Effecting Change in an Evidence-Based Medicine Curriculum: Librarians’ Role in a Pediatric Residency Program     

Kathy Zeblisky  Rebecca A. Birr  Anne Marie Sjursen Guerrero 《Medical reference services quarterly》2013,32(3):370-381

Librarians for the joint Phoenix Children's Hospital/Maricopa Medical Center Pediatric Residency Program were asked to assist on the Evidence-Based Medicine (EBM) Subcommittee for the program. Faculty was open to recommendations for revising and improving the curriculum and desired librarian assistance in completing the task. The annual program review and conference evaluations revealed a gap between the objectives of the EBM curriculum and the residents’ perceived abilities to integrate knowledge into meaningful literature searches. This column demonstrates how librarians can collaborate with their residency programs to revise and improve processes to effect change in their program's EBM curriculum.  相似文献   

Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland     

Eabhnat Ní Fhloinn  Brien C. Nolan  Giulio Hoehne Candido  Shannon M. Guerrero 《Irish Educational Studies》2013,32(4):431-452

A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.  相似文献   

Criminal justice education in relation to law school expectation: A failure of confidence     

Patrick Kinkade  Angel Ilarraza Fuentes  Matthew C. Leone 《Journal of Criminal Justice Education》2013,24(1):33-44

This paper discusses the findings from a survey of admissions officers at law schools in the United States. Deans of Admission (N=119) were asked a variety of questions pertaining to how the undergraduate criminal justice major is perceived in relation to the adequacy of the academic preparation it provides for individuals applying and/or currently attending law school. The findings suggest that the criminal justice major is not perceived as adequate preparation for law school education by the Deans of Admission. Results are discussed within the context of the criminal justice curricula standards recommended by the academic review committee of the Academy of Criminal Justice Sciences.  相似文献   

Effect of custom-made and prefabricated insoles on plantar loading parameters during running with and without fatigue     

Angel Gabriel Lucas-Cuevas  Pedro Pérez-Soriano  Salvador Llana-Belloch  Cecili Macián-Romero  Daniel Sánchez-Zuriaga 《Journal of sports sciences》2013,31(18):1712-1721

Abstract

Controversy exists whether custom-made insoles are more effective in reducing plantar loading compared to prefabricated insoles. Forty recreational athletes ran using custom-made, prefabricated, and the original insoles of their running shoes, at rest and after a fatigue run. Contact time, stride rate, and plantar loading parameters were measured. Neither the insole conditions nor the fatigue state modified contact time and stride rate. Addressing prevention of running injuries, post-fatigue loading values are of great interest. Custom-made insoles reduced the post-fatigue loading under the hallux (92 vs. 130 kPa, P < 0.05), medial midfoot (70 vs. 105 kPa, P < 0.01), and lateral midfoot (62 vs 96 kPa, P < 0.01). Prefabricated insoles provoked reductions in post-fatigue loading under the toes (120 vs. 175 kPa, P < 0.05), medial midfoot (71 vs. 105 kPa, P < 0.01), and lateral midfoot (68 vs. 96 kPa, P < 0.01). Regarding both study insoles, custom-made insoles reduced by 31% and 54% plantar loading under the medial and lateral heel compared to the prefabricated insoles. Finally, fatigue state did not influence plantar loading regardless the insole condition. In long-distance races, even a slight reduction in plantar loading at each foot strike may suppose a significant decrease in the overall stress experienced by the foot, and therefore the use of insoles may be an important protective mechanism for plantar overloading.  相似文献   

Development of the children’s active play imagery questionnaire     

Lisa Cooke  Craig Hall  Danielle Tobin  Michelle Guerrero 《Journal of sports sciences》2013,31(9):860-869

Abstract

The purpose of the current study was to develop an instrument, the Children’s Active Play Imagery Questionnaire (CAPIQ), to assess imagery use during children’s (7–14 years) active play. Phase 1 involved an assessment of content validity using experts (N = 7), while Phase 2 assessed the factorial validity of the CAPIQ using a sample of children (N = 302). Phase 3 contributed to the factorial validity of the CAPIQ by utilising confirmatory factor analysis among an independent sample of children (N = 252). The final version of the CAPIQ consists of 11 items across three factors: fun, social and capability. Further use of the CAPIQ will aid in identifying types of imagery used among children (7–14 years) in their active play, which may contribute to physical activity interventions.  相似文献   

Influence of gender on ventilatory efficiency during exercise in young children     

Laura Guerrero  M. Dolores Carranza 《Journal of sports sciences》2013,31(13):1455-1457

Abstract

In this study, we assessed the ventilatory response in 84 children (46 males: age 8.1 ± 1.0 years, body mass 34.2 ± 7.9 kg, height 1.32 ± 0.16 m; 38 females: age 8.0 ± 0.8 years, body mass 31.7 ± 8.7 kg, height 1.31 ± 0.08 m) during a cycle ergometer test to determine if there was an influence of gender on ventilatory efficiency. The test commenced at 25 W and increased by 10 W every minute. Expired air was collected through a face mask and analysed breath by breath. The ventilatory anaerobic threshold was determined according to gas exchange methods and we focused our attention on the analysis of carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), the ratio [Vdot] _E/[Vdot]CO₂ and its slope. Differences between the sexes at maximal power output were strongly significant for [Vdot] _E and [Vdot]CO₂ (P = 0.0001 and P = 0.0004 respectively) and moderately significant for the [Vdot] _E/[Vdot]CO₂ ratio (P = 0.05). The slope of [Vdot] _E versus [Vdot]CO₂ was 30.8 ± 4.2 for males and 29.4 ± 3.2 for females, with no difference between the sexes (P = 0.1). In conclusion, although the peak values of [Vdot] _E and [Vdot]CO₂ were significantly different between the sexes, there were no such differences in ventilatory efficiency during a maximal incremental test expressed as the slope of [Vdot] _E/[Vdot]CO₂, at least in young children.  相似文献   

Reanalyzing the 16pf-5 second order structure: Exploratory versus confirmatory factorial analysis     

Anton Aluja  Angel Blanch  Luis F. García 《European Journal of Psychology of Education - EJPE》2005,20(4):343-353

In the present study, the second order structures of the 16PF-5 for 3, 4, 5 and 6 factors are analysed in a sample of 636 undergraduate students and their friends and relatives, with a mean age of 25.09 years (sd: 9.20). A two-stage analysis with Exploratory and Confirmatory Factor Analysis (EFA and CFA) was performed assigning subjects either to a calibration sample (314 subjects), or to a validation sample (322 subjects). First, EFAs were conducted for each of the 4-factor structures with the calibration sample, and second, CFAs were specified and assessed also for the 4-factor different structures. Four different situations were tested, simple structure, secondary loadings >.30, modification indices between covariance error terms >20, and modification indices between covariance error terms >15. Results show that the 16PF-5 simple structure yields poor fit indices throughout all models, although when incorporating secondary loadings and correlating the variances of the error terms with modification indices >15, the 5-factor model appears to be the best representation of observed data. The usefulness of CFA in the study of personality structural questionnaires is discussed in the light of these results.  相似文献   

Examining professional learning and the preparation of professionally competent teachers in initial teacher education     

Sylvia Y.F. Tang  Angel K.Y. Wong  May M.H. Cheng 《Teachers and Teaching》2016,22(1):54-69

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers’ professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers’ engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers.  相似文献   

Parenting predictors of relational aggression among Puerto Rican and European American school-age children     

Sharice Angel Brown  David H. ArnoldJennifer Dobbs  Greta L. Doctoroff 《Early childhood research quarterly》2007

The relationship between parenting and physical aggression is well established. However, less consideration has been given to parenting and relational aggression. The present study investigated four aspects of maternal parenting – overreactivity, laxness, positive affect and negative affect – and their relationships to relational aggression, in a sample of ethnically and socioeconomically diverse families. In the overall sample, positive maternal affect predicted less relational aggression, and negative maternal affect predicted more relational aggression. Laxness was associated with relational aggression in girls. For European American participants, negative affect, overreactivity, and laxness predicted relational aggression, whereas these relationships did not hold for Puerto Rican families. When parenting predictors were considered together, negative affect emerged as the most consistent predictor of relational aggression. Results suggest the need for more research on predictors of relational aggression, and for continued consideration of gender and ethnicity.  相似文献   

Culturally Relevant Assessment and Support of Grade 1 Students with Mild Disabilities in Tanzania: An Exploratory Study     

Angi Stone-Macdonald  Angel Fettig 《International Journal of Disability, Development & Education》2019,66(4):374-388

ABSTRACT

In Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes.  相似文献