The Calculus Concept Inventory and teaching methodology reform

textUnlike fields in the humanities and social sciences, mathematics is traditionally taught through lectures in which students are expected to passively learn material. Research has shown that this didactic method leaves students with little conceptual understanding and discourages them mathematically. The Calculus Concept Inventory (CCI) is an exam which was developed to determine the impact of different teaching methodologies on students' conceptual understanding. The results have demonstrated that teaching methods which fall under the category of Interactive Engagement have the largest positive impact on conceptual knowledge. These methods actively engage students through social interactions with their peers and instructors in addition to providing immediate feedback and time for second attempts. The purpose of this report is to describe the current status of calculus reform and the ways in which the CCI is affecting mathematics pedagogy. For example, the University of Texas at Austin Mathematics Department has implemented flipping, an interactive engagement method delivering instruction on-line outside of class and bringing homework into the classroom.Mathematic

Trauma-Informed Care in a School Setting: Occupational Therapy Interventions to Promote Emotional Regulation

PICO Question What trauma-informed occupational therapy interventions improve emotional regulation and participation in school-based tasks for students? Objectives Define trauma and note its prevalence among school-aged children Describe principles of Trauma-Informed Care and its importance in a school setting. Describe current research to determine best practice using a Trauma-Informed Care (TIC) approach in schools for OT practitioner

The need for a system view to regulate artificial intelligence/machine learning-based software as medical device

Artificial intelligence (AI) and Machine learning (ML) systems in medicine are poised to significantly improve health care, for example, by offering earlier diagnoses of diseases or recommending optimally individualized treatment plans. However, the emergence of AI/ML in medicine also creates challenges, which regulators must pay attention to. Which medical AI/ML-based products should be reviewed by regulators? What evidence should be required to permit marketing for AI/ML-based software as a medical device (SaMD)? How can we ensure the safety and effectiveness of AI/ML-based SaMD that may change over time as they are applied to new data? The U.S. Food and Drug Administration (FDA), for example, has recently proposed a discussion paper to address some of these issues. But it misses an important point: we argue that regulators like the FDA need to widen their scope from evaluating medical AI/ML-based products to assessing systems. This shift in perspective—from a product view to a system view—is central to maximizing the safety and efficacy of AI/ML in health care, but it also poses significant challenges for agencies like the FDA who are used to regulating products, not systems. We offer several suggestions for regulators to make this challenging but important transition

Genetic Counseling Students’ Perceptions: Does Supervisory Training Affect Students’ Perceived Competence of their Supervisors?

Clinical supervision of genetic counseling students is one of the integral methods for teaching, training and ensuring competent entry-level genetic counselors. Because of the large impact a clinical supervisor plays in his/her student’s training, the genetic counselor needs to be effective in his/her role. However, a qualified genetic counselor is not guaranteed to be a competent clinical supervisor due to the different skill set required for both counseling and supervision. Therefore, supervisor training may be a good method for aiding genetic counselors in adapting to the skills needed for successful supervision. There is a strong positive correlation between supervision training and a supervisor’s perceived competence in their supervision skills. However, knowing what effects students’ perceptions of their genetic counseling supervisors is essential to understand the student-supervisor relationship and thus, the potential for successful learning, as students’ perceptions affects their motivation and behavior. This study, which is the first to focus on student perspectives of clinical supervision, explores the relationship between prior student knowledge of supervisory training and perceived competence in supervisory skills. Data was collected by survey and is undergoing analysis using an independent t-test of the modified Perceived Perioperative Competence Scale. This exploration of the significance of supervisory training is another step in the process of creating, and perhaps even mandating, supervisory training in the field of genetic counseling. This in turn can increase the chance of an increasingly effective supervisor-student relationship and the creation of competent novice genetic counselors