Journal of
Systemics, Cybernetics and Informatics
 



ISSN: 1690-4524 (Online)


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Editors

Journal's Reviewers
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Detection of Minimal Set of Trips Causing the Necessity to Use Extra Vehicle for Vehicle Scheduling Problem
Katerina Pastircáková, Jaromír Šulc
(pages: 1-4)

Key Factors in the Success of Self - Directed Learning of Military Personnel - Taking Smartphone as an Example
Yen-Hsi Lo, Yen-Fen Lo, Po-Yun Chiang, Jung Hsiao
(pages: 5-8)

Machine Learning Based IP Network Traffic Classification Using Feature Significance Analysis
Te-Shun Chou, John Pickard, Ciprian Popoviciu
(pages: 9-12)

The Information System for US Stock Market: Fundamental and Technical Analysis
Sergejs Hilkevics, Galina Hilkevica
(pages: 13-24)

The Impact of Environmental and Social Performance on the Market Value of Shares of Czech Joint-Stock Corporations
Alena Kocmanova, Marie Pavlakova Docekalova, Iveta Simberova
(pages: 25-31)

Play the Game! Analogue Gamification for Raising Information Security Awareness (Invited Paper)
Margit Scholl
(pages: 32-35)

Using Informatics and Technology Practices for Academic Performance Review
Kim Moorning
(pages: 36-41)

Multiple Research Perspectives as a Paradigm to Co-Create Meaningful Real-life Experiences
Jan Detand, Marina Emmanouil
(pages: 42-46)

A Methodology to Integrate Regulatory Expertise, Research and Education to Accelerate Biomedical Device Translation
Diana Easton
(pages: 47-52)

Active Learning through Smart Grid Model Site in Challenge Based Learning Course
Ellen A. Kalinga, Kwame S. Ibwe, Nerey H. Mvungi, Hannu Tenhunen
(pages: 53-64)

Non-Linear Static Analysis of Masonry Buildings under Seismic Actions
Maria Luisa Beconcini, Paolo Cioni, Pietro Croce, Paolo Formichi, Filippo Landi, Caterina Mochi
(pages: 65-70)

Toward an Engaging Hands-on Environment for a Beginning Networking and Security Class
Lopamudra Roychoudhuri
(pages: 71-76)

Designing Representations, Affecting Reality: A Meta-Model Proposal to Address the Question of Design Epistemology from the Perspective of Cognitive Science
Andrea Zammataro
(pages: 77-80)

Dielectrophoretic Movement of Cell around Surface Electrodes in Flow Channel
Yusuke Takahashi, Shigehiro Hashimoto, Manabu Watanabe
(pages: 81-87)


 

Abstracts

 


ABSTRACT


Designing Effective Interprofessional Education and Collaborative Practice Experiences

Robin Risling-de Jong, Ronald A. Styron Jr., Jennifer L. Styron


This project explores a distinctive approach to teaching teambased care in health science and medical schools, utilizing both classroom style instruction simultaneously with onsite clinical practice. The conceived model focuses on Team-Based Learning (TBL) [1] and is referred to as the TBL with InterProfessional Experiential Learning (TIPEL). The TIPEL model employs seamless integration of core competencies in curriculum and practice as it allows for flexibility to adapt to learners at various stages of learning in the practice of interprofessional team-based care. Physician Assistant students who participated in both a non-TIPEL and TIPEL clinical experience were surveyed using the Student Perceptions of Interprofessional Clinical Education- Revised Instrument, Version 2 (SPICE-R2) [2]. In addition to the SPICE-R2, an additional 13 open-ended questions were disseminated to solicit information regarding interprofessional core competency development and the effectiveness of TBL as an instructional approach in experiential learning settings. Overall, students were in agreement with the use of TBL as an effective instructional strategy and provided positive feedback when asked about TBL clinical practice experiences compared to those without the use of TBL. Results from this initial study indicate that the TIPEL model is an effective strategy for combining interprofessional education and collaborative clinical practice for experiential learning.

[1] Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2003). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing.

[2] J. A. Zorek, J. C. Eickhoff, L. A. Steinkamp, J. Oryall, S. Kruger, & C. S. Seibert. Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R 2): Instrument validation. University of Wisconsin-Madison Interprofessional Health Summit 2016: Impact of Interprofessional Care on Chronic Conditions, Madison, WI, April 23, 2016.

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