Interprofessional Care of Elders: Utilizing the Virtual Learning Environment

Background: Video conferencing and a virtual environment was used for teaching interprofessional practice (IPP) when caring for the elderly with students from eight healthcare professions. Is this pedagogy perceived as effective by the students in Interprofessional Competency Domains1? Methods: Twenty interprofessional conferences (90 minutes in length) were conducted. Students from nursing, physical therapy, speech and language therapy, social work, nutrition, medicine, exercise science, and pharmacy collaboratively developed a plan of care for a frail elder. Using the Interprofessional Competency Domains1, an evaluation survey was developed which included 14 Likert-scaled, five open-ended, and demographic questions. Quantitative data was analyzed using descriptive statistics in the aggregate for all students and by discipline. Differences between disciplines were compared using Fisher’s exact test. A qualitative analysis was performed on students’ comments. Findings: Eighty-three students completed the survey in the first year. Participants were predominantly female (77%) and white/Caucasian (83%). More than 60% of students strongly agreed on the value of the experience in the four competency domains. There were no significant differences by discipline (p values for difference between disciplines ranged from 0.14 to 0.89 depending on question). Thematic analysis of open-ended questions indicated the educational value of the experience; however, preference remained for in-person meetings. Second year results will be added after December, 2014. Discussion: This virtual interprofessional practice experience showed positive ratings by students for the elements of collaborative practice in the first year and offered a means to offset the logistical difficulties of scheduling students from 8 professions. The creation of a “virtual environment” for students to interview the patient and meet for conferencing was added to the project in the second year and evaluation of this addition will also be presented. Recommendation for Future Research: Further research involving IPP educational pedagogy and the use of distance technologies is needed

Pedagogical foundations of cybercivility in health professions education: a scoping review

Background Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. Methods Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search. Results The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism. Conclusions The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners

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Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis

The Supplementary Material for this article can be found online at: http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00276/full#supplementary-materialBackground: The aim of the study was to psychometrically characterize the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch analysis.Materials and Methods: 831 Spaniard university students (262 men), between 17 and 39 years of age and ranging from the first to the 5th year of studies, completed the SSSRQ questionnaire. Confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Afterward, by means of the Rasch model, a study of each sub scale was conducted to test for dimensionality, fit of the sample questions, functionality of the response categories, reliability and estimation of Differential Item Functioning by gender and course.Results: The four sub-scales comply with the unidimensionality criteria, the questions are in line with the model, the response categories operate properly and the reliability of the sample is acceptable. Nonetheless, the test could benefit from the inclusion of additional items of both high and low difficulty in order to increase construct validity, discrimination and reliability for the respondents. Several items with differences in gender and course were also identified.Discussion: The results evidence the need and adequacy of this complementary psychometric analysis strategy, in relation to the CFA to enhance the instrument.This research was funded by Fundación Universitaria Konrad Lorenz (Colombia), by a R&D Project Grant, ref. EDU2011-24805 (2012-2015) of the Ministry of Science and Innovation (Spain), and with Federal Funds (European Union)

Karshomyia caulicola (Diptera: Cecidomyiidae) Associated with Sclerotinia-Infected Soybean in the United States and Canada

The white-mold gall midge, Karshomyia caulicola Coquillett, was documented in association with soybean, Glycine max (L.) Merr., infected with the fungus Sclerotinia sclerotiorum (Lib.) de Bary. This mycetophagous cecidomyiid appears widespread in the northern soybean producing region, with confirmed detections from Minnesota, North Dakota and Québec. Though likely not a pest of soybean plants, the presence of K. caulicola in soybean fields may complicate identification, population assessment and decision making for soybean gall midge, Resseliella maxima Gagné, which is a recently described pest of soybean. Here, we provide an overview of the known biology and distribution of K. caulicola and descriptions to aid in distinguishing these two cecidomyiids

First HARPSpol discoveries of magnetic fields in massive stars

In the framework of the Magnetism in Massive Stars (MiMeS) project, a HARPSpol Large Program at the 3.6m-ESO telescope has recently started to collect high-resolution spectropolarimetric data of a large number of Southern massive OB stars in the field of the Galaxy and in many young clusters and associations. In this Letter, we report on the first discoveries of magnetic fields in two massive stars with HARPSpol - HD 130807 and HD 122451, and confirm the presence of a magnetic field at the surface of HD 105382 that was previously observed with a low spectral resolution device. The longitudinal magnetic field measurements are strongly varying for HD 130807 from $\sim$-100 G to $\sim$700 G. Those of HD 122451 and HD 105382 are less variable with values ranging from $\sim$-40 to -80 G, and from $\sim$-300 to -600 G, respectively. The discovery and confirmation of three new magnetic massive stars, including at least two He-weak stars, is an important contribution to one of the MiMeS objectives: the understanding of origin of magnetic fields in massive stars and their impacts on stellar structure and evolution.Comment: 4 pages, 2 figures, accepted for publication in A&A Lette

The 0.4-Mo Eclipsing Binary CU Cancri: Absolute Dimensions, Comparison with Evolutionary Models and Possible Evidence for a Circumstellar Dust Disk

Photometric observations in the R and I bands of the detached M-type double-lined eclipsing binary CU Cnc have been acquired and analysed. The photometric elements obtained from the analysis of the light curves have been combined with an existing spectroscopic solution to yield high-precision (errors<2%) absolute dimensions: M_A=0.4333+/-0.0017 Mo, M_B=0.3980+/-0.0014 Mo, R_A=0.4317+/-0.0052 Ro, and R_B=0.3908+/-0.0094 Ro. The mean effective temperature of the system has been estimated to be Teff=3140+/-150 K by comparing multi-band photometry with synthetic colors computed from model atmospheres. Additionally, we have been able to obtain an estimate for the age (~320 Myr) and chemical composition ([Fe/H]~0.0) of the binary system through its membership of the Castor moving group. With all these observational constraints, we have carried out a critical test of recent stellar models for low-mass stars. The comparison reveals that most evolutionary models underestimate the radius of the stars by as much as 10%, thus confirming the trend observed by Torres & Ribas (2002) for YY Gem and V818 Tau. In the mass-absolute magnitude diagram, CU Cnc is observed to be dimmer than other stars of the same mass. After ruling out a number of different scenarios, the apparent faintness of CU Cnc can be explained if its components are some 10% cooler than similar-mass stars or if there is some source of circumstellar dust absorption. The latter could be a tantalizing indirect evidence for a coplanar (Vega-like) dusty disk around this relatively young M-type binary.Comment: 14 pages, 5 figures, 6 tables. Accepted for publication in A&A. Tables 1 and 2 available in electronic form at the CDS after publicatio

CourseEditor: A course planning tool compatible with IMS-LD

For the successful adoption of Computer Based Learning (CBL), it is necessary to provide teachers with user-friendly authoring tools that guide them in the process of planning a course. It is important that the documents generated by these tools are compliant with CBL standards to ensure that the instructional designs made by the teachers remain valid regardless of the Learning Management System (LMS) used to deliver the course. IMS-Learning Design (IMS-LD) is one of the most accepted specifications by the educational community for modeling of learning processes. There are some authoring-tools that allow export learning designs in IMS-LD but they are not course-planning oriented. In addition, a big challenge is how to improve the user interfaces of these tools in order to be easier to use for regular teachers. This paper presents CourseEditor, a course planning authoring tool that allows a teacher to describe the complete planning of a course (objectives, contents, methodology, and evaluation) and export the results in an IMS-LD compatible format. The paper provides a novel modeling of course planning that takes into account ideas from different instructional theories. CourseEditor combines power and flexibility, with the simplicity of an interface that can be used by teachers with no technical background. The paper illustrates the use of the tool creating a course on Telematic Services in the context of a Telecommunications Engineering degree. In addition, the relationships of course planning and IMS-LD are presented, showing which information of course planning can be represented in IMS-LD and which not. (c) 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 421-431, 2013This research has been partially funded by the following projects: project "Learn3: Towards Learning of the Third Kind" funded by the Spanish Ministry of Science and Innovation under grant No. TIN2008-05163/TSI and project E_MADRID: "Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid" funded by the Madrid Regional Government under grant No. S2009/TIC-1650.Publicad

Carina OB Stars: X-ray Signatures of Wind Shocks and Magnetic Fields

The Chandra Carina Complex contains 200 known O- and B type stars. The Chandra survey detected 68 of the 70 O stars and 61 of 127 known B0-B3 stars. We have assembled a publicly available optical/X-ray database to identify OB stars that depart from the canonical Lx/Lbol relation, or whose average X-ray temperatures exceed 1 keV. Among the single O stars with high kT we identify two candidate magnetically confined wind shock sources: Tr16-22, O8.5 V, and LS 1865, O8.5 V((f)). The O4 III(fc) star HD 93250 exhibits strong, hard, variable X-rays, suggesting it may be a massive binary with a period of >30 days. The visual O2 If* binary HD 93129A shows soft 0.6 keV and hard 1.9 keV emission components, suggesting embedded wind shocks close to the O2 If* Aa primary, and colliding wind shocks between Aa and Ab. Of the 11 known O-type spectroscopic binaries, the long orbital-period systems HD 93343, HD 93403 and QZ Car have higher shock temperatures than short-period systems such as HD 93205 and FO 15. Although the X-rays from most B stars may be produced in the coronae of unseen, low-mass pre-main-sequence companions, a dozen B stars with high Lx cannot be explained by a distribution of unseen companions. One of these, SS73 24 in the Treasure Chest cluster, is a new candidate Herbig Be star.Comment: To be published in a special issue of the Astrophysical Journal Supplement on the Chandra Carina Complex Projec

The Science Case for an Extended Spitzer Mission

Although the final observations of the Spitzer Warm Mission are currently scheduled for March 2019, it can continue operations through the end of the decade with no loss of photometric precision. As we will show, there is a strong science case for extending the current Warm Mission to December 2020. Spitzer has already made major impacts in the fields of exoplanets (including microlensing events), characterizing near Earth objects, enhancing our knowledge of nearby stars and brown dwarfs, understanding the properties and structure of our Milky Way galaxy, and deep wide-field extragalactic surveys to study galaxy birth and evolution. By extending Spitzer through 2020, it can continue to make ground-breaking discoveries in those fields, and provide crucial support to the NASA flagship missions JWST and WFIRST, as well as the upcoming TESS mission, and it will complement ground-based observations by LSST and the new large telescopes of the next decade. This scientific program addresses NASA's Science Mission Directive's objectives in astrophysics, which include discovering how the universe works, exploring how it began and evolved, and searching for life on planets around other stars.Comment: 75 pages. See page 3 for Table of Contents and page 4 for Executive Summar