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Previous research shows a discrepancy between different teachers' assessment of student theses. This might be an even larger problem in the context of teacher education, since teacher trainers originate from different disciplines. This study aims to investigate how different assessors prioritise between criteria for assessment. Criteria were elucidated using repertory grid interviews with teacher trainers. These criteria formed the basis for a web-based Qsort that was distributed to teacher trainers at three different universities. The 66 teacher trainers in this study represented different disciplines, but were all engaged in the supervision and examination of student theses from teacher education programmes. The analysis revealed three different factors, which have been labelled: "logic text structure as product," "research process as product" and "results as product." The differences may not be explained by the background (e.g. discipline, university or gender) of the teacher trainers. Together, these three factors explain why teachers assessing student theses may accentuate different personal criteria. Hence, this might impact on their grading practice and also the interrater reliability.

Previous research shows a discrepancy between different teachers' assessment of student theses. This might be an even larger problem in the context of teacher education, since teacher trainers originate from different disciplines. This study aims to investigate how different assessors prioritise between criteria for assessment. Criteria were elucidated using repertory grid interviews with teacher trainers. These criteria formed the basis for a web-based Qsort that was distributed to teacher trainers at three different universities. The 66 teacher trainers in this study represented different disciplines, but were all engaged in the supervision and examination of student theses from teacher education programmes. The analysis revealed three different factors, which have been labelled: logic text structure as product, research process as product and results as product. The differences may not be explained by the background (e.g. discipline, university or gender) of the teacher trainers. Together, these three factors explain why teachers assessing student theses may accentuate different personal criteria. Hence, this might impact on their grading practice and also the interrater reliability., Author(s): Karin Stolpe [sup.1] , Lars Björklund [sup.1] , Mats Lundström [sup.2] , Maria Åström [sup.3] Author Affiliations: (1) grid.5640.7, 0000 0001 2162 9922, Department of Behavioural Sciences and Learning, [...]

The writing of student theses is an important activity at universities and is expected to demonstrate the students' academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners' academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria.

Sex education can be described as an important part of health education in school and one way of strengthening health education could be a collaboration between different professionals in the school team. The aim of this study was to describe teachers' and school nurses' experiences and perspectives with regard to sex education among students aged 11–12 years and to explore potential influencing factors. We employed a qualitative design, and the teachers and school nurses were interviewed individually. A thematic analysis was conducted on the interviews and the results showed that the classroom was considered to be the teacher's arena. Tradition and attitudes between professionals could be obstacles that affect collaboration between teachers and nurses and the study showed that there remains much to be done before collaboration at the same level between the groups can be established. [ABSTRACT FROM AUTHOR]

Purpose: To analyse trends of ISBCS reported to the Swedish National Cataract Register (NCR) over a 10‐year period. Methods: Since 2010 the NCR contains social security number of all individuals in the list of parameters reported to NCR after each cataract procedure. Bilateral surgeries were mapped out using social security numbers. When dates of both‐eye surgeries are identical for an individual it is classified as an immediate sequential bilateral cataract surgery (ISBCS). This study includes all data reported during the period 1st of January 2010 to 31st of December 2019. During the study period 113 cataract surgery clinics affiliated to the NCR reported their data on consecutive cataract cases. Results: For the whole period 54 194 ISBCS were reported. The total number of bilateral cataract extractions was 422 300. There was a significant trend of increasing ISBCS over time with linear regression (Beta = 1.75, p < 0.001). In ISBCS the occurrence of an ocular comorbidity decreased over time. The use of a capsular tension ring was significantly more common in ISBCS than in delayed sequential bilateral cataract surgery (DSBCS). All other measures taken during surgery were more common in DSBCS. The use of multifocal IOL was significantly more frequent in ISBCS compared to DSBCS (p < 0.001). Conclusions: The use of ISBCS has increased over the study period. The operated eyes have less risk factors than eyes going through a DSBCS, but both ocular comorbidities and surgical complications occur in ISBCS eyes. [ABSTRACT FROM AUTHOR]

In this article the possibilities to use video diaries as data collection tool in studies about scientific literacy are discussed. The starting point is a need for students to develop scientific knowledge which they can use as citizens in different situations. I argue that with this definition the students' scientific literacy (SL) must be investigated outside school in everyday life. It is also argued that studies investigating SL in an out-of-the-school context cannot be performed in the same way as studies in a school context, since situations outside school often are more complex. The use of video diaries is reviewed and then described as a research tool in investigating individuals' scientific literacy. The methodology of investigating scientific literacy outside school is problematised, for instance which type of data that that can be collected. It is also emphasised that this way of data collecting differs from researcher controlled video filming. The control is in the hands of the video-diary maker, even if the instructions from the researcher affect how the participation from the video diarist will be expressed. This perspective will lead to use of theoretical frameworks that are built on views where the social world is seen as constructed and dependent on context. Discourse psychology analysis (Potter and Wetherell 1987) is presented as a suitable framework. This is in line with Sadler (2009) who emphasizes the importance of that students get the ability to learn science in a community where they can be central participants and express their identities.

Purpose: To investigate the surgical and pharmacological management and outcomes of patients with cataract and concurrent uveitis. Methods: Data from the Swedish National Cataract Register, 2018–2019, were collected and analysed. Uveitic eyes were identified and eyes without uveitis were used as controls. Generalized estimating equations were used to adjust for intra‐individual correlation. Results: The study included 719 eyes with and 256 360 without uveitis. The mean age was 66.0 ± 13.5 (standard deviation [SD]) years in the uveitis group and 74.3 ± 8.7 years in the control group (p < 0.001). Surgery was associated with more intraoperative difficulties in eyes with uveitis (27.0%) than in control eyes (7.1%; p < 0.001). Posterior capsule rupture/zonular complications were registered in nine eyes with uveitis (1.3%) and in 1464 eyes without uveitis (0.6%; p = 0.02). Hydrophilic acrylic intraocular lenses (uveitis 3.6%, controls 1.2%) and subconjunctival steroids (uveitis 17.4%, controls 6.1%) were more frequently used in eyes with uveitis (p < 0.001). post‐operative best‐corrected visual acuity (BCVA) was 0.16 ± 0.38 logarithm of the minimum angle of resolution (logMAR, mean ± SD) in eyes with uveitis (n = 52) and 0.08 ± 0.20 in control eyes (n = 14 489; p = 0.008). Conclusion: In this large registry‐based Swedish cohort study, the findings demonstrate that cataract surgery in patients with uveitis poses more challenges and requires special surgical precautions. Eyes with concurrent uveitis had worse BCVA prior to and following surgery. Despite the intraoperative challenges, the visual improvement was greater in the uveitic group. [ABSTRACT FROM AUTHOR]