Browsing by Subject "Research"

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  • Lonka, Kirsti; Ketonen, Elina; Vekkaila, Jenna; Lara, María Cerrato; Pyhältö, Kirsi (2019)
    We explored doctoral students’ writing profiles using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al. Journal of Writing Research, 5(3), 245-269 2014) was used to measure writing conceptions and problematic writing. Well-being was measured by MED NORD, adapted to the doctoral context (Lonka et al. Medical Teacher, 30, 72-79 2008; Stubb et al. Studies in Continuing Education, 33(1), 33–50 2011), and Perceptions of the learning environment, using specific items from Dahlin et al. Medical Education, 39, 594–604 (2005). PhD students with similar patterns of writing variables were identified through latent profile analysis (LPA). We conducted one-way ANOVAs to examine group differences with respect to well-being and perceptions of learning environment. We identified three writing profiles: Growth-Transforming (51%), Ambivalent (40%), and Fixed-Blocking (9%) groups. The Fixed-Blocking group reported a lack of interest the most often and also reported receiving the least feedback. The Growth-Transforming group was the most and the Fixed-Blocking group the least satisfied with their studies. It appeared that epistemic beliefs related to research writing were most decisive in differentiation among PhD students. Blocks were related to beliefs in innate ability. We concluded that although problems in writing are quite common, epistemic beliefs may be even more decisive in terms of successful research writing.
  • Keltikangas-Järvinen, Liisa (2018)
  • De Simone, Belinda; Abu-Zidan, Fikri M.; Gumbs, Andrew A.; Chouillard, Elie; Di Saverio, Salomone; Sartelli, Massimo; Coccolini, Federico; Ansaloni, Luca; Collins, Toby; Kluger, Yoram; Moore, Ernest E.; Litvin, Andrej; Leppaniemi, Ari; Mascagni, Pietro; Milone, Luca; Piccoli, Micaela; Abu-Hilal, Mohamed; Sugrue, Michael; Biffl, Walter L.; Catena, Fausto (2022)
    Aim We aimed to evaluate the knowledge, attitude, and practices in the application of AI in the emergency setting among international acute care and emergency surgeons. Methods An online questionnaire composed of 30 multiple choice and open-ended questions was sent to the members of the World Society of Emergency Surgery between 29th May and 28th August 2021. The questionnaire was developed by a panel of 11 international experts and approved by the WSES steering committee. Results 200 participants answered the survey, 32 were females (16%). 172 (86%) surgeons thought that AI will improve acute care surgery. Fifty surgeons (25%) were trained, robotic surgeons and can perform it. Only 19 (9.5%) were currently performing it. 126 (63%) surgeons do not have a robotic system in their institution, and for those who have it, it was mainly used for elective surgery. Only 100 surgeons (50%) were able to define different AI terminology. Participants thought that AI is useful to support training and education (61.5%), perioperative decision making (59.5%), and surgical vision (53%) in emergency surgery. There was no statistically significant difference between males and females in ability, interest in training or expectations of AI (p values 0.91, 0.82, and 0.28, respectively, Mann-Whitney U test). Ability was significantly correlated with interest and expectations (p < 0.0001 Pearson rank correlation, rho 0.42 and 0.47, respectively) but not with experience (p = 0.9, rho - 0.01). Conclusions The implementation of artificial intelligence in the emergency and trauma setting is still in an early phase. The support of emergency and trauma surgeons is essential for the progress of AI in their setting which can be augmented by proper research and training programs in this area.
  • Overstreet, Robert; Hall, Dianne; Hanna, Joe; Rainer, R. (2011)
    Journal of Humanitarian Logistics and Supply Chain Management
  • Kymäläinen, Hanna-Riitta; Kokkonen, Tuomo; Muukkonen, Hanni; Mäkelä, Pirjo; Seppänen, Mervi; Lakkala, Minna (IATED Academy, 2018)
    EDULEARN Proceedings
    Work life relevance is emphasized these days in higher education. In addition to domain-specific knowledge and skills, students should learn general work life competencies, such as team work, networking, project work and digital skills. At the University of Helsinki, agricultural science students’ work life skills are promoted in a project course. The 5 ETCS course has been held for B.Sc. and M.Sc. students in 2016 and 2017. The course in 2016 had eight students and three supervisors in two project teams; the course in 2017 had 15 students in four teams, and six supervisors (university teachers). Each team had its own external client from businesses and national government departments. The course implementation was examined from a design-based research approach. The aim of the study was to evaluate the summative evaluations made by all groups participating in the course, receive research-based knowledge about improving the course design further, and to try out instruments and methods that can be used in educational practice to assess participant satisfaction and competence development during courses about work life. An online questionnaire was used to examine the evaluations of the supervisors and students about the success of the course and the competencies gained by the students (Collaborative Knowledge Practices Questionnaire, CKP). Interviews were used to examine the views of the clients concerning the realization and development of the course. The data were analysed using quantitative and qualitative methods. The project process was mostly graded the same by the evaluators (students, supervisors and clients), but most student groups gave the report a higher grade than the other evaluators did. Students’ evaluations were that they had acquired knowledge work competencies well, particularly the development of shared objects, the integration of individual and collaborative working and persistent development of knowledge objects. The students particularly appreciated team work for achieving common goals, development of project work and work life skills, interesting project topics and interaction with the customers. Challenges were the open assignments and related uncertainty of working methods, coordination of group work and students’ inadequate skills in relation to project work requirements. The tight schedule of 11 weeks in 2016 led to the course being extended to 16 weeks in 2017. All clients evaluated their participation in the course as being positive. They appreciated being able to help students to practice work life skills and the university to develop teaching. Collaboration was seen as a good way to create contacts with students from the viewpoint of future workplaces. Project work outcomes provided new information for the development of the client organizations or supplemented and strengthened earlier views. As targets for improvement, the clients mentioned better definition of appropriate assignments for student teams and the development of interaction practices, e.g. by organizing virtual meetings. For the supervisors, the motivated working of the students and finishing of the projects in time were positive aspects. It was challenging to define appropriate topics for the client assignments, requirements of the course in relation to the skills of the students and timing of the course as well as their own time management. All parties experienced work life-oriented project courses as necessary and rewarding for all parties. Research-based evaluation provided useful information for developing the course design further.
  • Richey, Glenn (2009)
    International Journal of Physical Distribution & Logistics Management
  • Kasari, Sonja; Pitkäranta, Anne (2018)
    Tutkimuksista on tiedotettu vain sen verran, kuin tutkija on katsonut välttämättömäksi.