RESUMEN

BACKGROUND: Potential solutions to bridging the research practice gap include collaborative frameworks and models. Yet there is little evidence demonstrating their application in practice. In addressing this knowledge gap, this in-depth case study explored how the co-creation of new knowledge framework and its four collaborative processes (co-ideation, co-design, co-implementation, and co-evaluation) are utilised to support people who had attempted suicide through an Australian psychoeducational program known as Eclipse. METHODS: Using a case study design and a thematic analysis methodology, multiple sources of qualitative data (collaborative group discussion, personal communications) were analysed inductively and deductively to examine the implementation of co-creation and explore the perspectives of researchers and stakeholders about co-creation and collaborative relationships. RESULTS: Three broad themes were identified: (1) understanding the language and practice of co-creation, (2) perception of trust formation, and (3) the value of co-creation opportunities. Ultimately, implementing co-creation with or between researchers, industry and people with lived experience requires trust, reciprocity, good fortune, and good management. While implementing co-creation, the co-creation framework was revised to include additional elements identified as missing from the initially proposed framework. CONCLUSION: Co-creation of new knowledge poses many challenges to researchers and stakeholders, particularly regarding its "messiness" and non-linear approach to implementation and evaluation. However, as this case study demonstrates, it has the potential to become an alternative framework of best practice for public health interventions in third sector organisations, most notably as it eliminates the often-lengthy gap reported between research evidence and translation into practice. The research highlights the need for co-creation to further study its effectiveness in integrating research and service delivery to generate new knowledge. This may lead to a cultural and behavioural change in the service provider's approach to research, offering better outcomes for providers, clients, policymakers, universities, and funders.

Organisations and researchers need to collaborate to produce new knowledge of health interventions. The literature identifies that there is a substantial evidence gap between producing knowledge and improving health outcomes. Here we reflect, via a case study methodology, on ways to co-create new knowledge by following a four-step collaborative process. The case study reviews the evaluation of an Australian-based psychoeducational program for people who attempt suicide by analysing multiple qualitative data sources to explore the perspectives of researchers and stakeholders. We discovered the need for a shared language of co-creation that focuses on experiences of collaboration while seeking out new value-creation opportunities and dismantling barriers. We learnt that implementing co-creation requires trust and good fortune within collaborative relationships alongside good management. Using the alternative collaboration framework of best practice for public health interventions in third sector organisations may eliminate gaps between research evidence and translation into practice, assisting health providers, clients, policymakers, universities, and funders.

RESUMEN

BACKGROUND: Governments and third-sector organizations (TSOs) require support to reduce suicide mortality through funding of suicide prevention services and innovative research. One way is for researchers to engage individuals and services in multisectoral collaborations, to collaboratively design, develop and test suicide prevention services and programmes. However, despite widespread support, to date, it remains unclear as to the extent to which stakeholders are being included in the research process, or if they are, how these partnerships occur in practice. To address this gap, the authors conducted a systematic review with the aim of identifying evidence of multisectoral collaborations within the field of suicide prevention, the types of stakeholders involved and their level of involvement. METHODS: The authors conducted a strategic PRISMA-compliant search of five electronic databases to retrieve literature published between January 2008 and July 2021. Hand-searching of reference lists of key systematic reviews was also completed. Of the 7937 papers retrieved, 16 papers finally met the inclusion criteria. Because of data heterogeneity, no meta-analysis was performed; however, the methodological quality of the included studies was assessed. RESULTS: Only one paper included engagement of stakeholders across the research cycle (co-ideation, co-design, co-implementation and co-evaluation). Most stakeholders were represented by citizens or communities, with only a small number of TSOs involved in multisectoral collaborations. Stakeholder level of involvement focused on the co-design or co-evaluation stage. CONCLUSION: This review revealed a lack of evidence of multisectoral collaborations being established between researchers and stakeholders in the field of suicide prevention research, even while such practice is being espoused in government policies and funding guidelines. Of the evidence that is available, there is a lack of quality studies documenting the collaborative research process. Also, results showed that the inclusion of co-researchers from communities or organizations is defined as co-creation, but further analysis revealed that collaboration was not consistent across the duration of projects. Researchers and practitioners should consider issues of power and equity in multisectoral collaborations and encourage increased engagement with TSOs, to rigorously research and evaluate suicide prevention services.

Asunto(s)

RESUMEN

Co-creation of new knowledge has the potential to speed up the discovery and application of new knowledge into practice. However, the progress of co-creation is hindered by a lack of definitional clarity and inconsistent use of terminology. The aim of this paper is to propose a new standardised definition of co-creation of new knowledge for health interventions based on the existing co-creation literature. The authors completed a systematic search of electronic databases and Google Scholar using 10 of the most frequently used co-creation-related keywords to identify relevant studies. Qualitative content analysis was performed, and two reviewers independently tested the categorisation of papers. Of the 6571 papers retrieved, 42 papers met the inclusion criteria. Examination of the current literature on co-creation demonstrated how the variability of co-creation-related terms can be reduced to four collaborative processes: co-ideation, co-design, co-implementation and co-evaluation. Based on these four processes, a new definition of co-creation of new knowledge for health interventions is proposed. The analysis revealed the need to address the conceptual ambiguity of the definition of "co-creation of new knowledge". The proposed new definition may help to resolve the current definitional issues relating to co-creation, allowing researchers and policymakers to progress the development of co-creation of new knowledge in research and practice.

Asunto(s)

RESUMEN

Introducción: los beneficios de la revisión por pares como práctica académica han sido reconocidos en el proceso de evaluación formativa.Objetivo: el presente trabajo tiene como propósito describir una experiencia en la utilización de la revisión por pares como estrategia para la evaluación formativa. Además, se comenta las opiniones de los participantes con respecto a esta estrategia.Desarrollo: se utilizó para alcanzar el objetivo la observación participante, la discusión grupal y un cuestionario. Como principales resultados se obtuvo que los participantes se sintieran desconfiados respecto a la aplicación de esta estrategia, sin embargo como se pudo apreciar en las respuestas del cuestionario al finalizar la tarea expresaron su satisfacción y beneficios obtenidos en el aprendizaje.Conclusiones: la aplicación de la revisión por pares como estrategia de evaluación formativa es efectiva según criterios de los propios participantes. El impacto se evidencia en potenciales artículos y artículos coherentes con las normas y políticas de publicaciones para revistas en los cuatro grupos de publicaciones establecidos en la Educación Superior Cubana(AU)

Introduction: The benefits of peer-review as an academic practice have been acknowledged in the process of training assessment.Objective: This paper is aimed at describing an experience in the use of peer-review as a strategy for training assessment. Besides, it includes comments about the participants' opinions regarding this strategy.Development: Participant observation, group discussion and the questionnaire were used to fulfill the goal. The main results obtained are: the participants did not trust this strategy application; however, as perceived in the questionnaire answers, when the tasks were completed, they expressed their satisfaction and the benefits obtained through learning.Conclusions: Peer-review as a strategy for training assessment is effective, according to the participants' criteria. The impact is evidenced in potential articles and publishing policy for journals from the four publication groups established in the Cuban higher education(AU)

Asunto(s)

RESUMEN

Introducción: los beneficios de la revisión por pares como práctica académica han sido reconocidos en el proceso de evaluación formativa. Objetivo: el presente trabajo tiene como propósito describir una experiencia en la utilización de la revisión por pares como estrategia para la evaluación formativa. Además, se comenta las opiniones de los participantes con respecto a esta estrategia. Desarrollo: se utilizó para alcanzar el objetivo la observación participante, la discusión grupal y un cuestionario. Como principales resultados se obtuvo que los participantes se sintieran desconfiados respecto a la aplicación de esta estrategia, sin embargo como se pudo apreciar en las respuestas del cuestionario al finalizar la tarea expresaron su satisfacción y beneficios obtenidos en el aprendizaje. Conclusiones: la aplicación de la revisión por pares como estrategia de evaluación formativa es efectiva según criterios de los propios participantes. El impacto se evidencia en potenciales artículos y artículos coherentes con las normas y políticas de publicaciones para revistas en los cuatro grupos de publicaciones establecidos en la Educación Superior Cubana(AU)

Introduction: The benefits of peer-review as an academic practice have been acknowledged in the process of training assessment. Objective: This paper is aimed at describing an experience in the use of peer-review as a strategy for training assessment. Besides, it includes comments about the participants' opinions regarding this strategy. Development: Participant observation, group discussion and the questionnaire were used to fulfill the goal. The main results obtained are: the participants did not trust this strategy application; however, as perceived in the questionnaire answers, when the tasks were completed, they expressed their satisfaction and the benefits obtained through learning. Conclusions: Peer-review as a strategy for training assessment is effective, according to the participants' criteria. The impact is evidenced in potential articles and publishing policy for journals from the four publication groups established in the Cuban higher education(AU)

Asunto(s)

RESUMEN

Introducción: los beneficios de la revisión por pares como práctica académica han sido reconocidos en el proceso de evaluación formativa. Objetivo: el presente trabajo tiene como propósito describir una experiencia en la utilización de la revisión por pares como estrategia para la evaluación formativa. Además, se comenta las opiniones de los participantes con respecto a esta estrategia. Desarrollo: se utilizó para alcanzar el objetivo la observación participante, la discusión grupal y un cuestionario. Como principales resultados se obtuvo que los participantes se sintieran desconfiados respecto a la aplicación de esta estrategia, sin embargo como se pudo apreciar en las respuestas del cuestionario al finalizar la tarea expresaron su satisfacción y beneficios obtenidos en el aprendizaje. Conclusiones: la aplicación de la revisión por pares como estrategia de evaluación formativa es efectiva según criterios de los propios participantes. El impacto se evidencia en potenciales artículos y artículos coherentes con las normas y políticas de publicaciones para revistas en los cuatro grupos de publicaciones establecidos en la Educación Superior Cubana(AU)

Introduction: The benefits of peer-review as an academic practice have been acknowledged in the process of training assessment. Objective: This paper is aimed at describing an experience in the use of peer-review as a strategy for training assessment. Besides, it includes comments about the participants' opinions regarding this strategy. Development: Participant observation, group discussion and the questionnaire were used to fulfill the goal. The main results obtained are: the participants did not trust this strategy application; however, as perceived in the questionnaire answers, when the tasks were completed, they expressed their satisfaction and the benefits obtained through learning. Conclusions: Peer-review as a strategy for training assessment is effective, according to the participants' criteria. The impact is evidenced in potential articles and publishing policy for journals from the four publication groups established in the Cuban higher education(AU)

Asunto(s)

RESUMEN

Although previous research has explored the effects of discussion on optimal and collective group outcomes, it is unclear how an individual's preference for an object is modulated by discussion with others. This study investigated the determinants of likeability ratings under two conditions. In Experiment 1, pairs of participants consisting of friends evaluated various photographic images. Under the interactive condition, the participants discussed their impressions of each image for 30 s and then independently rated how much they liked it. Under the non-interactive condition, the participants did not interact with each other but instead only thought about their impressions of each image for 30 s before rating its likeability. The results indicate that the exchange of impressions between the participants affected the individual likeability ratings of objects. More specifically, the interactive participants generally rated the images as less likeable than did the non-interactive participants (social-devaluation effect). However, in Experiment 2, the effect was eliminated when the pairs consisted of strangers. These findings suggest that shared information modulates individual preferences but only when a daily relationship exists within a group.

RESUMEN

La premisa de la necesidad de considerar los intereses educacionales y productivos en la educación de la personalidad de los educandos para sí y para la sociedad sobre la base del ideal de hombre concreto y universal que aporta la concepción martiana de hombre pleno, posibilitó demostrar a través del siguiente trabajo la importancia de la aplicación de las técnicas autoevaluación y coevaluación en las clases prácticas de la lengua inglesa en la Educación Médica Superior. Esta actividad científica e investigativa tuvo como centro dos de las técnicas de la más controvertida categoría pedagógica-la evaluación, poniendo especial énfasis en la dialéctica de las relaciones evaluación -autoevaluación y evaluación-coevaluación. La evaluación de los futuros técnicos y profesionales de la salud que ha tenido lugar en nuestros centros de Educación Superior ha presentado insuficiencias teóricas y metodológicas lo cual incide en la óptima calidad de la formación de los egresados. Todo lo anterior, unido a lo novedoso de las transformaciones y la inestabilidad del claustro, ha provocado que los profesores del futuro profesional de la salud no cuenten aún con todas las respuestas teórico-metodológicas concretas en relación con la evaluación del desarrollo alcanzado por éstos últimos. En esta propuesta se identificaron las tendencias evaluativas fundamentales y se plantearon las condicionantes para tomar en cuenta otras formas y estilos dentro del modelo de evaluación que ha existido en las clases prácticas de inglés; propiciando el desarrollo a lo cognitivo, lo afectivo, lo valorativo y actitudinal aumentando la significación del aprendizaje, la motivación y creatividad de los educandos.

The premise of the need to consider the educational and productive interests in educating the students' personality for themselves and society on the basis of the ideal of universal and concrete man, who gives Martí's conception of a complete man, made it possible to demonstrate through the present paper the importance of the application of auto-evaluation and co-evaluation techniques in English practical classes in middle-high education. This scientific and research activity was centered on two of the techniques of the most controversial pedagogical category - the evaluation, making special emphasis on the dialectic of the evaluation-autoevaluation and evaluation-coevaluation relationships. The evaluation of future health technicians and professionals, which has been carried out at our higher educational institutions, has had theoretical and methodological difficulties, which influence the optimal quality of the formation of graduates. All the above, along with the novel transformations and the faculty's instability, has caused professors of the future health professional to not yet count on all the concise theoretical methodological answers in terms of the evaluation of the development accomplished by these professors. In this paper, fundamental evaluative trends were identified, and conditions were approached to take into account other forms and styles within the evaluating model that has existed in English practical classes, facilitating the development towards the cognitive, the affective, the valorative and behavioral, increasing the students' learning, motivation and creativity.