Perception of Workload and Task Importance During Complex and Dual Task Conditions

Background • cognitive processes and movement need to occur concurrently as part of social engagement; voluntary movement is not wholly automatic and when movement occurs, it leads to changing cognitive demands. (McIsaac et al, 2015) • Current practice for creating dual-task challenges in the clinic include serial subtraction and carrying a glass of water (complex walking task) however these do not always translate to a patient\u27s individualized challenges and goals • Research has shown that a patient\u27s engagement and performance improves when the task they are performing is meaningful in their lives. (McIsaac et al, 2015) • Would including items that assess various aspects of patient perception be beneficial to augment how we create task demands in clinic

Twitter communication of the UK public on dental health and care during a COVID lockdown : "My kingdom for a dentist"

Peer reviewedPublisher PD

Citizen science to improve patient and public involvement in GUideline Implementation in oral health and DEntistry (the GUIDE platform)

Background: Citizen science is a way to democratise science by involving groups of citizens in the research process. Clinical guidelines are used to improve practice, but their implementation can be limited. Involving patients and the public can enhance guideline implementation, but there is uncertainty about the best approaches to achieve this. Citizen science is a potential way to involve patients and the public in improving clinical guideline implementation. We aimed to explore the application of citizen science methods to involve patients and the public in the dissemination and implementation of clinical guidelines in oral health and dentistry. Methods: We developed GUIDE (GUideline Implementation in oral health and DEntistry), a citizen science online platform, using a participatory approach with researchers, oral health professionals, guideline developers and citizens. Recruitment was conducted exclusively online. The platform focused on prespecified challenges related to oral health assessment guidelines, and asked citizens to generate ideas, as well as vote and comment on other citizens' ideas to improve those challenges. Citizens also shared their views via surveys and two online synchronous group meetings. Data were collected on participant's demographics, platform engagement and experience of taking part. The most promising idea category was identified by an advisory group based on engagement, feasibility and relevance. We presented quantitative data using descriptive statistics and analysed qualitative data using inductive and deductive thematic analysis. Results: The platform was open for 6 months and we recruited 189 citizens, from which over 90 citizens actively engaged with the platform. Most citizens were over 34 years (64%), female (58%) and had a university degree (50%). They generated 128 ideas, 146 comments and 248 votes. The challenge that led to most engagement was related to prevention and oral health self-care. To take this challenge forward, citizens generated a further 36 ideas to improve a pre-existing National Health Service oral care prevention leaflet. Citizens discussed motivations to take part in the platform (understanding, values, self-care), reasons to stay engaged (communication and feedback, outputs and impact, and relevance of topics discussed) and suggestions to improve future platforms. Conclusion: Citizen science is an effective approach to generate and prioritise ideas from a group of citizens to improve oral health and dental services. Prevention and oral health self-care were of particular interest to citizens. More research is needed to ensure recruitment of a diverse group of citizens and to improve retention in citizen science projects. Patient or Public Contribution: This project was inherently conducted with the input of public partners (citizen scientists) in all key aspects of its conduct and interpretation. In addition, two public partners were part of the research team and contributed to the design of the project, as well as key decisions related to its conduct, analysis, interpretation and dissemination and are co-authors of this manuscript.</p

Citizen science to improve patient and public involvement in GUideline Implementation in oral health and DEntistry (the GUIDE platform)

BackgroundCitizen science is a way to democratise science by involving groups of citizens in the research process. Clinical guidelines are used to improve practice, but their implementation can be limited. Involving patients and the public can enhance guideline implementation, but there is uncertainty about the best approaches to achieve this. Citizen science is a potential way to involve patients and the public in improving clinical guideline implementation. We aimed to explore the application of citizen science methods to involve patients and the public in the dissemination and implementation of clinical guidelines in oral health and dentistry.MethodsWe developed GUIDE (GUideline Implementation in oral health and DEntistry), a citizen science online platform, using a participatory approach with researchers, oral health professionals, guideline developers and citizens. Recruitment was conducted exclusively online. The platform focused on prespecified challenges related to oral health assessment guidelines, and asked citizens to generate ideas, as well as vote and comment on other citizens' ideas to improve those challenges. Citizens also shared their views via surveys and two online synchronous group meetings. Data were collected on participant's demographics, platform engagement and experience of taking part. The most promising idea category was identified by an advisory group based on engagement, feasibility and relevance. We presented quantitative data using descriptive statistics and analysed qualitative data using inductive and deductive thematic analysis.ResultsThe platform was open for 6 months and we recruited 189 citizens, from which over 90 citizens actively engaged with the platform. Most citizens were over 34 years (64%), female (58%) and had a university degree (50%). They generated 128 ideas, 146 comments and 248 votes. The challenge that led to most engagement was related to prevention and oral health self-care. To take this challenge forward, citizens generated a further 36 ideas to improve a pre-existing National Health Service oral care prevention leaflet. Citizens discussed motivations to take part in the platform (understanding, values, self-care), reasons to stay engaged (communication and feedback, outputs and impact, and relevance of topics discussed) and suggestions to improve future platforms.ConclusionCitizen science is an effective approach to generate and prioritise ideas from a group of citizens to improve oral health and dental services. Prevention and oral health self-care were of particular interest to citizens. More research is needed to ensure recruitment of a diverse group of citizens and to improve retention in citizen science projects

Dysregulation of ubiquitin homeostasis and β-catenin signaling promote spinal muscular atrophy

Acknowledgements The authors are grateful to Nils Lindstrom and members of the Gillingwater laboratory for advice and assistance with this study and helpful comments on the manuscript; Neil Cashman for the NSC-34 cell line; and Ji-Long Liu for the DrosophilasmnA and smnB lines. This work was supported by grants from the SMA Trust (to T.H. Gillingwater, P.J. Young, and R. Morse), BDF Newlife (to T.H. Gillingwater and S.H. Parson), the Anatomical Society (to T.H. Gillingwater and S.H. Parson), the Muscular Dystrophy Campaign (to T.H. Gillingwater), the Jennifer Trust for Spinal Muscular Atrophy (to H.R. Fuller), the Muscular Dystrophy Association (to G.E. Morris), the Vandervell Foundation (to P.J. Young), the Medical Research Council (GO82208 to I.M. Robinson), Roslin Institute Strategic Grant funding from the BBSRC (to T.M. Wishart), the BBSRC (to C.G. Becker), the Deutsche Forschungsgemeinschaft and EU FP7/2007-2013 (grant no. 2012-305121, NeurOmics, to B. Wirth), the Center for Molecular Medicine Cologne (to B. Wirth and M. Hammerschmidt), and SMA Europe (to M.M. Reissland). We would also like to acknowledge financial support to the Gillingwater lab generated through donations to the SMASHSMA campaign.Peer reviewedPublisher PD

Synthesis of 3‑(Hetero)aryl Tetrahydropyrazolo[3,4‑<i>c</i>]pyridines by Suzuki–Miyaura Cross-Coupling Methodology

A new synthetic route to 3-(heteroaryl) tetrahydropyrazolo­[3,4-<i>c</i>]­pyridines has been developed that uses the Suzuki–Miyaura cross-coupling of a triflate <b>6</b> with (hetero)­aryl boronic acids or esters. Using Pd­(OAc)₂ and XPhos or an XPhos precatalyst, a diverse range of substituents at the C3 position of the tetrahydropyrazolo­[3,4-<i>c</i>]­pyridine skeleton were prepared. The use of pivaloyloxymethyl and benzyl protection also offers the potential to differentially functionalize the pyrazole and tetrahydropyridine nitrogens

Label-Free Quantitative Proteomic Profiling Identifies Disruption of Ubiquitin Homeostasis As a Key Driver of Schwann Cell Defects in Spinal Muscular Atrophy

Low levels of survival of motor neuron (SMN) protein cause the neuromuscular disease spinal muscular atrophy (SMA), characterized by degeneration of lower motor neurons and atrophy of skeletal muscle. Recent work demonstrated that low levels of SMN also trigger pathological changes in Schwann cells, leading to abnormal axon myelination and disrupted deposition of extracellular matrix proteins in peripheral nerve. However, the molecular pathways linking SMN depletion to intrinsic defects in Schwann cells remained unclear. Label-free proteomics analysis of Schwann cells isolated from SMA mouse peripheral nerve revealed widespread changes to the Schwann cell proteome, including disruption to growth/proliferation, cell death/survival, and molecular transport pathways. Functional clustering analyses revealed significant disruption to a number of proteins contributing to ubiquitination pathways, including reduced levels of ubiquitin-like modifier activating enzyme 1 (Uba1). Pharmacological suppression of Uba1 in Schwann cells was sufficient to reproduce the defective myelination phenotype seen in SMA. These findings demonstrate an important role for SMN protein and ubiquitin-dependent pathways in maintaining Schwann cell homeostasis and provide significant additional experimental evidence supporting a key role for ubiquitin pathways and, Uba1 in particular, in driving SMA pathogenesis across a broad range of cells and tissues

‘What’s going on here?': The pedagogy of a data analysis session

Data analysis sessions are a common feature of discourse-analytic communities, often involving participants with varying levels of expertise to those with significant expertise. Learning how to do data analysis and working with transcripts, however, are often new experiences for doctoral candidates within the social sciences. While many guides to doctoral education focus on procedures associated with data analysis (Heath et al., 2010; McHoul and Rapley, 2001; Silverman, 2011; Wetherall et al., 2001), the in situ practices of doing data analysis are relatively undocumented. This chapter has been collaboratively written by members of a special interest research group, the Transcript Analysis Group (TAG), who meet regularly to examine transcripts representing audio-and video-recorded interactional data. Here, we investigate our own actual interactional practices and participation in this group, where each member is both analyst and participant. We particularly focus on the pedagogic practices enacted in the group through investigating how members engage in the scholarly practice of data analysis. A key feature of talk within the data sessions is that members work collaboratively to identify and discuss ʼnoticings’ from the audio-recorded and transcribed talk being examined, produce analytic observations based on these discussions, and evaluate these observations. Our investigation of how talk constructs social practices in these sessions shows that participants move fluidly between actions that demonstrate pedagogic practices and expertise. Within any one session, members can display their expertise as analysts and, at the same time, display that they have gained an understanding that they did not have before. We take an ethnomethodological position that asks ‘what’s going on here?' in the data analysis session. By observing the in situ practices in fine-grained detail, we show how members participate in the data analysis sessions and make sense of a transcript. Ethnomethodology focuses on methods and resources that people use to make sense of what is happening around them and the actions of others (Garfinkel, 1967). Used in conjunction with Ethnomethodology, Conversation Analysis (CA) pays close attention to the sequence of interactions, to see what members make of what each other says and does. The context, then, is one of co-construction, where members work together to make sense of data, which may include audio or video recordings of interaction. Interactional moments involving members sharing different views are important for understanding how members make visible their stances. Ethnomethodological and Conversation Analysis approaches have gained increasing recognition in the in situ study of educational practices from the perspective of the members engaged in the interactions. These approaches have been used, for example, in the examination of language and literacy practices in classroom settings, to study interactions between teachers and children (see, for example, Baker, 1997; Hester and Francis, 2000), and parent-teacher interactions (Baker and Keogh, 1995). There is little research exploring pedagogic practices within university settings, although Benwell and Stokoe (2002) investigated discussion groups in university tutorials, Gibson (2009) investigated postgraduate reading groups, Bills (2003) investigated focus group data of the supervisory relationship, and Danby (2005) examined email communication between a supervisor and her doctoral student. The strength of the ethnomethodological approach lies in showing how members achieve practice through the interactional work of its members. In so doing, the approach allows us to examine how pedagogy happens within data analysis sessions. The Transcript Analysis Group, originally founded by Carolyn D. Baker at the University of Queensland as a forum for her students and colleagues to participate in data sessions and discussions about the analysis of transcriptions, has retained a similar format since its inception in the early 1990s. The organising committee for the group now comprises members from three Brisbane universities, including the University of Queensland, Queensland University of Technology and Griffith University. Meetings are held fortnightly during the semester across the campuses of the three universities, and between 10 and 30 members are present. While data sessions regularly occur in discourse-oriented research within a range of perspectives (see, for example, Antaki et al., 2008), the Transcript Analysis Group has developed a strong analytic focus using the methodologies of ethnomethodology, Conversation Analysis and Membership Categorisation Analysis (MCA). This group consists of researchers using these data analysis approaches, and is one of the longest-standing and most active groups in Australia, with members from a range of disciplines, including education, communication, sociology, medicine and psychology. Members include research higher degree students and early career and experienced researchers. All members are able to share ideas, discuss new approaches, methods and technologies, and discuss and collaboratively analyse data extracts. In 2010, in acknowledgement of the diverse range of theoretical interests and skills in transcript analysis, the organisers of TAG initiated a second study group, which shares some members with the original TAG. The second group offers sessions on transcription and transcript analysis, led by experienced members of TAG and is open to interested parties. For example, one session focused on using transcription conventions, while another was a discussion of a selected reading on analysing video-recorded data. The data analysis sessions offer a pedagogic arena for engaging in the practices of analysing talk and interaction; in other words, pedagogy-in-action. This chapter details actual occurrences of members going about their everyday business of looking at, and analysing, extracts of talk. The examination of our actual practices shows a shift away from traditional assumptions of experts and learners, to afford members the participation space to move fluidly between the roles of participant and analyst; novice and expert. The analytic process of writing this chapter itself deserves some comment. Members who participated in the two audio-recorded data analysis sessions in mid-2010 became analysts of their own talk and actions as well as those of their colleagues and students, and authors of this chapter. The sessions were carried out in the same way as other data analysis sessions. An underlying process of this chapter is the reflexive process (Gibson, 2009) of analysing members’ talk by the members themselves. In informal discussion with each other, we commented on the process of studying transcripts of our own talk in data sessions and our familiarity with what was being studied. There was a ‘rich and complex interplay’ (Woolgar, 1988: 16) as we went about the business of doing analysis in order to write about our own practices of ‘doing data analysis’. Our examination of members’ work was a study of our actions, as well as the actions of other members present during the audio-recorded sessions. The reflexivity of this exercise provided us with opportunities to observe our own behaviour and to ask ‘what’s going on here?', as analytic practices were unfolding.</p