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Knowledge Requirements (knowledge + requirement)
Selected AbstractsMethods of case adaptation: A surveyINTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 6 2005Rudradeb Mitra In this article, we provide an overview of the case adaptation process. We classify various existing case adaptation methods available in the literature. We consider three different aspects, namely, domain knowledge requirement, adaptive capabilities of the case adaptation methods, and the kind of adaptation knowledge required. We then derive certain findings about the nature of the case adaptation methods and their applicability in real-life tasks. © 2005 Wiley Periodicals, Inc. Int J Int Syst 20: 627,645, 2005. [source] Teaching and evaluating point of care learning with an Internet-based clinical-question portfolioTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2009MSc Associate Professor of Medicine, Michael L. Green MD Abstract Introduction: Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates' practices. We developed and evaluated an Internet-based point of care (POC) learning portfolio to serve as an alternative. Methods: Participants enter information about their clinical questions, including characteristics, information pursuit, application, and practice change. After documenting 20 questions, they reflect upon a summary report and write commitment-to-change statements about their learning strategies. They can link to help screens and medical information resources. We report on the beta test evaluation of the module, completed by 23 internists and 4 internal medicine residents. Results: Participants found the instructions clear and navigated the module without difficulty. The majority preferred the POC portfolio to multiple-choice examinations, citing greater relevance to their practice, guidance in expanding their palette of information resources, opportunity to reflect on their learning needs, and "credit" for self-directed learning related to their patients. Participants entered a total of 543 clinical questions, of which 250 (46%) resulted in a planned practice change. After completing the module, 14 of 27 (52%) participants committed to at least 1 change in their POC learning strategies. Discussion: Internists found the portfolio valuable, preferred it to multiple-choice examinations, often changed their practice after pursuing clinical questions, and productively reflected on their learning strategies. The ABIM will offer this portfolio as an elective option in MOC. [source] A Knowledge Accessing Theory of Strategic AlliancesJOURNAL OF MANAGEMENT STUDIES, Issue 1 2004Robert M. Grant ABSTRACT The emerging knowledge-based view of the firm offers new insight into the causes and management of interfirm alliances. However, the development of an effective knowledge-based theory of alliance formation has been inhibited by a simplistic view of alliances as vehicles for organizational learning in which strategic alliances have presumed to be motivated by firms' desire to acquire knowledge from one another. We argue that the primary advantage of alliances over both firms and markets is in accessing rather than acquiring knowledge. Building upon the distinction between the knowledge generation (,exploration') and knowledge application (,exploitation'), we show that alliances contribute to the efficiency in the application of knowledge; first, by improving the efficiency with which knowledge is integrated into the production of complex goods and services, and second, by increasing the efficiency with which knowledge is utilized. These static efficiency advantages of alliances are enhanced where there is uncertainty over future knowledge requirements and where new products offer early-mover advantages. Compared with alternative learning-based approaches to alliance formation, our proposed knowledge-accessing theory of alliances offers the advantages of greater theoretical rigour and consistency with general trends in alliance activity and corporate strategy. [source] Rally racing: knowledge and learning requirements for a winning teamKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 2 2001Rafael Andreu In this paper we discuss how a winning rally racing team was developed from scratch in Seat Sport, the racing division within Seat, one of Volkswagen's divisions, which decided to enter the World Rally Cup in 1995. The discussion focuses on how different types of knowledge were literally ,grown up' from practically nothing to a winning team. We start by describing the knowledge requirements stemming from the goal of developing a World Rally Cup winning team. Defining them in the form of success factors, we classify them from different standpoints (explicit versus implicit, individual versus collective, mental models, coordination schemes, etc.). Next, we show how these different knowledge requirements were acquired and developed at Seat Sport. Finally, we derive the actual learning processes that were present at Seat Sport and relate them to the different kinds of needs and requirements. Copyright © 2001 John Wiley & Sons, Ltd. [source] | ||||||||||