A Comparison of a Group Approach and a Personalized Approach in Teaching Behavior Management Techniques to Parents

Parent intervention programs that assist parents in increasing their skills in behavior management techniques have experienced considerable success over the last 20 years. Parent training not only aids the parent in changing the child\u27s behavior but may be beneficial in preventing future problems. When a program of this type is utilized with low income populations, cost effectiveness becomes an important issue. The purpose of the present study was to compare the effectiveness of a parent intervention program when utilizing a group format versus a personalized, one-to-one approach to training. The Eyberg Child Behavior Inventory (ECBI) was administered pre and posttreatment to 10 parents of children enrolled in Project Head Start. The experimenter examined the ECBI test results for the subjects in the group condition and personalized condition. Results were mixed with subjects in the group approach decreasing the frequency of their children\u27s problem behaviors while subjects in the personalized condition decreased the number of behaviors that they felt were problems. Although the results indicated that a group approach was more effective in terms of efficiency, further examination of the subjects suggested that the two groups may have consisted of two different populations

The Relationship between Hope and Self-Directed Learning in the Workplace

This study investigated the relationship between self-directed learning and hope in the workplace. Participants completed two self-directed learning instruments, the Survey of Adult Learning Traits (SALT) (Hogg, 2008) and the Learner Self-directedness in the Workplace Scale (LSWS) (De Bruin & De Bruin, 2011), along with two hope scales, the Hope Trait Scale (Snyder et al., 1991) and the author-generated Workplace Learning Hope Scale. Correlation, ANOVA, and multiple regressions were used to test the relationship and differences between self-directed learning and hope, specifically within the domain of workplace learning. All instruments utilized in this study displayed sound internal consistency reliability. The author-generated Workplace Learning Hope Scale was found to be a valid and reliable measure to measure hope specifically within the domain of workplace learning. Statistically significant relationships were found between the Workplace Learning Hope Scale and each of the other instruments utilized in this study. Additionally, both self-directed learning instruments were found to be positively significantly correlated with each other. The self-reported number of the participant’s annual voluntary formal training hours was found to be significantly positively correlated with the scores on both the Workplace Learning Hope Scale and the LSWS. The participant’s self-reported number of annual SDL projects was found to be only significantly positively correlated with the LSWS. However, the SALT was not found to be significantly correlated with either the number of annual voluntary training hours or the number of annual SDL projects. The participants’ perceived satisfaction with their level of workplace learning, as well as their perceived level of importance of workplace learning, was found to be significantly positively correlated with the Workplace Learning Hope Scale, the LSWS, and the SALT. However, “dissatisfaction” was found to be only significantly negatively correlated with the SALT but not with the Workplace Learning Hope Scale as expected. The study concludes with implications for research and practice. Suggestions for further research are proposed along with a discussion of the results and conclusions

Linear Versus Web-Style Layout of Computer Tutorials for Medical Student Learning of Radiograph Interpretation

Rationale and Objective:We sought to determine which is more effective in increasing skill in radiograph interpretation: a linear (PowerPoint-style) computer tutorial that locks the student into a fixed path through the material or a branched (Web-style) version that allows random access. Materials and Methods: We prepared a computer tutorial for learning how to interpret cervical spine radiographs. The tutorial has 66 screens including radiographs or graphics on almost every page and five unknown radiographs for the student to interpret. One version (linear) presents the material in a linear sequence with the unknown radiographs heading up "chapters" detailing an important aspect of the task. In the second (branched) version, the same 66 screens were accessed through hyperlinks in a frame beside the unknown radiographs. One hundred thirty-nine medical students at two sites participated in a randomized single-blinded controlled experiment. They interpreted cervical spine images as a pretest and then completed one of the two tutorial versions. Afterward, they did the same examination as a post-test. Results:The tutorial was successful, in both layouts, in improving the subjects' ability to interpret cervical spine radiograph images (effect size 2.1; 95% confidence interval 1.7-2.5). However, the layout did not make a difference to their gain in ability. Students in the linear group completed the tutorial in 17% less time (P < .001) but were slightly less likely to rate the tutorial as "valuable." Conclusion:For these novice learners, computer tutorial layout does not affect knowledge gain. Students may be more satisfied with the linear layout, but in time-pressured situations, the Web-style layout may be preferable because it is more efficient

Linear Versus Web-Style Layout of Computer Tutorials for Medical Student Learning of Radiograph Interpretation

Rationale and Objective:We sought to determine which is more effective in increasing skill in radiograph interpretation: a linear (PowerPoint-style) computer tutorial that locks the student into a fixed path through the material or a branched (Web-style) version that allows random access. Materials and Methods: We prepared a computer tutorial for learning how to interpret cervical spine radiographs. The tutorial has 66 screens including radiographs or graphics on almost every page and five unknown radiographs for the student to interpret. One version (linear) presents the material in a linear sequence with the unknown radiographs heading up "chapters" detailing an important aspect of the task. In the second (branched) version, the same 66 screens were accessed through hyperlinks in a frame beside the unknown radiographs. One hundred thirty-nine medical students at two sites participated in a randomized single-blinded controlled experiment. They interpreted cervical spine images as a pretest and then completed one of the two tutorial versions. Afterward, they did the same examination as a post-test. Results:The tutorial was successful, in both layouts, in improving the subjects' ability to interpret cervical spine radiograph images (effect size 2.1; 95% confidence interval 1.7-2.5). However, the layout did not make a difference to their gain in ability. Students in the linear group completed the tutorial in 17% less time (P < .001) but were slightly less likely to rate the tutorial as "valuable." Conclusion:For these novice learners, computer tutorial layout does not affect knowledge gain. Students may be more satisfied with the linear layout, but in time-pressured situations, the Web-style layout may be preferable because it is more efficient

A Lean Innovation Model To Help Organizations Leverage Innovation For Economic Value: A Proposal

This paper introduces a Lean Innovation Model for transforming an organization into one that leverages innovation for economic value. The model intends to address two main questions: 1) what are the best innovation transformation approaches for an organization to leverage innovation and 2) how can an organization effectively unleash its untapped innovation capability to increase economic value? How the model works, its constructs, and how it can affordably be implemented will be described. Relationships between the conceptual model and the requisite culture, process, and infrastructure needed for an organization to produce economic value from innovation will be explored

Involving patients and carers in developing the radiotherapy curriculum: enhancing compassion

Background:: This article describes a collaborative project that aimed to develop a patient-centred curriculum in radiotherapy. In the wake of the Francis report in 2013 and a call for compassion to be a central tenet of health programmes, the project was a timely opportunity to enhance the radiotherapy curriculum. Methods:: Collaboration between university staff and patients and carers using the service improvement model Plan-Do-Study-Act was the method employed for the curriculum project. Two key discussion forums helped shape the curriculum plan, with module and course evaluation continuing to inform developments. Results:: The key outcome of the project is that it has shaped the 'care' theme evident in the current undergraduate programme. Co-production methods resulted in the development of a range of shared classroom activities that focus on experiences, care values and communication strategies. The new curriculum has evaluated positively and the impact of learning is demonstrated both in the classroom and clinical setting. The project team have also influenced recruitment processes and patient and carer involvement in programme approval is embedded. Conclusion:: Working together, with patients and carers is an ideal method to enhance the curriculum and reflect the requirements in practice of current health and social care professions. Further developments in student assessment are planned

Getting Past “Post-Truth”: Librarians Respond

There is concern among librarians that information illiteracy and the rapid spread of false news via social media have changed the information climate considerably, to the point where it feels as though we are witnessing the dawn of the “post-truth” era. Coupled with changing campus climates and a rise in hate crimes post-election, this panel of librarians feels an urgency for librarians to provide support to marginalized students, faculty, and fellow librarians. Librarians dedicate their lives to fostering critical evaluation of information sources through information literacy instruction, collection development, partnerships with campus stakeholders, and many other roles. Librarians are equally dedicated to ensuring access to information, privacy and safety within our spaces. Academic libraries stand poised to lead the way as inclusive and non-partisan, but never neutral, spaces for intellectual freedom on college campuses. In light of the recent election, many librarians are wondering how to ensure we live up to this standard. Though it seems most relevant for this type of work to fall on public service librarians, librarians across departments and at all levels of staff, from technical services to public services and instruction, need to be involved in fostering inclusivity. On this panel, librarians from a wide variety of New England’s institutions of higher education will discuss ways their libraries have mobilized to expand or begin providing programming and other resources to ensure that students, faculty, and staff feel safe, welcome, informed, and adequately represented in their libraries. Panelists will provide examples of positive actions that they, their libraries, and their institutions have taken to address these shifting social climates, with concrete examples of public statements, programming, toolkits, and staff training (among other things). While these actions will be perceived as positive among some members of our academic communities, the panel is also prepared to address the very real negative issues of lack of campus support, negotiating fall out, and both personal and professional burnout. The goal of this panel is to provide attendees with not only why this work is increasingly important, but also concrete examples of what has worked, what has not worked, what we need to do more of moving forward, and what could be adapted for your library more specifically and your campus community more broadly

Reflections on Interdisciplinary Teamwork in Service-Learning

This article examines partnership experiences in a community-based research project that involved an interdisciplinary team composed of nursing and social work clinical faculty and graduate students. Using Bronfenbrenner’s social ecology theory, the project assessed individual and community levels of health and quality of life in a low-income housing community. Students were involved in research activities that required community collaboration and needs assessment. They also actively engaged community members in problem solving related to their health concerns. The effects of these experiences on student learning were examined using a student reflection technique. Service-learning activities led to mutual positive regard, increased cultural sensitivity, improved organizational and research skills, growth in ethical decision making, and valuing interdisciplinary teamwork. These findings are discussed in light of the literature on the social determinants of health. Reflection on work in an interdisciplinary team and the importance of mutuality in relationships with community members were determined to be important considerations in service-learning. Student learning in this setting has implications for graduate teaching and learning, and the conduct of research. Keywords: service-learning, research, health disparities, community, reflection, graduate studen