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The introduction of COVID-19 disrupted almost every facet of global societies, including institutions of higher education. With limited time to prepare for the emergent shift to virtual instruction, few educators had the time or emotional energy to invest in course redesign to meet established standards of quality online education. Strained by lack of guidance from their institutions and limited confidence in teaching social group work virtually, twelve group work educators initially participated in a weekly mutual aid group of peer members sponsored by the International Association for Social Work with Groups. This paper describes the evolution of a peer-facilitated, international, mutual aid group for group work educators making the transition to an online format – its conception, formation, purpose, structure, facilitation, and process. The authors address the personal experiences of all members, and place the group into a theoretical context. [ABSTRACT FROM AUTHOR]

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula (n = 72) and teaching and learning related course syllabi (n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed. [ABSTRACT FROM AUTHOR]

Objectives: The usefulness of cases diagnosed in administrative registers for research purposes is dependent on diagnostic validity. This study aimed to investigate the validity and inter-rater reliability of recorded diagnoses of tic disorders and obsessive-compulsive disorder (OCD) in the Swedish National Patient Register (NPR). Design: Chart review of randomly selected register cases and controls. Method: 100 tic disorder cases and 100 OCD cases were randomly selected from the NPR based on codes from the International Classification of Diseases (ICD) 8th, 9th and 10th editions, together with 50 epilepsy and 50 depression control cases. The obtained psychiatric records were blindly assessed by 2 senior psychiatrists according to the criteria of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) and ICD-10. Primary outcome measurement: Positive predictive value (PPV; cases diagnosed correctly divided by the sum of true positives and false positives). Results: Between 1969 and 2009, the NPR included 7286 tic disorder and 24 757 OCD cases. The vast majority (91.3% of tic cases and 80.1% of OCD cases) are coded with the most recent ICD version (ICD-10). For tic disorders, the PPV was high across all ICD versions (PPV=89% in ICD-8, 86% in ICD-9 and 97% in ICD-10). For OCD, only ICD-10 codes had high validity (PPV=91-96%). None of the epilepsy or depression control cases were wrongly diagnosed as having tic disorders or OCD, respectively. Inter-rater reliability was outstanding for both tic disorders (K=1) and OCD (K=0.98). Conclusions: The validity and reliability of ICD codes for tic disorders and OCD in the Swedish NPR is generally high. We propose simple algorithms to further increase the confidence in the validity of these codes for epidemiological research. [ABSTRACT FROM AUTHOR]

Post-transcriptional regulation via the 3′ untranslated region (3′ UTR) of mRNA is an important factor in governing eukaryotic gene expression. Achieving detailed understanding of these processes requires highly quantitative systems in which comparative studies can be performed. To this end, we have developed a plasmid reporter system for Saccharomyces cerevisiae, in which the 3′ UTR can be easily replaced and modified. Accurate quantification of the tandem affinity purification tag (TAP)-reporter protein and of TAP-mRNA is achieved by immuno-QPCR and by RT-QPCR, respectively. We have used our reporter system to evaluate the consequences on gene expression from varying the 3′ UTR, a problem often encountered during C-terminal tagging of proteins. It was clear that the choice of 3′ UTR was a strong determinant of the reporter expression, in a manner dependent on the growth conditions used. Mutations affecting either decapping ( lsm1Δ) or deadenylation ( pop2Δ) were also found to affect reporter gene expression in a highly 3′ UTR-dependent manner. Our results using this set-up clearly indicate that the common strategy used for C-terminal tagging, with concomitant replacement of the native 3′ UTR, will very likely provide incorrect conclusions on gene expression. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]