A phenomenological study: the social world of five adolescents who have Asperger's syndrome

This phenomenological study investigated the social experiences and perceptions of friendship among teenagers diagnosed with Asperger's syndrome. Data were collected through the use of semi-structured interviews from five secondary school students in Australia. Data analysis resulted in the identification of a number of recurring themes used to illustrate the words of the young people in the study. These themes and words inform the reader by providing real experience of the characteristics of people who have Asperger's Syndrome that are emerging in the growing research: (1) description of social experiences - both difficult and satisfactory (2) description of hostile encounters with peers (3) need for following rules and (4) 'masquerading'. Masquerading is a term used to describe the facade, which some individuals with Asperger's syndrome adopt in order to mask their social differences. This type of study enables professionals to enter the worlds of adolescents who have Asperger's syndrome, by describing and analyzing the social phenomena found there. Although professionals have the goal of assisting young people with Asperger's syndrome to participate in ,socially accepted ways', there is also an obligation to recognise and value different persons' social perspectives. The findings of this study could inform a more subtle approach to social skill programmes for adolescents with Asperger's syndrom

The Australian Medical Assessment Collaboration: developing the foundations for a national assessment of medical student learning outcomes

In late December 2010 the Australian Learning and Teaching Council Ltd (ALTC) provided a grant to The University of Queensland along with the Australian Council for Educational Research (ACER) and Monash University to develop foundations for a national assessment that evaluates the learning outcomes of later‐year medical students in Australia. The project, titled ‘Developing the foundation for a national assessment of medical student learning outcomes’ responds to the growing need to prove and improve the standards of medical education by establishing an Australian Medical Assessment Collaboration (AMAC). This project includes scoping work, wide‐ranging sector engagement, development of an assessment framework, the compilation of assessment items, and the validation of items through pilot testing. The work provides a foundation for what will be the ongoing development and implementation of collaboration that will provide a sustainable and robust means of assuring the standards of medical education in Australia. The ALTC grant for this project has enabled the establishment of AMAC. This report outlines the achievements of the project and provides operational detail on the establishment of the collaboration

Academic Achievement and problem-based learning: A pilot study

Abstract: The aim of this pilot study was to investigate factors which may be predictive of final examination results obtained by first-year medical students in a graduate-entry, problem-based learning (PBL) course. Using pre-tested and novel instruments, key measures were taken in the seven months preceding final year examinations, including: self-efficacy for self-regulation of learning in PBL; self-efficacy for academic achievement; approaches to learning - deep, strategic, and surface; reflection on learning; and tutor assessment scores of students' critical thinking abilities. In addition, final written and clinical examination results were obtained. Data analysis revealed statistically significant correlations between final examination results and clinical exam scores, self-efficacy, deep learning, and tutor assessment of students' critical thinking abilities. Statistically significant negative correlation was demonstrated between final examination results and surface learning. Forward regression showed that three of these factors predicted 46% of the variance in student examination results. These were clinical exam scores, tutor-assessment of critical thinking, and self-efficacy for self-regulation. Clearly, academic performance results from a complex and inter-related set of knowledge, skills, attitudes and perceptions. This pilot study provides evidence of the importance of using diverse methods to try to identify those students less likely to achieve success so that they may be offered learning support and guidance in the months leading up to their final examination. Furthermore, it suggests that tutors' role in identifying students at risk of poorer academic performance needs to be more thoroughly researched

A phenomenological study: The social world of five adolescents who have Asperger's Syndrome

This phenomenological study investigated the social experiences and perceptions of friendship among teenagers diagnosed with Asperger's syndrome. Data were collected through the use of semi-structured interviews from five secondary school students in Australia. Data analysis resulted in the identification of a number of recurring themes used to illustrate the words of the young people in the study. These themes and words inform the reader by providing real experience of the characteristics of people who have Asperger's Syndrome that are emerging in the growing research: (1) description of social experiences - both difficult and satisfactory (2) description of hostile encounters with peers (3) need for following rules and (4) 'masquerading'. Masquerading is a term used to describe the facade, which some individuals with Asperger's syndrome adopt in order to mask their social differences. This type of study enables professionals to enter the worlds of adolescents who have Asperger's syndrome, by describing and analyzing the social phenomena found there. Although professionals have the goal of assisting young people with Asperger's syndrome to participate in ,socially accepted ways', there is also an obligation to recognise and value different persons' social perspectives. The findings of this study could inform a more subtle approach to social skill programmes for adolescents with Asperger's syndrome

An analysis of personal and social factors influencing initiation and duration of breastfeeding - a prospective cohort study

This study aimed to determine the degree to which certain personal and social maternal factors, measured in the immediate postpartum period and during the next six months, were associated with the length of the breastfeeding experience. Qualitative and quantitative data were obtained from three questionnaires administered to 159 mothers, who delivered their infants within a three-month birth cohort at Royal Women's Hospital Brisbane during 1997. Interviews took place prior to hospital discharge, at three months postpartum and at six months postpartum. The study found that, while 91.1% of new mothers had breastfed their infants at least once, only 49.6% were breastfeeding at all by the time their infants were six months of age. Longer breastfeeding duration was most significantly associated with increased breastfeeding self-confidence, lower levels of anxiety and depression, increased self-esteem and coping capacity, and stronger social health. These findings have relevance to the content and process of antenatal and postnatal education programs undertaken with pregnant and postpartum women in all health care settings

Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials

Context:  Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design.\ud \ud Methods:  This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students.\ud \ud Results:  Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation 'style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion.\ud \ud Conclusions:  Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators