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Summary: Heparin therapy in 114 patients was controlled by daily blood tests-the whole blood coagulation time, kaolin-activated partial thromboplastin time of plasma, and plasma heparin assay. Bleeding episodes occurred in 7 out of 92 patients (7.6%) who had normal haemostatic mechanisms before therapy and in 11 out of 22 patients (50%) with defective haemostasis, mostly due to intravascular coagulation or renal failure. The dose of heparin ranged from 20,000 to 60,000 units in each 24-hour period. In some patients bleeding was related to overdosage, but in others the laboratory tests indicated satisfactory or suboptimal dosage at the time of bleeding.Though there were positive correlations between the results of the three tests, these were not close, and no one test was preferable. Hence laboratory control of heparin therapy is unsatisfactory and patients may bleed despite careful control of the dose by all three methods.

This chapter explains the implementation, facilitation and experiences of a community of practice; video-based Peer Assisted Study Sessions (vPASS), which utilised recorded lectures and collaborative learning methodologies for at-risk undergraduate students studying Mathematics for Engineers. Students who had previously failed this core subject, were invited to enrol in the vPASS mode of Mathematics for Engineers which provided a facilitated, small group learning environment. They found significant benefits in the experiences of learning together and supporting each other's learning trajectory through the challenging content. We consider vPASS through the lenses of 'mutual engagement, joint enterprise and shared repertoire' which Wenger describes as processes that contribute to communities of practice (Wenger in Social learning systems and communities of practice. Springer and the Open University, Milton Keynes, pp 179-197, 2010b, p. 72). Although this program was based in a particular subject, the principles and approaches which underlie vPASS are transferable to other discipline areas. Transforming the experience of learning from a lecture into a social meaning making activity provides students with life-long learning skills; a graduate attribute of many institutions. It can also enable students to take greater responsibility for their learning as their motivation increases and they develop effective study strategies.

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