The PROgnostic Value of unrequested Information in Diagnostic Imaging (PROVIDI) Study: rationale and design

We describe the rationale for a new study examining the prognostic value of unrequested findings in diagnostic imaging. The deployment of more advanced imaging modalities in routine care means that such findings are being detected with increasing frequency. However, as the prognostic significance of many types of unrequested findings is unknown, the optimal response to such findings remains uncertain and in many cases an overly defensive approach is adopted, to the detriment of patient-care. Additionally, novel and promising image findings that are newly available on many routine scans cannot be used to improve patient care until their prognostic value is properly determined. The PROVIDI study seeks to address these issues using an innovative multi-center case-cohort study design. PROVIDI is to consist of a series of studies investigating specific, selected disease entities and clusters. Computed Tomography images from the participating hospitals are reviewed for unrequested findings. Subsequently, this data is pooled with outcome data from a central population registry. Study populations consist of patients with endpoints relevant to the (group of) disease(s) under study along with a random control sample from the cohort. This innovative design allows PROVIDI to evaluate selected unrequested image findings for their true prognostic value in a series of manageable studies. By incorporating unrequested image findings and outcomes data relevant to patients, truly meaningful conclusions about the prognostic value of unrequested and emerging image findings can be reached and used to improve patient-care

Development of Scientific Competences in Chemistry Courses

Enseñar química en los primeros años de educación universitaria es clave en la formación de futuros profesionales, puesto que, además de proveer los conocimientos que aportan las ciencias básicas, contribuye al desarrollo de competencias científicas para que el estudiante resuelva problemas reales, a partir de la búsqueda adecuada de información en fuentes confiables y su lectura, con el propósito de desarrollar habilidades analíticas, críticas y creativas. Es por esto que, como estrategia de innovación pedagógica, el Departamento de Ciencias Básicas de la Universidad de La Salle ha venido implementando desde el año 2016 la formulación de un proyecto de investigación en los cursos de química. En el marco de esta estrategia, desde el II-2018 las autoras se abocaron a la reflexión e implementación de la estrategia didáctica que propende por el desarrollo de competencias científicas en los cursos de Química General, Química Orgánica y Bioquímica desde tareas, investigación y aprendizaje de problemáticas vigentes en Colombia y en el mundo.Abstract: Teaching chemistry in the first years of university education is key in the training of future professionals since, in addition to providing the knowledge of the basic sciences, it contributes to the development of scientific skills that lead to the student to solve real problems, starting from the appropriate search of information in reliable sources and its reading with the purpose of developing analytical, critical and creative skills. Therefore, as a pedagogical innovation strategy, the formulation of a research project in chemistry courses has been implemented since 2016 by the Department of Basic Sciences of the Universidad de La Salle. Within the framework of this strategy, from II-2018 the authors focused on the reflection and implementation of the didactic strategy that depends on the development of scientific competences in the courses of General Chemistry, Organic Chemistry and Biochemistry from tasks, research and learning of current problems in Colombia or in the world

How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning?

In problem-based learning (PBL) students are responsible for their own learning process, which becomes evident in, for example, selecting literature resources for individual study. Debate exists about whether it is best to have students select their own literature resources or to present them with a list of mandatory instructor-selected literature resources. The current study investigated the effect of studying instructorselected literature resources versus student-selected literature resources (N = 60) from a predetermined set of literature on several study outcome variables. The results demonstrated that students in the student-selected literature condition scored higher on autonomous motivation, perceived competence, and lower on perceptions of mental effort during studying. The instructor-selected condition led to better test performance on factual test items whereas no difference was found for the conceptual questions. Overall, the results indicate that letting students select their own literature resources can be beneficial in terms of autonomous motivation, perceived competence, and perceptions of mental effort during learning and does not affect conceptual knowledge

Retention of university teachers and doctoral students in UNIPS pedagogical online courses

Online education provides learning opportunities to a global audience. Most popular MOOC platforms have millions of users and MOOC designers are already competing with each other on how to spark and retain the interest of students. However, currently in popular MOOCs, roughly 90% of enrolled students yield their participation and previous research has identified that the dropouts occur mostly in the very early stages of the courses. This study explores student retention and engagement in pedagogical online courses aimed for university staff members and doctoral students, with quantitative data (N = 404) collected between the years 2016–2019. In addition, this study looks at differences in dropout rates between students of different age, gender, teaching position and department. Based on the conducted statistical analysis, age, gender, teaching position or department have no significant correlation with dropout rates. The majority of participants who drop out from the courses do so in the beginning without completing a single task. University teachers and doctoral students behave in online courses similarly as other students, and the results of the current study fits well with predictions from previous studies. However, this study found two anomalies: (1) A relatively low dropout rate (38,1%) and (2) Over 22% of students yielding their participation return to the courses (n = 31) after which over 50% of them complete the courses. The results highlight the importance of the beginning of online courses for reducing the overall dropout rates and suggest that students yielding their participation are likely to complete the courses the second time, if they enroll againEdukologijos tyrimų institutasVytauto Didžiojo universiteta