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IntroductionTemporal co-ordination between speech and gestures has been thoroughly studied in natural production. In most cases gesture strokes precede or coincide with the stressed syllable in words that they are semantically associated with.MethodsTo understand whether processing of speech and gestures is attuned to such temporal coordination, we investigated the effect of delaying, preposing or eliminating individual gestures on the memory for words in an experimental study in which 83 participants watched video sequences of naturalistic 3D-animated speakers generated based on motion capture data. A target word in the sequence appeared (a) with a gesture presented in its original position synchronized with speech, (b) temporally shifted 500 ms before or (c) after the original position, or (d) with the gesture eliminated. Participants were asked to retell the videos in a free recall task. The strength of recall was operationalized as the inclusion of the target word in the free recall.ResultsBoth eliminated and delayed gesture strokes resulted in reduced recall rates compared to synchronized strokes, whereas there was no difference between advanced (preposed) and synchronized strokes. An item-level analysis also showed that the greater the interval between the onsets of delayed strokes and stressed syllables in target words, the greater the negative effect was on recall.DiscussionThese results indicate that speech-gesture synchrony affects memory for speech, and that temporal patterns that are common in production lead to the best recall. Importantly, the study also showcases a procedure for using motion capture-based 3D-animated speakers to create an experimental paradigm for the study of speech-gesture comprehension.

Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half answered the questionnaire before the intervention. Results show that students watching the play had grasped the core of the more tangible questions, writing more elaborated and relevant answers than students in the control group.

The article describes how a series of adaptions enabled us to carry out a controlled intervention study in 15 preschools, with 420 children and about 40 preschool teachers, during the Covid‑19 pandemic restrictions. The original overarching aim of the study was to develop and evaluate an early math intervention supporting children from low-SES environments to develop basic mathematical skills. The two main research questions addressed preschool children’s early math development using a digital play-&-learn game (anonymized), and the pedagogical impact of an integrated teacher resources package. Four guiding principles complemented the research questions: accumulation of new knowledge, collaboration & participatory design, experimental control & ecological validity, and real-world applicability. The focus of this article is on how data collections methods and analyses were adapted to handle the constraints induced by Covid‑19 without deviating from the original research questions and the four guiding principles. The adaptions clearly entailed methodological limitations. Yet the study demonstrates the possibility to conduct a remotely controlled effect study encompassing both ecological validity and real-world applicability

Abstract Background Anomalous left coronary arteries are rare congenital defects. These are often detected incidentally unless they have a malignant course whereby patients present with acute coronary syndromes. We describe a rare presentation of a benign variant of this pathology and a proposed diagnostic and management plan. Case presentation A 41-year-old female was admitted following an out-of-hospital cardiac arrest. Cardiac imaging demonstrated an anomalous left main coronary artery arising from a single right coronary ostium with a trans-septal course and associated ischaemic changes on functional testing. Given her clinical presentation, she underwent successful left coronary reimplantation surgery. Conclusions This case highlights that even supposedly ‘benign’ variants can have malignant outcomes and that functional testing can be useful in further risk-stratifying anomalous coronary anatomy. Surgical reimplantation is a feasible and effective treatment for achieving optimal long-term results

Teachers’ feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers’ feedback on pupils’ submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers’ feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject’s traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers’ formative ideals. Tensions were also distinguished between teachers’ need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers’ formative ideals for giving feedback.

The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.

Abstract The manuscript specifically concentrates on patients with penetrating thoracic trauma, who having undergone Emergency Department Thoracotomy (EDT) have been diagnosed with injury to the lung. Its purpose is to describe a practical / heuristic approach, enabling the inexperienced in thoracic surgery doctor, to perform a successful EDT and if need arises, a definitive operation in the absence of a Cardiothoracic or appropriately trained Trauma Surgeon.

Background: A growing number of medical schools across the world have incorporated global health (GH) into their curricula. While several schools focus GH education on lecture-based courses, our premise is that global health education should embody a holistic approach to patient care and medical education in local communities. Medical students may learn global health by focusing on real patients, their families and communities as part of a practical curriculum.Aims and Objectives: A unique GH curriculum was devised to compare student learning outcomes on a practical vs. lecture-based course. The premise was that learning from patients would result in a greater breadth of coverage of the global health syllabus as compared to that from a lecture-based course.Methods: A teaching and learning program was developed over 3 years to provide medical students interaction with real patients in the community on a first-preclinical-year Introduction to Global Health and Medical Anthropology course. Learning outcomes on the practical vs. lecture-based course were compared using thematic analysis of the written assignments of both courses: global health case reports and literature reviews, respectively. All members of three cohorts of students undertaking the course in successive academic years were compared (Group A: literature review; Groups B and C: case reports; n = 87).Results: Case reports provided evidence of a greater breadth of learning outcomes when compared to the literature review (p < 0.001). The writing of the case report was enhanced by completion of a field journal and family health needs assessment tool (p < 0.001). Students demonstrated a closeness to their patients that added depth, understanding and motivation to assist patients in health activities and advocate for their needs.Discussion: Placements with patients in the community provided students with a rich learning environment and facilitated the formation of relationships with patients to better understand the social determinants of health and advocate for improvements in their living and working conditions and access to healthcare.Conclusions: Global health may be better learned experientially by following patients rather than from frontal lectures. Patient-based learning inspires a commitment to the individual and facilitates medical schools in meeting their obligations to the communities they serve.

This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. 45 8-12-years-old from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression – and different detailedness of such feedback – affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3rdand 5thgraders preferred 1 or 3 bars but where the 2ndgraders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.

Objectives To compare necrotising enterocolitis (NEC) prevention practices and NEC associated factors between units from eight countries of the International Network for Evaluation of Outcomes of Neonates, and to assess their association with surgical NEC rates.Design Prospective unit-level survey combined with retrospective cohort study.Setting Neonatal intensive care units in Australia/New Zealand, Canada, Finland, Israel, Spain, Sweden, Switzerland and Tuscany (Italy).Patients Extremely preterm infants born between 240 to 286 weeks’ gestation, with birth weights

Congenital ichthyosis encompasses a large group of keratinizing disorders with widespread scaling and a variable degree of erythema. Little is known about the quality of life in children with congenital ichthyosis and the impact of the disease on their family. Fifteen children aged 5-16 years with lamellar ichthyosis, Netherton’s syndrome, epidermolytic hyperkeratosis or Harlequin ichthyosis, were investigated concerning the effect of their ichthyosis on their quality of life. This was measured with the established Children’s Dermatology Life Quality Index (CDLQI), and the Dermatitis Family Impact questionnaire (DFI) modified by substituting the word ichthyosis for eczema. The questionnaires covered the preceding seven days and each had a maximum score of 30: the higher the score, the greater the Quality of Life impairment. The median score was 9.0 (range 2-19) for the CDLQI and 9.0 (range 3-21) for DFI. There was a significant correlation between the DFI and the CDLQI scores. The item in the CDLQI questionnaire that showed the highest score was “itchy, scratchy, sore or painful skin” and the most highly scored item in the DFI questionnaire was effect on “housework, e.g. washing, cleaning”; both items related to the children’s symptoms. The results of the study clearly establish that congenital ichthyosis impairs the quality of life of the affected children and their families.

To date, the virtual multidisciplinary tumor boards (vMTBs) are increasingly used to achieve high-quality treatment recommendations across health-care regions, which expands and develops the local MTB team to a regional or national expert network. This review describes the process of lung cancer-specific MTBs and the transition process from face-to-face tumor boards to virtual ones. The review also focuses on the project organization's description, advantages, and disadvantages. Semi-structured interviews identified five major themes for MTBs: current practice, attitudes, enablers, barriers, and benefits for the MTB. MTB teams exhibited positive responses to modeled data feedback. Virtualization reduces time spent for travel, allowing easier and timely patient discussions. This process requires a secure web platform to assure the respect of patients' privacy and presents the same unanswered problems. The implementation of vMTB also permits the implementation of networks especially in areas with geographical barriers facilitating interaction between large referral cancer centers and tertiary or community hospitals as well as easier access to clinical trial opportunities. Studies aimed to improve preparations, structure, and conduct of MTBs, research methods to monitor their performance, teamwork, and outcomes are also outlined in this article. Analysis of literature shows that MTB participants discuss 5-8 cases per meeting and that the use of a vMTB for lung cancer and in particular stage III NSCLC and complex stage IV cases is widely accepted by most health professionals. Despite still-existing gaps, overall vMTB represents a unique opportunity to optimize patient management in a patient-centered approach., (© 2021. The Author(s).)