Creating Vocative Texts

Vocative texts are expressive poetic text s that strive to show rather than tell, that communicate felt knowledge, and that appeal to the senses. They are increasingly used by researchers to present qualitative findings, but little has been written about how to create such texts. To this end, excerpts from an inquiry into the experience and meaning of music listening in the context of chronic illness (Nicol, 2002) are presented and used to illustrate five elements associated with vocative texts (van Manen, 1997). Further student examples of vocative writing are also provided. The intent is to make a pragmatic contribution to the growing literature on writing and qualitative inquiry, and to stimulate interest in experimenting with different ways of writing

Experiential High School Career Education, Self-Efficacy, and Motivation

Students’ perceived self-efficacy and motivation in the context of experiential high school career education was examined through an exploratory mixed methods case study of an elective experiential career education class offered in Saskatchewan public schools. Data were generated by having students (N = 14) complete two measures at the start and end of the semester: the Career Decision-Making Self-Efficacy Scale—Short Form (CDMES-SF) (Taylor & Betz, 1983) and an adapted motivation questionnaire (Kerner, 2011). Classroom assignments, curriculum documents, and interviews with the instructor and two of the students provided further sources of data. Qualitative data were analyzed thematically and quantitative data were analyzed using dependent-t-testing. Significant differences in CDMSE-SF scores were identified and common themes emerged across the qualitative data. Findings are discussed as they relate to social cognitive theory, self-determination theory, and implications for practice and future research

The Power of Personal Experiences : Post-Publication Experiences of Researchers Using Autobiographical Data

Although much has been written about the challenging writing process associated with autobiographical research, little is known about the post-publications consequences of using personal experience as a primary source of data. This psychology honour’s project used an online survey to investigate the question: What are researchers’ experiences and perspectives after publishing research that used autobiographical materials as the primary source of data? The participants were 13 individuals who had published at least two autobiographical peer-reviewed articles and the method was qualitative description using content analysis. Primarily positive findings were identified (e.g., career advancement, professional and personal validation, perceived strengthened relationships with others) although some participants continued to wonder about decisions related to their autobiographical publications (e.g., privacy of third parties, what content to include or exclude) and about the reactions of others (e.g., readers, loved ones). Findings underscore how using personal experience as data blurs the borders of scholarship and personal growth, and directly impacts audiences. Implications include tips for those interesting in doing autobiographical research

Dance and Music as Therapy: Post Surgery Recovery and Healing through the Arts

This paper is a narrative account spanning 10-years in the life of Paul, a 19-year-old, elite dancer who, without knowledge of dance therapy, self-determined to claim dance ‘as’ therapy for himself as he faced a long, post-recovery after traumatic brain surgery that left him a mere shadow of his former self. His experiences were recounted in three open-ended interviews supplemented with insights from his brother and the first author based on their personal relationships with Paul. Findings demonstrate the connections he unknowingly made to dance therapy to re-train his mind and body and to re-gain strength and function while maintaining a spiritual resolve to remain positive and never give up. His experiences are reflected within the literature related to dance therapy and demonstrate outcomes of healing through dance and music, alongside medical care. The intent of this narrative is to inform and share the journey between illness, diagnosis, and recovery. The goal is to honour the value in narrative medicine and how lived stories can build relationships between health care professionals and those who walk in the shoes of recovery

Perspectives on singing and performance in music therapy

This article provides an overview of the potential efficacy of vocal performance as an intervention in music therapy within the context of vocal performance and associated health benefits. The authors advocate increased collaboration between music therapists and other professionals in order to develop, implement, and evaluate carefully designed perform ance-based singing and wellness initiatives in various contexts. Indications and contraindications for the use of performance-based singing interventions are provided. Implications for research, practice, and society are presented

Rare copy number variants: a point of rarity in genetic risk for bipolar disorder and schizophrenia

Context: Recent studies suggest that copy number variation in the human genome is extensive and may play an important role in susceptibility to disease, including neuropsychiatric disorders such as schizophrenia and autism. The possible involvement of copy number variants (CNVs) in bipolar disorder has received little attention to date. Objectives: To determine whether large (>100 000 base pairs) and rare (found in <1% of the population) CNVs are associated with susceptibility to bipolar disorder and to compare with findings in schizophrenia. Design: A genome-wide survey of large, rare CNVs in a case-control sample using a high-density microarray. Setting: The Wellcome Trust Case Control Consortium. Participants: There were 1697 cases of bipolar disorder and 2806 nonpsychiatric controls. All participants were white UK residents. Main Outcome Measures: Overall load of CNVs and presence of rare CNVs. Results: The burden of CNVs in bipolar disorder was not increased compared with controls and was significantly less than in schizophrenia cases. The CNVs previously implicated in the etiology of schizophrenia were not more common in cases with bipolar disorder. Conclusions: Schizophrenia and bipolar disorder differ with respect to CNV burden in general and association with specific CNVs in particular. Our data are consistent with the possibility that possession of large, rare deletions may modify the phenotype in those at risk of psychosis: those possessing such events are more likely to be diagnosed as having schizophrenia, and those without them are more likely to be diagnosed as having bipolar disorder

Multicenter Evaluation of the Fully Automated PCR-Based Idylla EGFR Mutation Assay on Forman-Fixed, Paraffin-Embedded Tissue of Human Lung Cancer

Before initiating treatment of advanced non-small-cell lung cancer with tyrosine kinase inhibitors (eg, erlotinib, gefitinib, osimertinib, and afatinib), which inhibit the catalytic activity of epidermal growth factor receptor (EGFR), clinical guidelines require determining the EGFR mutational status for activating (EGFR exons 18, 19, 20, or 21) and resistance (EGFR exon 20) mutations. The EGFR resistance mutation T790M should be monitored at cancer progression. The Idylla EGFR Mutation Assay, performed on the Idylla molecular diagnostics platform, is a fully automated (<2.5 hours turnaround time) sample-to-result molecular test to qualitatively detect 51 EGFR oncogene point mutations, deletions, or insertions. In a 15-center evaluation, Idylla results on 449 archived formalin-fixed, paraffin-embedded tissue sections, originating from non-small-cell lung cancer biopsies and resection specimens, were compared with data obtained earlier with routine reference methods, including next-generation sequencing, Sanger sequencing, pyrosequencing, mass spectrometry, and PCR-based assays. When results were discordant, a third method of analysis was performed, when possible, to confirm test results. After confirmation testing and excluding invalids/errors and discordant results by design, a concordance of 97.6% was obtained between Idylla and routine test results. Even with <10 mm(2) of tissue area, a valid Idylla result was obtained in 98.9% of the cases. The Idylla EGFR Mutation Assay enables sensitive detection of most relevant EGFR mutations in concordance with current guidelines, with minimal molecular expertise or infrastructure

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

Background Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator’s role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. Methods An extensive literature review was conducted to identify i) information substantiating specific components of an educator’s role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. Results The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator’s role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. Conclusions This research clarifies the distinct elements of an educator’s role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance