical comparison (SPSS v.19).ResultsDuring the study period, 648 patients (401 women (61.9%)), median age 59.5 years (range 23–86) received a total of 4845 paclitaxel intravenous infusions: 61.3% (paclitaxel A), 28.4% (B), 6.7% (C), 3.3% (D) and 0.4% (E).61 IR were recorded. Paclitaxel A: 36 (1.21%), B: 14 (1.02%), C: 6 (1.86%), D: 1 (0.62%) and E: 4 (23.53%). No statistically significant differences (SSD) were observed in IR number or severity except with E paclitaxel (p < 0.001). 41% of IR occurred during the first administration. 46/61 grade 2; 14/61 grade 3; and 1 grade 4 (ICU admission after the second cycle). All IR were managed by temporarily stopping the current infusion and symptomatic treatment with corticosteroid+antihistamine±paracetamol as per protocol. 18/61 did not tolerate re-administration.ConclusionSSD were only observed with E paclitaxel without finding out the cause. Sample imbalance among formulations was due to the regional health department centralised purchasing system through public tenders and several shortage supplies over the study period. The ADRRP based on the active voluntary collaboration of nurses was effective in detecting drug related problems and implementing interventions accordingly (notification to national surveillance programme, laboratory involved and changing the available presentation at the hospital) to enhance drug safety.No conflict of interest.
Collaborations among researchers and across disciplinary, organizational, and cultural boundaries are vital to address increasingly complex challenges and opportunities in science and society. In ...addition, unprecedented technological advances create new opportunities to capitalize on a broader range of expertise and information in scientific collaborations. Yet rapid increases in the demand for scientific collaborations have outpaced changes in the factors needed to support teams in science, such as institutional structures and policies, scientific culture, and funding opportunities. The Science of Team Science (SciTS) field arose with the goal of empirically addressing questions from funding agencies, administrators, and scientists regarding the value of team science (TS) and strategies for successfully leading, engaging in, facilitating, and supporting science teams. Closely related fields have rich histories studying teams, groups, organizations, and management and have built a body of evidence for effective teaming in contexts such as industry and the military. Yet few studies had focused on science teams. Unique contextual factors within the scientific enterprise create an imperative to study these teams in context, and provide opportunities to advance understanding of other complex forms of collaboration. This review summarizes the empirical findings from the SciTS literature, which center around five key themes: the value of TS, team composition and its influence on TS performance, formation of science teams, team processes central to effective team functioning, and institutional influences on TS. Cross-cutting issues are discussed in the context of new research opportunities to further advance SciTS evidence and better inform policies and practices for effective TS.
Éditorial Deslandes, Rollande
Canadian journal of education,
07/2014, Volume:
37, Issue:
3
Journal Article
Peer reviewed
Les données ont été recueillies à l'aide d'entretiens semi-dirigés menés en deux temps, puis codées à la lumière du modèle Technological Pedagogical and Content Knowledge (TPACK) et ensuite traitées ...par une analyse de contenu.
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