177 research outputs found

    Quantifying the impact and relevance of scientific research

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    Qualitative and quantitative methods are being developed to measure the impacts of research on society, but they suffer from serious drawbacks associated with linking a piece of research to its subsequent impacts. We have developed a method to derive impact scores for individual research publications according to their contribution to answering questions of quantified importance to end users of research. To demonstrate the approach, here we evaluate the impacts of research into means of conserving wild bee populations in the UK. For published papers, there is a weak positive correlation between our impact score and the impact factor of the journal. The process identifies publications that provide high quality evidence relating to issues of strong concern. It can also be used to set future research agendas

    Organising evidence for environmental management decisions: a '4S' hierarchy.

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    Making decisions informed by the best-available science is an objective for many organisations managing the environment or natural resources. Yet, available science is still not widely used in environmental policy and practice. We describe a '4S' hierarchy for organising relevant science to inform decisions. This hierarchy has already revolutionised clinical practice. It is beginning to emerge for environmental management, although all four levels need substantial development before environmental decision-makers can reliably and efficiently find the evidence they need. We expose common bypass routes that currently lead to poor or biased representation of scientific knowledge. We argue that the least developed level of the hierarchy is that closest to decision-makers, placing synthesised scientific knowledge into environmental decision support systems.L.V.D. is funded by the Natural Environment Research Council (Grant code NE/K015419/1). J.C.W. is funded by the UK Commonwealth Scholarship Commission and the Cambridge Commonwealth, European and International Trust. W.J.S. is funded by Arcadia.This is the final version of the article. It first appeared from Cell Press/Elsevier via http://dx.doi.org/10.1016/j.tree.2014.09.00

    Managing farmed landscapes for pollinating insects

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    Increasing floral resources and improving habitat conditions can benefit pollinating insect species, wildflowers and crop production

    Teach Students, Empower Patients, Act Collaboratively and Meet Health Goals: An Early Interprofessional Clinical Experience in Transformed Care

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    Purpose: Transformation of care teaching is often didactic and conceptual instead of practical and operational. Clinical environments, slow to transform, limit student exposure to key experiences that characterize transformed care. We describe the design and implementation of TEAM Clinic (Teach students, Empower patients, Act collaboratively, Meet health goals) – an early clinical learning experience to address this gap. Methods: The TEAM Clinic curriculum was based on a review of existing curricula and best practice recommendations for the transformation of care. Three key elements were selected as the focus for a low-volume, high-service clinic: patient centeredness, interprofessional collaboration and team-based care. Learners and medically and socially complex patients were recruited for voluntary participation and completed anonymous surveys about the experience during and afterward. Results: Nine first-year medical students, two first-year social work students and one pharmacy resident were integrated into the interprofessional team. Students were assigned roles adapted to their level and skill set; deliberate interprofessional pairing was assigned to broaden perspectives on scope and role of team members. Upon completion of this two-semester experience, 11 of the 12 learners returned surveys; all rated the experience as positive (strongly agree or agree) on the Authentic Clinical Interprofessional Experience – Evaluation of Interprofessional Site tool. Patient surveys indicated satisfaction with multiple aspects of the visit. Conclusion: TEAM Clinic provided a practical example of transformation of care teaching in a not-yet-transformed environment. Logistical barriers included space, schedule and staffing. Facilitators included alignment with the goals of core curricula and faculty. Limitations included that this description of these curricula and this pilot come early in our longitudinal development of TEAM Clinic, constraining our ability to measure behavioral changes around interprofessional education, teamwork or patient centeredness. Next steps would examine the trajectory to these outcomes in the preclinical student group

    Estimating the risk of species interaction loss in mutualistic communities

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    Funder: Royal Commission for the Exhibition of 1851 (GB)Funder: Cambridge TrustFunder: Cambridge Depatment of ZoologyFunder: Grantham Foundation for the Protection of the Environment; funder-id: http://dx.doi.org/10.13039/100008118Funder: Kenneth Miller TrustFunder: ArcadiaInteractions between species generate the functions on which ecosystems and humans depend. However, we lack an understanding of the risk that interaction loss poses to ecological communities. Here, we quantify the risk of interaction loss for 4,330 species interactions from 41 empirical pollination and seed dispersal networks across 6 continents. We estimate risk as a function of interaction vulnerability to extinction (likelihood of loss) and contribution to network feasibility, a measure of how much an interaction helps a community tolerate environmental perturbations. Remarkably, we find that more vulnerable interactions have higher contributions to network feasibility. Furthermore, interactions tend to have more similar vulnerability and contribution to feasibility across networks than expected by chance, suggesting that vulnerability and feasibility contribution may be intrinsic properties of interactions, rather than only a function of ecological context. These results may provide a starting point for prioritising interactions for conservation in species interaction networks in the future

    Conservation practice could benefit from routine testing and publication of management outcomes

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    Effective conservation requires a step change in the way practitioners can contribute to science and can have access to research outputs. The journal Conservation Evidence was established in 2004 to help practitioners surmount several obstacles they face when attempting to document the effects of their conservation actions scientifically. It is easily and freely accessible online. It is free to publish in and it enables global communication of the effects of practical trials and experiments, which are virtually impossible to get published in most scientific journals. The driving force behind Conservation Evidence is the need to generate and share scientific information about the effects of interventions
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