Processes of promotion of well-being as a generator of built environments: the design of a community healthcare facility for Durban.

Masters in Architecture. University of KwaZulu-Natal, Howard College 2014.Health, in whatever form remains a worldwide issue just short of being declared a global pandemic. Current urban architectural environments in modern day lifestyle contribute immensely to ill-health and negative well-being of humans. This dissertation investigates the shortcomings of architectural environments, how they can be improved to promote good health and well-being and how this practice results in a positive domino effect to other fields such as social and economic discourses. The research explores the improvement of healthcare facilities through the primary concept of biophilic design; the incorporation of nature in built form, to promote healthy and living environments thus in-turn re-identifying an appropriate typology as a tool for the promotion of well-being. This concept is supported by the Genius Loci theory and the Critical Regionalism theory of place and placelessness with particular reference to the South African context. Research methodology focused on a qualitative study to meet the aims and objectives of the dissertation by addressing key and relevant questions. The answers and findings would be extracted from literature, case and precedent studies and posed to specific groups and individuals relevant to the health and built environment sectors including the users. The literature review and theoretical framework form the basis criteria used in which the case and precedent study were assessed and analysed; the findings were such that the biophilia hypothesis is a viable concept which has been employed successfully among a few projects. Persons interviewed also displayed a fondness towards nature and a belief in its healing properties. Essentially, the research document suggests a multi-faceted architecture which considers broader aspects of well-being such as alternative treatment, community and social involvement, financial liberty and environmentally conscious

'Correction:'Peer chart audits: A tool to meet Accreditation Council on Graduate Medical Education (ACGME) competency in practice-based learning and improvement

<p>Abstract</p> <p>Background</p> <p>The Accreditation Council on Graduate Medical Education (ACGME) supports chart audit as a method to track competency in Practice-Based Learning and Improvement. We examined whether peer chart audits performed by internal medicine residents were associated with improved documentation of foot care in patients with diabetes mellitus.</p> <p>Methods</p> <p>A retrospective electronic chart review was performed on 347 patients with diabetes mellitus cared for by internal medicine residents in a university-based continuity clinic from May 2003 to September 2004. Residents abstracted information pertaining to documentation of foot examinations (neurological, vascular, and skin) from the charts of patients followed by their physician peers. No formal feedback or education was provided.</p> <p>Results</p> <p>Significant improvement in the documentation of foot exams was observed over the course of the study. The percentage of patients receiving neurological, vascular, and skin exams increased by 20% (from 13% to 33%) (p = 0.001), 26% (from 45% to 71%) (p < 0.001), and 18% (51%–72%) (p = 0.005), respectively. Similarly, the proportion of patients receiving a well-documented exam which includes all three components – neurological, vascular and skin foot exam – increased over time (6% to 24%, p < 0.001).</p> <p>Conclusion</p> <p>Peer chart audits performed by residents in the absence of formal feedback were associated with improved documentation of the foot exam in patients with diabetes mellitus. Although this study suggests that peer chart audits may be an effective tool to improve practice-based learning and documentation of foot care in diabetic patients, evaluating the actual performance of clinical care was beyond the scope of this study and would be better addressed by a randomized controlled trial.</p

Standard setting: Comparison of two methods

BACKGROUND: The outcome of assessments is determined by the standard-setting method used. There is a wide range of standard – setting methods and the two used most extensively in undergraduate medical education in the UK are the norm-reference and the criterion-reference methods. The aims of the study were to compare these two standard-setting methods for a multiple-choice question examination and to estimate the test-retest and inter-rater reliability of the modified Angoff method. METHODS: The norm – reference method of standard -setting (mean minus 1 SD) was applied to the 'raw' scores of 78 4th-year medical students on a multiple-choice examination (MCQ). Two panels of raters also set the standard using the modified Angoff method for the same multiple-choice question paper on two occasions (6 months apart). We compared the pass/fail rates derived from the norm reference and the Angoff methods and also assessed the test-retest and inter-rater reliability of the modified Angoff method. RESULTS: The pass rate with the norm-reference method was 85% (66/78) and that by the Angoff method was 100% (78 out of 78). The percentage agreement between Angoff method and norm-reference was 78% (95% CI 69% – 87%). The modified Angoff method had an inter-rater reliability of 0.81 – 0.82 and a test-retest reliability of 0.59–0.74. CONCLUSION: There were significant differences in the outcomes of these two standard-setting methods, as shown by the difference in the proportion of candidates that passed and failed the assessment. The modified Angoff method was found to have good inter-rater reliability and moderate test-retest reliability

If not now, when? Time for the European Union to define a global health strategy

Speakman, E. M., McKee, M., & Coker, R. (2017). If not now, when? Time for the European Union to define a global health strategy. Lancet Global Health, 5(4), e392-e393. https://doi.org/10.1016/S2214-109X%2817%2930085-

Early adaptation of preschool children in a preschool educational institution.

Bakalaura darba autore: Diāna Talente. Bakalaura darba nosaukums: Agrīnā pirmsskolas vecuma bērnu adaptācija pirmsskolas izglītības iestādē. Bakalaura darba mērķis: Pamatojoties uz zinātniskās literatūras un praktiskās pedagoģiskās pieredzes izpēti, veicot praktisko pētījumu par agrīnā pirmsskolas vecuma bērnu adaptācijas līmeni pirmsskolas izglītības iestādē, izzināt bērna adaptācijas problēmas agrīnā pirmsskolas vecumā pirmsskolas izglītības iestādē. Iegūtie rezultāti: Veiktais pētījums atklāj, ka agrīnā pirmsskolas vecuma bērni ir slikti adaptēti pirmsskolas izglītības iestādē, pastāv problēmas saistībā ar bērnu adaptāciju pirmsskolas izglītības iestādē. Veiksmīgai agrīnā vecuma bērnu adaptācijai pirmsskolas izglītības iestādē ir nepieciešama un to var nodrošināt pedagogs sadarbībā ar vecākiem un bērniem. Bakalaura darbs uzrakstīts uz 50 lapām, tas ietver 4 attēlus, 5 tabulas, izmantoti 83 literatūras avoti, pievienoti 2 pielikumi.The author of the bachelor thesis: Diāna Talente. Title of bachelor thesis: Early adaptation of preschool children in a preschool educational institution. The purpose of the bachelor thesis: Based on research of scientific literature and practical pedagogical experience, conducting a practical study on the level of adaptation of early preschool children in a preschool educational institution, to find out the adaptation problems of the child at the early preschool age in the preschool educational institution. Results: The conducted research reveals that children of early preschool age are poorly adapted in a preschool educational institution, there are problems related to the adaptation of children in a preschool educational institution. Successful adaptation of early-age children in a preschool educational institution requires and can be ensured by a teacher in cooperation with parents and children. The bachelor's thesis is written on 50 pages, it includes 4 images, 5 tables, are used 83 literature sources, attached 2 appendices