Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


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Editorial Advisory Board's Chair
William Lesso

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

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Engaging Digital Natives through Social Learning
Nina Sarkar, Wendy Ford, Christina Manzo
(pages: 1-4)

ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning
Ismail Md Zain
(pages: 5-10)

Infusing 21st Century Competencies into the Curriculum: A School-Level, Multi-Disciplinary Perspective
Tze Yong Tan, Siew Yee Lim, Chin Pang Tham, Deepa Patel, Linda Shear
(pages: 11-13)

Education for Managing Digital Transformation: A Feedback Systems Approach
Michael Von Kutzschenbach, Carl Brønn
(pages: 14-19)

ICT Infrastructure in the Metal Mechanical SMEs of Quito and its Relationship with Business Management
Juan Ibujés Villacís
(pages: 20-24)

Discovering and Analyzing Important Real-Time Trends in Noisy Twitter Streams
Khalid N. Alhayyan, Imran Ahmad
(pages: 25-31)

Analyzing Motives, Preferences, and Experiences in Video Game Play
Donald Loffredo, Alireza Tavakkoli
(pages: 32-37)

Efficient Beacon Collision Resolution Procedure for IEEE 802.15.4 /Zigbee Wireless Personal Area Networks
Bassam A. Zafar, Sofiane Ouni
(pages: 38-44)

Automatic Identification of Travel Locations in Rare Books - Object Oriented Information Management
Detlev Doherr, Andreas Jankowski
(pages: 45-48)

Multidisciplinary Approach for Investigation of Injury Formation in Sensitive Tissue Structures
Gabriela Spanikova, Pavol Spanik, Michal Frivaldsky, Miroslav Pavelek, Zuzana Loncova, Franco Bassetto, Vincenzo Vindigni
(pages: 49-54)

Rethinking Public Transportation and Logistics as Collaborative Scenarios
Gunter Teichmann, Frank-Michael Dittes, Uwe Arnold
(pages: 55-60)

Managing IT Complexity in the Manufacturing Industry – An Agenda for Action
Günther Schuh, Jörg Hoffmann, Marie Gruber, Violett Zeller
(pages: 61-65)

Hacking Experiment Using USB Rubber Ducky Scripting
Benjamin Cannoles, Ahmad Ghafarian
(pages: 66-71)

Heterogeneous Networking in C-ITS
Martin Srotyr, Zdenek Lokaj, Tomas Zelinka
(pages: 72-78)

Ozone Problem: Final Solution
Konstantin Statnikov, Gregory Kruchenitsky
(pages: 79-83)

Evaluation of Cryptographic Algorithms over an all Programmable SoC (AP SoC) Device
Iván Gutiérrez Agramont, Humberto Calderón
(pages: 84-91)


 

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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