Bringing evidence to practice: a team approach to teaching skills required for an informationist role in evidence-based clinical and public health practice     

Kathleen Burr Oliver  Prudence Dalrymple  Harold P. Lehmann  Deborah Ann McClellan  Karen A. Robinson  Claire Twose 《Journal of the Medical Library Association》2008,96(1):50-57

Objective: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the “real-world” time constraints of these domains and (2) to further specify and realize identified elements of the “informationist” concept.Setting: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University.Participants: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research.Intervention: A 1.5-credit, graduate-level course, “Informationist Seminar: Bringing the Evidence to Practice,” was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice.Conclusion: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.

Highlights

• Interdisciplinary faculty designed and offered a graduate-level course to teach the skills required by an informationist in clinical and public health practice, further elaborating a model for preparing informationists.

Implications

• This scalable approach to teaching skills for the transfer of evidence into practice could be replicated in academic health centers with similar pools of expertise; such replication could contribute data toward validating this training approach.
• Greater clarity on an appropriate, or “good enough,” standard of evidence for supporting point-of-action decision making is needed.
• Based on the assumption that practicing skills increases confidence and the likelihood that skills will be applied, this course included mentored practice of oral and written evidence presentation skills. Further research could determine whether a course that includes such mentored practice increases the likelihood that students will apply their newly acquired skills.

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Walk-In Triage Systems in University Counseling Centers     

Katharine S. Shaffer  Michael M. Love  Kelsey M. Chapman  Angela J. Horn  Patricia P. Haak  Claire Y. W. Shen 《Journal of College Student Psychotherapy》2017,31(1):71-89

To meet the complex mental health needs of students, some university counseling centers (UCCs) have implemented walk-in triage intake systems, which have not yet been empirically investigated. This study compared client and clinician differences (N = 5564) between a traditional scheduled intake system (Year 1) and a walk-in triage system (Year 2) at a large, southeastern UCC. Results showed a significant increase in clients’ attendance rates and clinicians’ caseloads, a significant decrease in no-show rates, and no change in students’ symptom severity at intake between Years 1 and 2. Clinicians’ number of scheduled appointments were unchanged, indicating that clinicians were already at maximum capacity for appointments in Year 1. Results are discussed in terms of the benefits and challenges that walk-in triage systems present to students, universities, and UCCs.  相似文献   

The Limerick Reading Initiative: a reading intervention targeted at struggling readers in primary school     

Diarmuid O'Rourke  Aoife Olshtroon  Claire O'Halloran 《Support for Learning》2016,31(2):148-163

In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15‐20 minutes delivery of the Toe‐by‐Toe programme (a well established systematic synthetic phonics programme) and the second component consisted of 15‐20 minutes guided oral reading using levelled texts. Using standardised measures of word reading, reading fluency, reading comprehension, word attack skills and spelling, we found that after five months of the intervention, the majority of the pupils made significant improvements in reading and reading fluency. The reading comprehension improvements were more varied with almost a quarter of participants showing remarkable progress, while the remainder recorded considerably less impressive gains. These results are very encouraging for classroom practitioners and demonstrate that research validated approaches can help at‐risk readers close the gap with their typically developing peers.  相似文献   

A PUPIL WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PERSPECTIVE: DOES JOHN FEEL THAT HIS BEHAVIOUR IS AFFECTING HIS LEARNING?     

Claire Turner 《Emotional and Behavioural Difficulties》2013,18(4):13-18

This paper has been written from the perspective of John, a year 9 pupil with emotional and behavioural difficulties. The intention of the research was to gain a clearer understanding of the factors affecting John's behaviour, and consequently, his learning. The research indicates that it is primarily the breakdown of the teacher‐pupil relationship that affects John's behaviour. Other factors include his need to communicate with peers and his poor concentration span. The research demonstrates the importance of gaining pupil perception and acting on this information when differentiating in the learning environment to include pupils with emotional and behavioural difficulties.  相似文献   

Suggestions for staff development in teaching critical thinking     

Claire Ashby‐Davis 《School Leadership & Management》2013,33(2):195-202

Trends towards the devolution of responsibility for decision‐making to the school level are evident in education systems throughout the world. Underpinning policies of devolution are assumptions that school communities will work collaboratively to make decisions appropriate to the local context. However, collaborative processes do not occur automatically. In this paper, a case study of one school committee is presented to outline the processes used and to highlight the difficulties experienced in working collaboratively to develop a school behaviour management policy.  相似文献   

The influence of emotional intelligence on academic progress and achievement in UK university students     

Debbie Pope  Claire Roper  Pamela Qualter 《Assessment & Evaluation in Higher Education》2013,38(1)

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Religious Guidance of Women Students in Ohio Colleges     

Helen Claire Battrick∗ 《Religious education (Chicago, Ill.)》2013,108(6):344-349

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Cultural Compromise? The fate of the eighth Mayer Key Competency     

Claire Wyatt‐Smith  Karen Dooley 《Discourse: Studies in the Cultural Politics of Education》1999,20(1):125-139

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A single session of treadmill running has no effect on plasma total ghrelin concentrations     

Burns SF  Broom DR  Miyashita M  Mundy C  Stensel DJ 《Journal of sports sciences》2007,25(6):635-642

Ghrelin is a hormone that stimulates hunger. Intense exercise has been shown to temporarily suppress hunger after exercise. In the present study, we investigated whether post-exercise hunger suppression is mediated by reduced plasma total ghrelin concentrations. Nine men and nine women participated in the study. Their mean physical characteristics were as follows: age 24.8 (s(x) = 0.9) years, body mass index 22.9 (s(x) = 0.6) kg x m(-2), maximal oxygen uptake (VO(2max)) 57.7 (s(x) = 2.2) ml x kg(-1) x min(-1). The participants completed two 3-h trials (exercise and control) on separate days in a randomized balanced design after overnight fasts. The exercise trial involved a 1-h treadmill run at 73.5% of VO(2max) followed by 2 h of rest. The control trial consisted of 3 h of rest. Blood samples were collected at 0, 0.5, 1, 1.5, 2, and 3 h. Total ghrelin concentrations were determined from plasma. Hunger was assessed following blood sampling using a 15-point scale. The data were analysed using repeated-measures analysis of variance. Hunger scores were lower in the exercise trial than in the control trial (trial, P = 0.009; time, P < 0.001; trial x time, P < 0.001). Plasma total ghrelin concentrations did not differ between trials. These findings indicate that treadmill running suppresses hunger but this effect is not mediated by changes in plasma total ghrelin concentration.  相似文献   

Water-repellent and biocide treatments: Assessment of the potential combinations   总被引：1，自引：0，他引：1  

Claire Moreau  Vronique Vergs-Belmin  Lise Leroux  Genevive Orial  Gilles Fronteau  Vincent Barbin 《Journal of Cultural Heritage》2008,9(4):394-400

It is a common practice to use several chemical products during restoration projects of monuments or sculptures. However, care must be taken when combining the products to avoid a misuse. For example, it is well-known that applying a biocide on stone before a water-repellent leads to a diminishment of the hydrophobic effect of the treatment. But the application of biocide after a water-repellent treatment has been poorly analysed, although studies have proven that the stone looses its hydrophobicity after the application of the biocide. Henceforth, this study investigates the effects of biocide application on a water-repellent film and focuses on the possibilities to restore the efficiency of the previous water-repellent treatment (after the application of the biocide). At first, the tests were performed on glass slides to understand the mechanisms, with the subsequent results revealing that the biocide product deposits on the water-repellent film. Then, the study focuses on determining methods to remove the remains of biocide on limestone samples, previously treated with a water-repellent. The water-repellent used in the study is an alkylpolysiloxane, Rhodorsil H224 from Rhodia.  相似文献