Browsing by Subject "multidisciplinary"

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  • Ruuskanen, Taina; Vehkamäki, Hanna; Riuttanen, Laura; Lauri, Antti (2018)
    Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.
  • Helin, Satu (Helsingin yliopisto, 2019)
    Higher education in Finland is expected to provide innovation activities for their students; this is indicated by the Ministry of Education and Culture in their national vision of transition to working life. Changes in work-life are affecting in the whole society in Finland calling for non-routine problem solving, multi-professional collaboration, and knowledge creation. Co-operation between higher education institutions and business life is expected to extend and there is an increasing demand of entrepreneurial skills. In my research context, the innovation activity is provided by facilitation organisation which is a link between all actors. Organisations and companies set complex challenges; then groups of higher education students ideate and create solutions for those demands. The data for this study was collected through ethnographic observations and interviews. The process of observations took several months; I observed groups to obtain information of successes and challenges among the multidisciplinary collaborations. Observations were accomplished at joint events and while students were working as small units. At the end of the project I interviewed students from observed groups individually. In addition, two facilitators and one counselor from partner organisation was interviewed. Throughout the whole research process I wrote notes to my research diary. The initial interest of my study focused on the use of the discipline based languages. Commonly, people from different disciplines are assumed to communicate with different terms and words; challenges in separate epistemic vocabularies are expected to influence to the process of collaboration. Nevertheless, the data in this research showed that the discipline based differences in language are only one challenge among others. The participants in this research described challenges and successful of communication and group work habits. My research highlights the importance of open-minded knowledge seeking and knowledge creating. Two groups and their approaches to this collaboration are compared. One group utilised an approach of collaborative knowledge creation, whereas, another one used a practice of subtasks which were performed individually. Innovation projects require the ability to collaborate, including both sharing own expertise and relying on skills and knowledge of others. The data illustrated how groups operated. On the basis of the research data, the objects of their actions were analysed, and I located the groups in the trading zone dimensions.
  • Frog, Mr. (2020)
    The concept of otherworld is often conceived as a realm inhabited by supernatural beings or as a fantastic location where the possibilities of imagination are realities. It gets linked to concepts of otherness and the other, but the question of what makes something an otherworld generally remains unasked. Otherworlds are usually thought of as somehow outside of or beyond the empirical world, but the issue is not so simple. (This paper an English-language version of "Tuonpuoleistaminen: Paikkojen ja tilojen toiseuttaminen mytologisoimalla" published in Kalevalaseura vuosikirja 99 (2020).)
  • Elomaa, Minna; Hotta, Jaakko; Williams, Amanda C. de C.; Forss, Nina; Äyräpää, Anni; Kalso, Eija; Harno, Hanna (2019)
    Background and aims: Complex Regional Pain Syndrome (CRPS) often recovers spontaneously within the first year, but when it becomes chronic, available rehabilitative therapies (pharmacological management, physiotherapy, and psychological intervention) have limited effectiveness. This study examined the effect of a 12-week intensive outpatient rehabilitation on pain relief and function in chronic CRPS patients. Rehabilitation program included memantine and morphine treatment (added to patient's prior pain medication) and concurrent psychological and physiotherapeutic intervention. Primary outcome measure was a change in CRPS symptom count and secondary outcomes were motor performance, psychological factors, pain intensity, and quality of life. Methods: Ten patients with chronic upper limb CRPS I (median 2.9 years, range 8 months to 12 years) were recruited to the study and were assessed before and after the intervention. Hand motor function of the patients was evaluated by an independent physiotherapist. There were standardized questionnaires for depression, pain anxiety, pain acceptance, quality of life, and CRPS symptom count. In addition, psychological factors were evaluated by a semi-structured interview. Severity of experienced pain was rated at movement and at rest. In addition, a video experiment of a hand action observation was conducted pre- and post-intervention to study possible change in neuronal maladaptation. Intervention consisted of pharmacological, psychological and physiotherapeutic treatment. First, 10 mg daily morphine was started and increased gradually to 30 mg daily, if tolerated. After 30 mg/day or tolerated dose of morphine was achieved, 5 mg daily memantine was started and increased gradually to 40 mg, if tolerated. Psychological intervention consisted of weekly group sessions, using cognitive and behavioral methods (relaxation, behavioral activation, and exposure) and acceptance and commitment therapy (ACT) and daily home practice. Physiotherapeutic intervention consisted of graded motor imagery and physiotherapy exercises with weekly group sessions and/or individual guidance by the physiotherapist, and individual exercise of the affected upper limb. Results: Multimodal intensive intervention resulted in significant decrease in CRPS symptom count. The effect was strongest in motor and trophic symptoms (19% decrease after intervention) and in sensory symptoms (18% decrease). Additionally, improvement was seen in some, but not all, secondary outcomes (movement pain, motor symptoms, change in perceptions during video experiment of hand actions, and summary index with motor functioning, pain, and psychological factors). There were no dropouts. Conclusions: Intensive 12-week multimodal intervention reduced some CRPS symptoms but was not sufficient to alter patients' rest pain, distress, or quality of life.