The accreditation, source of knowledge and enrichment

Klein, Jean-Paul

doi:10.1684/abc.2014.0949

Cited by 2 publications

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“…Although institutional accreditation and knowledge management are distinct concepts, there is a relationship between institutional accreditation and knowledge management (Klein, 2014). In the accreditation process, it opens doors to networking and collaboration opportunities for business schools.…”

Section: Introductionmentioning

confidence: 99%

The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings

2023

ERI Official Conference Proceedings

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This paper presents the design, development, and quantitative and qualitative evaluations of a digital learning object based on the Transition Design methodology and the ISO-50001 standard (i.e., Energy Management System). To clarify, Transition Design addresses complex problems, called wicked problems, such as climate change, the global pandemic, and lack of access to affordable education, among others. In particular, the problem addressed in this paper is the lack of knowledge of general and standardized aspects related to energy efficiency in the secondary education curriculum design & development in Mexico. Therefore, obtaining good results in the energy efficiency context turns out to be very complicated, since there is no standard framework, and the activities or learning objects used, are not generally appropriate to the expected learning outcomes. In this way, through social immersion, focus groups, creativity techniques, and digital design tools, a market study was carried out considering a sample of 208 students distributed into 6 groups from different subjects, where the subjects are related to natural & exact sciences and social sciences & humanities. The aforementioned is for assessing the student's learning styles to determine the most adequate digital learning object for them. As a result, a digital learning object was developed in an interdisciplinary manner considering the Kolb learning styles., i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation. Finally, this project has implications for the future development of the secondary education curriculum, but the learning object can also be adapted to existing educational programs and models.

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Section: Introductionmentioning

confidence: 99%

The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings

2023

ERI Official Conference Proceedings

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The perceived effectiveness of MERS-CoV educational programs and knowledge transfer among primary healthcare workers: a cross-sectional survey

et al. 2019

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BackgroundKnowledge transfer of Middle East respiratory syndrome coronavirus (MERS-CoV) involves the dissemination of created/acquired information on MERS-CoV in hospitals, making this information accessible to all healthcare workers (HCWs). This study evaluated the perceived effectiveness of MERS-CoV educational programs and knowledge transfer among primary care HCWs at a hospital in Saudi Arabia that witnessed the largest outbreak of confirmed MERS-CoV cases in this country.MethodsA survey was distributed among primary care HCWs at five clinics in Saudi Arabia in 2016. Those with non-direct patient care responsibilities were excluded. Their knowledge was evaluated against facts published by Mayo Clinic Foundation, and its percentage mean score (PMS) ± standard deviation was calculated. HCWs’ perceived effectiveness of educational programs and knowledge transfer was classified as negative or positive.ResultsSample comprised of 404 HCWs, of which 64% were females and 36% were males. Almost 26% were ≤ 30 years old, and 42% had > 10 years of work experience. Almost 46.5% were nurses, 23.0% physicians, 18.1% were pharmacists, and 12.4% were technical staff. PMS for knowledge was 71.1 ± 19.4. The prevalence of negative perceptions towards educational programs was 22.5% and of knowledge transfer was 20.8%. Older(> 40 years of age) and more experienced(> 10 years) HCWs had the highest PMS for knowledge(73.4 ± 18.9,P = 0.005 and 76.9 ± 15.7,P < 0.001 respectively). Negative perceptions of educational programs (49.4 ± 20.7; P < 0.001) and knowledge transfer (46.0 ± 19.7; P = 0.001) were associated with a lower knowledge PMS. Males were 2.4[95% confidence interval 1.4–4.2] times and 2.0[1.1–3.5] times more likely to have negative perceptions of educational programs and knowledge transfer (adjusted (adj.)P = 0.001 and adj. P = 0.023, respectively). Physicians/pharmacists were 1.8[1.03–3.11] and 2.8[1.6–5.0] times more likely to have negative perceptions of both outcomes (adj. P = 0.038 and adj. P = 0.001, respectively). Less experienced HCWs were 2.1[1.3–3.5] times and 4.9[2.6–9.2] times more likely to exhibit negative perceptions of the two outcomes (adj. P < 0.001 each).ConclusionsA negative perception of the effectiveness of MERS-CoV knowledge transfer was associated with poorer knowledge and was more prevalent among male HCWs, physicians/pharmacists and less experienced HCWs. Hospitals should always refer to efficient knowledge sharing and educational strategies that render beneficial outcomes to patients, HCWs, and the public community.Electronic supplementary materialThe online version of this article (10.1186/s12879-019-3898-2) contains supplementary material, which is available to authorized users.

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The accreditation, source of knowledge and enrichment

Cited by 2 publications

References 0 publications

The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings

The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings

The perceived effectiveness of MERS-CoV educational programs and knowledge transfer among primary healthcare workers: a cross-sectional survey

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