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96 results for “Communities of educators”
Data from: Transforming medical education in Liberia through an international community of inquiry (2017 dataset)
<p>A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2016 dataset)
<p class="MsoNormal">A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2018 dataset)
<p>A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2016 dataset)
Open the record for dataset details and reuse information.
Data from: Transforming medical education in Liberia through an international community of inquiry (2017 dataset)
Open the record for dataset details and reuse information.
Data from: Transforming medical education in Liberia through an international community of inquiry (2018 dataset)
Open the record for dataset details and reuse information.
Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
<p>With the growing availability and accessibility of big data in ecology, we face an urgent need to train the next generation of scientists in data science practices and tools. One of the biggest barriers for implementing a data-driven curriculum in undergraduate classrooms is the lack of training and support for educators to develop their own skills and time to incorporate these principles into existing courses or develop new ones. Alongside the research goals of the National Ecological Observatory Network (NEON), providing education and training are key components for building a community of scientists and users equipped to utilize large-scale ecological and environmental data. To address this need, the NEON Data Education Fellows program formed as a collaborative Faculty Mentoring Network (FMN) between scientists from NEON and university faculty interested in using NEON data and resources in their ecology classrooms. Like other FMNs, this group has two main goals: 1) to provide tools, resources, and support for faculty interested in developing data-driven curriculum, and (2) to make teaching materials that have been implemented and tested in the classroom available as open educational resources for other educators. We hosted this program using an open education and collaboration platform from the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. Here, we share lessons learned from facilitating five FMN cohorts and emphasize the successes, pitfalls, and opportunities for developing open education resources through community-driven collaborations.</p>
Leveraging Diversity in Software Engineering Education through Community Engaged Learning and a Supportive Network
<p>This replication package contains the schedule for the first cohort of our program described in the paper titled "Leveraging Diversity in Software Engineering Education through Community Engaged Learning and a Supportive Network".</p>
Quantitative databases about Hacker Education Research - School and Hacker Communities
<p>This group of files includes three distinct databases for use in PSPP:<br> - CA_Cycle1 - Indicators about Hacker Education and sociodemographic variables of teachers, researchers and students in the first cycle of the Conecta Escola-Mundo project;<br> - CA_Cycle2 - Indicators about Hacker Education and sociodemographic variables of teachers, researchers and students in the second cycle of the Conecta Escola-Mundo project;<br> - HackerCommunities - Indicators about Hacker Education and sociodemographic variables of 115 hackers participating in eight different movements around the world;</p>
Family Model of Diabetes Self-Management Education in the Marshallese Community
ClinicalTrials.gov study NCT02407132. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Northwestern University and Access Community Health Network Medication Education Study
ClinicalTrials.gov study NCT01578577. IPD Sharing: Not stated. Countries: 1. Publications: 2.
Effectiveness Study of Community-Based, Peer-Led Education on Weight Loss and Diabetes
ClinicalTrials.gov study NCT01004848. IPD Sharing: Not stated. Countries: 1. Publications: 12.
Embedded Community-based Heart-Age Risk Education Trial in Cinese Primary Healthcare
ClinicalTrials.gov study NCT07045363. IPD Sharing: NO. Countries: 1. Publications: 0.
Linking Education, Produce Provision, and Community Referrals to Improve Diabetes Care (LINK)
ClinicalTrials.gov study NCT05472441. IPD Sharing: YES. Countries: 1. Publications: 1.
Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
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Effectiveness of community-based health education and home support program to reduce blood pressure among patients with uncontrolled hypertension in Nepal: A cluster-randomized trial
<p><b>Background: </b>Hypertension is a major global public health problem. Elevated blood pressure can cause cardiovascular and kidney diseases. We assessed the effectiveness of health education sessions and home support programs in reducing blood pressure among patients with uncontrolled hypertension in a suburban community of Nepal.</p> <p><b>Methods</b>: We conducted a community-based, open-level, parallel-group, cluster randomized controlled trial in Birendranagar municipality of Surkhet, Nepal. We randomly assigned four clusters (wards) into intervention and control arms. We provided four health education sessions, frequent home and usual care for intervention groups over six months. The participants of the control arm received only usual care from health facilities. The primary outcome of this study was the proportion of controlled systolic blood pressure (SBP). The analysis included all participants who completed follow-up at six months.</p> <p><b>Results</b>: 125 participants were assigned to either the intervention (n=63) or the control (n=62) group. Of them, 60 participants in each group completed six months follow-up. The proportion of controlled SBP was significantly higher among the intervention participants compared to the control (58.3% vs. 40%). Odds ratio of this was 2.1 with 95% CI: 1.01-4.35 (p=0.046) and that of controlled diastolic blood pressure (DBP) was 1.31 (0.63-2.72) (p=0.600). The mean change (follow-up minus baseline) in SBP was significantly higher in the intervention than in the usual care (-18.7 mmHg vs. -11.2 mmHg, p=0.041). Such mean change of DBP was also higher in the intervention (-10.95 mmHg vs. -5.53 mmHg, p=0.065). The knowledge score on hypertension improved by 2.38 (SD 2.4) in the intervention arm, which was significantly different from that of the control group, 0.13 (1.8) (p<0.001).</p> <p><b>Conclusions</b>: Multiple health education sessions complemented by frequent household visits by health volunteers can effectively improve knowledge on hypertension and reduce blood pressure among uncontrolled hypertensive patients at the community level in Nepal. </p> <p><b>Keywords:</b> Hypertension; Blood pressure; Systolic Blood Pressure; Diastolic Blood Pressure; Cardiovascular disease; Health Education; Home Support</p> <p><b>Trial Registration: </b>ClinicalTrial.gov: <span>NCT02981251</span></p>
Community Awareness Resources and Education - Project 1
ClinicalTrials.gov study NCT01172561. IPD Sharing: NO. Countries: 1. Publications: 1.
Patient Education and Motor Control Exercise Among Rural Community-dwelling Adults With Chronic Low Back Pain
ClinicalTrials.gov study NCT03393104. IPD Sharing: UNDECIDED. Countries: 1. Publications: 2.
Community-based Screening of Chronic Kidney Disease (CKD) and Measure the Impact of Health Education
ClinicalTrials.gov study NCT04094831. IPD Sharing: NO. Countries: 1. Publications: 2.
Paediatric Chronic Tracheostomy Care: An Evaluation of an Innovative Competency-based Education Program for Community Health Care Providers
ClinicalTrials.gov study NCT04559932. IPD Sharing: NO. Countries: 1. Publications: 1.
ScienceDex guides
Understand access before you commit
These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.