The decisions and processes involved in a systematic search strategy: a hierarchical framework     

Justin Michael Clark  Elaine Beller  Paul Glasziou  Sharon Sanders 《Journal of the Medical Library Association》2021,109(2):201

Objective:The decisions and processes that may compose a systematic search strategy have not been formally identified and categorized. This study aimed to (1) identify all decisions that could be made and processes that could be used in a systematic search strategy and (2) create a hierarchical framework of those decisions and processes.Methods:The literature was searched for documents or guides on conducting a literature search for a systematic review or other evidence synthesis. The decisions or processes for locating studies were extracted from eligible documents and categorized into a structured hierarchical framework. Feedback from experts was sought to revise the framework. The framework was revised iteratively and tested using recently published literature on systematic searching.Results:Guidance documents were identified from expert organizations and a search of the literature and Internet. Data were extracted from 74 eligible documents to form the initial framework. The framework was revised based on feedback from 9 search experts and further review and testing by the authors. The hierarchical framework consists of 119 decisions or processes sorted into 17 categories and arranged under 5 topics. These topics are “Skill of the searcher,” “Selecting information to identify,” “Searching the literature electronically,” “Other ways to identify studies,” and “Updating the systematic review.”Conclusions:The work identifies and classifies the decisions and processes used in systematic searching. Future work can now focus on assessing and prioritizing research on the best methods for successfully identifying all eligible studies for a systematic review.  相似文献   

Kinematic differences between front crawl sprint and distance swimmers at sprint pace     

McCabe CB  Psycharakis S  Sanders R 《Journal of sports sciences》2011,29(2):115-123

The purpose of this study was to use three-dimensional methods to determine whether there are distinct kinematic differences between sprint and distance front crawl swimmers when swimming at a sprint pace. Seven sprint and eight distance specialists performed four 25-m sprints through a 6.75-m(3) calibrated space recorded by six gen-locked cameras. The variables of interest were: average swim velocity, stroke length, stroke frequency, upper limb and foot displacement, elbow angle, shoulder and hip roll angles, duration of stroke phases, and the time corresponding to particular events within the stroke cycle relative to hand entry. Differences between sprint and distance swimmers were assessed with an independent t-test for each variable, in addition to effect size calculations. Differences between sprint and distance front crawl swimmers were generally small and not significant when swimming at a sprint pace. Differences were limited to temporal aspects of the stroke cycle. These findings suggest that coaches should not train sprint and distance specialists differently in terms of technique development.  相似文献   

Selection of models in 2×2×2 contingency tables     

Richard Liu  Jack Sanders 《Research in higher education》1984,20(1):17-21

This paper is the presentation of a simplified example of a technique, conceived by Yates and later developed by Goodman and Haberman, for the determination of appropriate log-models in the measurement of qualitative data in higher education.  相似文献   

Operation of the phoneme-to-grapheme conversion mechanism in a brain injured patient     

Richard J. Sanders  Alfonso Caramazza 《Reading and writing》1990,2(1):61-82

We report the performance of a dysgraphic patient who exhibited impaired ability to spell some words in the face of spared ability to spell nonwords. Word errors generally were phonologically plausible responses. Extensive testing supported the conclusion that the patient used non-lexical processes to spell many words. An examination of the phonologically plausible errors showed that there was a significant correlation between the relative frequency of the patient's choice of phoneme-grapheme mapping options and the relative frequency of use of the same options in the written language. Furthermore, the selection of a specific grapheme option for a given phoneme was determined by the within-syllable position of the phoneme. This result indicates that syllable structure is involved in the process of converting phonology to orthography in non-lexical spelling.The research reported here was supported by NIH grant NS22201 and by a grant from the Seaver Institute. This support is gratefully acknowledged.  相似文献   

Child maltreatment prevalence and mental disorders outcomes among American Indian women in primary care     

Duran B  Malcoe LH  Sanders M  Waitzkin H  Skipper B  Yager J 《Child abuse & neglect》2004,28(2):131-145

OBJECTIVE: To examine (1) the prevalence, types, and severity of child abuse and neglect (CAN) and (2) the relationship between CAN and lifetime psychiatric disorders among American Indian women using primary care services. METHODS: A cross-sectional study was conducted among 234 American Indian women, age 18-45 who presented for outpatient ambulatory services at a community-based Indian Health Service Hospital in Albuquerque, New Mexico. Dependent measures included mood, substance abuse, and anxiety disorders as well as posttraumatic stress disorder (PTSD) as measured by the Composite International Diagnostic Interview. CAN was assessed using the Childhood Trauma Questionnaire. RESULTS: Approximately three-quarters of respondents (76.5%; 95% CI = 70.4, 81.7) reported some type of childhood abuse or neglect; over 40% reported exposure to severe maltreatment. Severity of child maltreatment was associated in a dose response manner with lifetime diagnosis of mental disorders. After adjusting for social and demographic correlates, severe child maltreatment was strongly associated with lifetime PTSD (prevalence ratio [PR] 3.9; 95% CI = 1.9, 8.0); and was moderately associated with lifetime substance use disorders (PR = 2.3; 95% CI = 1.6, 3.3); mood disorders (PR = 2.1; 95% CI 1.4, 3.2); and with two or more disorders (PR = 2.3; 95% CI = 1.6, 3.4). CONCLUSION: CAN was common in our sample of American Indian women in primary care and was positively associated with lifetime psychiatric disorders outcomes. Screening for CAN and psychiatric disorders would enhance the treatment of patients seeking primary care services. Primary prevention of child maltreatment might reduce the high prevalence of mental disorders among American Indian women.  相似文献   

Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings     

Patricia F. Vadasy  Elizabeth A. Sanders 《Reading and writing》2008,21(9):929-963

The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction.  相似文献   

From retention to satisfaction: New outcomes for assessing the freshman experience     

Liz Sanders  John D. Burton 《Research in higher education》1996,37(5):555-567

To meet higher education's challenge of accountability from a customer-satisfaction perspective, one urban institution has developed an integrated approach to studying the freshman-year experience in order to develop comprehensive outcome measures for assessing freshman success. Multiple sources of data (freshman satisfaction survey data, enrollment data, and academic performance data) are integrated into a database that provides the institution with a comprehensive set of outcome indicators and a model of the freshman experience. This institution used the integrated data set to develop models of freshman retention. In order to focus more clearly on customer satisfaction, models of student satisfaction were developed to determine critical components in freshman satisfaction.  相似文献   

National internationalisation of higher education policy in Singapore and Japan: context and competition     

Justin S. Sanders 《Compare》2019,49(3):413-429

This cross-case analysis explores national level internationalisation of higher education (IoHE) policies in Singapore and Japan. Through comparison of the state level internationalisation strategies, this paper aims to highlight how each country’s unique policy environment impacts their approach to IoHE. The analysis suggests that despite the differing national circumstances and ultimate approaches to internationalisation, both states use it primarily as a means to stay competitive in the twenty-first century global knowledge-based economy. This suggests that while IoHE does build bridges between nations, institutions, and individuals within and between regions, within these cases it is being driven by nationally-centred rationales. While some criticize a competition orientation in IoHE, even with such rationales it may still serve to drive greater collaboration and integration among East Asian higher education systems.  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Biomechanics teachers can be animals     

Ross Sanders  Lesley Sanders 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):245-268

The aim of this study was to determine whether a constructivist approach, in particular a visit to a zoo, could be effective in consolidating mechanical concepts and applying those concepts to coaching and teaching. Ten students in their final year of their Bachelor of Physical Education at the University of Edinburgh participated in a visit to Edinburgh Zoo. During the visit students completed a worksheet of questions and engaged interactively in discussing how various animals are adapted mechanically to survive in their environments. Immediately after the visit they completed a questionnaire with four sections. The first section assessed whether they could apply the mechanical concepts discussed during the visit to human sports performance. The second canvassed their opinions on whether the visit was effective in reinforcing mechanical concepts, in developing ‘lateral thinking’ about mechanical concepts, and in improving their ability to apply mechanical concepts to coaching and teaching. The third canvassed their opinions on whether the visit would be effective for senior high school Physical Education and Sports Science students for developing mechanical concepts and applying them to coaching. The fourth section canvassed their opinions on when the visit should be conducted for Physical Education and Sports Science students in universities and in senior high schools. The results indicated that the visit was effective in reinforcing mechanical concepts and in applying them laterally to improve understanding of human sports performance. Participants believed that the visit would also be effective for senior high school students. All participants believed that the visit would be most beneficial after at least one course in biomechanics that covers the basic biomechanical principles.  相似文献