This article explores how junior design professionals cope with value-based conflicts. We interviewed 22 design professionals about past and current value-based conflicts and the coping strategies adopted. Applying a grounded theory approach, we identified 11 types of coping strategies employed by junior design professionals. Our findings allowed us to clarify the nature of the coping process and localise value-based conflicts in the process of collaborative practice. During the coping process, professionals learn how to handle value-based conflicts through emotional release, developing a broader action repertoire, and engaging in timely action. We also identified transitions between specific coping strategies as junior designers learned from past conflicts and developed as a professional.
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Junior design professionals experience conflicts in collaboration with others, with value differences being one of the issues influencing such conflicts. In a retrospective interview study with 22 design professionals, we collected 32 cases of perceived conflicts. We used a grounded theory approach to analyse these cases, resulting in five conflict categories that group 24 distinct value differences arising in 10 critical moments, an event that causes the value-based conflict. Thus, value differences are underlying the perceived conflicts of junior design professionals on many different occasions during collaboration with others. Conclusions are drawn on setting up guidelines for addressing values in co-design practices and supporting junior designers in their professional development.
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Abstract Purpose The primary aim of this study was to investigate the effect of including the Dutch National Pharmacotherapy Assessment (DNPA) in the medical curriculum on the level and development of prescribing knowledge and skills of junior doctors. The secondary aim was to evaluate the relationship between the curriculum type and the prescribing competence of junior doctors. Methods We re-analysed the data of a longitudinal study conducted in 2016 involving recently graduated junior doctors from 11 medical schools across the Netherlands and Belgium. Participants completed three assessments during the first year after graduation (around graduation (+/−4 weeks), and 6 months, and 1 year after graduation), each of which contained 35 multiple choice questions (MCQs) assessing knowledge and three clinical case scenarios assessing skills. Only one medical school used the DNPA in its medical curriculum; the other medical schools used conventional means to assess prescribing knowledge and skills. Five medical schools were classified as providing solely theoretical clinical pharmacology and therapeutics (CPT) education; the others provided both theoretical and practical CPT education (mixed curriculum). Results Of the 1584 invited junior doctors, 556 (35.1%) participated, 326 (58.6%) completed the MCQs and 325 (58.5%) the clinical case scenarios in all three assessments. Junior doctors whose medical curriculum included the DNPA had higher knowledge scores than other junior doctors (76.7% [SD 12.5] vs. 67.8% [SD 12.6], 81.8% [SD 11.1] vs. 76.1% [SD 11.1], 77.0% [12.1] vs. 70.6% [SD 14.0], p<0.05 for all three assessments, respectively). There was no difference in skills scores at the moment of graduation (p=0.110), but after 6 and 12 months junior doctors whose medical curriculum included the DNPA had higher skills scores (both p<0.001). Junior doctors educated with a mixed curriculum had significantly higher scores for both knowledge and skills than did junior doctors educated with a theoretical curriculum (p<0.05 in all assessments). Conclusion Our findings suggest that the inclusion of the knowledge focused DNPA in the medical curriculum improves the prescribing knowledge, but not the skills, of junior doctors at the moment of graduation. However, after 6 and 12 months, both the knowledge and skills were higher in the junior doctors whose medical curriculum included the DNPA. A curriculum that provides both theoretical and practical education seems to improve both prescribing knowledge and skills relative to a solely theoretical curriculum.
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Aim: The aim of this study was to investigate how the prescribing knowledge and skills of junior doctors in the Netherlands and Belgium develop in the year after graduation. We also analysed differences in knowledge and skills between surgical and nonsurgical junior doctors. Methods: This international, multicentre (n = 11), longitudinal study analysed the learning curves of junior doctors working in various specialties via three validated assessments at about the time of graduation, and 6 months and 1 year after graduation. Each assessment contained 35 multiple choice questions (MCQs) on medication safety (passing grade ≥85%) and three clinical scenarios. Results: In total, 556 junior doctors participated, 326 (58.6%) of whom completed the MCQs and 325 (58.5%) the clinical case scenarios of all three assessments. Mean prescribing knowledge was stable in the year after graduation, with 69% (SD 13) correctly answering questions at assessment 1 and 71% (SD 14) at assessment 3, whereas prescribing skills decreased: 63% of treatment plans were considered adequate at assessment 1 but only 40% at assessment 3 (P < .001). While nonsurgical doctors had similar learning curves for knowledge and skills as surgical doctors (P = .53 and P = .56 respectively), their overall level was higher at all three assessments (all P < .05). Conclusion: These results show that junior doctors' prescribing knowledge and skills did not improve while they were working in clinical practice. Moreover, their level was under the predefined passing grade. As this might adversely affect patient safety, educational interventions should be introduced to improve the prescribing competence of junior doctors.
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Lessuggesties voor wetenschap & technieke bij de Junior Betacanon luister-cd's.
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Purpose: The net height in tennis (0.91 m) is approximately 50% of a professional tennis player’s height. Children are also expected to play with this net height, even though it is approximately 70% of the average 10-year-old’s height. This study examined the immediate effect of lowering net height on the performance characteristics of skilled junior tennis players aged 10 years and younger. Method: Sixteen players were matched in 8 pairs of even tennis ability and same sex. Each pair played 25-min singles matches in 4 conditions that varied in net height (0.91 m, 0.78 m, 0.65 m, and 0.52 m). Match-play characteristics were analyzed via video replay. Results: Results showed that lowering the net height to 0.65 m and 0.52 m led to players adopting a more attacking style of play, as evidenced by a significant increase in the number of winners without a commensurate increase in errors and more shots struck inside the baseline. Lower nets also led to a greater percentage of successful first serves. The lowest net (0.52 m), however, reduced rally length significantly and therefore decreased hitting opportunities. Conclusion: These results offer support for equipment scaling to enhance match-play performance for skilled junior tennis players. We propose that current net height recommendations for junior tennis should be revised.
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The Junior Adverse Drug Event Manager (J-ADEM) team is a multifaceted intervention focusing on real-life education for medical students that has been shown to assist healthcare professionals in managing and reporting suspected adverse drug reactions (ADRs) to the Netherlands Pharmacovigilance Centre Lareb. The aim of this study was to quantify and describe the ADRs reported by the J-ADEM team and to determine the clinical potential of this approach. The J-ADEM team consisted of medical students tasked with managing and reporting ADRs in hospitalized patients. All ADRs screened and reported by J-ADEM team were recorded anonymously, and categorized and analysed descriptively. From August 2018 through January 2020, 209 patients on two wards in an academic hospital were screened for ADR events. The J-ADEM team reported 101 ADRs. Although most ADRs (67%) were first identified by healthcare professionals and then reported by the J-ADEM team, the team also reported an additional 33 not previously identified serious ADRs. In 10% of all reported ADRs, the J-ADEM team helped optimize ADR treatment. The ADR reports were largely well-documented (78%), and ADRs were classified as type A (66%), had a moderate or severe severity (85%) and were predominantly avoidable reactions (69%). This study shows that medical students are able to screen patients for ADRs, can identify previously undetected ADRs and can help optimize ADR management. They significantly increased (by 300%) the number of ADR reports submitted, showing that the J-ADEM team can make a valuable clinical contribution to hospital care.
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Lessuggesties voor leraren basisonderwijs voor gebruik in de klas van de luister-CD 'De Junior Bèta Canon'. Alle vijftig lemma's van de bètacanon zijn door Robbert Dijkgraaf, Louise Fresco en Bas Haring herschreven en ingesproken voor kinderen uit groep 7 en 8. De lessuggesties geven aan bij welke leerdoelen de onderwerpen passen en geven concrete lessuggesties om kinderen in aanraking te brengen met de fascinerende wereld van de natuurwetenschappen.
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The use of robots as educational tools provide a stimulating environment for students. Some robotics competitions focus on primary and secondary school aged children, and serve as a motivation factor for students to get involved in educational robotics activities. But, in most competitions students are required to deal with robot design, construction and programming. Although very appealing, many students cannot participate on robotics competitions because they cannot afford robotics kits and their school do not have the necessary equipment. Because of that, several students have no access to educational robotics, especially on developing countries. To minimize this problem and contribute to education equality, we present a proposal for a new league for the robotics competitions: The Junior Soccer Simulation league (JSS). In such a league, students program virtual robots in a similar way that they would program their real ones. Because there is no hardware involved, costs are very low and participants can concentrate on software development and robot's intelligence improvement. Finally, because soccer is the most popular sport in the world, we believe JSS will be a strong motivator for students to get involved with robotics. In this paper we present the simulator that was developed (ROSOS) and discuss some ideas for the adoption of a Junior Soccer Simulation competition.
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The aim of this observational study was to examine the differences between training variables as intended by coaches and perceived by junior speed skaters and to explore how these relate to changes in stress and recovery. During a 4-week preparatory period, intended and perceived training intensity (RPE) and duration (min) were monitored for 2 coaches and their 23 speed skaters, respectively. The training load was calculated by multiplying RPE by duration. Changes in perceived stress and recovery were measured using RESTQ-sport questionnaires before and after 4 weeks. Results included 438 intended training sessions and 378 executed sessions of 14 speed skaters. A moderately higher intended (52:37 h) versus perceived duration (45:16 h) was found, as skaters performed fewer training sessions than anticipated (four sessions). Perceived training load was lower than intended for speed skating sessions (−532 ± 545 AU) and strength sessions (−1276 ± 530 AU) due to lower RPE scores for skating (−0.6 ± 0.7) or shorter and fewer training sessions for strength (−04:13 ± 02:06 hh:mm). All training and RESTQ-sport parameters showed large inter-individual variations. Differences between intended–perceived training variables showed large positive correlations with changes in RESTQ-sport, i.e., for the subscale’s success (r = 0.568), physical recovery (r = 0.575), self-regulation (r = 0.598), and personal accomplishment (r = 0.589). To conclude, speed skaters that approach or exceed the coach’s intended training variables demonstrated an increased perception of success, physical recovery, self-regulation, and personal accomplishment.
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