Association Montessori Internationale (AMI)’s Post

We just finalized a great space for The Sidebar. Booking spaces in Oxford during Skoll week is no easy task. Demand is high and supply is low. There are not many places that are central, affordable, and can accommodate an unknown number of people who come and go all day.  I asked 50+ sites and was told no every single time. It seemed hopeless. But then we finally found one. It all came about because of the obstetric fistula. It turns out that a key manager in a key site has a cousin who is a leading fistula surgeon and a friend to Operation Fistula. We only discovered this lucky Oxford / Fistula connection when I enquired about the space. Relationships truly made the difference. We just confirmed a place in the heart of Oxford for up to 150 people. Its ours ALL DAY on Tuesday (April 9) and Thursday (April 11). Everyone is welcome at The Sidebar. We are thinking of creative ways to encourage connection, conversation, and collaboration. This means formats that pose questions and prioritize discussion. It means welcoming all and highlighting new voices. We need your help to build the agenda. This informal, yet structured setting will need to delve into different topics. And the best part is that you can help determine the agenda. We’d love to know what topics you think are missing from the Skoll / Marmalade agenda. If you could organize a session or sessions during Skoll week, what topics would you focus us on? Please tell us your thoughts in the comments below or at www.theside.bar, where you can also add yourself to the map.

Important discussion

The power of Public and Patient Involvement (PPI) in research has become increasingly evident as I delve deeper into the subject thanks to the insightful classes facilitated by PPI Ignite Network @ UCD, University of Galway. My sincere thanks to both Martha Killilea and Ruth for their dedication and expertise in guiding us through these important concepts. As a PhD student focused on dementia research, I find the integration of PPI principles particularly impactful. From understanding the lived experiences of individuals with dementia to designing research questions with real-world relevance, PPI offers a vital perspective that can significantly enrich the research process and ultimately lead to more meaningful outcomes. The recent presentations by fellow students showcasing their experiences using PPI in their research were invaluable in providing concrete examples and practical insights. The diversity of approaches and the positive impact they described were truly inspiring. There's a wealth of knowledge to be gleaned from the lived experiences and practices of those actively involved in PPI, and I'm eager to learn and incorporate these valuable lessons into my own research journey. This journey into PPI has ignited a passion for ensuring research is truly inclusive and responsive to the needs and voices of those it aims to serve. I believe that by actively engaging with individuals with dementia, their families, and caregivers throughout the research process, we can collectively contribute to advancements that truly make a difference in their lives. https://ppinetwork.ie/ https://www.homedem.eu/ #ppi #dementiaresearch #publicengagement #researchimpact #inclusion #diversity #phdlife #learningandgrowing #universityofgalway #alzheimersresearch #neurodegenerativediseases #brainhealth #cognitivedecline #memoryloss #livingwithdementia #dementia #ethicsmatter #equity #voicematters #researchmethods #msca #homedem #doctoralstudent #mariecurie

Come learn more about 1-2-3 RESET! Last day to register!

A new course In my final week in Siera Leone we have some new courses planned that take the next step in Capacity Building and CapaCare ‘s STQ program. We’re aiming for faculty development, teaching local healthcare workers how to teach. Together with Thomas Ashley, MD at Masanga Hospital we developed a course adapting the Dutch teach-the-teacher (WIOO UMCG ) to the local context and needs. The course is attended by Surgical Community Health Officers, Medical Doctors and even Registrars from Freetown. In just 2 days, we discuss education, theory and practice, from different perspectives. We talk about what learning is for, how adults learn, about motivation and what learning brings to students. We practice giving short presentations using the Set-Dialogue-Closure structure. And practice teaching of practical (surgical) skills using the fourstep model. Together, we realize that the ability to teach is not just innate, but can be cultivated and acquired. Teaching, just like most things in life, is something you learn. Along the way, we are constantly switching between what we know, and how this translates to their practice. A returning topic is culture. Not just the cultural differences between the Netherlands and Sierra Leone, but also between different populations within our societies and workplace. Power, power dynamics, implicit and explicit communication, working alone or together, being vulnerable and feeling allowed to show that are just a few topics that we explore in vivid discussions. We realize that we’re the same and different in so many ways, and that this is something to embrace, in a complementary effort to increase reciprocal understanding empowerment. Certainly, we’ll make just a small start here. Hopefully they can build on this, give it their own flavour as they transform into a nee generation of teachers. I’m very grateful to be part of this journey and to learn from so many wise students. To me, this is the best part of my trip.

I'm really excited to be [again] teaching the 'Neurorehabilitation' [REHB704] paper at the Rehabilitation Teaching and Research Unit [RTRU] in Semester 1, 2024. It's such a great paper and such a pleasure to teach. Here are some past student comments: "REHB704 has allowed me to learn new skills in relation to critically appraising different types of literature, and then use those skills to support my clinical skills and service development." "I have felt fully supported as a student and as a person and have appreciated the adult learning environment." "The 3 assignments we have had to complete have been relevant and applicable to my clinical practice. So much so, some of the ideas that have come from the assignments, are now being used to develop our rehabilitation service." Do you feel like being [re]inspired and [re]energised to achieve more equitable access, experiences and outcomes for people with neurological health conditions, and/or feel like taking some time to [re]find your joy and passion in your work? Find out more at: https://lnkd.in/gpDPen3D Enrol at: https://lnkd.in/gBFz73Vx

🎉 Exciting Update from the Neurodiversity in Scottish Schools Project! 🎉 Yesterday, we successfully held our first symposium with 48 passionate attendees from all levels of education, neurodivergent young people, parents and carers, and leads from neurodevelopmental services in the NHS. It was truly a nationwide effort with representation from across Scotland. And we did some great cross-discipline and cross-experience work. A massive thank you to all who attended!! Our primary goal was to identify key targets for our cultural intervention, which will be further developed in symposia 2 and 3. Here are some possible early insights from our discussions: 1️⃣ Misalignment of School Targets: Schools strive to support neurodivergent pupils, but an outside / top-down target-driven "attainment" culture often doesn't immediately reward these efforts. 2️⃣ Overstretched Services and Staff: Many staff and services are operating well beyond their capacity just to stay in the game, making it challenging to think about and implement change. School staff may also be under-equipped from their training, which has little or no neurodivergent related content. 3️⃣ Unintentional Ableism: There is still a significant degree of ableism within the system which acts as a significant barrier and excluder to neurodivergent students and results in many walking away, often a consequence of the above issues. 4️⃣ Crucial Role of School Leadership and Values: Effective change hinges on the leadership and values upheld within our schools. 5️⃣ Willingness to Engage: There's a strong commitment at all levels to tackle these issues and make a difference. We left the symposium feeling incredibly hopeful. We know that building this cultural and systems change won't be easy, but it is essential. And together we can do it! We'll now analyse the valuable material collected and verify our findings with our symposium members. This will give us a clear set of targets to work on for Symposium 2 - "What Are We Going To Do?" and Symposium 3 - "How Are We Going To Do It?" Let's get cracking and make a real difference together! 💪 #Neurodiversity #Education #SchoolInclusion #Research #Neurodivergence #OrganisationalChange #UniversityOfGlasgow @UofGlasgow --- Feel free to adjust any details as needed!

School OTPs - consider sharing your evidence based practice and research at this conference!

This webinar features Jefferson Center for Interprofessional Practice and Education (JCIPE), University of Minnesota Center for Interprofessional Health, and Creighton Center for Interprofessional Practice, Education and Research (CIPER) who will address challenges in designing IPE curricula by presenting models for defining, organizing, and evaluating interprofessional learning experiences. Register here and learn more: bit.ly/492HHle

It's publication day! Excited to share the results of a grounded theory project I was fortunate enough to work on with some wonderful Belmont health sciences and nursing colleagues: Busby, S., Espiritu, E. W., Vanden Noven, M., Mills, J. R., & Hunt, J. W. (2024). The impact and process of transition from face-to-face to online teaching during a pandemic: A grounded theory approach. Online Learning Journal, 3(28), 445─473. https://lnkd.in/gxyQSmpq