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


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


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

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

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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