Wearing a Bicycle Helmet Can Increase Risk Taking and Sensation Seeking in Adults.

Humans adapt their risk-taking behavior on the basis of perceptions of safety; this risk-compensation phenomenon is typified by people taking increased risks when using protective equipment. Existing studies have looked at people who know they are using safety equipment and have specifically focused on changes in behaviors for which that equipment might reduce risk. Here, we demonstrated that risk taking increases in people who are not explicitly aware they are wearing protective equipment; furthermore, this happens for behaviors that could not be made safer by that equipment. In a controlled study in which a helmet, compared with a baseball cap, was used as the head mount for an eye tracker, participants scored significantly higher on laboratory measures of both risk taking and sensation seeking. This happened despite there being no risk for the helmet to ameliorate and despite it being introduced purely as an eye tracker. The results suggest that unconscious activation of safety-related concepts primes globally increased risk propensity

Putting Proverbs to the Test:An Engaging Approach for Developing Students' Hypothesis Testing Skills

Integral to most undergraduate psychology degree programs are research methods courses. Students learn about theory, study design and hypothesis testing, and gain knowledge that is assessed by laboratory reports. We describe a problem-based learning approach with an emphasis on acquisition of study design skills. Working in small groups, students took well-known falsifiable proverbs, developed hypotheses to test them, recruited and assessed participants, analyzed the data, and presented their findings in a poster format. This approach allowed students to develop key skills to systematically experiment with an idea using proverbs as a proxy for theory. We suggest proverb testing as a useful technique to engage student-centered active learning in psychology and in the behavioral sciences more broadly

The scholarship of teaching and learning critical thinking: finding a way forward with evidence from a medical teaching context

The scholarship of teaching and learning (SoTL) in higher education has a deep- seated concern with developing critical thinking, now a common learning outcome and desired graduate attribute. The prolific inquiry into what critical thinking might be has, however, resulted in a complex literature, with multiple definitions used both explicitly, and implicitly, in practice. Unfortunately, this lack of shared meaning creates barriers for those who need to develop thinking in the classroom. In a year-long action research project, six teacher participants developed a three-part strategy to overcome these barriers in undergraduate small group medical teaching. Iterative thematic data analysis revealed how teachers 1. avoided using the term ‘critical thinking,’ 2. used short phrases to identify types of thinking desired, 3. offered students guidance in ‘thinking language.’ Findings are supported by literature, adding the idea that currently, avoiding use of the term ‘critical thinking’ might better enhance students’ thinking development

Measuring exposure to bullying and harassment in health professional students in a clinical workplace environment : Evaluating the psychometric properties of the clinical workplace learning NAQ-R scale

Acknowledgments: The authors would like to thank all of the Associate Deans of Medical Education for Otago Medical School who assisted with the data collection for this questionnaire, as well as Faculty in The School of Nursing at Otago Polytechnic. We would also like to thank Dr Ella Iosua and Michel de Lange for their initial advice on the analysis of this paper. We would also like to thank the students for their time and effort in completing this questionnaire.Peer reviewedPostprin

Perceptions of cycling helmet safety in relation to sports-related concussion mitigation amongst competitive cyclists

Whilst research into competitive cycling and sports-related concussion (SRC) has developed over the past few years, understanding of competitive cyclists’ perceptions of helmet safety in relation to mitigating SRC is limited. Therefore, this study aimed to explore these perceptions along with cyclists’ attitudes towards seeking medical attention in the event of sustaining helmet damage

An Investigation into Helmet Use, Perceptions of Sports-Related Concussion, and Seeking Medical Care for Head Injury amongst Competitive Cyclists

The purpose of this study was to investigate competitive cyclists’ helmet use, perceptions of sports-related concussion (SRC), and medical-care-seeking behaviors. A mixed-method approach was used with qualitative and quantitative data presented. The study comprised of a cross-sectional analysis of 405 competitive cyclists who completed an online survey. Results indicated that most participants believed a bicycle helmet protects against SRC (79.5%) and considerable numbers of participants would not seek medical care for potential head injury in scenarios where this would be recommended. It was also discovered that marketing of concussion reduction technology influences cyclists’ helmet-purchasing behaviors. With the data presented, it is recommended that governing bodies in cycling need to develop educational resources to address gaps in knowledge regarding SRC amongst cyclists. We also suggest that more independent research on concussion reduction technologies in bicycle helmets is needed, with advertising supported by clear scientific evidence to avoid negatively influencing head injury management and reporting behaviors amongst cyclists

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom

Priorities for methodological research on patient and public involvement in clinical trials A modified Delphi process

Background Despite increasing international interest, there is a lack of evidence about the most efficient, effective and acceptable ways to implement patient and public involvement (PPI) in clinical trials. Objective To identify the priorities of UK PPI stakeholders for methodological research to help resolve uncertainties about PPI in clinical trials. Design A modified Delphi process including a two round online survey and a stakeholder consensus meeting. Participants In total, 237 people registered of whom 219 (92%) completed the first round. One hundred and eighty-seven of 219 (85%) completed the second; 25 stakeholders attended the consensus meeting. Results Round 1 of the survey comprised 36 topics; 42 topics were considered in round 2 and at the consensus meeting. Approximately 96% of meeting participants rated the top three topics as equally important. These were as follows: developing strong and productive working relationships between researchers and PPI contributors; exploring PPI practices in selecting trial outcomes of importance to patients; and a systematic review of PPI activity to improve the accessibility and usefulness of trial information (eg participant information sheets) for participants. Conclusions The prioritized methodological research topics indicate important areas of uncertainty about PPI in trials. Addressing these uncertainties will be critical to enhancing PPI. Our findings should be used in the planning and funding of PPI in clinical trials to help focus research efforts and minimize waste

Visualising harms in publications of randomised controlled trials: consensus and recommendations

OBJECTIVE: To improve communication of harm in publications of randomised controlled trials via the development of recommendations for visually presenting harm outcomes. DESIGN: Consensus study. SETTING: 15 clinical trials units registered with the UK Clinical Research Collaboration, an academic population health department, Roche Products, and The BMJ. PARTICIPANTS: Experts in clinical trials: 20 academic statisticians, one industry statistician, one academic health economist, one data graphics designer, and two clinicians. MAIN OUTCOME: measures A methodological review of statistical methods identified visualisations along with those recommended by consensus group members. Consensus on visual recommendations was achieved (at least 60% of the available votes) over a series of three meetings with participants. The participants reviewed and critically appraised candidate visualisations against an agreed framework and voted on whether to endorse each visualisation. Scores marginally below this threshold (50-60%) were revisited for further discussions and votes retaken until consensus was reached. RESULTS: 28 visualisations were considered, of which 10 are recommended for researchers to consider in publications of main research findings. The choice of visualisations to present will depend on outcome type (eg, binary, count, time-to-event, or continuous), and the scenario (eg, summarising multiple emerging events or one event of interest). A decision tree is presented to assist trialists in deciding which visualisations to use. Examples are provided of each endorsed visualisation, along with an example interpretation, potential limitations, and signposting to code for implementation across a range of standard statistical software. Clinician feedback was incorporated into the explanatory information provided in the recommendations to aid understanding and interpretation. CONCLUSIONS: Visualisations provide a powerful tool to communicate harms in clinical trials, offering an alternative perspective to the traditional frequency tables. Increasing the use of visualisations for harm outcomes in clinical trial manuscripts and reports will provide clearer presentation of information and enable more informative interpretations. The limitations of each visualisation are discussed and examples of where their use would be inappropriate are given. Although the decision tree aids the choice of visualisation, the statistician and clinical trial team must ultimately decide the most appropriate visualisations for their data and objectives. Trialists should continue to examine crude numbers alongside visualisations to fully understand harm profiles