PROMOTING REFLECTIVE PRACTICE VIA THE USE OF 5-STEP COPORA REFLECTIVE MODEL: A CASE STUDY OF EAST MALAYSIAN ESL PRE-SERVICE TEACHERS

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice

Promoting reflective practice via the use of 5 step Copora reflective model: A case study of east Malaysian ESL pre-service teachers

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice

Promoting reflective practice via the use of 5-step CoPora reflective model: a case study of east Malaysian ESL pre-service teachers

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice

Kalman Filter Models for the Prediction of Individualised Thermal Work Strain

It is important to monitor and assess the physiological strain of individuals working in hot environments to avoid heat illness and performance degradation. The body core temperature (Tc) is a reliable indicator of thermal work strain. However, measuring Tc is invasive and often inconvenient and impractical for real-time monitoring of workers in high heat strain environments. Seeking a better solution, the main aim of the present study was to investigate the Kalman filter method to enable the estimation of heat strain from non-invasive measurements (heart rate (HR) and chest skin temperature (ST)) obtained ‘online’ via wearable body sensors. In particular, we developed two Kalman filter models. First, an extended Kalman filter (EFK) was implemented in a cubic state space modelling framework (HR versus Tc) with a stage-wise, autoregressive exogenous model (incorporating HR and ST) as the time update model. Under the second model, the online Kalman filter (OFK) approach builds up the time update equation depending only on the initial value of Tc and the latest value of the exogenous variables. Both models were trained and validated using data from laboratory- and outfield-based heat strain profiling studies in which subjects performed a high intensity military foot march. While both the EKF and OKF models provided satisfactory estimates of Tc, the results showed an overall superior performance of the OKF model (overall root mean square error, RMSE = 0.31°C) compared to the EKF model (RMSE = 0.45°C)

Immunological corollary of the pulmonary mycobiome in bronchiectasis:The Cameb study

Understanding the composition and clinical importance of the fungal mycobiome was recently identified as a key topic in a “research priorities” consensus statement for bronchiectasis. Patients were recruited as part of the CAMEB study: an international multicentre cross-sectional Cohort of Asian and Matched European Bronchiectasis patients. The mycobiome was determined in 238 patients by targeted amplicon shotgun sequencing of the 18S–28S rRNA internally transcribed spacer regions ITS1 and ITS2. Specific quantitative PCR for detection of and conidial quantification for a range of airway Aspergillus species was performed. Sputum galactomannan, Aspergillus specific IgE, IgG and TARC (thymus and activation regulated chemokine) levels were measured systemically and associated to clinical outcomes. The bronchiectasis mycobiome is distinct and characterised by specific fungal genera, including Aspergillus, Cryptococcus and Clavispora. Aspergillus fumigatus (in Singapore/Kuala Lumpur) and Aspergillus terreus (in Dundee) dominated profiles, the latter associating with exacerbations. High frequencies of Aspergillus-associated disease including sensitisation and allergic bronchopulmonary aspergillosis were detected. Each revealed distinct mycobiome profiles, and associated with more severe disease, poorer pulmonary function and increased exacerbations. The pulmonary mycobiome is of clinical relevance in bronchiectasis. Screening for Aspergillus-associated disease should be considered even in apparently stable patients.MOE (Min. of Education, S’pore)NMRC (Natl Medical Research Council, S’pore)Published versio

Postgraduate ethics training programs: a systematic scoping review

BACKGROUND: Molding competent clinicians capable of applying ethics principles in their practice is a challenging task, compounded by wide variations in the teaching and assessment of ethics in the postgraduate setting. Despite these differences, ethics training programs should recognise that the transition from medical students to healthcare professionals entails a longitudinal process where ethics knowledge, skills and identity continue to build and deepen over time with clinical exposure. A systematic scoping review is proposed to analyse current postgraduate medical ethics training and assessment programs in peer-reviewed literature to guide the development of a local physician training curriculum. METHODS: With a constructivist perspective and relativist lens, this systematic scoping review on postgraduate medical ethics training and assessment will adopt the Systematic Evidence Based Approach (SEBA) to create a transparent and reproducible review. RESULTS: The first search involving the teaching of ethics yielded 7669 abstracts with 573 full text articles evaluated and 66 articles included. The second search involving the assessment of ethics identified 9919 abstracts with 333 full text articles reviewed and 29 articles included. The themes identified from the two searches were the goals and objectives, content, pedagogy, enabling and limiting factors of teaching ethics and assessment modalities used. Despite inherent disparities in ethics training programs, they provide a platform for learners to apply knowledge, translating it to skill and eventually becoming part of the identity of the learner. Illustrating the longitudinal nature of ethics training, the spiral curriculum seamlessly integrates and fortifies prevailing ethical knowledge acquired in medical school with the layering of new specialty, clinical and research specific content in professional practice. Various assessment methods are employed with special mention of portfolios as a longitudinal assessment modality that showcase the impact of ethics training on the development of professional identity formation (PIF). CONCLUSIONS: Our systematic scoping review has elicited key learning points in the teaching and assessment of ethics in the postgraduate setting. However, more research needs to be done on establishing Entrustable Professional Activities (EPA)s in ethics, with further exploration of the use of portfolios and key factors influencing its design, implementation and assessment of PIF and micro-credentialling in ethics practice. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02644-5

Professional identity formation amongst peer-mentors in a research-based mentoring programme.

BackgroundMentoring plays a pivotal yet poorly understood role in shaping a physician's professional identity formation (PIF) or how they see, feel and act as professionals. New theories posit that mentoring nurtures PIF by functioning as a community of practice through its structured approach and its support of a socialisation process made possible by its assessment-directed personalized support. To test this theory and reshape the design, employ and support of mentoring programs, we evaluate peer-mentor experiences within the Palliative Medicine Initiative's structured research mentoring program.MethodsSemi-structured interviews with peer mentors under the Palliative Medicine Initiative (PMI) at National Cancer Centre Singapore were conducted and triangulated against mentoring diaries to capture longitudinal data of their PMI experiences. The Systematic Evidence-Based Approach (SEBA) was adopted to enhance the trustworthiness of the data. SEBA employed concurrent content and thematic analysis of the data to ensure a comprehensive review. The Jigsaw Perspective merged complementary themes and categories identified to create themes/categories. The themes/categories were compared with prevailing studies on mentoring in the Funnelling Process to reaffirm their accuracy.ResultsTwelve peer-mentors participated in the interviews and eight peer-mentors completed the mentoring diaries. The domains identified were community of practice and identity work.ConclusionsThe PMI's structured mentoring program functions as a community of practice supporting the socialisation process which shapes the peer-mentor's belief system. Guided by a structured mentoring approach, stage-based assessments, and longitudinal mentoring and peer support, peer-mentors enhance their detection and evaluation of threats to their regnant belief system and adapt their self-concepts of identity and personhood to suit their context. These insights will help structure and support mentoring programs as they nurture PIF beyond Palliative Medicine

Assessing the effects of a mentoring program on professional identity formation.

BackgroundMedical education has enjoyed mixed fortunes nurturing professional identity formation (PIF), or how medical students think, feel and act as physicians. New data suggests that structured mentoring programs like the Palliative Medicine Initiative (PMI) may offer a means of developing PIF in a consistent manner. To better understand how a well-established structured research mentoring program shapes PIF, a study of the experiences of PMI mentees is proposed.MethodologyAcknowledging PIF as a sociocultural construct, a Constructivist approach and Relativist lens were adopted for this study. In the absence of an effective tool, the Ring Theory of Personhood (RToP) and Krishna-Pisupati Model (KPM) model were used to direct this dual Systematic Evidence-Based Approach (Dual-SEBA) study in designing, employing and analysing semi-structured interviews with PMI mentees and mentoring diaries. These served to capture changes in PIF over the course of the PMI's mentoring stages. Transcripts of the interviews and mentoring diaries were concurrently analysed using content and thematic analysis. Complementary themes and categories identified from the Split Approach were combined using the Jigsaw Approach and subsequently compared with mentoring diaries in the Funnelling Process. The domains created framed the discussion.ResultsA total of 12 mentee interviews and 17 mentoring diaries were analysed, revealing two domains-PMI as a Community of Practice (CoP) and Identity Formation. The domains confirmed the centrality of a structured CoP capable of facilitating longitudinal mentoring support and supporting the Socialisation Process along the mentoring trajectory whilst cultivating personalised and enduring mentoring relationships.ConclusionThe provision of a consistent mentoring approach and personalised, longitudinal mentoring support guided along the mentoring trajectory by structured mentoring assessments lay the foundations for more effective mentoring programs. The onus must now be on developing assessment tools, such as a KPM-based tool, to guide support and oversight of mentoring relationships

Impact of cardiac arrest centers on the survival of patients with nontraumatic out‐of‐hospital cardiac arrest : a systematic review and meta‐analysis

Background The role of cardiac arrest centers (CACs) in out‐of‐hospital cardiac arrest care systems is continuously evolving. Interpretation of existing literature is limited by heterogeneity in CAC characteristics and types of patients transported to CACs. This study assesses the impact of CACs on survival in out‐of‐hospital cardiac arrest according to varying definitions of CAC and prespecified subgroups. Methods and Results Electronic databases were searched from inception to March 9, 2021 for relevant studies. Centers were considered CACs if self‐declared by study authors and capable of relevant interventions. Main outcomes were survival and neurologically favorable survival at hospital discharge or 30 days. Meta‐analyses were performed for adjusted odds ratio (aOR) and crude odds ratios. Thirty‐six studies were analyzed. Survival with favorable neurological outcome significantly improved with treatment at CACs (aOR, 1.85 [95% CI, 1.52–2.26]), even when including high‐volume centers (aOR, 1.50 [95% CI, 1.18–1.91]) or including improved‐care centers (aOR, 2.13 [95% CI, 1.75–2.59]) as CACs. Survival significantly increased with treatment at CACs (aOR, 1.92 [95% CI, 1.59–2.32]), even when including high‐volume centers (aOR, 1.74 [95% CI, 1.38–2.18]) or when including improved‐care centers (aOR, 1.97 [95% CI, 1.71–2.26]) as CACs. The treatment effect was more pronounced among patients with shockable rhythm ( P =0.006) and without prehospital return of spontaneous circulation ( P =0.005). Conclusions were robust to sensitivity analyses, with no publication bias detected. Conclusions Care at CACs was associated with improved survival and neurological outcomes for patients with nontraumatic out‐of‐hospital cardiac arrest regardless of varying CAC definitions. Patients with shockable rhythms and those without prehospital return of spontaneous circulation benefited more from CACs. Evidence for bypassing hospitals or interhospital transfer remains inconclusive