34 research outputs found
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Randomised controlled trial comparing hypnotherapy versus gabapentin for the treatment of hot flashes in breast cancer survivors: a pilot study
Objectives: To compare the efficacy of hypnotherapy versus gabapentin for the treatment of hot flashes in breast cancer survivors, and to evaluate the feasibility of conducting a clinical trial comparing a drug with a complementary or alternative method (CAM). Design: Prospective randomised trial. Setting: Breast health centre of a tertiary care centre. Participants: 15 women with a personal history of breast cancer or an increased risk of breast cancer who reported at least one daily hot flash. Interventions Gabapentin 900 mg daily in three divided doses (control) compared with standardised hypnotherapy. Participation lasted 8 weeks. Outcome measures The primary endpoints were the number of daily hot flashes and hot flash severity score (HFSS). The secondary endpoint was the Hot Flash Related Daily Interference Scale (HFRDIS). Results: 27 women were randomised and 15 (56%) were considered evaluable for the primary endpoint (n=8 gabapentin, n=7 hypnotherapy). The median number of daily hot flashes at enrolment was 4.5 in the gabapentin arm and 5 in the hypnotherapy arm. HFSS scores were 7.5 in the gabapentin arm and 10 in the hypnotherapy arm. After 8 weeks, the median number of daily hot flashes was reduced by 33.3% in the gabapentin arm and by 80% in the hypnotherapy arm. The median HFSS was reduced by 33.3% in the gabapentin arm and by 85% in the hypnotherapy arm. HFRDIS scores improved by 51.6% in the gabapentin group and by 55.2% in the hypnotherapy group. There were no statistically significant differences between groups. Conclusions: Hypnotherapy and gabapentin demonstrate efficacy in improving hot flashes. A definitive trial evaluating traditional interventions against CAM methods is feasible, but not without challenges. Further studies aimed at defining evidence-based recommendations for CAM are necessary. Trial registration clinicaltrials.gov (NCT00711529)
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Global Education Handbook: Modules for Teaching Pre-School to Secondary School
This handbook was developed to assist K-12 teachers who wish to introduce a global perspective into their curriculum. The modules were developed by classroom teachers and include such topics as: Anti-bias Curriculum: A Multicultural Perspective,” “The African Influence in Puerto Rican Music,” and “Multicultural Education: An Approach through Beauty, Fashion and Art.” Organized according to grade levels, each module is divided into a series of lessons complete with objectives and a detailed description of materials and activities.
It is the purpose of the Global Education Handbook to contribute to networking within the community of educators, locally and globally. The Handbook provides examples of lesson plans and units with a global perspective for use at the pre-school, elementary, middle, and secondary grade levels. It identifies a global network of resources which is available to educators who want to bring the world into their classrooms. Included is an account of an early childhood educator in a rural elementary school in Western Massachusetts who is attempting to instill a global perspective in her curriculum. Her experiences bring to light many of the challenges which confront new and veteran educators who wish to globalize their classrooms and their schools.
The Handbook is organized into chapters according to grade level: pre-school, elementary, middle, and secondary. The material within each of these chapters was developed by teachers who implemented these global education units in their classrooms. Each unit is comprised of several lessons that have either a geographic, cultural, or issue-based focus. These resources can be used directly from the Handbook and it is hoped that they will inspire the development of other lessons and units particular to the unique needs of each educator
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School computer policies and student computer access and use in schools
This study explores the possible associations between school computer policy and equitable computer access and use in selected public schools. The study answers four research questions: (1) What are the various written policies of selected K-12 schools and school districts for student access to and use of computers? (2) How is computer policy for the selected schools established and disseminated? (3) What is the nature of student access to and use of computers in selected schools? (4) How does the nature of student access to and use of computers match the existing written school and/or district computer policy? Data were drawn from four samples of populations including five superintendents, 48 school principals, 14 selected teachers, and 21 observed classrooms. Participating educators and schools were all members of the National Coalition For Equality In Learning (NCEL), a diverse coalition of eight school systems from seven states that are dedicated to providing a quality education to all children of all families. Findings indicated that a majority of school districts (75%) and a minority of schools (8.3%) have written computer policy. Many policies focused exclusively on allocation of computer equipment, while others also included general and/or more specific statements to influence access and use. Policies in general were developed by committees and distributed through meetings and inservice training. Observation or monitoring were most often utilized to determine teacher adherence to policy mandates. Findings indicated that the reality of classroom practice did not always match the existing school/district computer policy. Also, findings suggest that the existence of computer policies in schools did not necessarily ensure greater computer equity. These findings raise serious questions about the effectiveness of policy to facilitate increased computer utilization and greater computer equity in schools. Recommendations for practice were proposed. The primary recommendation was to encourage schools and school districts to develop written computer policy which clearly states that all students have equal access to computers. In addition, the computer policy should help guide computer use and not dictate to teachers when and how to use them. The policy should help teachers understand that computers are not to be used exclusively for remedial work and that all students can utilize computers at high levels
Well-being in trainee and faculty physicians.
Background: Physician well-being remains a critical topic with limited information concerning the impact of the progression of training and duty hours. To date, our knowledge and interventions have not adequately addressed these issues. We assessed differences in well-being across the USA: (1) between all post-graduate trainees and their academic core faculty; (2) between all obstetrics and gynecology trainees and their academic core faculty and (3) during the progression of training within obstetrics and gynecology (OB/GYN).Methods: A cross-sectional study analyzing responses to well-being questions included in the 2017–2018 Accreditation Council for Graduate Medical Education (ACGME) surveys given to all U.S. trainees and core faculty. Results: More than 85% of all U.S. physician-trainees and faculty surveyed responded. Respondents included 128,443 trainees from all specialties combined, 5,206 OB/GYN residents and 799 OB/GYN subspecialty fellows. A total of 94,557 faculty from all specialties combined, 4,082 general OB/GYN faculty and 1,432 sub-specialty OB/GYN faculty responded. Trainees were more negative than faculty for the majority of questions for both all trainees combined and within OB/GYN when progressing from resident to subspecialty fellow to subspecialty faculty (p ≤ 0.05). Questions focusing on work satisfaction (e.g., pride in work) were more negative for residents compared to fellows and for fellows compared to faculty. In contrast to work satisfaction, responses to the question ‘Felt the amount of work you were expected to complete in a day was reasonable’ showed either no difference or higher scores for trainees compared to their faculty. Conclusions: Although an issue for all physicians, well-being impacts trainees more, and differently, than faculty and well-being improves during training from resident to fellow to faculty. Survey responses suggest that interventions should focus on workplace satisfaction over workplace environment areas and further limitations in duty hours are unlikely to improve physician well-being