Harmonization of pre-analytical quality indicators     

Mario Plebani  Laura Sciacovelli  Ada Aita  Maria Laura Chiozza 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):105-113

Quality indicators (QIs) measure the extent to which set targets are attained and provide a quantitative basis for achieving improvement in care and, in particular, laboratory services. A body of evidence collected in recent years has demonstrated that most errors fall outside the analytical phase, while the pre- and post-analytical steps have been found to be more vulnerable to the risk of error. However, the current lack of attention to extra-laboratory factors and related QIs prevent clinical laboratories from effectively improving total quality and reducing errors. Errors in the pre-analytical phase, which account for 50% to 75% of all laboratory errors, have long been included in the ‘identification and sample problems’ category. However, according to the International Standard for medical laboratory accreditation and a patient-centered view, some additional QIs are needed. In particular, there is a need to measure the appropriateness of all test request and request forms, as well as the quality of sample transportation. The QIs model developed by a working group of the International Federation of Clinical Chemistry and Laboratory Medicine (IFCC) is a valuable starting point for promoting the harmonization of available QIs, but further efforts should be made to achieve a consensus on the road map for harmonization.  相似文献   

Structuring fragmented knowledge: a case study     

Maria Franca?NoreseEmail author  Fabio?Salassa 《知识管理研究与实践》2014,12(4):454-463

When the need to record and track the point of view of different actors in organizational processes becomes a key point for decision makers, a common representation of knowledge from different perspectives and a map of the situation and the decision and action needs could be useful. A methodology that easily and transparently integrates different ‘soft’ and ‘hard’ tools in a common knowledge structuring approach is proposed to deal with complexities and uncertainties in a socio-technical contest. The purpose of this paper is to show the potentialities of this methodology in a real case, in terms of organizational knowledge acquisition and structuring in a multi-actor public context, a university faculty, in relation to a radical change.  相似文献   

Digital Disconnect     

Maria Simone 《广播与电子媒介杂志》2013,57(2):330-332

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Emotions’ management within the Real Madrid football club business model     

Jesus Rodriguez-Pomeda  Fernando Casani  Maria del Mar Alonso-Almeida 《Soccer & Society》2017,18(4):431-444

Recent changes in the sports industry – derived from increasing financial pressures – have led to the update of existing business models. Particularly in football, the dominant clubs develop new business models based on the spectators’ commitment to the sport. Packed stadiums attract more people who consume both the matches and the many other associated goods and services. In an experience economy, the lever is the tapping of their emotions by an increasingly sophisticated value proposal. Groups of passionate supporters lead the way to the establishment of communities with a common interest in the club. Following a qualitative methodology (interviews and other texts’ analysis) our study of the Real Madrid Football Club (RM) business model suggests that one of the biggest football clubs in the world is creating a business model based on the emotions of its supporters. This finding could be useful for other clubs in many different countries.  相似文献   

Guide to New Resources     

Ming Fang He  Maria José Botelho  Betty Christine Eng  William F. Dejean  Jill Aguilar  Isabel Nuñez 《Multicultural Perspectives》2013,15(2):114-125

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A Review of: “Des Freedman. The Politics of Media Policy.”     

Reviewed by Maria A. Moore 《Mass Communication and Society》2013,16(2):218-220

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Establishing a Community of Inquiry through Hybrid Courses in Clinical Social Work Education     

Maria Ferrera  Sonya Crabtree-Nelson 《Journal of Teaching in Social Work》2013,33(4-5):438-448

Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate critical reflection and discourse. To illustrate this approach, we provide two case examples from clinical courses taught in an MSW program.  相似文献   

Development of letter position processing: effects of age and orthographic transparency     

Maria Ktori  Nicola J. Pitchford 《Journal of Research in Reading》2009,32(2):180-198

This study investigated the relative extent to which developing readers (6‐ and 9‐year‐olds) of English (deep) or Greek (transparent) orthography exhibit serial and exterior letter effects in letter position encoding. Participants were given a visual search task that required detection of a pre‐specified target letter within a random five‐letter string. Stimuli comprised letters either specific to English or Greek, or shared by both orthographies. For native letters, all readers showed significant initial‐letter facilitation. In contrast, final‐letter facilitation was shown only by English children. Furthermore, Greek 9‐year‐olds showed significantly more left‐to‐right facilitation than English 9‐year‐olds. These results suggest that letter position encoding is adaptive to the nature of the orthography acquired during reading development.  相似文献   

The use of portfolios to foster professionalism: attributes,outcomes, and recommendations     

Renato Soleiman Franco  Camila Ament Giuliani dos Santos Franco  Olívia Pestana  Milton Severo  Maria Amélia Ferreira 《Assessment & Evaluation in Higher Education》2017,42(5):737-755

The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy.  相似文献   

Engineering students’ experiences of interactive teaching in calculus     

Maria Weurlander  Mikael Cronhjort  Lars Filipsson 《高等教育研究与发展》2017,36(4):852-865

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.  相似文献