Cooperation in teams seemed to contribute to team members' professional knowledge regarding clinical assessment and treatment of patients, as well as to bringing the individual member's knowledge to the team and cooperating in decision-making.
Factors examined included: fear of HIV/AIDS stigma, male partner reactions, lack of disclosure to family members, knowledge of prevention of mother-to-child transmission (PMTCT) and mental health.
PARCEO (which I am part of) remains committed to offering a space for work rooted in PAR -- that is, work that recognizes, values and builds upon community members' knowledge, wisdom, and expertise -- to flourish.
In both modes, active chairpersons, commitment by members, knowledge of and commitment to the theme areas, a busy, motivating environment and the anticipation of future involvement were also important to the effectiveness of the process.
Collaborative engagement with the research team grew, ensuring that CoP members' knowledge and expertise were central to identifying potential areas of action and change.
This was followed by activities intended to transform faculty members' knowledge of matching ELGA and learning outcomes in their syllabus.
The first is to improve community members' knowledge of ASRH needs.
In addition, CHPT members' knowledge about FMNCH interventions was found to be limited.
The intervention under study here was designed to assess staff members' knowledge and abilities, i.e. their established knowledge, skills and abilities learned over years of professional work in elderly care, as well as their needs for competence development.
The system was designed to automate tasks previously performed manually, train new staff members, and capture knowledge to enable the university organization to improve services.
