Search

Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In this case, the pedagogical topic was metacognition, effortful learning in particular. We describe the PLC, how effortful learning was incorporated into one class, and the results of that change in practice. We found that effortful learning (using a jigsaw classroom activity) improved student learning and student perceptions of instruction.

Electronic data collection and participant pool management tools give researchers new ways to conduct research. The current study investigated the equivalency of in-person and online administrations of the Right-Wing Authoritarianism, Social Dominance Orientation, and Modern Racism scales across three modalities (administration in person, online through Sona Systems, and online through Mechanical Turk). Results indicate that in-person administration was largely equivalent to the randomly assigned online sample (Sona Systems) in terms of their intercorrelations, mean scores, variability, and reliability. However, the Sona sample consistently responded with strong attitudes for all measures, suggesting that social desirability may be decreased when completing these measures online. In addition, the Mechanical Turk sample differed in many ways from both in-person and Sona administration; although this nonequivalence is at least partially explained by sample demographic differences, other considerations may have exacerbated nonequivalence, including prior exposure to the measures and a desire to respond correctly., Author(s): Bradlee W. Gamblin [sup.1] , Matthew P. Winslow [sup.2] , Benjamin Lindsay [sup.2] , Andrew W. Newsom [sup.3] , Andre Kehn [sup.1] Author Affiliations: (1) 0000 0004 1936 8163grid.266862.ePsychology [...]

BackgroundThe growth in the number of patients seeking health information online has given rise to new direct-to-patient research methods, including direct patient recruitment and study conduct without use of physician sites. While such patient-centric designs offer time and cost efficiencies, the absence of physician-reported data is a key concern, with potential impact on both scientific rigor and operational feasibility. ObjectiveTo (1) gain insight into the viability of collecting patient-reported outcomes and medical record information in a sample of gout patients through a direct-to-patient approach (ie, without the involvement of physician sites), and (2) evaluate the validity of patient-reported diagnoses collected during a patient-reported outcomes plus medical record (PRO+MR) direct-to-patient study. MethodsWe invited a random sample of MediGuard.org members aged 18 to 80 years to participate via email based on a gout treatment or diagnosis in their online profiles. Interested members clicked on an email link to access study information, consent to participate electronically, and be screened for eligibility. The first 50 consenting participants completed an online survey and provided electronic and wet signatures on medical record release forms for us to obtain medical charts from their managing physicians. ResultsA total of 108 of 1250 MediGuard.org members (8.64%) accessed study information before we closed the study at 50 completed surveys. Of these 108 members who took the screener, 50 (46.3%) completed the study, 19 (17.6%) did not pass the screening, 5 (4.6%) explicitly declined to participate due to the medical record requirement, and 34 (31.5%) closed the browser without completing the survey screener. Ultimately, we obtained 38 of 50 charts (76%): 28 collected using electronic signature and 10 collected based on wet signature on a paper form. Of the 38 charts, 37 cited a gout diagnosis (35 charts) or use of a gout medication (2 charts). Only 1 chart lacked any mention of gout. ConclusionsPatients can be recruited directly for observational study designs that include patient-reported outcomes and medical record data with over 75% data completeness. Although the validity of self-reported diagnosis is often a concern in Internet-based studies, in this PRO+MR study pilot, nearly all (37 of 38) charts confirmed patient-reported data.

This experiment applied a new twist on cognitive dissonance theory to the problem of AIDS prevention among sexually active young adults. Dissonance was created after a proattitudinal advocacy by inducing hypocrisy - having subjects publicly advocate the importance of safe sex and then systematically making the subjects mindful of their own past failures to use condoms. It was predicted that the induction of hypocrisy would motivate subjects to reduce dissonance by purchasing condoms at the completion of the experiment. The results showed that more subjects in the hypocrisy condition bought condoms and also bought more condoms, on average, than subjects in the control conditions. The implications of the hypocrisy procedure for AIDS prevention programs and for current views of dissonance theory are discussed.

Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In this case, the pedagogical topic was metacognition, effortful learning in particular. We describe the PLC, how effortful learning was incorporated into one class, and the results of that change in practice. We found that effortful learning (using a jigsaw classroom activity) improved student learning and student perceptions of instruction [ABSTRACT FROM AUTHOR]