Professional Learning Communities in the Expanded Learning Field

This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs

How do hyaluronic acid and corticosteroid injections compare for knee OA relief?

Authors: Corey Lyon, DO; Emily Spencer, MD; Jack Spittler, MD University of Colorado Family Medicine Residency, Denver; Kristen Desanto, MSLS, MS, RD, AHIP University of Colorado Health Sciences Library, Aurora.Q How do hyaluronic acid and corticosteroid injections compare for knee OA relief? A: Inconsistent evidence shows a small amount of pain relief early (one week to 3 months) with corticosteroid (CS) injections and an equally small improvement in pain relief and function later (3 to 12 months) with hyaluronic acid (HA) injections (strength of recommendation [SOR]: B, meta-analysis of a randomized controlled trial [RCT] and inconsistent RCTs). Guidelines state that CS injections can be considered for symptomatic knee osteoarthritis (OA), but that insufficient evidence exists to recommend HA injections (SOR: B, evidence-based guidelines)

This article corrects: “Correlation of the NBME Advanced Clinical Examination in EM and the National EM M4 examsâ€?

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This article corrects: “Correlation of the NBME Advanced Clinical Examination in EM and the National EM M4 examsâ€?

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Correlation of the NBME Advanced Clinical Examination in EM and the National EM M4 exams

Introduction Since 2011 two online, validated exams for fourth-year emergency medicine (EM) students have been available (National EM M4 Exams). In 2013 the National Board of Medical Examiners offered the Advanced Clinical Examination in Emergency Medicine (EM-ACE). All of these exams are now in widespread use; however, there are no data on how they correlate. This study evaluated the correlation between the EM-ACE exam and the National EM M4 Exams. Methods From May 2013 to April 2014 the EM-ACE and one version of the EM M4 exam were administered sequentially to fourth-year EM students at five U.S. medical schools. Data collected included institution, gross and scaled scores and version of the EM M4 exam. We performed Pearson’s correlation and random effects linear regression. Results 303 students took the EM-ACE and versions 1 (V1) or 2 (V2) of the EM M4 exams (279 and 24, respectively). The mean percent correct for the exams were as follows: EM-ACE 74.8 (SD-8.83), V1 83.0 (SD-6.41), V2 78.5 (SD-7.70). Pearson’s correlation coefficient for the V1/EM-ACE was 0.51 (0.42 scaled) and for the V2/EM-ACE was 0.59 (0.41 scaled). The coefficient of determination for V1/EM-ACE was 0.72 and for V2/EM-ACE = 0.71 (0.86 and 0.49 for scaled scores). The R-squared values were 0.25 and 0.30 (0.18 and 0.13, scaled), respectively. There was significant cluster effect by institution. Conclusion There was moderate positive correlation of student scores on the EM-ACE exam and the National EM M4 Exams

Meeting the Educational/Emotional Needs of ELLs

English Language Learners (ELLs) in United States Public Schools face barriers that limit their ability to have the same educational and social opportunities as their peers. According to research, lack of teacher preparedness appears to be the biggest cause of the lack of social and educational opportunities for ELLs. Teachers are often underprepared when it comes to assessment, instruction, how to access materials, and the social-emotional needs of ELLs.Teachers can become more knowledgeable about these topics through professional development opportunities. To solve the problem of lacking educational and social opportunities for ELLs, a professional development opportunity is proposed for any public school where staff need more knowledge about ELLs. The goal of the professional development is to allow school faculty to challenge their own previous beliefs regarding ELLs, and to give school staff the knowledge and resources to give ELLs a school experience that supports them both academically and emotionally. Ideas for future research and improvement include implementing the professional development yearly and including new information each year, giving a refresher on the professional development materials to staff who need it, and researching more ways to support ELLs and their teachers through behavioral challenges.AMSUNY BrockportDepartment of Education and Human DevelopmentMSAltalouli, MahmoudMaster of Science in Education in TESO

Auditory distraction does more than disrupt rehearsal processes in children’s serial recall

As children mature, their ability to remember information improves. This improvement has been linked to changes in verbal control processes such as rehearsal. Rehearsal processes are thought to undergo a quantitative shift around 7 years of age; however, direct measurement of rehearsal is difficult. We investigated a measure of rehearsal ability in children and compared this measurement to serial recall performance in the presence of auditory distractors. Theories of auditory distraction effects in children rely upon a combination of attentionally based and serial-order-based processes (Elliott et al. in Journal of Memory and Language, 88, 39–50, 2016); the present work contributes to the understanding of auditory distraction effects by measuring both types of processes within one study. Children completed an individually adjusted serial-recall task with auditory distractors. To assess rehearsal, each child’s proportionalized articulatory difference (PAD) score was calculated from performance on adaptive digit span tasks performed in quiet and under articulatory suppression (see also Jarrold & Citroën in Developmental Psychology, 49, 837–847, 2013). Attentional processes were measured in two ways: first, by using complex span tasks, and second, by children’s vulnerability to disruption in the context of irrelevant sound. The results indicated that the rehearsal measure was significantly related to the auditory distraction effect, but this relation was isolated to the attentional-diversion component of the irrelevant-sound effect. The results provide preliminary evidence that children consume attentional resources during rehearsal. Moreover, irrelevant sound disrupts children’s rehearsal not solely through automatic, obligatory conflict. Rather, irrelevant sound diverts children’s attention, which prevents attentional resources from supporting rehearsal processes

Canvass: a crowd-sourced, natural-product screening library for exploring biological space

NCATS thanks Dingyin Tao for assistance with compound characterization. This research was supported by the Intramural Research Program of the National Center for Advancing Translational Sciences, National Institutes of Health (NIH). R.B.A. acknowledges support from NSF (CHE-1665145) and NIH (GM126221). M.K.B. acknowledges support from NIH (5R01GM110131). N.Z.B. thanks support from NIGMS, NIH (R01GM114061). J.K.C. acknowledges support from NSF (CHE-1665331). J.C. acknowledges support from the Fogarty International Center, NIH (TW009872). P.A.C. acknowledges support from the National Cancer Institute (NCI), NIH (R01 CA158275), and the NIH/National Institute of Aging (P01 AG012411). N.K.G. acknowledges support from NSF (CHE-1464898). B.C.G. thanks the support of NSF (RUI: 213569), the Camille and Henry Dreyfus Foundation, and the Arnold and Mabel Beckman Foundation. C.C.H. thanks the start-up funds from the Scripps Institution of Oceanography for support. J.N.J. acknowledges support from NIH (GM 063557, GM 084333). A.D.K. thanks the support from NCI, NIH (P01CA125066). D.G.I.K. acknowledges support from the National Center for Complementary and Integrative Health (1 R01 AT008088) and the Fogarty International Center, NIH (U01 TW00313), and gratefully acknowledges courtesies extended by the Government of Madagascar (Ministere des Eaux et Forets). O.K. thanks NIH (R01GM071779) for financial support. T.J.M. acknowledges support from NIH (GM116952). S.M. acknowledges support from NIH (DA045884-01, DA046487-01, AA026949-01), the Office of the Assistant Secretary of Defense for Health Affairs through the Peer Reviewed Medical Research Program (W81XWH-17-1-0256), and NCI, NIH, through a Cancer Center Support Grant (P30 CA008748). K.N.M. thanks the California Department of Food and Agriculture Pierce's Disease and Glassy Winged Sharpshooter Board for support. B.T.M. thanks Michael Mullowney for his contribution in the isolation, elucidation, and submission of the compounds in this work. P.N. acknowledges support from NIH (R01 GM111476). L.E.O. acknowledges support from NIH (R01-HL25854, R01-GM30859, R0-1-NS-12389). L.E.B., J.K.S., and J.A.P. thank the NIH (R35 GM-118173, R24 GM-111625) for research support. F.R. thanks the American Lebanese Syrian Associated Charities (ALSAC) for financial support. I.S. thanks the University of Oklahoma Startup funds for support. J.T.S. acknowledges support from ACS PRF (53767-ND1) and NSF (CHE-1414298), and thanks Drs. Kellan N. Lamb and Michael J. Di Maso for their synthetic contribution. B.S. acknowledges support from NIH (CA78747, CA106150, GM114353, GM115575). W.S. acknowledges support from NIGMS, NIH (R15GM116032, P30 GM103450), and thanks the University of Arkansas for startup funds and the Arkansas Biosciences Institute (ABI) for seed money. C.R.J.S. acknowledges support from NIH (R01GM121656). D.S.T. thanks the support of NIH (T32 CA062948-Gudas) and PhRMA Foundation to A.L.V., NIH (P41 GM076267) to D.S.T., and CCSG NIH (P30 CA008748) to C.B. Thompson. R.E.T. acknowledges support from NIGMS, NIH (GM129465). R.J.T. thanks the American Cancer Society (RSG-12-253-01-CDD) and NSF (CHE1361173) for support. D.A.V. thanks the Camille and Henry Dreyfus Foundation, the National Science Foundation (CHE-0353662, CHE-1005253, and CHE-1725142), the Beckman Foundation, the Sherman Fairchild Foundation, the John Stauffer Charitable Trust, and the Christian Scholars Foundation for support. J.W. acknowledges support from the American Cancer Society through the Research Scholar Grant (RSG-13-011-01-CDD). W.M.W.acknowledges support from NIGMS, NIH (GM119426), and NSF (CHE1755698). A.Z. acknowledges support from NSF (CHE-1463819). (Intramural Research Program of the National Center for Advancing Translational Sciences, National Institutes of Health (NIH); CHE-1665145 - NSF; CHE-1665331 - NSF; CHE-1464898 - NSF; RUI: 213569 - NSF; CHE-1414298 - NSF; CHE1361173 - NSF; CHE1755698 - NSF; CHE-1463819 - NSF; GM126221 - NIH; 5R01GM110131 - NIH; GM 063557 - NIH; GM 084333 - NIH; R01GM071779 - NIH; GM116952 - NIH; DA045884-01 - NIH; DA046487-01 - NIH; AA026949-01 - NIH; R01 GM111476 - NIH; R01-HL25854 - NIH; R01-GM30859 - NIH; R0-1-NS-12389 - NIH; R35 GM-118173 - NIH; R24 GM-111625 - NIH; CA78747 - NIH; CA106150 - NIH; GM114353 - NIH; GM115575 - NIH; R01GM121656 - NIH; T32 CA062948-Gudas - NIH; P41 GM076267 - NIH; R01GM114061 - NIGMS, NIH; R15GM116032 - NIGMS, NIH; P30 GM103450 - NIGMS, NIH; GM129465 - NIGMS, NIH; GM119426 - NIGMS, NIH; TW009872 - Fogarty International Center, NIH; U01 TW00313 - Fogarty International Center, NIH; R01 CA158275 - National Cancer Institute (NCI), NIH; P01 AG012411 - NIH/National Institute of Aging; Camille and Henry Dreyfus Foundation; Arnold and Mabel Beckman Foundation; Scripps Institution of Oceanography; P01CA125066 - NCI, NIH; 1 R01 AT008088 - National Center for Complementary and Integrative Health; W81XWH-17-1-0256 - Office of the Assistant Secretary of Defense for Health Affairs through the Peer Reviewed Medical Research Program; P30 CA008748 - NCI, NIH, through a Cancer Center Support Grant; California Department of Food and Agriculture Pierce's Disease and Glassy Winged Sharpshooter Board; American Lebanese Syrian Associated Charities (ALSAC); University of Oklahoma Startup funds; 53767-ND1 - ACS PRF; PhRMA Foundation; P30 CA008748 - CCSG NIH; RSG-12-253-01-CDD - American Cancer Society; RSG-13-011-01-CDD - American Cancer Society; CHE-0353662 - National Science Foundation; CHE-1005253 - National Science Foundation; CHE-1725142 - National Science Foundation; Beckman Foundation; Sherman Fairchild Foundation; John Stauffer Charitable Trust; Christian Scholars Foundation)Published versionSupporting documentatio

Manipulating Graph Elements to Assess Preservice Special Educators’ Evaluation of Progress Monitoring Data

Enhancing special educators’ data literacy is critical to informing instructional decision-making, especially for students with learning disabilities. One tool special educators commonly use is curriculum-based measurement (CBM). These data are displayed on time-series graphs, and student responsiveness is evaluated. Graph construction varies and may impact teacher interpretation. This experiment focused on isolating two graphical elements, (a) the presence of an aimline and (b) data points per x- to y-axis ratio (DPPXYR), to determine if they served as analysis-altering elements. Participants, 31 preservice special educators enrolled in two Assessment in Special Education courses, evaluated 48 CBM graphs representing eight data sets with six manipulations. The presence of an aimline significantly increased accuracy in evaluating progress monitoring data, whereas the DPPXYR did not impact decisions. The study outlines the importance of incorporating aimlines into CBM graphs to improve special educators’ data literacy, thus enhancing instructional decision-making and the learning outcomes of students with learning disabilities. Further discussion will explore detailed implications for CBM graph construction and use in the classroom