The interprofessional practice of health professionals in inclusive schools: A study using respondent-driven sampling

Dinamarca-Aravena, Katherine Andrea; Cabezas, José M.

doi:10.1016/j.xjep.2023.100650

Journal of Interprofessional Education & Practice

2023

DOI: 10.1016/j.xjep.2023.100650

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The interprofessional practice of health professionals in inclusive schools: A study using respondent-driven sampling

Katherine Andrea Dinamarca-Aravena¹,

José M. Cabezas²

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2024

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Cited by 2 publications

References 32 publications

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¿Por qué no pueden colaborar? Obstáculos para la colaboración docente

Roa-Tampe,

Zenteno-Silva

2024

magis

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La colaboración docente se destaca como un medio imprescindible para la mejora escolar, el trabajo interdisciplinario, la profesionalización y la creación de nuevo conocimiento. La presente investigación, de carácter cualitativo y alcance analítico, por medio de entrevistas semiestructuradas, buscó indagar en las dificultades u obstáculos que impiden colaborar entre pares, según la percepción de docentes de escuelas chilenas. Los resultados y discusión ponen en evidencia que colaborar depende no solo de actitudes o características individuales, sino también del diseño del trabajo (mesonivel) y del liderazgo pedagógico, así como de la cultura profesional (macronivel). Asimismo, se problematizan los desafíos que esto plantea a la formación inicial y continua de las y los docentes, y las posibilidades que la gestión y el liderazgo escolar tienen de favorecer la colaboración entre profesionales en las escuelas.

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¿Por qué no pueden colaborar? Obstáculos para la colaboración docente

Roa-Tampe,

Zenteno-Silva

2024

magis

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The Relationship between Religiosity Level and Emotional Responses to Artificial Intelligence in University Students

Kozak,

Fel

2024

Religions

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This article aims to analyze the correlations between the level of religiosity and emotional responses to artificial intelligence (AI). In these times marked by the growing penetration of artificial intelligence into people’s everyday lives, it is important to identify the sociocultural determinants of attitudes towards this increasingly dynamically developing technology. A significant element of society’s cultural mosaic is religiosity, and, as such, it undoubtedly has an effect on emotional responses to AI. This is a reason to investigate how religions and religiosity impact attitudes towards AI. The study used Welch’s analysis of variance (ANOVA) to compare university students’ emotional reactions to AI across religiosity levels, which allowed for identifying significant differences in the levels of emotions such as fear, sadness, and anger between irreligious, religious, and indifferent groups. Significant differences in emotional responses to AI were found between individuals with different religiosity levels. Compared to irreligious and indifferent students, the religious ones more often showed intense emotions, such as fear and anger. The results indicate the need to include the issues of religion and religiosity in the process of designing and implementing AI. This may contribute to a greater acceptance of this technology in a society of individuals with different levels of religiosity. Understanding the effect of religiosity on the response to AI is also of considerable importance for the development and implementation of ethically responsible AI solutions, which should take account of the diversity of individuals’ beliefs and value systems.

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The interprofessional practice of health professionals in inclusive schools: A study using respondent-driven sampling

Cited by 2 publications

References 32 publications

¿Por qué no pueden colaborar? Obstáculos para la colaboración docente

¿Por qué no pueden colaborar? Obstáculos para la colaboración docente

The Relationship between Religiosity Level and Emotional Responses to Artificial Intelligence in University Students

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