Signaling task awareness in think-aloud protocols from students selecting relevant information from text

Self-regulated learning has been described as an adaptive process: students adapt their learning strategies for attaining different learning goals. In order to be adaptive, students must have a clear notion of what the task requirements consist of. Both trace data and questionnaire data indicate that students adapt study strategies in limited ways and that their awareness of task demands seems to be low. In the present think-aloud study we examined task awareness of tenth-graders who selected text fragments in three different selection tasks. Students’ task awareness was analysed at a global and a local task level. Awareness at the global task level refers to processing the instruction and reflecting about general selection goals; awareness at the local task level includes spontaneous reasoning about selecting specific text fragments. On either level, students showed difficulties in verbalizing task demands. In line with previous work, tenth-graders apparently experience a limited awareness of task demands

Impact of basic psychological support on stigma and mental well-being of people with disabilities due to leprosy and lymphatic filariasis:a proof-of-concept study

Background: People with leprosy and lymphatic filariasis (LF)-related disabilities experience higher levels of poor mental well-being compared with the general community. Mental health services are often not available. This study was conducted to provide proof of concept that basic psychological support for people affected by neglected tropical diseases (BPS-N) can be given by peer supporters to reduce stigma, improve mental well-being and participation among clients. Methods: The BPS-N approach was tested in a quasi-experimental design using mixed methods. To provide psychological support using the BPS-N, peer supporters were selected and trained. They supported people with leprosy- and LF-related disabilities. Preintervention and postintervention, stigma, mental well-being, depression and participation were measured through standard scales within 4 wk of the intervention; differences were tested using standard tests of significance. Results: After 3 mo of intervention, the mean level of stigma had decreased (30.3 to 24, p&lt;0.001); high mental well-being increased (0% to 13.3%, p&lt;0.001); and moderate to severe depression decreased (88% to 47%, p&lt;0.001). No significant change occurred in participation restrictions (87% to 92%, p=0.497). Conclusions: Psychological peer support using the BPS-N guideline appears effective in reducing stigma and improving mental well-being and can be operationalised. However, this should be confirmed through a randomised controlled trial. </p

Promoting gender, equity, human rights and ethnic equality in neglected tropical disease programmes.

Limited attention to tackling neglected tropical diseases (NTDs) through the lenses of gender, equity, ethnicity and human rights inadvertently undermines progress due to the exclusion of subgroups in populations living in conditions of vulnerability. Supporting national NTD programmes to make equity analysis part of their routine activities and revitalising intersectoral collaboration will be essential to achieve effective, sustainable service delivery with a person-centred approach. Gender, equity, human rights and ethnic equality for NTD programmes should therefore be incorporated in multisectoral engagements

The mechanism of impact of summative assessment on medical students’ learning

It has become axiomatic that assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of summative assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of assessment on learning was mediated through various determinants of action. Respondents’ learning behaviour was influenced by: appraising the impact of assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of assessment as a tool to augment learning