Using Case-Based Learning to Facilitate Clinical Reasoning Across Practice Courses in an Occupational Therapy Curriculum

Although occupational therapy educators have historically used cases as a means to prepare students for clinical practice, there is little evidence that this instructional method actually facilitates clinical reasoning. This convergent, parallel mixed methods study examined how the use of varied case formats, built on the tenets of case-based learning, facilitated specific components of clinical reasoning, and explored how the cases contributed to readiness for professional practice. Case formats included text, video, role-playing, simulated patients, and a client. Case-based learning activities included application of models and frames of reference, conducting assessments, planning and implementing interventions, clinical documentation, and identification of reasoning used. All cases included the opportunity for instructors to provide direct and appropriate feedback, and facilitation of student reflection on their performance. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) was used for quantitative data analysis and detected statistically significant changes in the use of theory and frames of reference to inform practice and in student reasoning about interventions, following case-based learning. Student surveys allowed for pragmatic qualitative analysis, and identified the themes of self-awareness, confidence, and developing competence related to readiness for fieldwork and clinical practice. Student preferences for case format and benefits of varied types of cases were identified. Case-based learning used different case formats, and contributed to the occupational therapy student transition from a clinical reasoning novice to an advanced beginner. Knowledge of this process is useful to occupational therapy educators in structuring case-based learning activities to influencing reasoning

An Exploratory Survey of Incivility Experienced by Novice Occupational Therapists Educated Using a Servant Leadership Model

The purpose of this study was to identify the incidence of incivility experienced by a purposive sample of novice occupational therapists who graduated from a master’s level program that focused on developing servant leaders as part of its mission. Data from this group was then compared to outcomes from a previous national survey of novice occupational therapists. Incivility in both studies was measured using the Negative Acts Questionnaire-Revised (NAQ-R). An independent samples t-test showed that NAQ-R total scores and person-related incivility subscores were significantly (

Why are we doing this? The role of personal relevance in developing biological information literacy using cyber Peer-led Team Learning

Student-centered learning necessitates that students engage with an array of materials to develop their own understandings, often requiring students to find and critically engage with biological information. This project describes a course (BIOL 131; Biology II: Development, Structure and Function of Organisms) that utilizes cyber Peer-led Team Learning (cPLTL) as a student-centered approach to enhance students’ biological information literacy. Emphasizing the social aspects of learning, students work together in small groups led by a peer mentor using online meeting software. Scaffolded across the first half of the semester, students were given information literacy focused questions as part of a weekly problem set, beginning with finding images or videos on the Internet to eventually examining experiments to understand what kind of evidence biologists use to solve problems. In the cPLTL environment, students teach one another to be critical and consider ethical guidelines in using biological information. In the second half of the semester, the students applied what they had learned to create academic posters. The first iteration of the redesigned course was successful in making Biol 131 more student-centered and did enhance students’ biological information literacy. However, a review of the small group sessions revealed some students did not make the connection between the weekly information literacy questions and developing a greater understanding of how biological information holds personal relevance. In the next iteration of the course, efforts will be made to reframe the information literacy component to emphasis students’ engagement with biological information in personally relevant ways

Obesity: a preliminary report of an introductory service-learning course on the role of pharmacy students in health promotion

Lifestyle diseases such as obesity have been neglected in developing countries partly due to a more urgent focus on infectious diseases in these countries. The incidence of obesity is on the increase in developing countries, with a marked rise in childhood obesity. A health promotioning service-learning principles required final year pharmacy students to prepare a pilot-tested computer-based quiz, using a pre- and post-intervention test design, along with other learning material, for participants at the 2007 Sasol National Festival of Science and Technology (SciFest). Interactive models, posters and information leaflets were used in explaining the prevention and control of obesity to learners. The results showed that the pre-existing knowledge of the participants was good. There was a further improvement after the educational intervention. Activities such as this are important in heightening awareness of obesity in learners as it is likely to reduce the incidence of obesity later in life. Furthermore, the activity also served to increase awareness of the role of pharmacists in the prevention of lifestyle diseases such as obesity

A scientific note on the natural merger of two honeybee colonies (Apis mellifera capensis)

Natural mergers of honeybee colonies are commonplace in tropical Africa (Hepburn and Radloff, 1998), but their consequences on organizational structure are unknown. Here we determine the spatial distribution and division of labor of workers (Apis mellifera capensis Esch.) following a merger of two colonies. Two unrelated colonies (each ~3000 bees) were placed in threeframe observation hives. When workers emerged from the sealed brood of each colony, they were individually labeled and reintroduced into their respective mother hives. They are referred to as cohorts Aand B, each comprising 300 workers of the same age. The behaviors and positions of all labeled workers and queens were recorded twice daily for 24 days (Kolmes, 1989; Pirk et al., 2000). On day 14 colony B was dequeened, left its nest and merged with colony A on day 15

The use of a nonradioactive probe in RFLP analysis of Neurospora crassa DNA

Our laboratory is investigating the use of nonradioactive alternatives for the synthesis of DNA probes used in hybridization experiments

A Study of Work Practices in Tasmanian Government Schools: Final report to the Australian Education Union – Tasmanian Branch

The Australian Council for Educational Research (ACER) conducted an online survey of members on behalf of the Tasmanian Branch of the Australian Education Union (AEU). The survey, which was open to teachers, school leaders (principals and assistant principals) and education support staff working in Tasmanian government schools and offices, was available to the majority of members of the Union in August 2017, and remained open for four weeks during Term 3. The survey was based on one conducted for the Victorian branch of the AEU in 2016. The survey of the work of union members in Tasmanian government schools focussed on the hours of work by school staff, staff perceptions of their work, and the relationship between work practices and the quality of teaching. More than 3000 teachers, school leaders and education support staff completed the survey, a response rate of 60%

Rehabilitation Intervention for Individuals With Heart Failure and Fatigue to Reduce Fatigue Impact: A Feasibility Study

Objective: To investigate feasibility of recruitment, tablet use in intervention delivery, and use of self-report outcome measures and to analyze the effect of Energy Conservation plus Problem-Solving Therapy versus Health Education interventions for individuals with heart failure-associated fatigue. Methods: This feasibility study was a block-randomized controlled trial involving 23 adults, blinded to their group assignment, in a rural southern area in the United States. Individuals with heart failure and fatigue received the interventions for 6 weeks through videoconferencing or telephone. Participants were taught to solve their fatigue-related problems using energy conservation strategies and the process of Problem-Solving Therapy or educated about health-related topics. Results: The recruitment rate was 23%. All participants completed the study participation according to their group assignment, except for one participant in the Energy Conservation plus Problem-Solving Therapy group. Participants primarily used the tablet (n=21) rather than the phone (n=2). Self-report errors were noted on Activity Card Sort (n=23). Reported fatigue was significantly lower for both the Energy Conservation plus Problem-Solving Therapy (p=0.03, r=0.49) and Health Education (p=0.004, r=0.64) groups. The Health Education group reported significantly lower fatigue impact (p=0.019, r=0.48). Participation was significantly different in low-physical demand leisure activities (p=0.008; r=0.55) favoring the Energy Conservation plus Problem-Solving Therapy group. Conclusion: The recruitment and delivery of the interventions were feasible. Activity Card Sort may not be appropriate for this study population due to recall bias. The interventions warrant future research to reduce fatigue and decrease participation in sedentary activities (Clinical Trial Registration number: NCT03820674)

Students perceiving risk: a quantitative assessment on three South African university campuses

This paper documents risk as perceived by students in three South African universities—it focuses on risk encountered in everyday choices such as sexual behaviour, alcohol use and freedom of association.The project originated in qualitative research conducted over two years (2008- 2009) among Rhodes University (RU) Sociology students. A second—quantitative—phase began in 2010 when findings from the initial phase were used to guide students in designing and piloting a questionnaire. Pilot results then informed a final research iteration in which a second questionnaire was designed and administered at three universities.The final questionnaire proved robust and performed very well. Among the 1694 valid cases included in analyses, strong associations were found between the universities, respondents’ sex and their worldview. Exploratory factor analysis revealed four latent constructs underlying all responses: The existential experience of risk; Stress and pressure resulting from exposure to financial and emotional risk; Risks attached to the everyday university culture; and Promiscuity. These constructs explained 59.8% of the total variance in all observed cases (all respondents in all universities).Students’ perception of risk in their lives is complex and multi-dimensional. The research found considerable evidence for Beck’s claim that in late modernity there is increasing individualisation in people’s perception of risk. Also, the degrees to which specific risks resonate in student consciousness demonstrate that risk is—as Zinn claims—both constructed and real.Key Words: risk, student behaviour, existential experience, sexual violence, South AfricaRésuméCet article documente le risque perçu par les étudiants dans trois universités sud- africaines concentre-il un risque rencontré dans les choix de tous les jours tels que le comportement sexuel, la consommation d’alcool et la liberté de projet association. The origine dans la recherche qualitative Menée sur deux ans (2008-2009) entre Les étudiants de l’Université de Rhodes (RU) sociologie. Une deuxième phase quantitative a commencé en 2010 lorsque les résultats de la première phase ont été utilisés pour guider les élèves dans la conception et le pilotage d’un questionnaire. Résultats de pilote informe alors une itération de recherche final dans lequel un second questionnaire a été conçu et administré à trois universities.The questionnaire final s’est avéré robuste et très bien performé. Parmi les 1 694 cas valides incluses dans les analyses, de fortes associations ont été trouvées entre les universités, le sexe des répondants et de leur vision du monde. L’analyse factorielle exploratoire a révélé quatre construits latents sous-jacents toutes les réponses: L’expérience existentielle de risque; Le stress et la pression résultant de l’exposition au risque financier et émotionnel; Risques liés à la culture universitaire de tous les jours; et la promiscuité. Ces constructions ont expliqué 59,8% de la variance totale dans tous les-cas observés (tous les répondants dans toutes les universités). La perception du risque dans leur vie des étudiants est complexe et multidimensionnelle. La recherche a trouvé des preuves considérables pour la demande de Beck C’est à la fin de la modernité, il ya augmentation de l’individualisation dans la perception des gens de risque. En outre, les degrés dans laquelle les risques spécifiques résonnent dans la conscience des étudiants démontrent C’est le risque que les créances Zinn appliquées Bothan- construit et réel.Mots clés: risque, le comportement des élèves, l’expérience existentielle, la violence sexuelle, l’Afrique du Su