Nociception and pain: lessons from optogenetics

The process of pain perception begins in the periphery by activation of nociceptors. From here nociceptive signals are conveyed via the dorsal horn of the spinal cord to multiple brain regions, where pain is perceived. Despite great progress in pain research in recent years, many questions remain regarding nociceptive circuitry and behavior, in both acute nociception and chronic pain states. Techniques that allow for selective activation of neuronal subpopulations in vivo can provide a better understanding of these complex pathways. Here we review the studies to date that have employed novel optogenetic tools to improve our understanding of the pain pathway at the peripheral, spinal and supraspinal levels

Assessment of Junior Doctor performance: a validation study

BACKGROUND: In recent years, Australia has developed a National Junior Doctor Curriculum Framework that sets out the expected standards and describes areas of performance for junior doctors and through this has allowed a national approach to junior doctor assessment to develop. Given the significance of the judgments made, in terms of patient safety, development of junior doctors, and preventing progression of junior doctors moving to the next stage of training, it is essential to develop and validate assessment tools as rigorously as possible. This paper reports on a validation study of the Junior Doctor Assessment Tool as used for PGY1 doctors to evaluate the psychometric properties of the instrument and to explore the effect of length of experience as a PGY1 on assessment scores. METHODS: This validation study of the Australian developed Junior Doctor Assessment Tool as it was used in three public and other associated hospitals in Western Australia for PGY1 across a two year period addressed two core aims, namely: (1) to evaluate the psychometric properties of the instrument; (2) to explore the effect of length of experience as a PGY1 on assessment scores. RESULTS: The highest mean scores were for professional behaviours, teamwork and interpersonal skills and the lowest were for procedures. Most junior doctors were assessed three or more times and scores were not different in the first rotation compared to subsequent rotations. While statistically significant, there appeared to be little practical influence on scores obtained by the number of times they were assessed. Principal component analysis identified two principal components of junior doctor performance are being assessed rather than the commonly reported three. A Cronbach Alpha of .883 was calculated for the 10 item scale. CONCLUSIONS: Now that the components of the tool have been analysed it will be more meaningful and potentially more influential to consider these factors on the potential educational impact of this assessment process for monitoring junior doctor development and progression

How Well Do Engineering Students Retain Core Mathematical Knowledge after a Series of High Threshold Online Mathematics Tests

In the Technological University Dublin, high threshold core skills assessments are run in mathematics for third year engineering students. Such tests require students to reach a threshold of 90% on a multiple-choice test based on a randomised question bank. The material covered by the test consists of the more important aspects of undergraduate engineering mathematics covered in the first two years of the Honours degree programme and/or the three years of the Ordinary degree programme . Students are allowed to re-sit the assessment as frequently as required until they pass. In order to measure the effectiveness of such an exercise a follow up assessment was given to students on their first day of fourth year. A comparison is made with the level of basic mathematical knowledge of these students on their first day in Third year, exactly a year previously. In addition students were surveyed on their view of, how much knowledge had been retained and how effective they felt that this approach had been

Profiling mathematical procedural and problem-solving skills of undergraduate students following a new mathematics curriculum

In 2010 a mathematics curriculum was introduced in Irish second level schools entitled ‘Project Maths’ (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. https://www.education.ie/en/Publications/Policy-Reports/Report-of-the-Project-Maths-Implementation-Group.pdf]. This paper aims to examine the performance of 1st year undergraduate students’ procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students’ skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the ‘why’ of the results presented here

Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – a pilot study

In 2010 the Irish second level mathematics curriculum underwent a period of significant change when a new mathematics curriculum was introduced. Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students’ procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students’ performance in higher education noted that further research was needed in this area to definitively establish what is happening. This research therefore aims to explicitly determine whether the procedural and problem solving skills of beginning undergraduates are changing over time as a result of the reformed mathematics curriculum introduced in second level education. A paper based diagnostic test designed and developed is used in an attempt to determine this. This paper will detail the piloting of this diagnostic test with a group of higher education students in the Irish context

A preliminary study into injuries due to non-perforating ballistic impacts into soft body armour over the spine

The UK Home Office test method for ballistic protective police body armours considers anterior torso impacts to be the worst-case scenario and tests rear armour panels to the same standards as front panels. The aim of this paper was to examine the injuries from spinal behind armour blunt trauma (BABT) impacts. This study used a cadaveric 65 kg, female pig barrel and 9 mm Luger ammunition (9 × 19 mm, FMJ Nammo Lapur Oy) into HG1/A + KR1 soft armour panels over the spine. Injuries were inspected and sections removed for x-radiography and micro-CT assessment. All shots over the spine resulted in deep soft tissue injuries from pencilling of the armour and the shirt worn under the armour. The wounds had embedded fabric debris which would require surgery to remove resulting in increased recovery time over injuries usually seen in anterior torso BABT impacts, which are typically haematoma and fractured ribs. The shot with the deepest soft tissue wound (41 mm) also resulted in a fractured spinous process. Shots were also fired at the posterior and anterior rib area of the pig barrel, for comparison to the spine. Similar wounds were seen on the shots to the posterior rib area while shallower, smaller wounds were seen on the anterior and one anterior rib shot resulted in a single, un-displaced rib fracture. The anatomical differences between pigs and humans would most likely mean that injury to a human from these impacts would be more serious

Associations between attentional bias and interpretation bias and change in school concerns and anxiety symptoms during the transition from primary to secondary school

The transition from primary to secondary school is often associated with a period of heightened anxiety and worry. For most children, any feelings of anxiety subside relatively quickly but for a small minority, emotional difficulties can continue into the first year of secondary school and beyond. This study recruited 109 children and measured their anxiety symptoms and school concerns toward the end of primary school and again at the end of their first term of secondary school. We investigated for the first time whether pre-transition measures of attentional and interpretation bias, and the magnitude of change in attentional bias toward and away from threat stimuli were associated with pre- and post-transition measures of anxiety and school concerns, and the change in these measures over time. Over 50% of the current sample exceeded clinical levels of anxiety at pre-transition. However, anxiety symptoms and school concerns had significantly reduced by post-transition. Higher levels of pre-transition anxiety or school concerns, and a greater magnitude of change in attentional bias towards threat stimuli predicted a larger reduction in anxiety symptoms and school concerns across the transition period. A greater interpretation bias toward threat was associated with higher pre-transition anxiety symptoms and school concerns but not post-transition scores, or the change in these scores. While many children experience heightened anxiety prior to school transition, this appears to be largely temporary and self-resolves. Nonetheless, the current findings highlight the importance of monitoring children’s anxiety and concerns, and related cognitive processes during this important transition period

Initiation Rituals

It is called the elephant walk, an all male single-file procession in the nude in which all participants are connected in a chain by holding on to the penis of the person just behind. This is not a new sport, but it is a part of the sporting atmosphere in many male athletic settings. Most recently this charming ritual was in the news at the University of Vermont where the hockey season has come to an abrupt end

Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study

In 2010 the Irish second level mathematics curriculum underwent a period of significant change when a new mathematics curriculum was introduced. Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students’ procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students’ performance in higher education noted that further research was needed in this area to definitively establish what is happening. This research therefore aims to explicitly determine whether the procedural and problem solving skills of beginning undergraduates are changing over time as a result of the reformed mathematics curriculum introduced in second level education. A paper based diagnostic test designed and developed is used in an attempt to determine this. This paper will detail the piloting of this diagnostic test with a group of higher education students in the Irish context