Performance of ambiguity-resolved detector for GNSS mixed-integer model.

Teunissen (J Geod 98(83):1-16, 2024) proposed the ambiguity-resolved (AR) detection theory for GNSS mixed-integer model validation. In this contribution, we study the performance of the AR detector through analysis and simulation experiments and compare it with the ambiguity-float (AF) and ambiguity-known (AK) detectors. We describe how the detectors can be implemented and how to evaluate their performance by computing the power as functions of the model misspecifications' size.

Variability and gaps in teamwork assessment tools for health care teams in health professions education: A scoping review.

Purpose: Teamwork is an essential component of health care and health professions education (HPE). The assessment of teamwork remains a significant challenge, and little is known about teamwork assessment tools (i.e.

Challenges to Students' Learning and Wellbeing During Placement Abroad: A Qualitative Study Using Rich Pictures.

Introduction: Undergraduate healthcare students on placement abroad can experience challenges that affect their wellbeing, personal and professional development. These challenges may result in students taking a more peripheral role in workplace activities, which negatively impacts learning. We studied .

Preparing Military Interprofessional Health Care Teams for Effective Collaboration.

Introduction: Military Interprofessional Health care Teams (MIHTs) are the backbone of modern military medicine. However, these teams face distinct operational challenges, including frequent personnel rotation, diverse work environments, and the constant possibility of rapid deployment. Serving in dynamic teams that deploy for both military and humanitarian missions, MIHTs face the unique challenge of constant restructuring and reorganization.

Residents' perceptions of what makes feedback valuable in workplace-based learning: A discrete choice experiment.

Introduction: Research on feedback has shifted emphasis away from its 'delivery' to consideration of the interaction between individual learners and their 'feedback provider'. The complexity inherent in determining whether feedback is perceived as valuable by learners, however, can quickly overwhelm educators if every interaction must be considered completely idiosyncratic. We, therefore, require a better understanding of variability in the ways in which feedback is perceived.