BACKGROUND: The delivery of effective, high-quality patient care is a complex activity. It demands health and social care professionals collaborate in an effective manner. Research continues to suggest that collaboration between these professionals can be problematic. Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. OBJECTIVES: To assess the effectiveness of IPE interventions compared to separate, profession-specific education interventions; and to assess the effectiveness of IPE interventions compared to no education intervention.
SEARCH METHODS: For this update we searched the Cochrane Effective Practice and Organisation of Care Group specialised register, MEDLINE and CINAHL, for the years 2006 to 2011. We also handsearched the Journal of Interprofessional Care (2006 to 2011), reference lists of all included studies, the proceedings of leading IPE conferences, and websites of IPE organisations. SELECTION CRITERIA: Randomised controlled trials (RCTs), controlled before and after (CBA) studies and interrupted time series (ITS) studies of IPE interventions that reported objectively measured or self reported (validated instrument) patient/client or healthcare process outcomes. DATA COLLECTION AND ANALYSIS: At least two review authors independently assessed the eligibility of potentially relevant studies. For included studies, at least two review authors extracted data and assessed study quality. A meta-analysis of study outcomes was not possible due to heterogeneity in study designs and outcome measures. Consequently, the results are presented in a narrative format. MAIN RESULTS: This update located nine new studies, which were added to the six studies from our last update in 2008. This review now includes 15 studies (eight RCTs, five CBA and two ITS studies). All of these studies measured the effectiveness of IPE interventions compared to no educational intervention. Seven studies indicated that IPE produced positive outcomes in the following areas: diabetes care, emergency department culture and patient satisfaction; collaborative team behaviour and reduction of clinical error rates for emergency department teams; collaborative team behaviour in operating rooms; management of care delivered in cases of domestic violence; and mental health practitioner competencies related to the delivery of patient care. In addition, four of the studies reported mixed outcomes (positive and neutral) and four studies reported that the IPE interventions had no impact on either professional practice or patient care. AUTHORS' CONCLUSIONS: This updated review reports on 15 studies that met the inclusion criteria (nine studies from this update and six studies from the 2008 update). Although these studies reported some positive outcomes, due to the small number of studies and the heterogeneity of interventions and outcome measures, it is not possible to draw generalisable inferences about the key elements of IPE and its effectiveness. To improve the quality of evidence relating to IPE and patient outcomes or healthcare process outcomes, the following three gaps will need to be filled: first, studies that assess the effectiveness of IPE interventions compared to separate, profession-specific interventions; second, RCT, CBA or ITS studies with qualitative strands examining processes relating to the IPE and practice changes; third, cost-benefit analyses.

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Interprofessional education: effects on professional practice and healthcare outcomes (update)

This is the first handbook where the world’s foremost “experts on expertise” review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts’ knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge of the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise, such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

The Cambridge Handbook of Expertise and Expert Performance

The main purpose of this paper is to draw attention to some facts and ideas that perhaps can help to identify problems or fields for development and research within the evaluation of training. Topics for group discussion are preceded by material on some basic concepts of evaluation and educational measurement. The ratio scale, the interval scale, the ordinal scale, and the nominal scale are given as examples of kinds of scales used in educational measurement; the problem of norms is discussed; potential purposes of evaluation or educational measurement are outlined; and some characteristics of a good measuring instrument are explained. The author also defends the inclusion of evaluation as an Integral part of a model for planning and carrying out educational programs. (BW) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION EVALUATION OF TRAINING

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Evaluation of Training.

Prospective memory tasks are often accomplished during the performance of other activities. Despite the dual-task nature of prospective memory, little attention has been paid to how successful prospective memory performance affects ongoing activities. In the first 2 experiments, participants performing an embedded prospective memory task had longer response times on nonprospective memory target trials of a lexical decision task than participants performing the lexical decision task alone. In the prospective memory groups, longer lexical decision response times were associated with better prospective memory performance (Experiments 1, 2, and 3), a pattern not demonstrated with an embedded retrospective memory task (Experiment 2). The results of Experiment 3 suggest that the retrieval of a delayed intention, or the prospective component, can require capacity.

The cost of remembering to remember in event-based prospective memory: investigating the capacity demands of delayed intention performance.

The Audio/Visual Emotion Challenge and Workshop (AVEC 2016) "Depression, Mood and Emotion" will be the sixth competition event aimed at comparison of multimedia processing and machine learning methods for automatic audio, visual and physiological depression and emotion analysis, with all participants competing under strictly the same conditions. The goal of the Challenge is to provide a common benchmark test set for multi-modal information processing and to bring together the depression and emotion recognition communities, as well as the audio, video and physiological processing communities, to compare the relative merits of the various approaches to depression and emotion recognition under well-defined and strictly comparable conditions and establish to what extent fusion of the approaches is possible and beneficial. This paper presents the challenge guidelines, the common data used, and the performance of the baseline system on the two tasks.

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AVEC 2016: Depression, Mood, and Emotion Recognition Workshop and Challenge

https://doc.rero.ch/record/28590/files/Sonderegger_Sauer2010.pdf

The influence of design aesthetics in usability testing: effects on user performance and perceived usability.

https://doc.rero.ch/record/28587/files/SauerSonderegger2009.pdf

The influence of prototype fidelity and aesthetics of design in usability tests: effects on user behaviour, subjective evaluation and emotion.

The influence of age in usability testing.

A longitudinal field experiment was carried out over a period of 2 weeks to examine the influence of product aesthetics and inherent product usability. A 2 × 2 × 3 mixed design was used in the study, with product aesthetics (high/low) and usability (high/low) being manipulated as between-subjects variables and exposure time as a repeated-measures variable (three levels). A sample of 60 mobile phone users was tested during a multiple-session usability test. A range of outcome variables was measured, including performance, perceived usability, perceived aesthetics and emotion. A major finding was that the positive effect of an aesthetically appealing product on perceived usability, reported in many previous studies, began to wane with increasing exposure time. The data provided similar evidence for emotion, which also showed changes as a function of exposure time. The study has methodological implications for the future design of usability tests, notably suggesting the need for longitudinal approaches in us...

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Juergen Sauer

Papers

The influence of design aesthetics in usability testing: effects on user performance and perceived usability.

The influence of prototype fidelity and aesthetics of design in usability tests: effects on user behaviour, subjective evaluation and emotion.

The influence of age in usability testing.

The Influence of Product Aesthetics and Usability over the Course of Time: A Longitudinal Field Experiment

Designing automation for complex work environments under different levels of stress.