Investigating the 'latent' deficit hypothesis : age at time of head injury, executive and implicit functions and behavioral insight

This study investigated the 'latent deficit' hypothesis in two groups of frontotemporal headinjured patients, those injured prior to steep morphological and corresponding functional maturational periods for frontotemporal networks (≤ age 25), and those injured >28 years. The latent deficit hypothesis proposes that early injuries produce enduring cognitive deficits manifest later in the lifespan with graver consequences for behavior than adult injuries, particularly after frontal pathology (Eslinger, Grattan, Damasio & Damasio, 1992). Implicit and executive deficits both contribute to behavioral insight after frontotemporal head injury (Barker, Andrade, Romanowski, Morton & Wasti, 2006). On the basis of morphological and behavioral data, we hypothesised that early injury would confer greater vulnerability to impairment on tasks associated with frontotemporal regions than later injury. Patients completed experimental tasks of implicit cognition, executive function measures and the DEX measure of behavioural insight (Behavioral Assessment of the Dysexecutive Syndrome: Wilson, Alderman, Burgess, Emslie, & Evans, 1996). The Early Injury group were more impaired on implicit cognition tasks compared to controls that Late Injury patients. There were no marked group differences on most executive function measures. Executive ability only contributed to behavioral awareness in the Early Injury Group. Findings showed that age at injury moderates the relationship between executive and implicit cognition and behavioral insight and that early injuries result in longstanding deficits to functions associated with frontotemporal regions partially supporting the latent deficit hypothesis

What Do Bridging Students Understand by ‘Assumed Knowledge’ in Mathematics?

Over 100 students taking part in mathematics bridging courses were asked in a survey about their understanding of ‘assumed knowledge’ for studying mathematics units at university. Further data were obtained by email from 16 students who agreed to further participation. A phenomenographic analysis was carried out on all responses to obtain categories for students’ conceptions of ‘assumed knowledge’. A two dimensional outcome space was proposed, with the categories increasing in complexity and expansiveness on each dimension. One dimension related to students’ understandings about the purpose of ‘assumed knowledge’, while the other pertained to the content or substance of the ‘assumed knowledge’. We termed these aspects the ‘why’ and ‘what’ of ‘assumed knowledge’ conceptions. The results show the diversity of student awareness about ‘assumed knowledge’ ranging from perceiving it as vague and pointless ‘stuff’ to a cohesive body of foundational knowledge for tertiary study. The study provides qualitative data relevant to the debate on prerequisites versus ‘assumed knowledge’ for university entry

Using examples to promote statistical literacy

Statistical literacy is portrayed by Gal (2002) as the ability to interpret, critically evaluate, and communicate about statistical information and messages. Effective teaching, which develops statistical literacy, is of prime importance for science undergraduates in diverse fields as many may become ‘consumers’ of statistical information rather than pursue further study to become statisticians. In this paper we present empirical data on why and how international university educators use examples to teach statistics in service courses, based on recent research (Gordon, Reid & Petocz, 2007). We outline Gal’s (2002) model of statistical literacy for data consumers, activated by five related knowledge bases with supporting dispositions, and relate the empirical findings to this model. We conclude that examples can be instrumental in the challenging task of motivating students studying statistics and connecting their study with their chosen disciplines and future professions

Measuring the impact of early mathematics support for student enrolled in an introductory calculus unit of study

In this study we report data relating to a cohort of students who participated in support programs at our Mathematics Learning Centre or took part in mathematics bridging courses. The students were enrolled in an introductory calculus unit of study at our university, most of them starting Science degrees. Demographic data, performance data and attendance figures are presented with the aim of gauging the effect of the support. While the study is observational and so conclusions are tentative, the results are encouraging and support the efficacy of the assistance received with over three quarters of the Centre’s attendees completing and passing the unit

Teaching with Examples and Statistical Literacy: Views from Teachers in Statistics Service Courses

Statistical literacy is essential for science students as a tool in their professional lives as well as an essential competency for their citizenship in the contemporary world. Reforms in teaching statistics call for pedagogy that addresses the links between statistics as a topic of study and evaluating and communicating about data in the field. In this paper we present a model of statistical literacy (Gal, 2002) and relate it to university statistics teachers’ reports about their pedagogy. One core practice is to use examples in instruction, yet teachers’ goals for using examples tend not to be well articulated. We categorise how teachers use examples, drawing on data from an empirical investigation on teaching service statistics at university. Three overlapping categories are proposed: examples are developed and presented by educators in basic instruction, examples are generated by students, under teacher direction, and examples connect statistics with students’ future professional work. We present excerpts from three statistics educators in the sciences to illustrate further how respondents promote statistical literacy in their teaching. We relate the ways teachers use examples to Gal’s (2002) model to provide a framework for enhancing pedagogical development and to address challenges of engaging science students in learning statistics

Teachers’ Reflections on the Challenges of Teaching Mathematics Bridging Courses

The past fifteen years has seen a drift away from mathematical options in year 12 in which higher-level mathematical skills are taught (Brown, 2009), and an increase in the number of students enrolling in mathematics bridging courses. Effective teaching and learning in mathematics bridging courses are more important than ever. In this paper we present empirical data collected through a series of email interviews on the perceived challenges of teaching or coordinating these courses and strategies some employed to meet these challenges. We engaged educators in structured reflections on their approaches to teaching and learning in mathematics bridging courses, and created opportunities for participants to explore and potentially improve their own practices. Our findings suggest directions for future research and opportunities for reflection and debate about pedagogy in this important, yet little researched, context

Consultation on research needs in research methods in the UK social sciences

One of the objectives of the National Centre for Research Methods (NCRM) is to assess current national provision and national needs in research methods and training through consultation with key stakeholders. An extensive consultation on the needs for research in research methods was undertaken in 2006. This report is an update of that exercise. Four groups of people participated in this consultation via interview or questionnaire: leading researchers working on research relating to the seven key ESRC Strategic Research Challenges identified in the ESRC strategic Plan 2009-2014; participants to the 2006 consultation; Directors of NCRM and National Centre for e-Social Science (NCeSS) Nodes; and, learned societies. An open call for responses from the broader social research community was also issued. A total of 32 responses from these various sources were received. The findings of this consultation identify the perceived needs for research in research methods of a relatively small number of social and economic researchers. These may not be representative of the views of all social scientists but that was not our intention. Rather, they represent the considered views of, primarily, senior social scientists about key areas of future research need. The areas identified overlap to a considerable extent with the findings of the 2006 consultation. Ten key topics of methodological research need were identified with each one comprising a number of issues. These are listed below. The small-scale and purposive nature of this consultation means it is not possible to attribute any priority to the needs identified on the basis of the responses received. 1. Mixed methods and interdisciplinarity Development of models to enable the integration of qualitative and quantitative research in single studies that go beyond traditional mixed methods models; methods to enable the integration of data collected via innovative methods with other forms of qualitative or quantitative data; collaboration between social science disciplines and social science and other disciplines to enable methodological development to address key research questions. 2. Naturally occurring digital data and new digital technologies Methods to capture and analyse new forms of online and digital data; methods to enable the use of media tools to collect data; methods to exploit the use of global positioning systems and radio frequency identification and other mobile devices in research. 3. Longitudinal methods The development of enhanced qualitative longitudinal methods to track change and continuity over time; development of methods to determine causality using longitudinal data; development of methods for dynamic programming and path dependence in discrete choice models; development of methods for combining event history analysis with multi-level modelling and the analysis of data with spatial structure. 4. Data linkage Methodological research to develop understanding of the properties of linked data; research in spatial/temporal trends, bias adjustment and imputation of missing covariates and outcomes; methodological research to improve the availability of data linkage tools to ensure access and data security; methodological development to enable the linking of bio-medical and socio-economic data; research on the integration of transactional data and other forms of digital data 5. Policy evaluation Development of methods to analyse the effect of multiple interventions on outcomes and the importance of social contexts; further work on microsimulation models; further development of systematic review methods. 6. Innovations in qualitative research Development of ethnographic approaches; critical evaluation of mobile methods; methodological development of sensory methods; development of methods and technology to enable the archiving and sharing of multi-media qualitative data. 7. Survey methods Research on sampling and analysis in internet and mixed-mode surveys; research on the use of paradata; methods for minimising non-response bias. 8. Comparative research The development of methods for cross-cultural comparisons and for the incorporation of qualitative and quantitative data in comparative analysis; development of comparative historical research methods; standardisation and harmonisation of measures for comparative microdata. 9. The ethics, politics and practice of research Research on the ethical issues arising from online and digital methods and data use; methods for engaging non-academic users; methods for measuring the impact of research on policy and practice. 10. Holistic methods Development of methods within a complexity theory framework; development of holistic and interdisciplinary research methods to explore issues such as environmental change. While the 2006 Research Needs Consultation was used as a template for organising the emerging topics from this consultation, there are some important similarities and differences. The continuing need for research within the areas of mixed methods, interdisciplinarity, policy evaluation, comparative research, data linkage, longitudinal research, survey methods, and innovative qualitative methods are evident. Three new areas of methodological research need were also identified: naturally occurring digital data and technological developments; the ethics, politics and practice of research; and, holistic methods. This consultation has explored the methodological research needs perceived by, among others, those addressing substantive research topics identified as current ‘strategic research challenges’ by the ESRC. The need for methodological research to enable researchers to address these key research challenges as well as issues of research impact is highlighted by this consultation

Mathematics preparation for university: entry, pathways and impact on performance in first year science and mathematics subjects

Secondary school mathematics has always been considered central to preparation for university science degrees. Within the context of low levels of participation and attainment in both secondary school and tertiary mathematics and science, we examine the relationship between these two. Using university databases, we examine secondary school mathematics preparation in relation to university entry, pathways and performance for science students at a single, research-intensive university in Australia. We analyse the relationship between senior secondary school mathematics choice and attainment and overall attainment in Science degrees and performance in large cohort units in university mathematics, physics and chemistry. We also examine the impact of mathematics bridging courses for mathematically under-prepared students on attainment in the university mathematics unit. Our findings indicate that the higher levels of mathematics taken in senior secondary school are strong predictors of success in first year science and mathematics, but that our students who achieve in the top bands of each level of mathematics taken in senior secondary school can and often do outperform their peers who study a higher level of mathematics at school but achieve a lower band result. The impact of mathematics bridging courses on attainment in university mathematics is also discussed

Determining antimicrobial susceptibility in Salmonella enterica serovar Typhimurium through whole genome sequencing: a comparison against multiple phenotypic susceptibility testing methods

Background : UK public health organisations perform routine antimicrobial susceptibility tests (ASTs) to characterise the potential for antimicrobial resistance in Salmonella enterica serovars. Genetic determinants of these resistance mechanisms are detectable by whole genome sequencing (WGS), however the viability of WGS-based genotyping as an alternative resistance screening tool remains uncertain. We compared WGS-based genotyping, disk diffusion and agar dilution to the broth microdilution reference AST for 102 Salmonella enterica serovar Typhimurium (S. Typhimurium) isolates across 11 antimicrobial compounds. Results : Genotyping concordance, interpreted using epidemiological cut-offs (ECOFFs), was 89.8% (1007/1122) with 0.83 sensitivity and 0.96 specificity. For seven antimicrobials interpreted using Salmonella clinical breakpoints, genotyping produced 0.84 sensitivity and 0.88 specificity. Although less accurate than disk diffusion (0.94 sensitivity, 0.93 specificity) and agar dilution (0.83 sensitivity, 0.98 specificity), genotyping performance improved to 0.89 sensitivity and 0.97 specificity when two antimicrobials with relatively high very major error rates were excluded (streptomycin and sulfamethoxazole). Conclusions : An 89.8% concordance from WGS-based AST predictions using ECOFF interpretations suggest that WGS would serve as an effective screening tool for the tracking of antimicrobial resistance mechanisms in S. Typhimurium. For use as a standalone clinical diagnostic screen, further work is required to reduce the error rates for specific antimicrobials

Use of non-technical skills can predict medical student performance in acute care simulated scenarios

Background Though the importance of physician non-technical (NT) skills for safe patient care is recognized, NT skills of medical students, our future physicians, has received little attention. This study aims to investigate the relationship of medical student NT skills and clinical performance during acute care team simulation (ACTS). Methods Forty-one medical students participated in ACTS. A nurse confederate facilitated and evaluated clinical performance. Two raters assessed participants’ NT skills using an adapted NT assessment tool and overall NT skills score was calculated. Regressions predicting clinical performance using NT constructs were conducted. Results Overall NT skills score significantly predicted students’ clinical performance (r2 = 0.178, p = 0.006). Four of the five individual NT constructs also significantly predicted performance: communication (r2 = 0.120, p = 0.027), situation awareness (r2 = 0.323, p < 0.001), leadership (r2 = 0.133, p = 0.019), and decision making (r2 = 0.163, p = 0.009). Conclusions Medical student NT skills can predict clinical performance during ACTS. NT skills assessments can be used for targeted education for better feedback to students