Using PeerWise to support the transition to higher education

© 2019 Contributing Author

Retention in Mathematics students: problems and possible approaches.

This article describes and analyses the approach adopted by the Mathematics course team in UCLan to improve retention in the first year mathematics students. After introducing the key aspects of the skills required by a mathematics student and the teaching methods considered in the past to improve such skills, the UCLan method is outlined. Such method is based on a mixture of formative and summative assignments, spread throughout the year. A case study allows to statistically confirm the effectiveness of such method. We conclude the article outlining possible improvements and drawbacks

SurgiCal Obesity Treatment Study (SCOTS): protocol for a national prospective cohort study of patients undergoing bariatric surgery in Scotland.

Introduction The efficacy of bariatric surgery for large-scale, long-term weight loss is well established. However, many questions remain over the continual benefits and cost-effectiveness of that weight loss for overall health, particularly when accounting for potential complications and adverse events of surgery. Health research institutes in the UK and the USA have called for high-quality longitudinal cohort studies of patients undergoing bariatric surgery, assessing outcomes such as surgical complications, mortality, diabetes remission, microvascular complications, cardiovascular events, mental health, cost and healthcare use. Methods and analysis SurgiCal Obesity Treatment Study (SCOTS) is a national, prospective, observational, cohort study of patients undergoing primary bariatric surgical procedures in Scotland. This study aims to recruit 2000 patients and conduct a follow-up for 10 years postbariatric surgery using multiple data collection methods: surgeon-recorded data, electronic health record linkage, and patient-reported outcome measures. Outcomes measured will include: mortality, weight change, diabetes, surgical, cardiovascular, cancer, behavioural, reproductive/urological and nutritional variables. Healthcare utilisation and economic productivity will be collected to inform cost-effectiveness analysis. Ethics and dissemination The study has received a favourable ethical opinion from the West of Scotland Research Ethics committee. All publications arising from this cohort study will be published in open-access peer-reviewed journals. All SCOTS investigators (all members of the research team at every recruiting site) will have the ability to propose research suggestions and potential publications using SCOTS data; a publications committee will approve all requests for use of SCOTS data and propose writing committees and timelines. Lay-person summaries of all research findings will be published simultaneously on the SCOTS website (http://www.scotsurgeystudy.org.uk)

Ask a clearer question, get a better answer.

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking skills require more effort than writing a descriptive essay. Here, we report that students who attended a freely available workshop, in which they were coached to pose a question in the title of their assignment and then use their essay to answer that question, obtained higher marks for their essay than those who did not attend. We demonstrate that this is not a result of latent academic ability amongst students who chose to attend our workshops and suggest this increase in marks was a result of greater engagement with ‘critical thinking’ skills, which are essential for upper 2:1 and 1st class grades. The tutoring method we used holds two particular advantages: First, we allow students to pick their own topics of interest, which increases ownership of learning, which is associated with motivation and engagement in ‘difficult’ tasks. Second, this method integrates the development of ‘inquisitiveness’ and critical thinking into subject specific learning, which is thought to be more productive than trying to develop these skills in isolation

Reduction of low- and high-grade cervical abnormalities associated with high uptake of the HPV bivalent vaccine in Scotland

In Scotland, a national HPV immunisation programme began in 2008 for 12-13 year olds, with a catch-up campaign from 2008-2011 for those under the age of 18. To monitor the impact of HPV immunisation on cervical disease at the population level, a programme of national surveillance was established.  We analysed colposcopy data from a cohort of women born between 1988-1992 who entered the Scottish Cervical Screening Programme (SCSP) and were aged 20-21 in 2008-2012.  By linking datasets from the SCSP and colposcopy services, we observed a significant reduction in diagnoses of cervical intraepithelial neoplasia 1 (CIN 1) (RR 0.71, 95% CI 0.58 to 0.87, p=0.0008), CIN 2 (RR 0.5, 95% CI 0.4, 0.63, p<0.0001) and CIN 3 (RR 0.45, 95% CI 0.35 to 0.58, p< 0.0001) for women who received 3 doses of vaccine compared with unvaccinated women.  To our knowledge, this is one of the first studies to show a reduction of low and high grade cervical intraepithelial neoplasia associated with high uptake of the HPV bivalent vaccine at the population level. These data are very encouraging for countries that have achieved high HPV vaccine uptake

Assessing the quality of a student-generated question repository

We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over the past two years. Mapping question quality onto the levels in the cognitive domain of Bloom's taxonomy, we find that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar studies of student-authored content in different subject domains. Similarly, the quality of student-authored explanations for questions was also high, with approximately 60% of all explanations classified as being of high or outstanding quality. Overall, 75% of questions met combined quality criteria, which we hypothesize is due in part to the in-class scaffolding activities that we provided for students ahead of requiring them to author questions.Comment: 24 pages, 5 figure