L1 explicit instruction can improve L2 online and offline performance

This study investigated the effectiveness of providing L1 explicit information (EI) with practice for making more accurate and faster interpretations of L2 French Imparfait (IMP). Two treatments were investigated: (a) “L2-only,” providing EI about the L2 with L2 interpretation practice, and (b) “L2+L1,” providing the exact same L2-only treatment and including EI about the L1 (English) with practice interpreting L1 features that are equivalent to the IMP. Fifty L2 French learners were randomly assigned to either L2-only, L2+L1, or a control group. Online (self-paced reading) and offline (context-sentence matching) measures from pretest, posttest, and delayed posttests showed that providing additional L1 EI and practice improved not only offline L2 accuracy, but also the speed of online L2 processing. To our knowledge, this makes original and significant contributions about the nature of EI with practice and the role of the L1 (Tolentino & Tokowicz, 2014), and it extends a recent line of research examining EI effects in online sentence processing (Andringa & Curcic, 2015)

A systematic review of model-based economic evaluations of treatments for venous leg ulcers

Objective: The aim of this review was to identify, and assess the quality of, published model-based economic evaluations relating to treatments for patients with venous leg ulcers to help inform future decision-analytic models in this clinical area. Methods: A systematic literature search was performed on six electronic databases, from database inception until 21 May 2018. Search results were screened against predefined criteria by two independent reviewers. Data was then extracted from the included studies using a standardised form, whilst the decision-analytic model-specific Philips Checklist was used to assess quality and to inform model critique. Results: A total of 23 models were identified, 12 studies used a Markov modelling approach, five used decision trees and six studies did not detail the model type. Studies were predominantly from the National Health Service (NHS)/payer perspective, with only two taking a societal perspective. Interventions were wide ranging, but dressing technologies (11/23) were most common. The intervention studied was found to be dominant in 22/23 studies. The reporting quality of papers was mostly low, with evidence behind model structures, time horizons and data selection consistently underreported across the included papers. Conclusions: This review has identified a sizeable literature of model-based economic evaluations, evaluating treatments for venous leg ulcers. However, the methods used to conduct such studies were generally poorly reported. In particular, the reporting of evidence surrounding the model structure, justification of the time horizon used and the rationale for selecting data inputs should be focused on in any future models developed

An introduction to the methods of decision-analytic modelling used in economic evaluations for Dermatologists

Economic evaluations are used to identify which health treatments or preventions, offer the most effective use of resources, or value for money. This is achieved by identifying, measuring and valuing the inputs and outcomes of alternative interventions. These evaluations are often conducted alongside clinical trials, however these trials may end before the outcomes of economic interest have been observed and measured. An alternative to within trial economic evaluation is to use decision modelling, which can model the cost‐effectiveness of interventions over an extended time period. This paper aims to provide an overview for clinicians of the different modelling techniques used within health economic evaluations and to introduce methods for critical appraisal. The most common modelling approaches, and their associated strengths and weaknesses, were discussed. Alongside this, practical examples specific to dermatology were given. These examples include studies where the model chosen or the methods used may not have been the most appropriate. Methods for critical appraisal were also highlighted. Common modelling approaches include Decision Trees, Markov Cohort, extensions to the Markov model (Monte Carlo Simulation), and Discrete Event Simulation models. Items of the Philips Checklist were discussed in the context of performing critical appraisal. Health economic decision models are multi‐faceted and can often be complex. Full critical appraisal requires clinicians’ unique knowledge, which is complementary to the knowledge of health economists

Exploring the role of replication in health economic decision models

Several scientific disciplines have announced a “reproducibility crisis”, initiated by numerous high-profile studies being found to be unreproducible. Although health economic research has not been subject to such discussions, decision models are often termed ‘black boxes’ and there have been calls for heightened transparency in their reporting. This thesis explores the role and value of replication within health economic decision modelling, specifically, how replicability is defined, what it means for a model to be replicable and the challenges facing modellers in incorporating replicability. This was achieved in a series of interlinked works. First, I identified studies defining replication success across all scientific disciplines. Whilst many studies discussed replicability, few defined replication success, none of which were found within health economics. Definitions ranged from subjective assessment to obtaining identical results. From these, definitions with varying specificity applicable to decision models were proposed. Next, to examine factors influencing replication and assess the viability of the proposed definitions, five published models were replicated. This identified barriers and facilitators to replication and found that common reporting checklists were poor indicators of model replicability. Finally, a decision model was developed with replicability in mind, to assess the feasibility of implementing the replication facilitators identified and overcoming the barriers. This highlighted the considerable time required to develop accessible models using open-source methods. These time requirements conflicted with the funded research project’s timeline, suggesting that in order to build replication into research, specific researcher time must be funded for replicability. Overall, this thesis has shown that there is currently no consensus about how to define replication success for health economic models. Despite this, the importance of replication has been demonstrated as has the need for further work when reporting models to facilitate replication. To enable this, reforms to research infrastructure have been proposed

Online and offline effects of L1 practice in L2 grammar learning : a partial replication

This study partially replicates McManus and Marsden (2016), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the extent and nature of its role and that of the remaining L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n=19). Compared to L2 EI plus L2 practice, the findings suggest that L1 practice did not generally benefit accurate interpretation or speed of online processing, indicating that the original study’s L1 EI contribute

Self-monitoring for improving control of blood pressue in patients with hypertension

The objective of this review is to determine the effect of SBPM in adults with hypertension on blood pressure control as compared to OBPM or usual care

Transcriptome Analysis of CD4+ T Cells in Coeliac Disease Reveals Imprint of BACH2 and IFNγ Regulation

peer-reviewedData Availability: The raw sequencing reads (FASTQ files) and sequence read counts mapped to UCSC hg19 for each of the 74 transcriptomes sequenced in this study have been deposited at Gene Expression Omnibus (GEO) accession GSE69549.This project was funded by Science Foundation Ireland Grant number 09/IN.1/B2640 to RM.Genetic studies have to date identified 43 genome wide significant coeliac disease susceptibility (CD) loci comprising over 70 candidate genes. However, how altered regulation of such disease associated genes contributes to CD pathogenesis remains to be elucidated. Recently there has been considerable emphasis on characterising cell type specific and stimulus dependent genetic variants. Therefore in this study we used RNA sequencing to profile over 70 transcriptomes of CD4+ T cells, a cell type crucial for CD pathogenesis, in both stimulated and resting samples from individuals with CD and unaffected controls. We identified extensive transcriptional changes across all conditions, with the previously established CD gene IFNy the most strongly up-regulated gene (log2 fold change 4.6; Padjusted = 2.40x10-11) in CD4+ T cells from CD patients compared to controls. We show a significant correlation of differentially expressed genes with genetic studies of the disease to date (Padjusted = 0.002), and 21 CD candidate susceptibility genes are differentially expressed under one or more of the conditions used in this study. Pathway analysis revealed significant enrichment of immune related processes. Co-expression network analysis identified several modules of coordinately expressed CD genes. Two modules were particularly highly enriched for differentially expressed genes (P</iframe

Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.

This study examined the extent to which explicit instruction about first language (L1) and second language (L2) processing routines improved the accuracy, speed, and automaticity of learners' responses during sentence interpretation practice. Fifty-three English-speaking learners of L2 French were assigned to one of the following treatments: (a) a core treatment consisting of L2 explicit information (EI) with L2 interpretation practice (L2-only group); (b) the same L2 core+L1 practice with L1 EI (L2+L1 group); or (c) the same L2 core+L1 practice but without L1 EI (L2+L1prac group). Findings indicated that increasing amounts of practice led to more accurate and faster performance only for learners who received L1 EI (L2+L1 group). Coefficient of variation analyses (Segalowitz & Segalowitz, 1993) indicated knowledge restructuring early on that appeared to lead to gradual automatization over time (Solovyeva & DeKeyser, 2017; Suzuki, 2017). Our findings that EI and practice about L1 processing routines benefited the accuracy, speed, and automaticity of L2 performance have major implications for theories of L2 learning, the role of L1 EI in L2 grammar learning, and L2 pedagogy

Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.

This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings