This paper presents the design and the results of a comparative study of multidisciplinary on-scene command teams at work in virtual emergency training exercises. The principal goals of the study were to understand how "on-scene command teams" coordinate on multidisciplinary objectives and tasks, and how the manner in which this is done affects their performance. The study involved 20 on-scene command teams consisting of various individuals, such as police, fire and medical services personnel, municipal officers and infrastructure operators, drawn from a Safety Region in The Netherlands. Integrated video recordings by five synchronized cameras captured the coordination processes during the virtual exercises. The integrated and synchronized video recordings were then transformed into numerical data for analysis. Performance was operationalized by scoring the progress and completion of emergency management tasks for which individual members and/or teams as a whole were responsible. Team coordination was operationalized using network centrality and density measures. The significant findings are the following: (i) emergency management performance and coordination patterns within and among on-scene command teams have considerable variation; and (ii) teams that use less coordination during the intermediate phases of emergency management perform significantly better than teams that do not, moreover, actors who have central positions in a network are better able to achieve their performance goals.
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With the rise of chronic diseases as the number one cause of death and disability among urban populations, it has become increasingly important to design for healthy environments. There is, however, a lack of interdisciplinary approaches and solutions to improve health and well-being through urban planning and design. This case study offers an HCI solution and approach to design for healthy urban structures and dynamics in existing neighborhoods. We discuss the design process and design of ROOT, an interactive lighting system that aims to stimulate walking and running through supportive, collaborative and social interaction.
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Introduction: The implementation of oncology care pathways that standardize organizational procedures has improved cancer care in recent years. However, the involvement of “authentic” patients and caregivers in quality improvement of these predetermined pathways is in its infancy, especially the scholarly reflection on this process. We, therefore, aim to explore the multidisciplinary challenges both in practice, when cancer patients, their caregivers, and a multidisciplinary team of professionals work together on quality improvement, as well as in our research team, in which a social scientist, health care professionals, health care researchers, and experience experts design a research project together. Methods and design: Experience-based co-design will be used to involve cancer patients and their caregivers in a qualitative research design. In-depth open discovery interviews with 12 colorectal cancer patients, 12 breast cancer patients, and seven patients with cancer-associated thrombosis and their caregivers, and focus group discussions with professionals from various disciplines will be conducted. During the subsequent prioritization events and various co-design quality improvement meetings, observational field notes will be made on the multidisciplinary challenges these participants face in the process of co-design, and evaluation interviews will be done afterwards. Similar data will be collected during the monthly meetings of our multidisciplinary research team. The data will be analyzed according to the constant comparative method. Discussion: This study may facilitate quality improvement programs in oncologic care pathways, by increasing our real-world knowledge about the challenges of involving “experience experts” together with a team of multidisciplinary professionals in the implementation process of quality improvement. Such co-creation might be challenging due to the traditional paternalistic relationship, actual disease-/treatment-related constraints, and a lack of shared language and culture between patients, caregivers, and professionals and between professionals from various disciplines. These challenges have to be met in order to establish equality, respect, team spirit, and eventual meaningful participation.
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BackgroundSpecialist palliative care teams are consulted during hospital admission for advice on complex palliative care. These consultations need to be timely to prevent symptom burden and maintain quality of life. Insight into specialist palliative care teams may help improve the outcomes of palliative care.MethodsIn this retrospective observational study, we analyzed qualitative and quantitative data of palliative care consultations in a six-month period (2017 or 2018) in four general hospitals in the northwestern part of the Netherlands. Data were obtained from electronic medical records.ResultsWe extracted data from 336 consultations. The most common diagnoses were cancer (54.8%) and organ failure (26.8%). The estimated life expectancy was less than three months for 52.3% of all patients. Within two weeks after consultation, 53.2% of the patients died, and the median time until death was 11 days (range 191) after consultation. Most patients died in hospital (49.4%) but only 7.5% preferred to die in hospital. Consultations were mostly requested for advance care planning (31.6%). End-of-life preferences focused on last wishes and maintaining quality of life.ConclusionThis study provides detailed insight into consultations of palliative care teams and shows that even though most palliative care consultations were requested for advance care planning, consultations focus on end-of-life care and are more crisis-oriented than prevention-oriented. Death often occurs too quickly after consultation for end-of-life preferences to be met and these preferences tend to focus on dying. Educating healthcare professionals on when to initiate advance care planning would promote a more prevention-oriented approach. Defining factors that indicate the need for timely palliative care team consultation and advance care planning could help timely identification and consultation.
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There is an increasing call in society for the improvement of well-being for nursing home residents and the support of care professionals through a wide array of architectural and technological solutions that are available in modern nursing homes. This study investigated which of these solutions are considered essential by stakeholders from healthcare and technology. Data were gathered via 22 simultaneously held multidisciplinary mind map sessions with 97 stakeholders, resulting in 43 mind maps. These, in turn, were grouped into a single mind map of the nursing home in general, the private rooms for residents with somatic or psychogeriatric health problems, and the group living room. A prioritization of solutions was added. The contents of the mind maps reflect a Dutch consensus on the necessary architectural and technological features for the design of nursing homes.
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting. https://www.scienceguide.nl/2021/06/leren-van-docentteams-vraagt-om-gezamenlijk-leiderschap/
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting.
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Nieuwe wetgeving voor jeugdzorg in Nederland heeft geleid tot de implementatie van teams, die geïntegreerde eerstelijns jeugdzorg bieden. Belangrijke doelen van de nieuwe Jeugdwet waren meer geïntegreerde, tijdige zorg en minder gebruik van intensieve vormen van zorg. Het doel van dit onderzoek was het bestuderen van veranderingen in het gebruik van jeugdzorg in de tijd en de rol van nieuw ingevoerde wijkgerichte ondersteuningsteams hierin. Patronen van jeugdzorggebruik veranderden naar meer lokaal geleverde primaire jeugdzorg, iets minder gespecialiseerde en iets meer residentiële jeugdzorg. Bovendien nam het jeugdzorggebruik onder jongere kinderen toe in de tijd. Deze trends komen deels overeen met de trends die de Jeugdwet beoogt. Er is weinig bewijs gevonden voor de rol van specifieke teamkenmerken op veranderingen in jeugdzorggebruik in de tijd.
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For creating sports innovations we need tools to collect data on physical activity behaviour. Collecting data is time-consuming and expensive. Therefore, sharing data and using it to answer multiple research questions is desirable. Especially in larger multidisciplinary research projects, it is beneficial if a diverse data set can be collected effortlessly. For this, we created a smartphone app that can be used for scientific data collection on physical activity behavior in sport research.The requirement for the app was that the different research partners could contribute, use the app independently and that the individual contributions could be easily combined into a larger app. We created a base app which provides a framework for easy implementation of custom modules. Each functionality in the app is represented in a module and can be created by different parties. The app uses the EventBus framework [1] to allow easy communication between independent modules including an independent GUI. In our presentation we will further explain this independance using the beacon physical activity app BAMBEA [4] .Over the span of three years we made a sensor collection-, emotion input-, beacon scanner-, beacon handler-, goal-, reward- and message/notification-module. We combined different modules into different versions. A first version initially focused on running behaviour and used a movement- and a heart rate-module that were originally created for research [2] and different modules of partners (like gait step frequency and emotion detection). The app was extended with a GUI to test the user experience of the modules [3]. Finally, the framework was updated and combined different modules and a new GUI for a bootcamp app [4]. In conclusion we experienced the modular framework as a good solution for reuse and collaboration within multidisciplinary research projects. By allowing for the independent development of modules only intense communication between partners was needed when conflicts occurred between modules. Another advantage was that partners could develop their module in their desired programming language and later integrate their module in the app by providing a small wrapper. We consider the framework approach as a success for projects where close collaboration is desired with a multidisciplinary team. However, we would not advise this approach when it can be expected that multiple heavy performance solutions are required and resources like data collection, storage and backup cannot be shared. In that case a tight integration and continuous collaborative implementation is likely a preferred approach.This research is made possible by the Amsterdam University of Applied Sciences research programs Urban Vitality, Amsterdam Creative Industries Network, the Amsterdam Institute of Sport Sciences (AISS) and by the Dutch National program COMMIT/.
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In a lifelong learning society students need to deal with the responsibility to give their learning path direction, find motivation, and prove what they have learned. What pedagogics and what kind of didactic structure do you need to bring this about in higher education? What does it mean for the professionality of the teaching staff, the organization of the teams, and the needed facilities? A co-creational approach is applied in redesigning the curriculum of the undergraduate programme Industrial Design Engineering [Open] Innovator, which offers multidisciplinary projects in authentic learning environments, and caters for the professional profiling needs of our future students. Teaching staff, students, alumni, future students, industry (including the social profit sector), and educational scientists collaborate towards the flexible, integrated and choice-based 'Project M(odular) Curriculum'. This paper describes the arguments for the choices made from an educational point of view, taking the twelve CDIO standards and CDIO syllabus as a blue print. In certain standards, project M goes beyond the framework to fulfil the needs of stakeholders, take the newest useful (engineering) educational research outcomes into account, and come to a curriculum design that will be adaptable and versatile enough to hold value for the coming ten years at least. Based on the experiences of Project M, considerations on refining CDIO standards 5, 8, 11 and 12 are presented in the discussion, together with a rationale to add a rubric score to the CDIO self-evaluation, and the discussion of minor gaps in the CDIO syllabus. LinkedIn: https://www.linkedin.com/in/ellen-sjoer-06506a2/
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