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This study used a scoping review methodology to identify, collate and summarise published literature relating to people with disability in Libya. Most sources came from peak international agencies, some from humanitarian agency media releases, a few were Libyan government reports and very little from scholarly journals. Four themes summarize findings and provide a means to examine assumptions regarding people with disability in Libya: (1) scant data and information gaps are the norm; (2) disability is a medical problem to be managed; (3) acquisition context matters: conflict versus non-conflict disability; and (4) disability human rights - social model on paper but not yet in practice. Findings reveal gaps in knowledge, promising signs of change and areas for action. People with disability in Libya need: a stable and secure community; visibility in reporting, planning and evaluation of services that are inclusive in design and delivery; and measures, technical definitions and socio-cultural understandings of disability that value function, activity and participation in everyday life as much as medical conditions, impairments and expert treatment. These actions will help provide people with disability in Libya an opportunity to actively contribute in rebuilding their communities in a post-conflict future.

Background Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students¿ readiness for self-directed learning. Method A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. Results The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. Conclusion There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines.

Background: Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. Method: This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. Results: Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Conclusion: Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.

Background/aim Assistive technologies have the potential to increase the amount of movement practice provided during inpatient stroke rehabilitation. The primary aim of this study was to investigate the feasibility of using the Saebo-Flex™ device in a subacute stroke setting to increase task-specific practice for people with little or no active hand movement. The secondary aim was to collect preliminary data comparing hand/upper limb function between a control group that received usual rehabilitation and an intervention group that used, in addition, the Saebo-Flex™ device. Methods Nine inpatients (mean three months (median six weeks) post-stroke) participated in this feasibility study conducted in an Australian rehabilitation setting, using a randomised pre-test and post-test design with concealed allocation and blinded outcome assessment. In addition to usual rehabilitation, the intervention group received eight weeks of daily motor training using the Saebo-Flex™ device. The control group received usual rehabilitation (task-specific motor training) only. Participants were assessed at baseline (pre-randomisation) and at the end of the eight-week study period. Feasibility was assessed with respect to ease of recruitment, application of the device, compliance with the treatment programme and safety. Secondary outcome measures included the Motor Assessment Scale (upper limb items), Box and Block Test, grip strength and the Stroke Impact Scale. Results Recruitment to the study was very slow because of the low number of patients with little or no active hand movement. Otherwise, the study was feasible in terms of being able to apply the Saebo-Flex™ device and compliance with the treatment programme. There were no adverse events, and a greater amount of upper limb rehabilitation was provided to the intervention group. While there were trends in favour of the intervention group, particularly for dexterity, no between-group differences were seen for any of the secondary out

Context: Little is known about Libyan disability and rehabilitation services. Objectives: To describe workforce characteristics of the only functioning disability rehabilitation service in 2012 Libya. This was the Benghazi Rehabilitation and Handicap Center. The focus of the case study was the physical disability services including amputee care. Method: Organizational case study involving site visit, self-report workforce survey, and review of relevant policy, government and peak agency reports relevant to disability services. Results: The case study revealed that disability regulations in Libya focussed on social security entitlements and impairment focussed treatment. Community based rehabilitation or initiatives for social inclusion and participation were scant, creating problems for people requiring long term rehabilitation in the community. The center workforce continued to function in spite of conflict and in difficult circumstances. While expatriate staff left in the 2011 conflict, local staff retention was high. These workers were mono-lingual, had longevity of tenure, and a lack of qualification mobility. Some such as therapists and prosthetic technicians, had highly specialised skills requiring center facilities. The case study revealed: escalating patient demand; bed-block; and problems in supplies, capital and equipment maintenance. There were opportunities to increase capacity through: clinical and administrative staff training; development of inpatient facilities for women; discharge options for long-term male inpatients; and coordinated information systems. Of 232 eligible, n=72 staff, who participated in the survey (mean age was 39.4 years; n=40 males). Most therapists/ prosthetic technicians were male; most nurses/ administrative workers were female (p=.0001). The most common qualification across occupations was secondary school; 28.2% had intermediate secondary and 22.5% university degrees as their highest qualification. A third had been employed a

Research training should facilitate effective researcher role development. While researcher roles require the performance of specialised knowledge and skill, they also require development of personal research identities within social contexts. Interaction with research peers can provide opportunities for reflective role development. Ad-hoc cohort-specific peer interventions are relatively common in research training, but these can lack standardisation and clear conceptual frameworks to underpin strategies. Peer Assisted Study Sessions (PASS) provide a structured approach to peer support for learning. As such, we aimed to develop, implement and evaluate a PASS program for research trainees. Participants (N = 21; (9 male, 12 female; exercise science n = 5, biomedical science n = 7, science n = 2, public health n = 4, nutrition n = 3) were post-bachelor honours students and PASS was provided on a weekly basis. Demographic, academic, and PASS data were collected from institutional records. Students completed standardised PASS satisfaction evaluations. Standard undergraduate PASS administrative, funding, and reporting strategies were successfully applied. Leader selection, training, and PASS resource development processes were adapted for the research training context. Attendance and student satisfaction was high as was timely completion of research related assessments. PASS has been shown to provide methodological consistency and a transparent conceptual framework to frame expectations about the process, leader and participant roles, and mechanisms to evaluate impact. PASS enables institutionally sanctioned but peer driven opportunities for social exchange wherein reflective interpretive approaches to research role development can be considered.

Background: Spasticity in the upper limb is common after acquired brain impairment and may have a significant impact on the ability to perform meaningful daily activities. Traditionally, outcome measurement in spasticity rehabilitation has focused on impairment, however, improvements in impairments do not necessarily translate to improvements in an individual's ability to perform activities or engage in life roles. There is an increasing need for outcome measures that capture change in activity performance and life participation. Methods/Design: We will conduct a systematic review of the psychometric properties of instruments used to measure upper limb functional outcomes (activity performance and participation) in patients with spasticity. Assessments (n = 27) will be identified from a recently published systematic review of assessments that measure upper limb function in neurological rehabilitation for adults with focal spasticity, and a systematic review of each assessment will then be conducted. The databases MEDLINE, CINAHL and EMBASE will be searched from inception. Search strategies will include the name of the assessment and the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) published search strategy for identifying studies of measurement properties. The methodological rigour of the testing of the psychometric quality of instruments will be undertaken using the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) checklist. International Classification of Functioning, Disability and Health (ICF) definitions of impairment, activity and participation will be used for content analysis of items to determine the extent to which assessments are valid measures of activity performance and life participation. We will present a narrative synthesis on the psychometric properties and utility of all instruments and make recommendations for assessment selection in practice. Discussion: This s

Social science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra- and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (eg., "the journey") supervisor experience (eg., "emotional burden of supervision"), research training methods such as peer-learning (eg., informal or fabricated groups, research micro-climates), or research training pedagogy (eg., collaborative learning, co-production). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (eg., "Vitae") but this is yet to systematically inform institutional strategies for research-training. To more effectively and efficiently facilitate researcher-role development, research training should consider occupational socialization as an organizing framework, and utilize performative and interpretive approaches to role development.

This newspaper article describes factors prospective higher degree research students should consider when deciding whether or not to commence PhD studies, where and with whom. The conceptual framework underpinning the advice provided is that of occupational socialization as applied to the development of research roles. The factors identified are those that have been demonstrated to enable, impede and accelerate acquisition of productive and engaged research roles.