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- Bip in global health: a multi-institutional blended intensive program for enhancing global health competenciesPublication . Alves Lopes, António; Carreira, J. Casaca; Costa, D.; Badiola-Zabala, A.; Brottrager, B.; Wittkämper, D.; Molenaar, E.; Maric, F.; Kjønnerød, I. Fjell; Wijchen, J. van; Jokinen, K.; Nikolaisen, L. Johanne; Leeuwen, R. vanIntroduction: Blended Intensive Programs (BIP) in higher education combine short-term mobility with online collaboration, fostering innovative learning and teaching methods. These initiatives facilitate joint curricular development among students, academics, and staff in Higher Education Institutions (HEI) and empower students to develop innovative solutions to global health issues. This study evaluates the self reported impact of a BIP designed to enhance students' understanding of global health and social challenges, with a focus on the Sustainable Development Goals. Methodology: Eight institutions from six countries collaborated to develop a two-month BIP aimed at enhancing health and social students' understanding of global health and social challenges. The program involved 12 teachers and 35 students. It was structured into three online sessions followed by an in-person week. The BIP covered key topics such as migrations, non-communicable diseases, climate change, and economic impacts on global health, with a strong emphasis on the Sustainable Development Goals. An online questionnaire, comprising Likert scale and open-ended questions, surveyed participants, gathering both quantitative data and qualitative feedback to provide a comprehensive overview of their experiences and learning outcomes. Results: Survey responses (n=25) were predominantly positive. Most participants agreed that the BIP increased their awareness and knowledge of global health and social problems, enhanced their understanding of the Sustainable Development Goals, and effectively facilitated understanding of their profession's role in global health issues. Participants appreciated the emphasis on multidisciplinary and interdisciplinary approaches. Teacher support during online and in-person sessions was positively rated. In terms of overall quality, the program received high ratings, with most participants rating it as "Very Good" or "Good." The recommendation rate was also high, with most participants strongly agreeing or agreeing that they would recommend the BIP to other students. While most participants found the lectures and activities relevant, a minority indicated areas for improvement, particularly regarding the relevance of certain sessions. Conclusions: From the participants' perspective, the BIP successfully increased their understanding of global health challenges and the importance of collaborative and innovative approaches in addressing these issues. Despite some feedback on the relevance of certain sessions, the overall positive response suggests that BIPs can be an effective strategy in higher education to foster global awareness and problem-solving skills among students. This educational experience demonstrates the potential of BIPs as a valuable tool in higher education for developing students' global health competencies and promoting innovative solutions to complex challenges. However, the study's relatively small sample size and self-reported data may limit generalizability. Future research could explore long-term impacts of BIPs on students' career choices and contributions to global health initiatives, and benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes.
- Digital health bip: a multi-institutional blended intensive program for enhancing digital health competencies in physiotherapy studentsPublication . Alves Lopes, António; Jocham, B.; Grüneberg, C.; Weber, F.; Lötters, F.; Rietvelt, J.; Wijchen, J. van; Vilaró, J.; Rowe, M.; Natunen, P.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These initiatives aim to facilitate joint program development for students and academics within Higher Education Institutions (HEI), focusing on areas such as Digital Health and Emerging Technologies in Health Care. This study examines the self-reported impact of a BIP designed to address participants' awareness and knowledge of integrating digital health into their practice. Methodology: A consortium of nine institutions across eight countries developed a two-month BIP that ran from March 4 to April 30, 2024. The program included 11 teachers and 34 students, consisting of three online sessions and an in-person week. The curriculum covered digital health technologies and their applications in physiotherapy, with a focus on patient care strategies. An online questionnaire with Likert scale and open-ended questions was used to collect participants' feedback on their experiences and learning outcomes. Results: Out of 34 participants, 20 responded to the survey. The data indicated that most respondents reported increased awareness about Digital Health, while most noted enhanced knowledge of integrating digital health technologies into practice. Many participants identified the role of innovation in addressing health-related problems. Regarding program structure, a significant portion of respondents reported feeling well-informed, and a large majority noted effective teacher support during lectures. Overall program quality was rated as either Very Good or Good by all respondents, with all participants indicating they would recommend the program to others. The survey also revealed generally positive feedback on the relevance of lectures and activities, as well as on the availability of program documents and support during workshops and student presentations. Conclusions: The survey data indicates that the BIP may have contributed to participants' understanding and integration of digital health in practice. The program structure, which combined short-term mobility with online collaboration, received generally positive feedback from participants. These findings suggest potential benefits in incorporating BIPs into healthcare education for promoting interdisciplinary collaboration and innovation in digital health. However, the study's limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programs on students' career trajectories and contributions to digital health initiatives. Such studies might benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes to provide a more comprehensive evaluation of the effectiveness of BIPs in healthcare education and to derive ideas for the further development of the BIPs.
- BIP in global health: a multi-institutional blended intensive program for enhancing global health competenciesPublication . Alves Lopes, António; Casaca Carreira, João; Costa, D.; Badiola-Zabala, A.; Brottrager, B.; Wittkämper, D.; Molenaar, E.; Maric, F.; Kjønnerød, I. Fjell; van Wijchen, J.; Jokinen, K.; Nikolaisen, L. Johanne; van Leeuwen, R.Introduction: Blended Intensive Programs (BIP) in higher education combine short-term mobility with online collaboration, fostering innovative learning and teaching methods. These initiatives facilitate joint curricular development among students, academics, and staff in Higher Education Institutions (HEI) and empower students to develop innovative solutions to global health issues. This study evaluates the self-reported impact of a BIP designed to enhance students' understanding of global health and social challenges, with a focus on the Sustainable Development Goals. Methodology: Eight institutions from six countries collaborated to develop a two-month BIP aimed at enhancing health and social students' understanding of global health and social challenges. The program involved 12 teachers and 35 students. It was structured into three online sessions followed by an in-person week. The BIP covered key topics such as migrations, non-communicable diseases, climate change, and economic impacts on global health, with a strong emphasis on the Sustainable Development Goals. An online questionnaire, comprising Likert scale and open-ended questions, surveyed participants, gathering both quantitative data and qualitative feedback to provide a comprehensive overview of their experiences and learning outcomes. Results: Survey responses (n=25) were predominantly positive. The majority of participants agreed that the BIP increased their awareness and knowledge of global health and social problems, enhanced their understanding of the Sustainable Development Goals, and effectively facilitated understanding of their profession's role in global health issues. Participants appreciated the emphasis on multidisciplinary and interdisciplinary approaches. Teacher support during online and in-person sessions was positively rated. In terms of overall quality, the program received high ratings, with most participants rating it as "Very Good" or "Good." The recommendation rate was also high, with the majority of participants strongly agreeing or agreeing that they would recommend the BIP to other students. While most participants found the lectures and activities relevant, a minority indicated areas for improvement, particularly regarding the relevance of certain sessions. Conclusions: From the participants' perspective, the BIP successfully increased their understanding of global health challenges and the importance of collaborative and innovative approaches in addressing these issues. Despite some feedback on the relevance of certain sessions, the overall positive response suggests that BIPs can be an effective strategy in higher education to foster global awareness and problem-solving skills among students. This educational experience demonstrates the potential of BIPs as a valuable tool in higher education for developing students' global health competencies and promoting innovative solutions to complex challenges. However, the study's relatively small sample size and self-reported data may limit generalizability. Future research could explore long-term impacts of BIPs on students' career choices and contributions to global health initiatives, and benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes.
- Digital health BIP: a multi-institutional blended intensive program for enhancing digital health competencies in physiotherapy studentsPublication . Alves Lopes, António; Jocham, B.; Grüneberg, C.; Weber, F.; Lötters, F.; Rietvelt, J.; van Wijchen, J.; Vilaró, J.; Rowe, M.; Natunen, P.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These initiatives aim to facilitate joint program development for students and academics within Higher Education Institutions (HEI), focusing on areas such as Digital Health and Emerging Technologies in Health Care. This study examines the self-reported impact of a BIP designed to address participants' awareness and knowledge of integrating digital health into their practice. Methodology: A consortium of nine institutions across eight countries developed a two-month BIP that ran from March 4 to April 30, 2024. The program included 11 teachers and 34 students, consisting of three online sessions and an in-person week. The curriculum covered digital health technologies and their applications in physiotherapy, with a focus on patient care strategies. An online questionnaire with Likert scale and open-ended questions was used to collect participants' feedback on their experiences and learning outcomes. Results: Out of 34 participants, 20 responded to the survey. The data indicated that a majority of respondents reported increased awareness about Digital Health, while most noted enhanced knowledge of integrating digital health technologies into practice. Many participants identified the role of innovation in addressing health-related problems. Regarding program structure, a significant portion of respondents reported feeling well-informed, and a large majority noted effective teacher support during lectures. Overall program quality was rated as either Very Good or Good by all respondents, with all participants indicating they would recommend the program to others. The survey also revealed generally positive feedback on the relevance of lectures and activities, as well as on the availability of program documents and support during workshops and student presentations. Conclusions: The survey data indicates that the BIP may have contributed to participants' understanding and integration of digital health in practice. The program structure, which combined short-term mobility with online collaboration, received generally positive feedback from participants. These findings suggest potential benefits in incorporating BIPs into healthcare education for promoting interdisciplinary collaboration and innovation in digital health. However, the study's limitations, including the small sample size and reliance on self-reported data, should be taken into account when interpreting the results. Future research could explore the long-term impact of such programs on students' career trajectories and contributions to digital health initiatives. Such studies might benefit from larger sample sizes, longitudinal designs, and objective measures of learning outcomes to provide a more comprehensive evaluation of the effectiveness of BIPs in healthcare education and to derive ideas for the further development of the BIPs.
- A influência da alexitimia na camuflagem social: o papel mediador da mentalização numa amostra não clínicaPublication . Marques, Sara dos Santos; Ferrajão, Paulo; Martins, Amadeu QuelhasA Camuflagem Social é uma estratégia frequentemente utilizada por indivíduos com traços autísticos para esconder comportamentos e traços característicos, facilitando a navegação no mundo social predominantemente não autista. Este fenómeno é influenciado por diversas variáveis, sendo o principal objetivo desta tese compreender a influência da alexitimia (i.e., dificuldade em identificar e descrever emoções, tanto as próprias quando as dos outros) sobre o uso da camuflagem social. Além disso, pretende-se investigar o efeito de moderação do sexo (feminino e masculino) e o efeito de mediação da mentalização (i.e., compreensão e incompreensão dos estados mentais) na modulação dessa relação. Os dados foram recolhidos numa amostra de 561 indivíduos portugueses e falantes nativos de português, com idades iguais ou superiores a 18 anos, através de um inquérito de autorrelato que incluiu o Camouflaging Autistic Traits Questionnaire, Toronto Alexithymia Scale, Reflective Functioning Questionnaire e um questionário sociodemográfico. A análise dos dados foi realizada com testes t para analisar as diferenças de médias entre os grupos e modelagem de equações estruturais para análise do efeito moderador do sexo e do efeito de mediação da mentalização na relação entre a alexitimia e a camuflagem. Os resultados revelaram um efeito direto e preditivo da alexitimia sobre a camuflagem social, enquanto o sexo não se mostrou como um moderador significativo nesta relação. Além disso, observou-se que a hipermentalização atua como um facilitador, em vez de um preditor direto da camuflagem social. Os resultados deste estudo têm implicações importantes para a compreensão das estratégias de camuflagem social em indivíduos com traços autísticos, particularmente no que diz respeito à influência da alexitimia, demonstrando a necessidade de se ter este fenómeno em atenção nas intervenções clínicas. O facto de a hipermentalização atuar como um facilitador, aumenta o entendimento de como os indivíduos utilizam a compreensão dos estados mentais para navegar no contexto social, reforçando a importância de intervenções focadas na regulação emocional e na mentalização para reduzir a necessidade de camuflagem social.