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Editors' Introduction

Introduction Racial/ethnic minorities are underrepresented in actual HIV vaccine trials in North America, and willingness to participate (WTP) and retention in an HIV vaccine trial may differ from that in Whites. Methods In this review, the authors identified HIV vaccine preparedness studies (VPS) in North America in high-risk populations that examined the relationship between race/ethnicity and WTP in a preventive phase 3 HIV vaccine trial, and the relationship to retention. Studies were categorized by risk group, and comparison group (Whites vs. non-Whites). Other types of trials of biomedical prevention were also identified, and WTP and retention rates were compared and contrasted to actual HIV vaccine trials. Results In the studies identified, WTP in a hypothetical trial HIV vaccine trial did not differ by race/ethnicity. In contrast, actual HIV vaccine trials, an HIV acquisition trial, and a phase 2B preexposure prophylaxis (PrEP) trial have enrolled a large percentage of White men. Human papilloma virus (HPV) privately-funded trials have also enrolled a large number of Whites, due to convenience sampling. Retention in the HIV acquisition trial was lower in African-Americans compared with Whites. Conclusion Strategies to increase WTP and enhanced retention (ER) strategies may help in recruiting and retaining minority participants in actual HIV vaccine trials and other trials of biomedical prevention.

This paper offers a guide for those seeking to integrate the Scholarship of Teaching and Learning (SoTL) into higher education institutions to improve the quality of student learning. The authors posit that weaving SoTL into institutional cultures requires the coordinated actions of individuals working in linked social networks rather than individuals acting in isolation. Analyzing both the barriers and potential pathways to integrating SoTL into institutional cultures, the authors provide a conceptual model along with examples of practical strategies for overcoming resistance to change within institutions. The paper provides examples from a variety of different international contexts to show how incentives and other non-coercive measures can motivate faculty and administrators to weave SoTL into institutional fabrics. Drawing on social network theory and the concept of communities of practice, the paper presents a model with attendant strategies for disseminating SoTL values and practices across all three levels of postsecondary institutions: the micro, the meso, and the macro. The authors argue that for SoTL to take root in organizational cultures, there must be 1) effective communication and dissemination of SoTL activity across all levels, 2) well established social networks and links between these levels (nodes), and 3) sustained support by senior administrationThe authors conclude by suggesting ways their model could be tested.

There are gaps in our knowledge of the role cognitive factors play in determining people's willingness to participate (WTP) in therapeutic HIV vaccine trials. Using a cross-sectional study of HIV-positive injection drug users (IDU), we determined the role of three cognitive factors: HIV treatment optimism, self-efficacy beliefs, and knowledge of vaccine trial concepts in relation to WTP in a hypothetical phase 3 therapeutic HIV vaccine trial. WTP was 54%. Participants tended to be low in HIV treatment optimism (mean = 3.9/10), high in self-efficacy (mean = 79.8/100), and low in knowledge (mean = 4.1/10). Items pertaining to HIV treatment optimism and knowledge of HIV vaccine trial concepts were generally unrelated to WTP. An increase in self-efficacy had a statistically significant positive association with WTP (OR = 1.61, 95% CI = 1.04-2.46, p 0.05). Furthermore, most of these HIV-positive participants had high levels of self-efficacy, so we are most confident about this relationship at such levels. These findings indicate that interventions focused on increasing self-efficacy could enhance WTP among HIV-positive IDU.

Editors' Introduction to Teaching & Learning Inquiry issue 5.1

Objectives: To examine the independent effects of mood disorder, age, race/ethnicity, personal income, being a current student, having a regular medical doctor and substance use in relationship to condom use at last intercourse in a Canadian population stratified by sex. Methods: We used Cycle 3.1 of the 2006 Canadian Community Health Survey (CCHS 3.1), a population-based, voluntary, cross-sectional survey of subjects ages 12–85 years. Data collection took place between January and December 2005. From the survey, a study sample of 20,975 people was drawn, consisting of individuals providing valid responses (yes/no) to mood disorder and last-time condom use. The question of sexual behaviours was asked only of those ages 15–49 years. Logistic regression was used to examine individual variables as potential determinants of last-time condom use stratified by sex. Results: The relationship between mood disorder and condom use was non-significant in both males (AOR= 0.85, 95% CI=0.70−1.04) and females (AOR=0.90, 95% CI=0.78−1.03). Increasing age was found to be inversely associated with last-time condom use in both males and females. Male factors significantly associated with last-time condom use were being of white ethnicity (AOR=0.71, 95% CI=0.64−0.79) and being a current student (AOR=1.28, 95% CI=1.16−1.42). Female factors associated with last-time condom use were being of white ethnicity (AOR=0.71, 95% CI = 0.63−0.79) and being a former drinker (AOR=2.25, 95% CI=1.63−3.11). Conclusion: Our results identify important determinants of last-time condom use in both males and females in the CCHS 3.1. These findings may have important implications for the devising and implementation of safe sex programs in a Canadian population ages 15–49 years.

Weekly filter samples, representing air-borne particles, at Alert, Nunavut, (82°30′N, 62°20′W) collected during the winter of 2000/2001 have been analysed for polychlorinated dibenzo- p- dioxins and dibenzofurans (PCDD/Fs). The sampling period coincided with the occurrence of the Arctic Haze (December–April) when air-borne particulate concentrations are generally high at Alert. Atmospheric phase distribution at average ambient temperature (−28.2°C) estimated using the Junge–Pankow adsorption model and the adsorption model based on octanol–air partition coefficients have shown that most PCDD/F congeners would be particle-bound under such conditions; with particle fractions >90%. The concentrations of both ΣPCDDs and ΣPCDFs observed were lower than those found at Ny-Alesund (78°55′N, 11°56′E) and other locations worldwide. This is attributable to the remoteness of the site and the absence of anthropogenic activities nearby. An apparent peak in concentrations occurred during the third week of 2001 (15–22/1/2001). Weekly averaged 5-day Lagrangian back trajectories have shown that Alert was mainly affected by air originated from North Atlantic and North America during the first week of 2001. The origin of the airmass shifted eastwards further into Russia and Eurasia during the second and third weeks when the air concentrations of PCDD/Fs peaked at Alert. Then, the influence from Eurasia decreased while the North Atlantic sector regained dominance when the concentrations tapered off during the fourth and fifth weeks. In spite of the remoteness of Alert, congener profiles in most samples were enriched with PCDFs, corresponding to “source” profiles as suggested by Wagrowski and Hites (Environ. Sci. Technol. 34 (2000) 2952). Similar profiles were observed in air and tree bark at other Arctic locations. These profiles were probably the result of PCDD/F physical–chemical properties, which influence their transport behaviour between sources and receptors, as well as the unique Arctic environmental conditions. Therefore, the “source” and “sink” homologue profiles generally applicable to sample collected at temperate sites cannot be applied to those collected in the high Arctic.

We examined fear induced by the magnetic resonance imaging (MRI) procedure in 80 adult patients who were undergoing the procedure for the first time. Participants completed self-report measures of claustrophobia, anxiety sensitivity, thoughts about the scan, and pain. Participants were assessed pre- and postscan, and at 1-month follow-up. Twenty-five percent of the participants experienced moderate to severe anxiety during the MRI scan. Prescan scores on the Claustrophobia Questionnaire (CLQ: Rachman and Taylor, 1993) significantly predicted participants' distress during the scan: pain and anxeity sensitivity did not. Furthermore, CLQ scores discriminated between participants who reported panic during the scan and participants who did not report panic. A brief screening instrument consisting of six items from the 29-item CLQ is suggested. This brief screening instrument administered prior to the scan may help identify in advance those people who are most likely to experience claustrophobic fear and, in particular, those who panic during the MRI procedure.

INTRODUCTION To help address physician shortages in the underserved community of Prince George, Canada, the University of British Columbia (UBC) and various partners created the Northern Medical Program (NMP), a regional distributed site of UBC's medical doctor undergraduate program. Early research on the impacts of the NMP revealed a high degree of social connectedness. The objective of the present study was to explore the role of social capital in supporting the regional training site and the benefits accrued to a broad range of stakeholders and network partners. METHODS In this qualitative study, 23 semi-structured interviews were conducted with community leaders in 2007. A descriptive content analysis based on analytic induction technique was employed. Carpiano's Bourdieu-based framework of 'neighbourhood' social capital was adapted to empirically describe how social capital was produced and mobilized within and among networks during the planning and implementation of the NMP. RESULTS Results from this study reveal that the operation of social capital and the related concept of social cohesion are multifaceted, and that benefits extend in many directions, resulting in somewhat unanticipated benefits for other key stakeholders and network partners of this medical education program. Participants described four aspects of social capital: (i) social cohesion; (ii) social capital resources; (iii) access to social capital; and (iv) outcomes of social capital. CONCLUSIONS The findings of this study suggest that the partnerships and networks formed in the NMP planning and implementation phases were the foundation for social capital mobilization. The use of Carpiano's spatially-bounded model of social capital was useful in this context because it permitted the characterization of relations and networks of a tight-knit community body. The students, faculty and administrators of the NMP have benefitted greatly from access to the social capital mobilized to make the NMP operational. Taking account of the dynamic and multifaceted operation of social capital helps one move beyond a view of geographic communities as simply containers or sinks of capital investment, and to appreciate the degree to which they may act as a platform for productive network formation and expansion.

How well do we know our students? We might justifiably pride ourselves in being student-oriented, and we may be skilled at building rapport with our students, but this isn’t necessarily tantamount to really knowing them. What is it like to truly grapple with the work we ask them to do? It all might seem quite reasonable to us, but the students’ experiences could be quite different. These questions and considerations have been brought front and center for us as we read the papers that constitute this issue of Teaching & Learning Inquiry. Many of these papers, each in its own way, attempts to better understand the lived experiences of our students. Nathan Webb and Laura Obrycki Barrett take a detailed look at just how we get to know students who are learning English as a sec ond language. The key processes they identify—in clud ing such behaviors as being uncommonly attentive, establishing common grounding, and forming connections—can be applied to all teaching. Mary Goldschmidt explores students’ lived experiences as disciplinary learners of both content and process, which includes learning to write the genres and conventions of their chosen fields. She foregrounds the rich descriptions of a few seniors who’ve developed “their own ‘place within the disciplinary enterprise’” (p. 27). Jonathan Cisco has created a more effective way of teaching students how to write literature reviews based on his direct observations of the struggles they were going through with such assignments. Interviews indicated that students were at a loss regarding the best approach to writing a literature review—much less, what a good review accomplished. Yet such reviews are among the most common assignments we require. Shane Dawson and Harry Hubball use computer-based analytics to chart the actual paths students take as they navigate their way through academic programs. This analy sis yields very useful insights regarding students’ perceptions of relationships among courses, as well as challenges students face simply piecing together that which we require of them. Michael Drinkwater, Deanne Gannaway, Karen Sheppard, Matthew Davis, Margaret Wegener, Warwick Bowen, and Joel Corney take us inside the physics classroom to better understand that lived experience. We are moving well beyond the student-as-passivevessel model in large classes, challenging students to engage with problems and issues in these settings. This team from the University of Queensland has shown that the value of the time spent in such active classrooms is affected considerably by the degree of preparation students bring into them. They present a strategy that is manageable and yet ensures that students arrive prepared. Moreover, the approach gives the instructor impor

Considering Canada's Tri-Council statement on the ethical conduct for research involving human subjects, we discuss some of the ethical challenges of doing research on teaching and learning in which one's own students and teaching act as the context of such scholarly activity. We advocate establishing basic principles based in the complex relationships in teaching and learning, making reference to the such issues as the potential social consequences for students of choosing not to participate in SoTL research. We propose some principles for those new to teaching and learning research to consider as part of their own ethical considerations.En ce qui concerne l'Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains, nous présentons les difficultés déontologiques de la recherche sur l’enseignement et l’apprentissage au cours de laquelle nos propres étudiants et notre enseignement constituent le contexte de cette activité savante. Nous prônons l’établissement de principes fondamentaux basés sur les relations complexes entre l’enseignement et l’apprentissage et faisons référence à des enjeux comme les conséquences sociales potentielles du choix des étudiants de ne pas participer à la recherche sur l’ACEA. Nous proposons des principes que les chercheurs novices pourraient intégrer à leurs propres considérations déontologiques.

Objective To examine the patterns of cognitive functioning and academic achievement in children and adolescents with chronic pain attending a tertiary-care interdisciplinary pain service. Methods The standardized psychoeducational testing results of 57 children and adolescents with chronic pain aged 8-18 were retrospectively reviewed. Results On average, participants scored higher in general intelligence, verbal ability, nonverbal reasoning, word reading, and math reasoning than the general population. The level of academic achievement for most participants was consistent with their intellectual ability. Conclusions In this clinical sample with complex, disabling pain, the group mean data do not indicate overall cognitive impairment, or a single atypical achievement pattern. Future research will need to look beyond cognitive and achievement scores to explore the links between school functioning and chronic pain in children.

Background: Pharmacy schools across North America have been charged to ensure their students are adequately skilled in the principles and practices of pharmaceutical care. Despite this mandate, a large percentage of students experience insufficient opportunities to practice the activities, tasks and processes essential to pharmaceutical care. The objective of this retrospective study of pharmacy students was to: (1) as "proof of concept", test the overall educational impact of an enhanced advanced pharmacy practice experiential (APPE) model on student competencies; (2) develop an instrument to measure students' and preceptors' experiences; and (3) assess the psychometric properties of the instrument. Methods: A comparative-experimental design, using student and preceptor surveys, was used to evaluate the impact of the enhanced community-based APPE over the traditional APPE model. The study was grounded in a 5-stage learning model: (1) an enhanced learning climate leads to (2) better utilization of learning opportunities, including (3) more frequent student/patient consultation, then to (4) improved skills acquisition, thence to (5) more favorable attitudes toward pharmaceutical care practice. The intervention included a one-day preceptor workshop, a comprehensive on-site student orientation and extending the experience from two four-week experiences in different pharmacies to one eight-week in one pharmacy. Results: The 35 student and 38 preceptor survey results favored the enhanced model; with students conducting many more patient consultations and reporting greater skills improvement. In addition, the student self-assessment suggested changes in attitudes favoring pharmaceutical care principles. Psychometric testing showed the instrument to be sensitive, valid and reliable in ascertaining differences between the enhanced and traditional arms. Conclusion: The enhanced experiential model positively affects learning opportunities and competency acquisition, as measured by a new instrument showing sound psychometric properties.

Le developpement industriel du Saguenay a ete encourage par la presence de ressources hydriques abondantes. Ce developpement a toutefois eu un impact sur l'environnement et a amene les gouvernements a mesurer differents polluants. Alors que les niveaux eleves d'hydrocarbures aromatiques polycycliques (HAP) etaient connus depuis longtemps, les valeurs elevees de dioxines et de furanes surprenaient. Un projet utilisant des aiguilles de pin (Pinus sylvestris) et des echantillons d'air a donc ete mis sur pied pour evaluer la distribution des dioxines et furanes dans la region et tenter d'identifier leurs sources. A la fin aout, il y avait generalement moins de dioxines et furanes dans les aiguilles de pin recueillies dans la region de Jonquiere qu'aux stations temoins situees a Saint-Ignace-de-Loyola et a Montreal. En decembre, les niveaux avaient augmente dans toutes les stations, sauf a Montreal. De plus, ils etaient un peu plus eleves dans la partie sud de la region de Jonquiere. Pour ce qui est de l'air ambiant, les niveaux de dioxines et furanes ont baisse de moitie depuis 1995 et il n’y avait pas de differences significatives entre les valeurs mesurees a Jonquiere, Chicoutimi et Montreal lors du projet. Le chauffage au bois, le brulage a ciel ouvert, le transport routier et certaines sources industrielles dont les recycleurs de metaux sont des sources de dioxines et furanes a Jonquiere et Chicoutimi. A la station de Montreal, ils proviennent du transport automobile alors que les industries siderurgiques expliquent en bonne partie les niveaux retrouves a Saint-Ignace-de-Loyola.