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Background: The ability to create a context is essential in writing the introduction of a research article (RA). This study explores the experience of engineering Ph.D. students in Australia, for whom English is an Additional Language (EAL), in using a problem-solution-based writing model to develop context-creating skills in writing RA introductions. Research question: What is the experience of engineering Ph.D. students in creating contexts through explicit learning of a problem-solution-based model for writing RA introductions? Literature review: Genre-based teaching is a common approach in the second language classroom. Recently, a genre-based approach for writing the introduction of engineering RAs has been proposed. The descriptive values of the model, PSP-CaRS, have been shown in corpus studies of published engineering RAs. However, its applicability has not been explored pedagogically. Methodology: Twenty-nine Ph.D. students were asked to respond to a questionnaire nine months after learning the model and reflect on their experience using it. The findings were then corroborated with data obtained from interviews, researcher observation, and writing samples. Results: The findings showed that the participants perceived PSP-CaRS to be useful and they continued using it after nine months despite some difficulties encountered in the writing process. Participants’ responses showed that explicit teaching of PSP-CaRS formed the foundation upon which more competent skills to create contexts were developed through practice and integration of subject knowledge. Discussion: Explicit teaching using a model can impart the basics of genre awareness to students. Once students gained an in-depth understanding of the model by working through their difficulties, they developed better genre awareness, and used the model adaptively to visualize and write their RA introductions. Conclusion: The results confirm the usefulness of the proposed model and reveal how a continuing process of learning and practicing using the model helps students develop their skills to create contexts and enhance their genre awareness. [ABSTRACT FROM AUTHOR]

Background: There is a paucity of data in regards to longer term morbidity outcomes in Indigenous Australian patients undergoing coronary artery bypass grafting (CABG). No comparative data on re-infarction, stroke or reintervention rates exist. Outcome data following percutaneous coronary intervention (PCI) is also extremely limited. Addressing this gap in knowledge forms the major aim of our study.Methods: This was a single centre cohort study conducted at the Townsville Hospital, Australia which provides tertiary adult cardiac surgical services to the northern parts of the state of Queensland. It incorporated consecutive patients (n=350) undergoing isolated CABG procedures, 2008-2010, 20.9% (73/350) of whom were Indigenous Australians. The main outcome measures were major adverse cardiac or cerebrovascular events (MACCE) at mid-term follow-up (mean 38.9 months).Results: The incidence of MACCE among Indigenous Australian patients was approximately twice that of non-Indigenous patients at mid-term follow-up (36.7% vs. 18.6%; p=0.005; OR 2.525 (1.291-4.880)). Following adjustment for preoperative and operative variables, Indigenous Australian status itself was not significantly associated with MACCE (AOR 1.578 (0.637-3.910)). Significant associations with MACCE included renal impairment (AOR 2.198 (1.010-4.783)) and moderate-severe left ventricular impairment (AOR 3.697 (1.820-7.508)). An association between diabetes and MACCE failed to reach statistical significance (AOR 1.812 (0.941-3.490)).Conclusions: Indigenous Australians undergoing CABG suffer an excess of MACCE when followed-up in the longer term. High rates of comorbidities in the Indigenous Australian population likely play an aetiological role. [ABSTRACT FROM AUTHOR]