Join your colleagues for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.

Yes / Summary of: Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Educ Today. 2021 Feb;97:104721. doi: 10.1016/j.nedt.2020.104721. Epub 2020 Dec 11.

The purpose of this study was to explore the issues that are typically encountered when using personality instruments for personnel selection. Cattell's Sixteen Personality Factor Questionnaire (16PF) was used in the study to predict job performance in a small team-based manufacturing organization. Issues including the utility of the 16PF in this setting, the bandwidth fidelity argument (to use narrow or broad traits), and whether job-specific versus company-wide profiles provide better prediction success were addressed. The usefulness of the organization's current selection process of using the 16PF to generate interview questions was also investigated. Results indicate that the 16PF can be a useful tool for personnel selection in this setting and that the 16PF was able to correctly classify if an applicant was going to be successful over 86% of the time. Evidence for using narrow factors instead of broad factors was also presented, and the benefits of using job specific profiles were discussed. The limitations of this study were addressed, which included conducting this type of research with relatively small sample sizes. Additionally, this study provides suggestions for additional research in the future.

The formulation of the scientific problem New challenge society, opening possibilities, tradition standpoint, emphasize real news importance, don‘t be in keeping changing society and activities requirements. Upbringing are orientating to special habits, to be able to live in the society and to get more information and news in the public education and bringing up schools. (www.smm.lt ). Developing social industrial system, increasing education system, social service requirements problems are very growing problem in the schools. One of the most important conditions social in providing pedagogical help is team-based work. In that way the work of individual professionals can be coordinated, the optimal need of social pedagogical help can be determined, the cooperation among institutions and departments can be increased.

Medical education has been the subject of ongoing reform since the second part of the 18th century (Papa & Harasym, 1999). Most recently, medical education has been redefined to include a broad set of competencies over and above traditional expertise. In an attempt to facilitate this approach, different instructional models have been proposed. Most of these seek to foster learner engagement and active participation and promote life-long learning. Nevertheless, there is no consensus amongst medical educators about the optimal way to teach future physicians. Despite the efforts of both researchers and local champions, instructional innovations frequently fail. Fullan (2001) ascribes this to faulty assumptions on the part of planners as well as to the inherent complexity of the organizations involved, further stating that effective change requires some degree of reculturing. This study examines the process of educational change in an undergraduate medical course over a three-year period. Formerly taught exclusively by large class lectures, the course was redesigned to include a blend of e-learning and Team-Based Learning (TBL). The process of change is described and viewed in parallel from the perspectives of both student and teacher while uncovering contextual and process elements that contributed to the outcome. Shifting student attitudes to teaching and learning were identified over time, suggesting that these evolve in parallel to faculty experience implementing a new teaching strategy. Van Melle (2005) has suggested that acceptance of educational innovation is dependent on the environment and organizational context. The results of this study highlight the importance of these factors in the successful introduction of a new instructional paradigm as well as the value of longitudinal evaluation of instructional changes in order to better understand their transformational potential. / Thesis (Master, Education) -- Queen's University, 2009-01-24 10:02:24.877

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No / This paper describes the development, implementation and evaluation of Team-Based Learning (TBL) in a third year undergraduate nursing module.

Yes / Team-based learning (TBL) is a collaborative learning model that shifts classroom time from a teacher-centred to student-centred approach. TBL emphasises accountability to learning, teamwork, immediate feedback, peer feedback, and critical thinking. While many educators value the increased student engagement that results from TBL, the transition from traditional teaching methods to TBL poses challenges. Using a qualitative approach, this study aimed to explore the experiences of 26 academic staff in the United Kingdom who implemented TBL in the higher education setting. Thematic analysis of interview text generated eight themes related to preparing academics to use TBL, challenges related to TBL, and engagement of students with the curriculum. Derived from these themes, a set of recommendations for supporting academic staff who transition to TBL was developed.

No description available.

Abstract Enhancing national and corporate competitiveness in the trend of globalization has been the commonly sought strategic vision for both the public and private sectors of the 21st century. Management of human resource is one of the many important factors that may result in a successful realization of the strategic vision. Providing a more complex social function, which includes dealing with public affairs and providing public property, public sector plays a whole different role than the economic exchange of market performed by the private sectors (Baldwin,1987; Rainey,1983). The multiple roles taken on by various government institutions necessitate them to be simultaneously concerned with the practices of social fairness, responsibilities, and justice while performing their routine functions of promoting employment rate, economic development, social welfare and security policies etc. This results in a working context different from that of private employees with its characteristic diversified or even mutual-conflicting job goals which give rise to occasional confronting situations. Characterized with its diversified differences of demography, job nature and specialized expertise, government sectors have long been challenged in the area of personnel management by the social capital impact suffered from the conflicts and negative emotions exhibited by their team members. Organization which based its development on the heroic single-handled or self-content way of management will soon find itself struggling to survive in a fast-changing and intensive competitive environment which emphasizes on teamwork and strategic alliance. ¡§Social capital¡¨ is commonly known as a relative new concept proposed in the wake of conventional manpower capital, organizational capital and customer capital. It is regarded as an extremely important new alternative as an intellectual capital to the organization in the net-economics. Simple defined as ¡§the potential power of social connections,¡¨ the basic premise of ¡§social capital¡¨ is founded on the consequential supposition that an individual or a team with better interpersonal relationship network will better its chance to attain organizational goal by mobilizing resources available in the organization. If, when mobilizing its team members, governmental sectors adopt the concept of social capital, they can dissolve obstacles of integrating cross-departmental human resources originated from sectionalism. In short, governmental sector with good and established personal network will succeed more easily in forming its team-based organization. The long-held negative pubic impressions of perfunctory observance of routine job, corruption and dysfunction, arrogance and carelessness presented by the administrative system have recently worsened by a series of major events of public engineering, such as the incident-ridden THSR. This indicates a bureaucracy that seriously lacks of crisis consciousness and maneuverability as well as a deficiency of courage to actively take on responsibility and flexible adoptability. Asides from those practices stipulated specifically in law, there are some vague areas existing in the legal margins. Confronted with this ambiguity, public servants are subjected to the stress of having to make unnecessary personal choices (Zhan Jing-fen, 2001) that keep mounting on in an unceasing sequence. To make things worse, their existing stress is added by the pressure from the tedious work of governmental reengineering program. As such, emotion management aiming at releasing stress and pressure is currently gaining increasing attention from the public. Intending to explain the correlation between the diversification of and conflicts in the team-based organization of government institutions and the social capital, this study will further explore how and what organization network, norms, trust, recognition, and promise that team-based governmental organization can construct in their application of personnel management strategy when faced with goal discrepancy, negative emotions and trans-departmental conflicts. Hopefully, we may provide a useful reference for various public sectors that set their minds on creating an organization based on the culture of mutual trust, cooperation, co-existence and shared-prosperity. Finally, a new culture of job recognition and value-directed attitude of public servant will then transform into the core value of active public service.