The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including on-line learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen

"This illness diminishes me. What it does is like theft" : A qualitative meta-synthesis of people's experiences of living with asthma

ACKNOWLEDGEMENTS This review was funded through a Seed Grant from the Centre for Research Excellence in Severe Asthma, Australia. The Healthtalk resources included in the systematic review were produced by two of the co-authors on the systematic review (SK and LL). LL is supported by NIHR Oxford Biomedical Research Centre.Peer reviewedPublisher PD

Shaping NASA's Kennedy Space Center Safety for the Future

With the completion of the Space Shuttle Program, the Kennedy Space Center (KSC) safety function will be required to evolve beyond the single launch vehicle launch site focus that has held prominence for almost fifty years. This paper will discuss how that evolution is taking place. Specifically, we will discuss the future of safety as it relates to a site that will have multiple, very disparate, functions. These functions will include new business; KSC facilities not under the control of NASA; traditional payload and launch vehicle processing; and, operations conducted by NASA personnel, NASA contractors or a combination of both. A key element in this process is the adaptation of the current KSC set of safety requirements into a multi-faceted set that can address each of the functions above, while maintaining our world class safety environment. One of the biggest challenges that will be addressed is how to protect our personnel and property without dictating how other Non-NASA organizations protect their own employees and property. The past history of KSC Safety will be described and how the lessons learned from previous programs will be applied to the future. The lessons learned from this process will also be discussed as information for other locations that may undergo such a transformation

Analysis of Vertebrae Pathologies of Grave A650 Chryssi Island, Crete, Greece

This study of multiple, co-mingled adult individuals located in grave A650 on Chryssi Island, Crete, Greece, examines the prevalence of several pathologies of the vertebrae. This grave was built into a collapsed Late Minoan period house (1400-1100 B.C.E.). Grave A650, which likely dates to the 5th – 7th century C.E., shows evidence of being used over a long period of time and may have served as an ossuary. The pathologies of approximately 30 recovered vertebrae, both complete and incomplete, show signs of degenerative joint disease, spondylolisthesis, and body expansion. Researching this data aims to accomplish a comprehensive understanding of what the present pathologies indicate about the physical activity endured by individuals during their lifetime. Conclusions of this data reveal these co-mingled individuals endured intense and sustained physical activity throughout their lives. There were high numbers of degenerative joint diseases in the thoracic vertebrae, which could indicate repetitive movement in bending down. A plausible cause of this intense labor could be slavery, as revealed by accompanying evidence in the ossuary itself

Using Behavior Skills Training and a Group Contingency to Promote Mask-Wearing in an Early Childhood Special Education Classroom

Coronavirus (COVID-19) and the resulting pandemic had widespread implications on the safety of the job tasks teachers are charged with each day. The Center for Disease Control (CDC, 2020) recommends people age 2 years and older should wear masks in public settings; however, for children with disabilities, wearing a mask may be difficult and as such, is not required. Special education teachers and students in particular are at high risk for exposure and contracting COVID-19. Therefore, behavior-analytic strategies that can teach and reinforce appropriate mask-wearing should be evaluated. Given the environment of schools at the time of the study, mask-wearing was a critical skill that children had to learn, and quickly. In this study, students ages 3 to 5-years-old with developmental delays were taught how to properly wear a mask using behavior skills training (BST) until all students were able to put on a mask, or ask for help in doing so, independently. Then, a group contingency was utilized to reinforce the wearing of masks throughout the day in the classroom. Using a changing criterion design, BST and a group contingency was effective in increasing mask wearing for students in the classroom

Breaking through the Sexed Glass Ceiling: Women in Academic Leadership Positions

In 2009, Patterson, Kirschke, Seaton and Hossfeld revisited the ongoing conversation about gender inequity and inequality in higher education. Their work entitled Challenges for Women Department Chairs (New Prairie Press, 2009) focused on the numerous gaps – salary, promotion, discrimination, harassment -- that define women’s experiences in academic leadership. The emerging trends in academia still suggest that the work that they started in 2009 continues to be a vital concern for women in academic leadership positions. Very little research exists in relation to the intersectional conversations that need to occur when these gendered gaps are coupled with other aspects of difference including age, appearance, race, field and ethnicity. In spite of the lack of research focused on the intersections among aspects of difference as they relate to women in academic leadership, the lived experiences of women academic leaders is defined by both covert overt acts of gender-based and intersectional discrimination that is deeply entrenched in the academy. As women rise in the ranks of academic leadership, it is critical for women in academic leadership positions to address this entrenchment by exposing the multiple axes of this bias and by incorporating real-world solutions to the problems that we face. As importantly, this entrenchment has been complicated by the ways in which the current political climate has impacted the work of the university in reference sexism, racism and the risk of campus carry initiatives. Women serving in leadership roles at the college level, provost level and as department chairs – arguably one of the most difficult positions in academia – must advocate for their own work as academic leaders while simultaneously continuing to expand their administrative and research profiles. In this seminar, participants will have the opportunity to evaluate, discuss and respond to real-life scenarios focused on women in academic leadership. The panelists will frame the discussion by presenting an extensive literature review, relevant data and experience-driven solutions so that presenters will leave the panel with a heuristic through which to derive solutions for the issues that women leaders in academia face. Participants will have the opportunity to review case studies and derive real-world solutions to the problems that women leader face in academia

High-Impact Practices in Anthropology: Creating a Bridge Between Liberal Arts and Neoliberal Values

Neoliberal values are dramatically affecting higher education in the United States, with a focus on running these institutions as businesses and molding students into productive workers. This shift toward training and away from traditional liberal arts education at U.S. universities and colleges has occurred even as studies demonstrate that the ability to adapt in a rapidly evolving marketplace promotes long-term professional success. While neoliberalism and traditional liberal arts education are often seen as antithetical, we show how one anthropology program has combined these values into pedagogical practice through a select subset of high impact practices to improve academic outcomes for low achieving students. Student feedback shows that they value our approach as a positive feature of our major. This study finds that neoliberal skills-based training and academically rigorous liberal arts education are not mutually exclusive and, in conjunction, can lead to improved student outcomes

Mechanisms of Individual Differences in Impulsive and Risky Choice in Rats

Citation: Kirkpatrick, K., Marshall, A. T., & Smith, A. P. (2015). Mechanisms of Individual Differences in Impulsive and Risky Choice in Rats. Comparative Cognition & Behavior Reviews, 10. Retrieved from http://comparative-cognition-and-behavior-reviews.org/2015/vol10_kirkpatrick_marshall_smith/Mechanisms of Individual Differences in Impulsive and Risky Choice in Rats Kimberly Kirkpatrick Department of Psychological Sciences, Kansas State University Andrew T. Marshall Department of Psychological Sciences, Kansas State University Aaron P

A 1500 deg2 near infrared proper motion catalogue from the UKIDSS Large Area Survey

The United Kingdom Infrared Deep Sky Survey (UKIDSS) Large Area Survey (LAS) began in 2005, with the start of the UKIDSS programme as a 7 year effort to survey roughly 4000 deg2 at high Galactic latitudes in Y, J, H and K bands. The survey also included a significant quantity of two epoch J band observations, with an epoch baseline greater than 2 years to calculate proper motions. We present a near-infrared proper motion catalogue for the 1500 deg2 of the two epoch LAS data, which includes 135 625 stellar sources and a further 88 324 with ambiguous morphological classifications, all with motions detected above the 5σ level. We developed a custom proper motion pipeline which we describe here. Our catalogue agrees well with the proper motion data supplied for a 300 deg2 subset in the current Wide Field Camera Science Archive (WSA) 10th data release (DR10) catalogue, and in various optical catalogues, but it benefits from a larger matching radius and hence a larger upper proper motion detection limit. We provide absolute proper motions, using LAS galaxies for the relative to absolute correction. By using local second-order polynomial transformations, as opposed to linear transformations in the WSA, we correct better for any local distortions in the focal plane, not including the radial distortion that is removed by the UKIDSS pipeline. We present the results of proper motion searches for new brown dwarfs and white dwarfs. We discuss 41 sources in the WSA DR10 overlap with our catalogue with proper motions >300 mas yr−1, several of which are new detections. We present 15 new candidate ultracool dwarf binary systems