Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India

This paper presents the monitoring and evaluation (M&E) frameworks of two large-scale UKaid-funded teacher development programmes – English in Action (EIA) (Bangladesh) and TESS-India – both of which look to improve the quality of school-based teaching. EIA focuses on the subject of English, while TESS-India works across eight subjects. The Open University (UK) is an implementation partner in both programmes. Given the common goal (improving teaching quality), the programmes’ M&E frameworks are similar: comprising quantitative and qualitative studies to evaluate extent and nature of impact on beneficiaries; and project progress against targets. Classroom practice is observed and teacher and student attitudes to teaching practices explored. EIA – in Year 6 of implementation – also assesses impact on student learning, something which TESS-India (Year 2) does not yet measure. Both programmes have comprehensive monitoring mechanisms to inform management what is happening at ground level. This paper provides an overview of both frameworks and methodological details

Frame me if you must: PrEP framing and the impact on adherence to HIV Pre-exposure Prophylaxis

Abstract Background “PrEP whore” has been used both as a pejorative by PrEP opponents in the gay community and, reactively, by PrEP advocates as a method to reclaim the label from stigmatization and “slut-shaming.” The actual prevalence and impact of such PrEP-directed stigma on adherence have been insufficiently studied. Methods CCTG 595 was a randomized controlled PrEP demonstration project in 398 HIV-uninfected MSM and transwomen. Intracellular tenofovir-diphosphate (TFV-DP) levels at weeks 12 and 48 were used as a continuous measure of adherence. At study visits, participants were asked to describe how they perceived others’ reactions to them being on PrEP. These perceptions were categorized a priori as either “positively framed,” “negatively framed,” or both. We used Wilcoxon rank-sum to determine the association between positive and negative framing and TFV-DP levels at weeks 12 and 48. Results By week 4, 29% of participants reported perceiving positive reactions from members of their social groups, 5% negative, and 6% both. Reporting decreased over 48 weeks, but positive reactions were consistently reported more than negative. At week 12, no differences in mean TFV-DP levels were observed in participants with positively-framed reactions compared with those reporting no outcome or only negatively-framed (1338 [IQR, 1036-1609] vs. 1281 [946-1489] fmol/punch, P = 0.17). Additionally, no differences were observed in those with negative reactions vs. those without (1209 [977–1427] vs. 1303 [964–1545], P = 0.58). At week 48, mean TFV-DP levels trended toward being higher among those that report any reaction, regardless if positive (1335 [909–1665] vs. 1179 [841–1455], P = 0.09) or negative (1377 [1054–1603] vs. 1192 [838–1486], P = 0.10) than those reporting no reaction. At week 48, 46% of participants reported experiencing some form of PrEP-directed judgment, 23% reported being called “PrEP whore,” and 21% avoiding disclosing PrEP use. Conclusion Over 48 weeks, nearly half of participants reported some form of judgment or stigmatization as a consequence of PrEP use. However, individuals more frequently perceived positively framed reactions to being on PrEP than negative. Importantly, long-term PrEP adherence does not appear to suffer as a result of negative PrEP framing. Disclosures All authors: No reported disclosures

Meeting their potential: the role of education and technology in overcoming disadvantage and disaffection in young people

This report is a review of literature, policy and reported practice, exploring the potential of technology to mitigate disaffection and disadvantage in education and raise attainment of those young people who are under-achieving in school or other educational settings

Recent HIV Risk Behavior and Partnership Type Predict PrEP Adherence in Men Who Have Sex with Men

Abstract Background Individuals engaging in higher risk behavior are often more adherent to PrEP but it is unclear if partnership type itself affects PrEP adherence. We examined the effect of recent HIV risk behaviors and partnership type on PrEP adherence in men who have sex with men (MSM) taking PrEP. Methods CCTG 595 is a 48-week PrEP demonstration study of 398 HIV− at-risk MSM. At baseline and week 48, HIV risk score was estimated as the probability of seroconversion over the next year based on number of condomless anal sex acts with HIV+/unknown partners in the last month and any STI diagnosed at study visit. HIV risk score was categorized as low (<0.12), moderate (0.12−0.59) and high (>0.59) risk based on population seroconversion probabilities. Partnership type was assigned as no/single HIV− partner, single HIV+ partner, or multiple partners of any serostatus in the past 3 months. PrEP adherence was estimated by intracellular tenofovir-diphosphate (TFV-DP) levels as a continuous variable at week 48. Statistical methods included McNemar’s test, Wilcoxon rank-sum test, and linear regression model where appropriate. Results Of 313 MSM who completed week 48, there was no significant change in HIV risk category from baseline to week 48 (low: 44 to 42%; moderate: 27 to 24%; high: 28 to 34%; P = 0.25). There was a significant change in partnership type, with the proportion of those with no or single HIV− partnerships increasing (1 to 9%, P < 0.001). In univariate analysis, moderate and high-risk groups had higher TFV-DP levels than the low-risk group at week 48 (P = 0.018). Participants with no/single HIV− partner had significantly lower TFV-DP levels than those with one HIV+ partner or multiple partners (P = 0.007). In a multivariable linear regression model, only low-risk partnerships remained significant where no/single HIV− partnerships were associated with lower TFV-DP levels (mean difference = −344fmol/punch [−617, −71], P = 0.014). Conclusion Although there was a shift in partnership type towards lower risk partnerships, objective HIV risk behavior remained stable over time. Individuals with higher HIV risk behaviors and risk partnerships had higher TFV-DP levels suggesting maintained strong motivation for PrEP adherence. Thus, recent sexual risk behavior and partnership type may be important predictors of PrEP adherence in MSM. Disclosures All authors: No reported disclosures

Devolution and Employment Standards

This research aims to: • generate up-to-date insight into how devolution in England, Wales and Scotland has affected the realisation of improved employment standards. • identify key opportunities and constraints to furthering employment standards and decent work through devolved authorities. It sets out the powers relating to employment standards and collective bargaining held by devolved authorities (e.g., local, combined, regional and national [England, Scotland, and Wales]). The starting point is that jurisdiction over employment rights (collective and individual), health and safety at work and aspects of workplace training are reserved to the UK government

The World Federation Society of Anaesthesiologists Online Learning Inventory (WOLI): The Current State of Open Access Online Learning Resources among WFSA Member Societies

Abstract: Background and Objectives: The digital revolution has reshaped medical education and networking, making websites essential for sharingknowledge and practices. In anesthesiology education, it is unclear what online educational material has been published as open-access by anesthesia societies globally. This gap could lead educators to create new content when quality resources already exist. Our study sought to inventory open-access educational resources on WFSA member societies’ websites, including differences in types of resources available by country income bracket. Methods:An extraction template was designed to identify open-access educational resources available on society websites. To ensure reliability, thistemplate was piloted by all reviewers by assessing a subset of websites together. Subsequently, each website was assessed by twoindependent reviewers. Discrepancies were resolved through discussion. For non-English language websites, Google Translate was used. Wedid not seek institutional review board review as our research only studied public online resources and did not involve human subjects orconfidential information. Results: Of 133 WFSA member societies assessed, 53% (n=71) had functioning society websites. Among these 71 sites, at least one of thecategorized open-access educational resources was identified on 96% (n=68). The most common resources available were written, non-interactive content, present on 85% (n=60) of sites. Guidelines were available on 65% (n=46) of sites, webinars on 24% (n=17), non-livecourses on 21% (n=15), and video recordings on 18% (n=13). Discussion forums were the least common and only available on 3% (n=2) ofsites.High-income countries were more likely to have open-access educational material, with their websites contributing over 50% of total contentacross all resource categories (Figure 1). Conversely, low-income countries made up the lowest proportion and only shared written, non-interactive resources, webinars, and guidelines (Figure 1). Discussion and Conclusion: Our survey of WFSA member societies’websites revealed notable disparities. Over half had an active onlinepresence, but the resource breadth was inconsistent and often low, particularly from societies of lower-income nations.Our findings suggest anesthesia education content is available online on member society websites; however, availability differs widelybetween societies and there is a tendency for these to be limited to non-interactive resources. The higher proportion of online guidelinessuggests a priority for societies to support members with evidence-based clinical guidance practices.One of the main limitations of our study was that we were unable to assess the presence of any resources behind existing firewalls; therefore,focused efforts on identifying existing accessible content. Instead of predominantly encouraging societies to develop new resources andguidelines themselves, which often is costly and time-consuming, we should consider advocating for sharing of content already available thatmay be relevant between similar settings. This could potentially be done effectively using an anesthesia online learning community (AOLC)which may bridge gaps and enhance global collaboration

Hacia un modelo colaborativo de evaluación en la formación de futuros profesores de lengua extranjera (Inglés)

This article describes the implementation and results of a teaching innovation project focusing on assessment/evaluation which was implemented in the ELT module of the Master for Teachers of Secondary Education, Vocational Education and Foreign Language Teachers (MAES) at the Universidad Pablo de Olavide in Seville (UPO). It presents and analyses the adoption of an integrated model for assessment which promoted discussion and collaboration between the teachers involved in the module. The results, obtained through two questionnaires, distributed to teachers and students, suggest that the model offers advantages while also indicating aspects which could be improved in future editions of the Master.Esta aportación expone la implementación y los resultados de un proyecto de innovación docente sobre evaluación llevado a cabo en las asignaturas del módulo específico de lengua extranjera (Inglés) en el Máster de Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas de la Universidad Pablo de Olavide de Sevilla (UPO). Concretamente, presenta y analiza la puesta en práctica de un modelo integrado de evaluación que ha promovido la colaboración e intercambio de ideas entre el profesorado de dicho módulo. Los resultados, evaluados mediante dos cuestionarios distribuidos al profesorado y al alumnado y la puesta en común por parte del equipo docente al finalizar la actuación, muestran que el modelo implementado ofrece ventajas a la vez que señala aspectos que deben seguir mejorándose en futuras ediciones del máster

Intra-individual effects of food upon the pharmacokinetics of rifampicin and isoniazid

Background: Poor response to TB therapy might be attributable to subtherapeutic levels in drug-compliant patients. Pharmacokinetic parameters can be affected by comorbidities or the interaction of drugs with food. Objectives: This study aimed to determine the effect of food intake upon pharmacokinetics of rifampicin and isoniazid in a Peruvian population with TB. Methods: Rifampicin and isoniazid levels were analysed at 2, 4 and 6 h after drug intake in both fasting and non-fasting states using LC-MS methods. Results: Sixty patients participated in the study. The median rifampicin Cmax and AUC0–6 were higher during fasting than non-fasting: 7.02 versus 6.59 mg/L (P = 0.054) and 28.64 versus 24.31 mg·h/L (P = 0.002). There was a statistically significant delay overall of non-fasting Tmax compared with the fasting state Tmax (P = 0.005). In the multivariate analysis, besides the effect of fasting, Cmax for females was 20% higher than for males (P = 0.03). Concerning isoniazid, there were significant differences in the Cmax during non-fasting (median = 3.51 mg/L) compared with fasting (4.54 mg/L). The isoniazid dose received had an effect upon the isoniazid levels (1.26, P = 0.038). In the multivariate analysis, isoniazid exposure during fasting was found to be 14% higher than during non-fasting (CI = 1.02–1.28, P < 0.001). Neither radiological extent of the disease nor consumption of food with drug intake nor pharmacokinetics of rifampicin or isoniazid was associated with a poorer treatment outcome. Conclusions: Rifampicin in particular and isoniazid pharmacokinetics were significantly affected by the intake of the drug with food between and within individuals

1997 Fine Art Graduation Exhibition Catalogue

Fanshawe CollegeFine Art Graduation Exhibition April 17th - May 4thMcIntosh GalleryLondon, Ontario Guest SpeakerMadeline Lennonhttps://first.fanshawec.ca/famd_design_fineart_gradcatalogues/1031/thumbnail.jp