Collision Avoidance for Satellites in Formation Flight

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76539/1/AIAA-16812-804.pd

Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET)

Abstract Background The majority of reporting guidelines assist researchers to report consistent information concerning study design, however, they contain limited information for describing study interventions. Using a three-stage development process, the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) checklist and accompanying explanatory paper were developed to provide guidance for the reporting of educational interventions for evidence-based practice (EBP). The aim of this study was to complete the final development for the GREET checklist, incorporating psychometric testing to determine inter-rater reliability and criterion validity. Methods The final development for the GREET checklist incorporated the results of a prior systematic review and Delphi survey. Thirty-nine items, including all items from the prior systematic review, were proposed for inclusion in the GREET checklist. These 39 items were considered over a series of consensus discussions to determine the inclusion of items in the GREET checklist. The GREET checklist and explanatory paper were then developed and underwent psychometric testing with tertiary health professional students who evaluated the completeness of the reporting in a published study using the GREET checklist. For each GREET checklist item, consistency (%) of agreement both between participants and the consensus criterion reference measure were calculated. Criterion validity and inter-rater reliability were analysed using intra-class correlation coefficients (ICC). Results Three consensus discussions were undertaken, with 14 items identified for inclusion in the GREET checklist. Following further expert review by the Delphi panelists, three items were added and minor wording changes were completed, resulting in 17 checklist items. Psychometric testing for the updated GREET checklist was completed by 31 participants (n = 11 undergraduate, n = 20 postgraduate). The consistency of agreement between the participant ratings for completeness of reporting with the consensus criterion ratings ranged from 19 % for item 4 Steps of EBP, to 94 % for item 16 Planned delivery. The overall consistency of agreement, for criterion validity (ICC 0.73) and inter-rater reliability (ICC 0.96), was good to almost perfect. Conclusion The final GREET checklist comprises 17 items which are recommended for reporting EBP educational interventions. Further validation of the GREET checklist with experts in EBP research and education is recommended

Protocol for development of the guideline for reporting evidence based practice educational interventions and teaching (GREET) statement

BACKGROUND: There are an increasing number of studies reporting the efficacy of educational strategies to facilitate the development of knowledge and skills underpinning evidence based practice (EBP). To date there is no standardised guideline for describing the teaching, evaluation, context or content of EBP educational strategies. The heterogeneity in the reporting of EBP educational interventions makes comparisons between studies difficult. The aim of this program of research is to develop the Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and an accompanying explanation and elaboration (E&E) paper. METHODS/DESIGN: Three stages are planned for the development process. Stage one will comprise a systematic review to identify features commonly reported in descriptions of EBP educational interventions. In stage two, corresponding authors of articles included in the systematic review and the editors of the journals in which these studies were published will be invited to participate in a Delphi process to reach consensus on items to be considered when reporting EBP educational interventions. The final stage of the project will include the development and pilot testing of the GREET statement and E&E paper. OUTCOME: The final outcome will be the creation of a Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and E&E paper. DISCUSSION: The reporting of health research including EBP educational research interventions, have been criticised for a lack of transparency and completeness. The development of the GREET statement will enable the standardised reporting of EBP educational research. This will provide a guide for researchers, reviewers and publishers for reporting EBP educational interventions

A systematic review of how studies describe educational interventions for evidence-based practice:Stage 1 of the development of a reporting guideline

Abstract Background The aim of this systematic review was to identify which information is included when reporting educational interventions used to facilitate foundational skills and knowledge of evidence-based practice (EBP) training for health professionals. This systematic review comprised the first stage in the three stage development process for a reporting guideline for educational interventions for EBP. Methods The review question was ‘What information has been reported when describing educational interventions targeting foundational evidence-based practice knowledge and skills?’ MEDLINE, Academic Search Premier, ERIC, CINAHL, Scopus, Embase, Informit health, Cochrane Library and Web of Science databases were searched from inception until October - December 2011. Randomised and non-randomised controlled trials reporting original data on educational interventions specific to developing foundational knowledge and skills of evidence-based practice were included. Studies were not appraised for methodological bias, however, reporting frequency and item commonality were compared between a random selection of studies included in the systematic review and a random selection of studies excluded as they were not controlled trials. Twenty-five data items were extracted by two independent reviewers (consistency > 90%). Results Sixty-one studies met the inclusion criteria (n = 29 randomised, n = 32 non-randomised). The most consistently reported items were the learner’s stage of training, professional discipline and the evaluation methods used (100%). The least consistently reported items were the instructor(s) previous teaching experience (n = 8, 13%), and student effort outside face to face contact (n = 1, 2%). Conclusion This systematic review demonstrates inconsistencies in describing educational interventions for EBP in randomised and non-randomised trials. To enable educational interventions to be replicable and comparable, improvements in the reporting for educational interventions for EBP are required. In the absence of a specific reporting guideline, there are a range of items which are reported with variable frequency. Identifying the important items for describing educational interventions for facilitating foundational knowledge and skills in EBP remains to be determined. The findings of this systematic review will be used to inform the next stage in the development of a reporting guideline for educational interventions for EBP

A Delphi survey to determine how educational interventions for evidence-based practice should be reported:Stage 2 of the development of a reporting guideline

BACKGROUND: Undertaking a Delphi exercise is recommended during the second stage in the development process for a reporting guideline. To continue the development for the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) a Delphi survey was undertaken to determine the consensus opinion of researchers, journal editors and educators in evidence-based practice (EBP) regarding the information items that should be reported when describing an educational intervention for EBP. METHODS: A four round online Delphi survey was conducted from October 2012 to March 2013. The Delphi panel comprised international researchers, educators and journal editors in EBP. Commencing with an open-ended question, participants were invited to volunteer information considered important when reporting educational interventions for EBP. Over three subsequent rounds participants were invited to rate the importance of each of the Delphi items using an 11 point Likert rating scale (low 0 to 4, moderate 5 to 6, high 7 to 8 and very high >8). Consensus agreement was set a priori as at least 80 per cent participant agreement. Consensus agreement was initially calculated within the four categories of importance (low to very high), prior to these four categories being merged into two (<7 and ≥7). Descriptive statistics for each item were computed including the mean Likert scores, standard deviation (SD), range and median participant scores. Mean absolute deviation from the median (MAD-M) was also calculated as a measure of participant disagreement. RESULTS: Thirty-six experts agreed to participate and 27 (79%) participants completed all four rounds. A total of 76 information items were generated across the four survey rounds. Thirty-nine items (51%) were specific to describing the intervention (as opposed to other elements of study design) and consensus agreement was achieved for two of these items (5%). When the four rating categories were merged into two (<7 and ≥7), 18 intervention items achieved consensus agreement. CONCLUSION: This Delphi survey has identified 39 items for describing an educational intervention for EBP. These Delphi intervention items will provide the groundwork for the subsequent consensus discussion to determine the final inclusion of items in the GREET, the first reporting guideline for educational interventions in EBP

Physiothérapie et douleur lombo-pelvienne chez la femme enceinte : Un appel à l’action

Travail d'intégration présenté à Isabelle Gagnon dans le cadre du cours PHT-6113.Problématique : La douleur lombo-pelvienne est une plainte fréquemment rencontrée chez la femme enceinte. Selon les études, l’incidence varie de 24% à 90%. Le mythe que la douleur lombo-pelvienne fait partie du processus normal de la grossesse et la croyance répandue qu’il n’y a rien à faire pour limiter les symptômes font en sorte que cette clientèle est sous-traitée par les physiothérapeutes. Objectifs : Les objectifs du projet étaient 1) d’explorer la pratique clinique actuelle en physiothérapie ainsi que l’attitude des physiothérapeutes face à la prise en charge de femmes enceintes souffrant de douleurs lombo-pelviennes, 2) d’identifier la prise en charge optimale à préconiser et 3) d’élaborer des stratégies de transfert des connaissances acquises. Méthodes : Un sondage a été effectué auprès de physiothérapeutes afin de déterminer la pratique clinique actuelle et leur sentiment de compétence face à cette clientèle. De plus, une recension des écrits concernant l’épidémiologie, les changements physiologiques, l’évaluation et le traitement en physiothérapie a été réalisée. Finalement, un site web visant les professionnels de la physiothérapie fut préparé. Résultats : Des incertitudes quant aux précautions et contre-indications à prendre face à l’évaluation (19,7%), au traitement (40,3%) et à la prescription d’entrainement musculaire (25,2%) et cardio-vasculaire (35,1%) persistent chez un nombre important de physiothérapeutes. Lors de l’évaluation, il est particulièrement important de différencier les douleurs d’origine lombaire et pelvienne. Il semble y avoir des évidences sur l’efficacité des exercices en piscine ainsi que sur l’acuponcture pour traiter cette clientèle. Conclusion : L’insuffisance d’évidences scientifiques ainsi que le manque de confiance des physiothérapeutes en ce qui concerne la pratique limitent la prise en charge optimale de cette clientèle

The Influence of Rejection Episodes in Recipients of Bilateral Corneal Grafts

Author version made available in accordance with Publisher copyright policy.We investigated whether a rejection episode in one graft was associated with rejection in the other graft, in recipients with bilateral corneal transplants. In a prospectively maintained, national register of 14 865 followed corneal grafts, 1476 patients with bilateral penetrating corneal grafts were identified. Occurrence of rejection was a risk factor for graft failure (p < 0.0001). Logistic regression was used to calculate the adjusted odds ratio for rejection in one eye following rejection in the other eye. In the subset of 1118 patients with bilateral grafts but no history of previous grafts or rejections in either eye, the adjusted odds ratio for a rejection episode in the first eye following rejection in the second was 3.27 (95% confidence interval, CI 1.85, 5.79; p < 0.001). The adjusted odds ratio was 2.04 (95% CI 1.07, 3.91; p = 0.03) for rejection in the second eye following rejection in the first. The median time between the first rejection episode in one eye and the first rejection episode in the other eye was 15 months. Patients with bilateral corneal grafts who suffer a graft rejection episode in one eye are at significantly greater odds of suffering a rejection episode in the other corneal transplant

Update on Apollo Data Restoration by the NSSDC and the PDS Lunar Data Node

The Lunar Data Node (LDN) , under the auspices of the Geosciences Node of the Planetary Data System (PDS) and the National Space Science Data Center (NSSDC), is continuing its efforts to recover and restore Apollo science data. The data being restored are in large part archived with NSSDC on older media, but unarchived data are also being recovered from other sources. They are typically on 7- or 9-track magnetic tapes, often in obsolete formats, or held on microfilm, microfiche, or paper documents. The goal of the LDN is to restore these data from their current form, which is difficult for most researchers to access, into common digital formats with all necessary supporting data (metadata) and archive the data sets with PDS. Restoration involves reading the data from the original media, deciphering the data formats to produce readable digital data and converting the data into usable tabular formats. Each set of values in the table must then be understood in terms of the quantity measured and the units used. Information on instrument properties, operational history, and calibrations is gathered and added to the data set, along with pertinent references, contacts, and other ancillary documentation. The data set then undergoes a peer review and the final validated product is archived with PDS. Although much of this effort has concentrated on data archived at NSSDC in the 1970's, we have also recovered data and information that were never sent to NSSDC. These data, retrieved from various outside sources, include raw and reduced Gamma-Ray Spectrometer data from Apollos 15 and 16, information on the Apollo 17 Lunar Ejecta And Meteorites experiment, Dust Detector data from Apollos 11, 12, 14, and I5, raw telemetry tapes from the Apollo ALSEPs, and Weekly Status Reports for all the Apollo missions. These data are currently being read or organized, and supporting data is being gathered. We are still looking for the calibrated heat flow data from Apollos 15 and 17 for the period 1975-1977, any assistance or information on these data would be welcome. NSSDC has recently been tasked to release its hard-copy archive, comprising photography, microfilm, and microfiche. The details are still being discussed, but we are concentrating on recovering the valuable lunar data from these materials while they are still readily accessible. We have identified the most critical of these data and written a LASER proposal to fund their restoration. Included in this effort are data from the Apollo 15 and 16 Mass Spectrometers and the Apollo 17 Par-UV Spectrometer and ancillary information on the Apollo 17 Surface Electrical Properties Experiment

The Question of School Resources and Student Achievement: A History and Reconsideration

One question posed continually over the past century of education research is to what extent school resources affect student outcomes. From the turn of the century to the present, a diverse set of actors, including politicians, physicians, and researchers from a number of disciplines, have studied whether and how money that is provided for schools translates into increased student achievement. The authors discuss the historical origins of the question of whether school resources relate to student achievement, and report the results of a meta- analysis of studies examining that relationship. They find that policymakers, researchers, and other stakeholders have addressed this question using diverse strategies. The way the question is asked, and the methods used to answer it, is shaped by history, as well by the scholarly, social, and political concerns of any given time. The diversity of methods has resulted in a body of literature too diverse and too inconsistent to yield reliable inferences through meta-analysis. The authors suggest that a collaborative approach addressing the question from a variety of disciplinary and practice perspectives may lead to more effective interventions to meet the needs of all students

Lunar Data Node: Apollo Data Restoration and Archiving Update

The Lunar Data Node (LDN) of the Planetary Data System (PDS) is responsible for the restoration and archiving of Apollo data. The LDN is located at the National Space Science Data Center (NSSDC), which holds much of the extant Apollo data on microfilm, microfiche, hard-copy documents, and magnetic tapes in older formats. The goal of the restoration effort is to convert the data into user-accessible PDS formats, create a full set of explanatory supporting data (metadata), archive the full data sets through PDS, and post the data online at the PDS Geosciences Node. This will both enable easy use of the data by current researchers and ensure that the data and metadata are securely preserved for future use. We are also attempting to locate and preserve Apollo data which were never archived at NSSDC. We will give a progress report on the data sets we have been restoring and future work