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Current research indicates that instructors find support for their teaching via membership in small social networks. The present study was conducted to further our understanding of these networks b...

CONTEXT Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors' experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level. METHODS This phenomenological study involved interviews with seven qualified Canadian specialists (three were female) who pursued additional training in response to a lack of available positions in their respective specialties. Template analysis generated theoretical constructs of influences on their PIF, and characteristics of their lived experiences. RESULTS Four themes shaped PIF: setting and context; language and communication; responsibilities and privileges; and participants' visions of their future selves. Professional identity formation (PIF) continued to develop in further training, but was inconsistently affirmed by participants' communities of practice. Four major themes characterised training experiences: prescription; managing multiple masters; limiting access to others and community ties; and constantly questioning the value of extra training. CONCLUSION Qualified doctors traverse professional paradoxes as they seek further education with no guarantee of employment and provide consultant-level care as 'trainees'. An identity dissonance emerges that may continue until a clear identity is prescribed for them. Although disruptive to these doctors' PIF and personal and professional lives, the long-term effects of additional training are unknown. Its utility and influence on securing employment and future job satisfaction are areas for further research.

Drawing on the concepts of emergent and appointed leadership, this article expands on the role of social networks in SoTL (Roxa and Martensson 2009, 2012; Williams et al. 2013) by examining the nature of these networks, relationships between these networks, and support for them, in order to theorize how institutions can foster cultural change to support SoTL.

This chapter outlines the historical growth of the Scholarship of Teaching and Learning (SoTL) in Canada leading up to the formation of SoTL Canada and the development of this volume.

Editors' Introduction

In educational development, accountability is paramount, in particular for activities that take educational developers away from their institutional boundaries to local, national, and international venues. Educational developers must demonstrate the benefits of such work to the home institution and its constituents. We asked educational developers from around the world to comment on the nature and value of their external work. Their responses made clear that such work expands valuable social networks and, concomitantly, builds social capital. Using these observations, we explain how social network analysis can be used to assess and demonstrate the impact of external work.

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.

The Health Belief Model provides a framework to understand motivators for volunteering for medical research. Motivators can take the form of social and personal benefits. In this systematic review of review articles, we contrast motivators of participation in actual cancer trials to those in actual HIV vaccine trials. We retrieved eight review articles from 2000 to 2012 examining motivators to participation in actual cancer trials. Personal benefits were most often psychological in nature, such as "coping with symptoms." Social benefits included "advancing research," "helping other cancer patients," and "for their family." While specific motivators vary between considerations - cancer research and HIV vaccine trials, these motivators fall into similar categories at similar frequencies. For example, personal/psychological benefits are common in each. Participant recruitment must be mindful of these categories of motivators for both cancer and HIV vaccine research.

Higher education is facing a conundrum relevant to the field of educational development: expectations regarding entrance criteria and graduation attributes are changing simultaneously. Biggs' model of constructive alignment can be used to analyze the challenges presented by these shifts in expectation and help educational developers understand their pedagogical implications. In the present article, an expanded model is proposed in which entrance requirements are added to Biggs' original conceptualization. In so doing, the length of the “learning journey” – from entrance to outcomes – can be charted. When entrance requirements and graduate attributes change simultaneously, higher education must accommodate learning journeys of varying lengths and nature. Moving targets such as these can engender a sense of frustration, if not helplessness, for academic staff responsible for curricular and pedagogical enhancement. However, rather than responding with a sense of helplessness, the educational developer should...

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.

An examination of actual HIV vaccine trials can contribute to an understanding of motivators for participation in these studies. Analysis of these motivators reveals that they can be categorized as social and personal benefits. Social benefits are generally altruistic, whereas personal benefits are psychological, physical, and financial. In this systematic review, the authors performed a literature search for actual preventive HIV vaccine trials reporting motivators to participation. Of studies conducted in the Organization for Economic Co-operation and Development (OECD) countries, the authors retrieved 12 studies reporting on social benefits and seven reporting on personal benefits. From the non-OECD countries, nine studies reported on social benefits and eight studies on personal benefits. Social benefits were most frequently described on macroscopic, altruistic levels. Personal benefits were most frequently psychological in nature. Rates of participation were compared between the OECD and the non-OECD countries. Knowledge of actual motivators in specific countries and regions can help target recruitment in various types of actual HIV vaccine trials.

There is a pressing need to find an efficacious HIV vaccine and a concomitant need for the recruitment of participants in efficacy trials. These efforts are hampered, however, by a gap between what respondents say they will do regarding research participation, and whether they actually enroll. The current paper examines the size of this gap and proposes psychological reasons for it. Some reasons include the temporal stability of the intention, the time taken to consider its ramifications and plans to deal with them, and the social forces that affect the intention. From this analysis, recommendations are offered to improve recruitment efforts and the predictive power of expressions of willingness to participate.

The challenges of teaching students to reflect on experience and, thus, learn from it, are better understood with the application of constructs from cognitive psychology. The present paper focuses on two such constructs-self-schemas and scripts-to help educators better understand both the threats and opportunities associated with effective reflection. Emotion is presented as an important accompaniment to reflection. Suggestions are presented, using the notions of self-schemas and scripts, to help students manage the emotion associated with reflection and to enhance the value of that reflection.

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

Barriers to participation in an HIV vaccine trial have been examined in many HIV vaccine preparedness studies (VPS). These barriers can be understood in terms of the locus of the barrier (personal vs. social) and the nature of the barrier (risk vs. cost). Another type of barrier is perceived misconceptions. In this systematic review, we categorize barriers, and compare these barriers between the Organization for Economic Co-operation and Development (OECD) countries and the non-OECD countries. In the OECD countries, we retrieved 25 studies reporting personal risks (PR), 9 studies reporting social risks (SR), 10 studies reporting personal costs (PC), and 16 studies reporting misconceptions. In the non-OECD countries, we retrieved 27 studies reporting PR, 19 studies reporting SR, 18 studies reporting PC, 1 study reporting social costs (SC), and 13 studies reporting misconceptions. Important PR were "adverse effects" and "vaccine-induced seropositivity", "distrust of institutions", and "temptation to have unsafe sex" in men who have sex with men (MSM). "Discrimination" was a common SR. "Time commitment" was an important PC, and "family commitments" were a SC in one non-OECD country. "HIV infection from the vaccine" was a common misconception. Both the OECD and the non-OECD countries have similar barriers, and people's decisions to participate in a clinical trial involve multiple barriers. However, these barriers apply to hypothetical HIV vaccine trials, and barriers for actual vaccine trials need further assessment.

HIV vaccine preparedness studies (VPS) are important precursors to HIV vaccine trials. As well, they contribute to an understanding of motivators and barriers for participation in hypothetical HIV vaccine trials. Motivators can take the form of altruism and a desire for social benefits. Perceived personal benefits, including psychological, personal, and financial well-being, may also motivate participation. The authors performed a systematic review of HIV VPS using the Cochrane Database for Systematic Reviews, Medline, PubMed, Embase, and Google Scholar. The authors independently searched the literature for individual HIV VPS that examined motivators of participation in a hypothetical HIV vaccine trial, using the same search strategy. As the denominators employed in the literature varied across studies, the denominators were standardized to the number of respondents per survey item, regardless of their willingness to participate (WTP) in an HIV vaccine trial. The authors retrieved eight studies on social benefits (i.e., altruism) and 11 studies on personal benefits conducted in the Organization for Economic Co-operation and Development (OECD) countries, as well as 19 studies on social benefits and 20 studies on personal benefits in the non-OECD countries. Various different forms of altruism were found to be the major motivators for participation in an HIV vaccine trial in both the OECD and the non-OECD countries. In a large number of studies, protection from HIV was cited as a personal motivator for participation in a hypothetical HIV vaccine trial in the OECD and the non-OECD countries. Knowledge of motivators can inform and target recruitment for HIV vaccine trials, although it must be remembered that hypothetical motivators may not always translate into motivators in an actual vaccine trial.

A gas chromatography–mass spectrometry isotope dilution (GC–MS ID) method was developed and tested for the determination of 14 common glycol ethers in consumer products. Stable isotope labelled standards, 2-methoxyethanol-D7 and 2-butoxyethanol-13C2 (CDN isotopes) were employed to enhance the accuracy and precision of the glycol ethers determination. A 1000-fold sample dilution with methanol was applied to avoid column overload and contamination. At this dilution matrix effects were in most cases negligible and did not interfere with the analysis. The instrument detection limit (IDL) for analysed compounds varied from 0.01 to 1 μg/mL; while the estimated limit of quantification (LoQ) varied between different glycol ethers from 0.02 to 3.4 μg/mL. Calibration was tested in the range of 0.1–200 μg/mL and showed that the linear fit is upheld from 0.1 to 10 μg/mL, and extends beyond this range for some of the analytes. Recoveries of glycol ethers from products with different matrices were similar. The recoveries varied from 87% to 116% between the analysed compounds, while measurements precision varied between 2% and 14%. The method is applicable to products with glycol ether concentrations above 0.002–0.2% (w/w). The concentration range can be extended below the specified limits by decreasing the dilution factor; however, with lower dilution the sample matrix effect is expected to be stronger. Products with very high concentrations of glycol ether (>20%) may need to be further diluted prior to injection to avoid column overload. The method can be used for testing liquid and aerosol products designed for household use, such as cleaners, paints, solvents and paint stripers, for compliance and enforcement of regulations which limit glycol ethers content.

Direct thermal desorption-gas chromatography-mass spectrometry (DTD-GC-MS) is a technique that is finding application in the characterisation of the semivolatile organic carbon fraction of ambient and combustion source particulate matter (PM) collected on filters. In this study, three DTD-GC-MS methods were assessed and compared to a conventional solvent extraction method for analysis of a mixture of target analytes in solution and of diesel PM collected on quartz filters. The target analytes included n-alkanes, hopanes, steranes and polycyclic aromatic hydrocarbons. This study showed that while the three DTD-GC-MS methods were generally comparable to the solvent extraction method, (1) the choice of calibration strategy and calibration materials has a significant impact on the measured accuracy of a method; (2) very large variations were seen in all methods for the more volatile compounds such as C10 to C13 n-alkanes and naphthalene; (3) accuracy, defined as difference from the known concentration of a li...

This study focuses on an examination of mentoring SoTL research from the 10‐year implementation of an 8‐month mixed‐mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced significant research challenges when investigating SoTL in complex institutional/curricula/classroom settings. Effective mentoring for SoTL, as part of a community of practice, influenced positive research outcomes. For example, through a community of practice, SoTL mentors performed professional, facilitation and agency roles to engage individual faculty members in SoTL research. A community of SoTL researchers helped to address key epistemological, methodological and ethical challenges faced by individual faculty members when conducting SoTL research in diverse disciplinary contexts. Cette etude porte sur le mentorat de la recherche SoTL debutant des la mise en œuvre, il...

PurposeThis paper aims to examine how effective higher education institutions have been in harnessing the data capture mechanisms from their student information systems, learning management systems and communication tools for improving the student learning experience and informing practitioners of the achievement of specific learning outcomes. The paper seeks to argue that the future of analytics in higher education lies in the development of more comprehensive and integrated systems to value add to the student learning experience.Design/methodology/approachLiterature regarding the trend for greater accountability in higher education is reviewed in terms of its implications for greater “user driven” direction. In addition, IT usage within higher education and contemporary usage of data captured from various higher education systems is examined and compared to common commercial applications to suggest how higher education management and teachers can gain greater understanding of the student cohort and personalise and enhance the learning experience much as commercial entities have done for their client base. A way forward for higher education is proposed.FindingsIf the multiple means that students engage with university systems are considered, it is possible to track individual activity throughout the entire student life cycle – from initial admission, through course progression and finally graduation and employment transitions. The combined data captured by various systems builds a detailed picture of the activities students, instructors, service areas and the institution as a whole undertake and can be used to improve relevance, efficiency and effectiveness in a higher education institution.Originality/valueThe paper outlines how academic analytics can be used to better inform institutions about their students learning support needs. The paper provides examples of IT automation that may allow for student user‐information to be translated into a personalised and semi‐automated support system for students.

CONTEXT Tutors report difficult incidents and distressing conflicts that adversely affect learning in their problem-based learning (PBL) groups. Faculty development (training) and peer support should help them to manage this. Yet our understanding of these problems and how to deal with them often seems inadequate to help tutors. OBJECTIVES The aim of this study was to categorise difficult incidents and the interventions that skilled tutors used in response, and to determine the effectiveness of those responses. METHODS Thirty experienced and highly rated tutors in our Year 1 and 2 medical curriculum took part in semi-structured interviews to: identify and describe difficult incidents; describe how they responded, and assess the success of each response. Recorded and transcribed data were analysed thematically to develop typologies of difficult incidents and interventions and compare reported success or failure. RESULTS The 94 reported difficult incidents belonged to the broad categories 'individual student' or 'group dynamics'. Tutors described 142 interventions in response to these difficult incidents, categorised as: (i) tutor intervenes during tutorial; (ii) tutor gives feedback outside tutorial, or (iii) student or group intervenes. Incidents in the 'individual student' category were addressed relatively unsuccessfully (effective 75% of the time) by response (iii). None of the interventions worked well when used in response to problems related to 'group dynamics'. Overall, 59% of the difficult incidents were dealt with successfully. CONCLUSIONS Dysfunctional PBL groups can be highly challenging, even for experienced and skilled tutors. Within-tutorial feedback, the treatment that tutors are most frequently advised to apply, was often not effective. Our study suggests that the collective responsibility of the group, rather than of the tutor, to deal with these difficulties should be emphasised.

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.

Results from soil, diesel emission and ambient air control particulate matter samples on the determination of 30 PAHs were evaluated to establish whether the use of recovery data would result in an improvement of the quantitation accuracy over the uncorrected data. The performance of the recovery-corrected technique was initially evaluated using recovery results from PAH standard reference material samples spiked with analogue deuterated isotopes. The results showed an excellent correlation between recoveries of natives and corresponding surrogates for all matrices studied. The practical merit of the isotope dilution mass spectrometry technique was further assessed by spiking control samples with corresponding isotopic analogues and comparing the measured concentration of natives obtained with uncorrected and recovery-corrected techniques. The data revealed that the use of recovery correction leads to results closer to the real values, thus decreasing the negative bias due to losses that occur during the ...

Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structurin...

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.

Educational level, employment, and income are key components of socioeconomic status (SES). This article is a systematic review of SES variables in North American countries, and their relationship to willingness to participate (WTP) and retention in a hypothetical preventive phase 3 HIV vaccine trial and in actual HIV vaccine trials. Men who have sex with men (MSM) tended to have higher educational levels, be more employed, and had higher income levels than injection drug users (IDU) and women at heterosexual risk (WAHR). In large part, there was no relationship between educational level and WTP, as well as between educational level and retention. Similarly, there was no relationship between employment and WTP. In WAHR who were African-American, those employed were less likely than others to complete the study at 18 months. The exact occupations of participants analyzed have not been specified, and specification of these occupations may help determine whether enhanced retention (ER) strategies are required.