Search

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feedforward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students' sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

The goal of the study is to overcome two main drawbacks of traditional science, technology, engineering, and math (STEM) pedagogical strategies using PBL - lack of student engagement and students who are not prepared for more complex problems. PBL teaching strategies practiced in an introductory class are assessed. Classroom observations and student surveys are used to determine at what level does the PBL affect students' problem-solving skills. For the first half of the semester of the course, traditional lectures were used, during the second half, students are divided into experimental (PBL strategy) and control groups. The results of the survey and student grades are analyzed to determine a statistically significant difference between pre/post-study results. From the students' perspective, there is a significant mean difference between their confidence level in solving problems before and after using PBL and the students earned higher grades compared to the students in the control group.

Background: Few studies have considered policies which underpin the promotion of positive behaviour support (PBS). The present study examined policy beliefs about PBS and their relationship to restrictive practices. Methods: Discourse network analysis (a combination of critical discourse analysis and social network analysis) was used. Results: A total of 11 policies were examined from which 38 belief statements were coded. One cluster was identified which promoted 13 dominant beliefs. Dominant discourses related to law, safety and the environment were evident. A conceptual representation of the shared PBS beliefs demonstrated contradictions in PBS policy. Conclusions: There is evidence that PBS policies have become informal rules for using restrictive practices, not reducing them. They are also acting as surrogates to debate conflicts between political, personal and bureaucratic interests. Three recommendations for improved PBS policy are provided.

Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students' responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019-2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feedforward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.

Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group, semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students' motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies.

Despite research investment and a growing body of diverse evidence there has been no comprehensive review and grading of evidence for public health emergency preparedness and response practices comparable to those in medicine and other public health fields. The National Academies of Sciences, Engineering, and Medicine convened an ad hoc committee to develop and use methods for grading and synthesizing diverse types of evidence to create a single certainty of intervention-related evidence to support recommendations for Public Health Emergency Preparedness and Response Research. A 13-step consensus building method was used. Experts were first canvassed in public meetings, and a comprehensive review of existing methods was undertaken. Although aspects of existing review methodologies and evidence grading systems were relevant, none adequately covered all requirements for this specific context. Starting with a desire to synthesize diverse sources of evidence not usually included in systematic reviews and using GRADE for assessing certainty and confidence in quantitative and qualitative evidence as the foundation, we developed a mixed-methods synthesis review and grading methodology that drew on (and in some cases adapted) those elements of existing frameworks and methods that were most applicable. Four topics were selected as test cases. The process was operationalized with a suite of method-specific reviews of diverse evidence types for each topic. Further consensus building was undertaken through stakeholder engagement and feedback The NASEM committee's GRADE adaption for mixed-methods reviews will further evolve over time and has yet to be endorsed by the GRADE working group.

In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological study applies a feminist lens to the choices, motivations and barriers experienced by student-mothers. Data from two focus groups were analysed inductively through a feminist lens to identify emerging themes. The three main themes emerging from the data were: (1) student-mothers' considerations for engaging in blended online learning; (2) the challenges for student-mothers studying through blended online learning; and (3) self-actualisation through blended online higher education. This research makes an important contribution to the literature by illuminating the study-work-life conflict experienced by student-mothers engaging in blended online learning. The findings of this research have implications for both higher education providers and policy makers. The findings highlight the barriers and facilitators facing mothers' return to study via blended online learning and provide key insights for addressing these. Future research would benefit from exploring these issues with a larger and more diverse sample considering the perspectives of mothers from different language, socioeconomic and cultural backgrounds.

Background: Little is known about networks for positive behaviour support (PBS) in disability services. This study explores a PBS network to identify influential persons in its promotion and communication. Methods: Quantitative sociometric methods were used to identify persons who occupy positions of either boundary spanning (those that link people and groups) and/or opinion leadership (those that are sought for advice). Results: Nineteen persons were identified. Boundary spanners met all criteria for the position while opinion leaders did not. Conclusions: This is the first published study of a PBS network in disability services and provides insights into persons involved in its systemic promotion. Boundary spanners are effectively bridging the PBS network, yet persons seeking information about PBS are doing so from opinion leaders that do not display a requisite characteristic for this role. These results have implications for the wider utility of PBS within disability service systems.

This mixed-methods research examined civic engagement in Chilean public and private for-profit universities and its representation among study volunteers. Focus groups of graduate students along with in-person interviews with university administrators were conducted. The study also used an online survey, which was completed by 202 participants who had at minimum completed their "título" (first university degree). The mean age of participants was 32.5 with a standard deviation of 7.1 years. The theoretical framework in this study, spiral dynamic theory (SDT), helped guide the research as data was organized by worldview categories. Findings were that civic engagement, broadly conceptualized, was not well integrated into the Chilean higher education mission. Additionally, the key civic engagement study variables were statistically lower among the participants within the for-profit university environments. Participants also evidenced more higher order thinking and individualism at the for-profit universities based on the SDT memetic indicator classifications.

Background: It is necessary to understand which variables successfully contribute to the adoption of positive behaviour support (PBS) in disability services if people with disability are to experience meaningful outcomes. Methods: A systematic review of the disability support literature was undertaken, and meta-aggregation was used to synthesise the findings. The study applies ENTREQ statement criteria, and diffusion of innovations theory was used to analyse and interpret the results. Results: Twenty-seven papers were included in the analysis, from which over 300 findings were extracted. Forty-one aggregated findings generated a final set of 26 principles which informed the development of a conceptual framework for the adoption of PBS in disability services. Conclusion: The conceptual framework and supporting principles will assist those interested in introducing PBS into disability services for successful adoption and are applicable to researchers, managers, and practitioners alike. Recommendations are made to expand research on the application of PBS in specific disability contexts and to broaden the application of PBS beyond challenging behaviour.

Boundary-layer transition in the wake of a discrete roughness element results in a turbulent wedge that can adversely affect aerodynamic performance. Even when surfaces are designed for laminar flow, roughness that accumulates near the leading edge can cause premature transition and degrade performance. One approach for mitigating such transition is to place small spanwise-oriented shielding strips upstream or downstream of potential roughness elements accumulation sites. Shielding strips have been shown to be effective at eliminating transition in zero-pressure-gradient, flat-plate boundary layers. This work documents the shielding performance near the leading edge of an NACA 63(3)-418 airfoil where the pressure gradient is strongly favorable. Infrared thermography is used to evaluate the laminar or turbulent state of the boundary layer behind multiple roughness elements with and without shielding strips. The performance of various upstream and downstream shielding configurations is evaluated, as well as the performance improvement of combining these two strategies simultaneously. Direct numerical simulations provide validation and additional insight into the mechanisms responsible for the shielding phenomenon. [ABSTRACT FROM AUTHOR]

Background: Paragangliomas (PGL) are rare neuroendocrine tumors derived from the autonomic nervous system paraganglia. Urinary bladder paragangliomas (UBPGL) originate from the sympathetic neurons of the urinary bladder wall and represent 0.7% of all paragangliomas and <0.05% of all bladder tumors. PGL and UBPGL can be associated with SDHB, SDHD, NF1, and VHL gene variants, with the most common germline alterations found in SDHB and VHL. Case report: We report a case of a 42-year-old woman who presented with menorrhagia/hematuria, uterine leiomyomas, as well as cardiac and bladder masses. The cardiac mass was favored to be a myxoma based on clinical findings, while the bladder mass was diagnosed as UBPGL. A novel SDHB mutation (c.642G>A, p Q214Q), detected in the UBPGL, was proven to be somatic. Although this variant was seemingly synonymous, it was predicted to have a loss of function due to the splice site effect, which was further supported by the immunohistochemical loss of SDHB. Conclusion: This case highlights the challenges of diagnosing an extremely rare entity, bladder paraganglioma, with an emphasis on the multidisciplinary approach to navigate various clinical and imaging findings that may initially be misleading. In addition, a novel loss of function SDHB variant that could have been overlooked as a synonymous variant is herein reported, while also illustrating the importance of both germline and somatic mutation testing. [ABSTRACT FROM AUTHOR]

Fleas (Siphonaptera) are holometabolous insects with larval and adult stages that exhibit vastly different ecologies from each other. Adult fleas are parasitic and feed exclusively on the blood of a vertebrate host, whereas flea larvae do not live on hosts and consume dried faecal blood from adult fleas. Because flea larvae rely on adult flea faeces for food, excrement and eggs must fall in the same location; thus, larval density is likely high in these restricted habitats. However, the influence of larval density on the subsequent adult stage has not been examined. In the present study, we utilized egg density to investigate density‐dependent effects on larval development and adult body size in the cat flea (Ctenocephalides felis Bouché) (Siphonaptera: Pulicidae). Specifically, eggs were collected to create three different larval densities (n = 50, 100 and 150 per 56.7 cm2), and hatched larvae from all groups were fed an excess amount of adult faecal pellets. Larval development was measured by recording the proportion of eggs that developed to the pupal stage and the proportion of eggs that reached adulthood (eclosion). The body size of eclosed adults was quantified for both sexes using head length and length of the total body. We found that the number of eggs had no effect on the proportion of larvae that pupated or the proportion of larvae that eclosed; however, higher egg densities resulted in larger body sizes for both sexes. Overall, these data yield significant insight into how the ecology of larval fleas impacts the biology of the resultant adults. [ABSTRACT FROM AUTHOR]

Military personnel experience many stressors during deployments that can lead to symptoms of posttraumatic stress disorder (PTSD). However, not all military personnel who are exposed to deployment stressors develop PTSD symptoms. Recent research has explored factors that contribute to military personnel resilience, a multifaceted and multidetermined construct, as a means to mitigate and prevent PTSD symptoms. Much of this research has focused on the effects of individual-level factors (e.g., use of coping strategies like humor, the morale of individual unit members), with some research focusing on unit-level factors (e.g., the cohesiveness of a unit). However, there is little research exploring how these factors relate to each other in mitigating or reducing PTSD symptoms. In this study, we examined the association between deployment stressors, perceived unit cohesion, morale, humor, and PTSD symptoms in a sample of 20,901 active-duty military personnel using structural equation modeling. Results indicated that perceived unit cohesion, humor, and morale were positively associated with each other and negatively associated with PTSD symptoms over and above the effect of deployment stressors. These findings highlight the influence of resilience factors on PTSD symptoms beyond their substantial overlap and have implications for future research as well as the potential development of interventions for military personnel. [ABSTRACT FROM AUTHOR]

The present research investigated locus of control, sex and age to identify which influenced crime perceptions and to what extent. A 2 (internal versus external locus of control) X 2 (male versus female) X 3 (young, middle and older adult) between groups' design was used. Sixty participants completed Rotter's (1966) Locus of Control Questionnaire and a perceptions of crime questionnaire. A 3X2X2 MANOVA was conducted. Only one main effect of sex was present, with males reporting themselves to be less likely to report suspicious behaviour than females. No other main effects were present across the remaining eight crime perception questions. Only one significant interaction existed, which suggested that older males and younger females were in favour of increased punishment for petty crimes. When investigating petty crime perceptions, locus of control is a less important consideration than sex and age differences. Keywords: crime perceptions, locus of control, sex, age comparison, causality, Locus of control has been identified as an important influence on perceptions of crime and related punitive decision making (e.g., Murray, Thomson, Cooke, & Charles, 2011; Murray, Charles, Cooke, & [...]

Aim: To investigate the effects of lotiglipron (PF‐07081532), a once‐daily, oral small‐molecule glucagon‐like peptide‐1 receptor agonist, in participants with type 2 diabetes (T2D) and/or obesity. Materials and Methods: Two Phase 1 randomized, double‐blind, placebo‐controlled, multiple‐ascending‐dose studies were conducted to investigate the safety, tolerability, pharmacokinetics and pharmacodynamics of lotiglipron. Results: Across the studies, 74 participants with T2D were treated for 28 or 42 days, and 26 participants with obesity without diabetes were treated for 42 days, following randomization to placebo or lotiglipron (target doses 10–180 mg/day, with dose titration to higher target doses). Most adverse events were mild (89.6%), with nausea the most frequently reported in both studies. There were no clinically meaningful adverse trends noted in safety laboratory tests, vital signs, or electrocardiogram parameters. In participants with T2D, lotiglipron resulted in dose‐dependent reductions in mean daily glucose. The 180‐mg dose was associated with least squares mean decreases from baseline in glycated haemoglobin (−1.61% [90% confidence interval {CI} –2.08, −1.14] vs. −0.61% [−1.56, 0.34] for placebo) and body weight (−5.10 kg [90% CI –6.62, −3.58] vs. −2.06 kg [90% CI –4.47, 0.36] for placebo) after 42 days; a similar magnitude of weight loss was seen in participants with obesity. The observed pharmacokinetic profile supported once‐daily dosing. Conclusions: The profile of once‐daily lotiglipron with doses up to 180 mg, as observed in these two Phase 1 studies, indicated a safety and tolerability profile consistent with the mechanism of action, with dose‐dependent reductions in glycaemic indices (T2D) and body weight (both populations) after multiple doses. Clinicaltrials.gov identifier: NCT04305587, NCT05158244. [ABSTRACT FROM AUTHOR]

Objective: The aims of this study were (1) to understand the practice patterns and decision-making factors of physical therapists (PTs) when choosing ankle-foot orthoses (AFOs) or functional electrical stimulation (FES) for patients with mobility deficits secondary to poststroke hemiplegia and (2) to explore perceived gaps in knowledge to inform development of a clinical practice guideline (CPG). Methods: A mixed-methods web-based survey collected quantitative and qualitative data from practicing PTs. Descriptive analysis of quantitative data and thematic content analysis of the qualitative data were completed. Results: The 103 PTs were practicing clinicians with a doctoral degree and specialized board certification. A higher level of confidence with AFOs compared with FES was reported, along with increased inclusion of AFOs compared with FES for assessments and treatments. The PTs considered outcomes across the International Classification of Functioning, Disability and Health (ICF) when choosing devices, noting barriers in access and reimbursement as influential factors in clinical decision making. Fewer than 50% participated in continuing education on AFO or FES. Perceived knowledge gaps and educational needs included assessment and intervention strategies to support clinical decision making. The PTs considered themselves influential in the decision-making process and more than 95% of the respondents replied that a CPG on AFO and FES poststroke would impact clinical practice. Conclusion: Themes related to education, clinical decision-making, access, and reimbursement were identified. A CPG may provide valuable information to address gaps in knowledge to improve clinical practice and decision-making. Clinical Relevance: This research aims to inform the development of a CPG to address needs and gaps in knowledge identified by practicing clinicians. The information gained will inform knowledge translation strategies to promote best practices when implementing AFO and FES to improve activity and participation levels of individuals poststroke. [ABSTRACT FROM AUTHOR]

Most older adults have experienced at least one traumatic event in their lifetime. This article explores the relationship between aging and post-traumatic growth (PTG). Increasingly, PTG is recognized as a phenomenon describing positive changes following an adverse or traumatic event. This article reviews a widely researched model of PTG in the context of aging and provides evidenced-based factors associated with PTG in older adulthood. Given the dynamic nature of PTG, it is never too late to experience positive psychological growth. While PTG holds promise, a nuanced approach is essential, respecting individual variations and growth trajectories. [ABSTRACT FROM AUTHOR]

The Society of Thoracic Surgeons General Thoracic Surgery Database (GTSD) continues its trajectory of growth and enhancement, solidifying its stature as a premier global thoracic surgical database. The past year witnessed a notable expansion with the inclusion of 10 additional participating sites, now totaling 287, augmenting the database's repository to more than 800,000 procedures. A significant stride was made in refining the data audit process, thereby elevating the accuracy and completeness metrics, a testament to the relentless pursuit of data integrity. The GTSD further broadened its research apparatus, with 15 scholarly publications, a 50% uptick from the preceding year. These publications underscore the database's instrumental role in advancing thoracic surgical knowledge. In a concerted effort to alleviate data entry exigencies, the GTSD Task Force also instituted streamlined data submission protocols, a move lauded by participant sites. This report delineates the recent advancements, volume trajectories, and outcome metrics and encapsulates the prolific research output emanating from the GTSD, reflecting a year of substantial progress and academic fecundity. [ABSTRACT FROM AUTHOR]

Exposure to high altitude results in hypobaric hypoxia, leading to physiological changes in the cardiovascular system that may result in limiting symptoms, including dyspnea, fatigue, and exercise intolerance. However, it is still unclear why some patients are more susceptible to high-altitude symptoms than others. Hypoxic simulation testing (HST) simulates changes in physiology that occur at a specific altitude by asking the patients to breathe a mixture of gases with decreased oxygen content. This study aimed to determine whether the use of transthoracic echocardiography (TTE) during HST can detect the rise in right-sided pressures and the impact of hypoxia on right ventricle (RV) hemodynamics and right to left shunts, thus revealing the underlying causes of high-altitude signs and symptoms. A retrospective study was performed including consecutive patients with unexplained dyspnea at high altitude. HSTs were performed by administrating reduced FiO2 to simulate altitude levels specific to patients' history. Echocardiography images were obtained at baseline and during hypoxia. The study included 27 patients, with a mean age of 65 years, 14 patients (51.9%) were female. RV systolic pressure increased at peak hypoxia, while RV systolic function declined as shown by a significant decrease in the tricuspid annular plane systolic excursion (TAPSE), the maximum velocity achieved by the lateral tricuspid annulus during systole (S' wave), and the RV free wall longitudinal strain. Additionally, right-to-left shunt was present in 19 (70.4%) patients as identified by bubble contrast injections. Among these, the severity of the shunt increased at peak hypoxia in eight cases (42.1%), and the shunt was only evident during hypoxia in seven patients (36.8%). In conclusion, the use of TTE during HST provides valuable information by revealing the presence of symptomatic, sustained shunts and confirming the decline in RV hemodynamics, thus potentially explaining dyspnea at high altitude. Further studies are needed to establish the optimal clinical role of this physiologic method. [ABSTRACT FROM AUTHOR]