Longitudinal follow-up of children with cerebral palsy after Single-Event Multilevel Surgery

Publication date: Available online 5 September 2016
Source:Gait & Posture





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Accurate muscle morphological measurement using diffusion tensor magnetic resonance (DT-MR) images in the subject-specific muscle modelling (S2MM)

Publication date: Available online 5 September 2016
Source:Gait & Posture





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A protective effect in females with alkaptonuria: Relationships between gait deviations and ochronosis

Publication date: Available online 5 September 2016
Source:Gait & Posture





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The margins of stability when crossing an obstacle in older adults

Publication date: Available online 5 September 2016
Source:Gait & Posture





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Contextualizing learning to improve care using collaborative communities of practices.

Contextualizing learning to improve care using collaborative communities of practices.

BMC Health Serv Res. 2016;16(1):464

Authors: Jeffs L, McShane J, Flintoft V, White P, Indar A, Maione M, Lopez AJ, Bookey-Bassett S, Scavuzzo L

Abstract
BACKGROUND: The use of interorganizational, collaborative approaches to build capacity in quality improvement (QI) in health care is showing promise as a useful model for scaling up and accelerating the implementation of interventions that bridge the "know-do" gap to improve clinical care and provider outcomes. Fundamental to a collaborative approach is interorganizational learning whereby organizations acquire, share, and combine knowledge with other organizations and have the opportunity to learn from their respective successes and challenges in improvement areas. This learning approach aims to create the conditions for collaborative, reflective, and innovative experiential systems that enable collective discussions regarding daily practice issues and finding solutions for improvement.
METHODS: The concepts associated with interorganizational learning and deliberate learning activities within a collaborative 'Communities-of-practice'(CoP) approach formed the foundation of the of an interactive QI knowledge translation initiative entitled PERFORM KT. Nine teams participated including seven teams from two acute care hospitals, one from a long term care center, and one from a mental health sciences center. Six monthly CoP learning sessions were held and teams, with the support of an assigned mentor, implemented a QI project and monitored their results which were presented at an end of project symposium. 47 individuals participated in either a focus group or a personal interview. Interviews were transcribed and analyzed using an iterative content analysis.
RESULTS: Four key themes emerged from the narrative dataset around experiences and perceptions associated with the PERFORM KT initiative: 1) being successful and taking it to other levels by being systematic, structured, and mentored; 2) taking it outside the comfort zone by being exposed to new concepts and learning together; 3) hearing feedback, exchanging stories, and getting new ideas; and 4) having a pragmatic and accommodating approach to apply new learnings in local contexts.
CONCLUSIONS: Study findings offer insights into collaborative, inter-organizational CoP learning approaches to build QI capabilities amongst clinicians, staff, and managers. In particular, our study delineates the need to contextualize QI learning by using deliberate learning activities to balance systematic and structured approaches alongside pragmatic and accommodating approaches with expert mentors.

PMID: 27590455 [PubMed - as supplied by publisher]

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Contextualizing learning to improve care using collaborative communities of practices.

Contextualizing learning to improve care using collaborative communities of practices.

BMC Health Serv Res. 2016;16(1):464

Authors: Jeffs L, McShane J, Flintoft V, White P, Indar A, Maione M, Lopez AJ, Bookey-Bassett S, Scavuzzo L

Abstract
BACKGROUND: The use of interorganizational, collaborative approaches to build capacity in quality improvement (QI) in health care is showing promise as a useful model for scaling up and accelerating the implementation of interventions that bridge the "know-do" gap to improve clinical care and provider outcomes. Fundamental to a collaborative approach is interorganizational learning whereby organizations acquire, share, and combine knowledge with other organizations and have the opportunity to learn from their respective successes and challenges in improvement areas. This learning approach aims to create the conditions for collaborative, reflective, and innovative experiential systems that enable collective discussions regarding daily practice issues and finding solutions for improvement.
METHODS: The concepts associated with interorganizational learning and deliberate learning activities within a collaborative 'Communities-of-practice'(CoP) approach formed the foundation of the of an interactive QI knowledge translation initiative entitled PERFORM KT. Nine teams participated including seven teams from two acute care hospitals, one from a long term care center, and one from a mental health sciences center. Six monthly CoP learning sessions were held and teams, with the support of an assigned mentor, implemented a QI project and monitored their results which were presented at an end of project symposium. 47 individuals participated in either a focus group or a personal interview. Interviews were transcribed and analyzed using an iterative content analysis.
RESULTS: Four key themes emerged from the narrative dataset around experiences and perceptions associated with the PERFORM KT initiative: 1) being successful and taking it to other levels by being systematic, structured, and mentored; 2) taking it outside the comfort zone by being exposed to new concepts and learning together; 3) hearing feedback, exchanging stories, and getting new ideas; and 4) having a pragmatic and accommodating approach to apply new learnings in local contexts.
CONCLUSIONS: Study findings offer insights into collaborative, inter-organizational CoP learning approaches to build QI capabilities amongst clinicians, staff, and managers. In particular, our study delineates the need to contextualize QI learning by using deliberate learning activities to balance systematic and structured approaches alongside pragmatic and accommodating approaches with expert mentors.

PMID: 27590455 [PubMed - as supplied by publisher]

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Speech perception adjusts to stable spectrotemporal properties of the listening environment

Publication date: Available online 3 September 2016
Source:Hearing Research
Author(s): Christian E. Stilp, Paul W. Anderson, Ashley A. Assgari, Gregory M. Ellis, Pavel Zahorik
When perceiving speech, listeners compensate for reverberation and stable spectral peaks in the speech signal. Despite natural listening conditions usually adding both reverberation and spectral coloration, these processes have only been studied separately. Reverberation smears spectral peaks across time, which is predicted to increase listeners’ compensation for these peaks. This prediction was tested using sentences presented with or without a simulated reverberant sound field. All sentences had a stable spectral peak (added by amplifying frequencies matching the second formant frequency [F2] in the target vowel) before a test vowel varying from/i/to/u/in F2 and spectral envelope (tilt). In Experiment 1, listeners demonstrated increased compensation (larger decrease in F2 weights and larger increase in spectral tilt weights for identifying the target vowel) in reverberant speech than in nonreverberant speech. In Experiment 2, increased compensation was shown not to be due to reverberation tails. In Experiment 3, adding a pure tone to nonreverberant speech at the target vowel’s F2 frequency increased compensation, revealing that these effects are not specific to reverberation. Results suggest that perceptual adjustment to stable spectral peaks in the listening environment is not affected by their source or cause.



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