Tecfa meetings

How can you send documents, watch educational videos or work collaboratively in regions where there is no internet coverage or electricity? These were the challenging questions taken up by researchers at the University of Geneva UNIGESwitzerland, who have developed a standalone box, known as the Beekee Box, that can generate a wireless network so users can log onto a learning platform without needing the internet or electricity supply.

Anyone can connect to the Beekee Box's wireless network via a smartphone, computer or tablet, accessing educational content, chatting with other users or taking part in assessments. The box means that trainers can take their teaching materials with them when they're overseas in refugee camps or war zones, using it as a teaching platform with learners in situ. This standalone device generates a local wireless network that anyone can connect to and access information hosted on the platform.

The box is simple to use: teachers import all the educational material they need onto the Beekee Box from their computer, then take the box with them all over the world. Users only need to connect their mobile devices to the local network generated by Beekee Box to access and stream content. Everything remains confidential and compartmentalised on the Beekee Box, which is a huge asset in terms of protecting personal data!

Internet access can be seriously disrupted in war zones or refugee camps. The Beekee Box circumvents this problem since it enables learners to access educational content and comprehensive training programmes. A trial is currently underway in the Kakuma refugee camp in Kenya as part of a collaboration with UNIGE's InZone project, which develops and approves innovative solutions to help refugees follow university courses and obtain ECTS credits.

Most of the refugees have a smartphone, meaning they could use the Beekee Box to take courses in different parts of the camp. But the Beekee Box is not limited to refugee camps: it can be used in other contexts, such as for providing assistance in crisis situations, as during the Ebola epidemic in Congo.

The Beekee Box's casing is made of durable, recyclable plastic, and the unit consists of a microcomputer and battery module. It is 10 cm high and 6. Everyone can build their box and programme it or use the services of the Beekee Box team. Skip to main content. A big plus for humanitarian workers Internet access can be seriously disrupted in war zones or refugee camps.Sincewe've been building an industrial-strength health information network to increase patient safety, lower costs and improve care.

E-Prescribing gives healthcare professionals in all care settings safer and more efficient electronic prescription management.

Benefit Optimization delivers real-time, patient-specific benefit, price and therapeutic alternative information to the point of care. Prior Authorization provides seamless, real-time, EHR-integrated electronic prior authorization at the point of care.

Specialty Medications can be prescribed and fulfilled more quickly and easily with tools that simplify the prescribing process. Clinical History information that is patient-specific and accessible regardless of geography, care provider or EHR improves care quality. Clinical Direct Messaging offers secure delivery of clinical communications and data for improved care coordination and workflow efficiency.

Intelligence in Action Find insights on topics such as interoperability, prescription accuracy and the opioid epidemic. Federal Advocacy Our leaders inform and encourage smart health IT policy at the national level. Upcoming Events Find opportunities to connect with Surescripts throughout the year and around the country. Press Releases Get the latest updates on how the Surescripts Network Alliance is advancing healthcare. Our history, scale and experience allow us to observe the big picture and give us early insight to emerging challenges, their potential impact and how to navigate them across markets.

See how we can positively impact medication adherence and patient safety. Find out why a truly interoperable network is required to provide actionable patient intelligence that leads to better healthcare decisions, wherever they are made.

Our nation is in the midst of an opioid abuse epidemic. Facing a public health crisis, see how we are taking action through a combination of technology, education and public policy. Learn how e-prescribing will realize its full potential by continuing to drive broader adoption and better data quality for the benefit of every pharmacist, prescriber and patient. A Nationwide Network: Find out how Surescripts makes it possible to safely and securely exchange health information nationwide.

Good things happen when we have trust between partners in a network: that's when information flows. A one-minute conversation can have enormous impact on patient care.

How so? We touch our faces at least 20x per hour. March 30 is NationalDoctorsDay. See the impact. Healthcare Provider? Enhance Prescribing Collectively Enabling Safer and More Affordable Prescriptions View Solutions E-Prescribing gives healthcare professionals in all care settings safer and more efficient electronic prescription management. Interoperability Find out why a truly interoperable network is required to provide actionable patient intelligence that leads to better healthcare decisions, wherever they are made.

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Opioids Our nation is in the midst of an opioid abuse epidemic. Prescription Accuracy Learn how e-prescribing will realize its full potential by continuing to drive broader adoption and better data quality for the benefit of every pharmacist, prescriber and patient. By Melissa Nix 7minutes. By Ryan Hess 5minutes. By Kelly Jeffers 1minute. What is Surescripts? Surescripts, National Progress ReportApril This article or chapter is incomplete and its contents need further attention.

Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment!

Group work roles define tasks for group members in collaborative pedagogy. Educational strategies and tactics can define roles for participants, both for presential and online activities.

These are also called roles for group work or collaboration rules.

Group work roles

The rational is that students groups function more efficiently and effectively when members have specific roles. Roles can be designed to trigger specific socio-cognitive processes, e. Roles can be given out for shorter activities or longer ones that can span over several weeks.

In the latter case, roles also can be rotated among group members. Strategic division of roles also exists in other contexts, e. Typically, in an educational context, these roles do not define all the work that will be done.

Roles rather just ensure that each group member adopts a specific coordination task. A small group of three should have a leader and a scribe. The third one depends on the nature of the project. In addition to the roles above, work itself must insured. Most text is quoted as in the original, but we changed the formatting and also omitted text like "Is responsible for" that introduces role functions.

This list is based on the "Doing CL, group roles" above. Source: The following list is reproduced from the Assign roles document available through What are best practices for designing group projects? Source: The following elements have been extracted from cards, available at Group work role cardsMakesenstraining, TES, retrieved July 10, Source: Teaching Channel Video. These six modes of thinking then could be organized in sequences, that are also described in the Wikipedia article.

Also read The six hats classroom strategy and De Bono's own short page.Synteta tecfa. Defended on 6 July To Vassili, for the four years being married that we close today.

Christine Diehl for reading and correcting English of this thesis. Thanks Christine, it meant a lot to me. Bertrand Resin for helping me with French, for being the first that tested EVA, but most of all for his humor. Each one in his own way, added something to this thesis. Gilles Falquet for accepting to be part of the jury of this thesis and for the exact reading of it. Patrick Mendelsohn for believing in me in a period that my moral was very low, for being the director of this thesis.

Daniel Schneider the person that gave birth to this method and for trusting it to me, the co-director of this thesis. For all the things that I learned next to him. For making working with him so much fun. I really appreciate you, it was a privilege to get to know you and work with you. To the dark blue of Santorini, that helped me escape in the difficult times of this thesis by looking to the two postcards I have in my office and Vassilis that first offered me a trip there.

My family, my mother for all her support and the hundreds of phone calls, my father for paying the huge telephone bills, and my brother for being always there where I needed him.

I miss you all. I simply love you…. This first chapter describes the goal and the objectives of this research followed by a short presentation of all the chapters, giving the global articulation of this thesis. According to different definitions cited by Thomas J.


Some advantages of using PBL approaches, among others, are that PBL increases student motivation by engaging them in their own learning, it improves student problem-solving and higher order thinking skills, promotes metacognition and self-regulated self-learning by asking them generate their own strategies, and it provides opportunities for interdisciplinary learning.

There are several challenges faced by students and teachers during PBL implementation. In particular, students have difficulties benefiting from self-directed situations especially in complex projects. Some of the most important problems that they face are:. They have difficulty framing questions to guide their inquiry and in particular, developing questions that have scientific merit. Lack of data and insufficient resources are some of the reasons that a project fails.

The most common case is that they underestimate the time that is needed for the realization of a task.Latino and African American standardized patients bring diversity and authenticity to the instructional and assessment mission of standardized patient programs. However, minority standardized patients are often difficult to recruit and retain and may require different training strategies to maximize their performance and recall potential.

The purpose of this study is to identify important factors that affect the recruitment, retention, and training of African American, and Latino Standardized Patients SPs in two medical schools. They asked structured questions, using open-ended and probing techniques to elicit information from the participants. The phone calls were audio taped, transcribed and later analyzed using qualitative methods by the team.

Sixty-eight potential participants were sent a letter inviting them to participate. Forty-six standardized patients responded and participated in the telephone interviews 27 African American, 19 Latino; 32 female and 14 male. The interview transcripts were analyzed using an?? Transcripts were compared across team members to identify common elements or themes.

Common themes, patterns, and representative quotations were analyzed and confirmed. Common themes identified included reasons participants became SPs, motivation for continued involvement as SPs, preferred training methods and preferred recruitment, retention, and training strategies.

tecfa meetings

This study revealed potential barriers and suggested strategies that could improve recruitment, training, and retention of minority-standardized patients in medical education. The use of standardized patients SPs in medical, dental, nursing and other health professions education is widely documented.

African American and Latino groups were chosen for this study because of their increased numbers in the U.

The perspective of these Standardized Patients on recruitment, training, and retention was the focus of the interviews.

tecfa meetings

In May17 African American and nine Latino standardized patients who currently work or had previously worked in the standardized patient program at the University of Colorado CU were interviewed. A list of potential SP participants was developed from current standardized patient databases. Phone calls were made to African American and Latino standardized patients to explain the purpose of the study.

Forty-six SPs responded and were scheduled for an interview with an African American or Latino interviewer respectively. An interview was administered to all volunteer subjects that focused on recruitment, training and retention issues. Recruitment questions included how they had heard about the program, their previous experiences with the health care system, and their reasons for deciding to become a standardized patient.

To elicit information about the training of SPs, participants were asked about their preferred learning styles, any aspects of the training that made them feel uncomfortable as well as how the training could better prepare them to be SPs. Interviewers also asked what could be done to improve retention of SPs. Trained interviewers used open-ended and probing techniques to elicit information from the participants Table 1.

The phone calls were audio taped, transcribed and later analyzed. Interview transcripts served as the primary data source for analysis. The analysts were not associated with either of the SP programs, and could therefore be determined as objective and non-biased.Draft 2 of the Trusted Exchange Framework and Common Agreement TEFCAreleased on April 19,outlines a common set of principles, terms, and conditions to support the development of a Common Agreement that would help enable nationwide exchange of electronic health information EHI across disparate health information networks HINs.

The TEFCA is designed to scale EHI exchange nationwide and help ensure that HINs, health care providers, health plans, individuals, and many more stakeholders have secure access to their electronic health information when and where it is needed. We thank all those who commented on TEF Draft 1 for their input.

Specifically, we are asking the public to comment on the following three complementary documents:. Learn more about the announcement. Open Survey. Trusted Exchange Framework and Common Agreement. These principles are the foundational concepts that guide the development of the Common Agreement. It details the technical and functional components for exchange among QHINs. Download the Relevant Documents. Content last reviewed on September 3, Was this page helpful?Note taking or notetaking is the practice of writing down pieces of information in a systematic way.

DSchneider has the impression that Note taking includes the following:. See also: literature review since before and during a literature review, you may engage in note taking and Methodology tutorial - finding a research subject. The "Cornell method" has been designed for classroom note taking and it includes post-processing. The Cornell method is probably the most useful method for students at university. This method is used by dividing the paper in two columns.

The first column is used to enter key or cue words while the second is the notes column for recording ideas and facts. There are six steps to Cornell note-taking:. According to Note taking skills - from lectures and readings website retrieved2 March UTC :.

Rowntree outlines what he calls the 'SQ3R' approach to reading and note taking from text. He suggests that students should use the following activities in order to get the most from a reading in the most efficient way.

The idea is to map out concepts, either as they are found or received or during the Review process in the Cornell or SQ3R method. Charting is method that helps to summarize the most important concepts found in articles and to identify implicit relations what concepts go together and which authors.

This concept charting technique uses a table with columns representing concepts and rows representing a text. Since normal paper is not wide enough, DSchneider thinks that one should use either a huge sheet of page flip chart size or use a word processor or spreadsheet. Lenses include sets of questions, tips, and suggestions to guide readers to examine websites from multiple perspectives.

Currently May this web tool is avaible for teachers and their classes upon request. Registered websites can be viewed through a lens: guiding questions are to the left and relate to the website viewed in the main frame. Blue prompts may be clicked on to view definitions and examples. Student responses can be entered through a the reader notes area at the bottom.

The theorectical foundations of the "lenses model" is literacy understood as socially situated practices, disciplined inquiry in social studies, and new literacies. It is mapped to Green's conceptual model with its three dimensions: the operational, academic, and critical.

From this general three dimensions model, the authors then formulate an operational conceptual model for guided web page reading:. Damico et al.

The last step in implementing this model was to phrase the questions used to prompt learners in the tool. However, teachers are to build ad-hoc lenses or built on other conceptual models See indexing some note taking software has built-in indexing tools. If you use a wiki or blog for note taking you may use tagscalled categories in this wiki. Note taking tools are a specific form of cognitive toolsee also writing tools for an overview on different genres of writing tools.

tecfa meetings

For a better list of tools, see Comparison of notetaking software Wikipedia. From EduTech Wiki. Jump to: navigationsearch. There are six steps to Cornell note-taking: Record During the lecture, record as many facts and ideas as possible in the notes column. Reduce After the lecture, read through the notes taken and reduce to key words and phrases, or questions.

tecfa meetings

The key words and phrases are used as cues to help recall the ideas and facts. The questions are to add clarity to the facts and ideas.

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