Negotiating disciplinary boundaries in engineering problem-solving practice

Includes bibliographical referencesThe impetus for this research is the well-documented current inability of Higher Education to facilitate the level of problem solving required in 21st century engineering practice. The research contends that there is insufficient understanding of the nature of and relationship between the significantly different forms of disciplinary knowledge underpinning engineering practice. Situated in the Sociology of Education, and drawing on the social realist concepts of knowledge structures (Bernstein, 2000) and epistemic relations (Maton, 2014), the research maps the topology of engineering problem-solving practice in order to illuminate how novice problem solvers engage in epistemic code shifting in different industrial contexts. The aim in mapping problem-solving practices from an epistemological perspective is to make an empirical contribution to rethinking the theory/practice relationship in multidisciplinary engineering curricula and pedagogy, particularly at the level of technician. A novel and pragmatic problem-solving model - integrated from a range of disciplines - forms the organising framework for a methodologically pluralist case-study approach. The research design draws on a metaphor from the empirical site (modular automation systems) and sees the analysis of twelve matched cases in three categories. Case-study data consist of questionnaire texts, re-enactment interviews, expert verification interviews, and industry literature. The problem-solving model components (problem solver, problem environment, problem structure and problem-solving process) were analysed using, primarily, the Legitimation Code Theory concept of epistemic relations. This is a Cartesian plane-based instrument describing the nature of and relations between a phenomenon (what) and ways of approaching the phenomenon (how). Data analyses are presented as graphical relational maps of different practitioner knowledge practices in different contexts across three problem solving stages: approach, analysis and synthesis. Key findings demonstrate a symbiotic, structuring relationship between the 'what' and the 'how' of the problem in relation to the problem-solving components. Successful problem solving relies on the recognition of these relationships and the realisation of appropriate practice code conventions, as held to be legitimate both epistemologically and contextually. Successful practitioners engage in explicit code-shifting, generally drawing on a priori physics and mathematics-based knowledge, while acquiring a posteriori context-specific logic-based knowledge. High-achieving practitioners across these disciplinary domains demonstrate iterative code-shifting practices and discursive sensitivity. Recommendations for engineering education include the valuing of disciplinary differences and the acknowledgement of contextual complexity. It is suggested that the nature of engineering mathematics as currently taught and the role of mathematical thinking in enabling successful engineering problem-solving practice be investigated

‘Reservoirs’ and ‘Repertoires’: Epistemological and Discursive Complexities in Multidisciplinary Engineering Practice

At the heart of the redesign of Higher Education qualifications in South Africa lies the issue of increasing evidence of student difficulties in integrating different forms of knowledge. This article proposes that in order to design curricula and pedagogy which better prepare our graduates for legitimate participation in the world of work, we need to understand what that participation might look like. Using a Bernsteinian (Bernstein 1996, 2000) conceptual framework, a research study was conducted which entailed mapping the knowledge integration practices of final year multidisciplinary engineering diploma students in a situated learning environment. The intention of the research was to illuminate the nature of and relationship between the different forms of knowledge evident in actual practice. The concurrent analysis of discursive practices representing complex knowledge integration reveals that in addition to forms of meaning-making associated with traditional engineering disciplines, successful practice is dependent on the ability to draw on a range of oral and written individual ‘repertoires’, as well as those of a collective ‘reservoir’ that stretches beyond the academy: the invisible community of users on the Internet. The complex praxis and concomitant discourses described in this article suggest we need to see integration of knowledge as more than that of language and content, or concept and context, rather as a system of ‘collaboration’ at multiple levels

Developing employability in engineering education: a systematic review of the literature

In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students’ employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007–2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problem

Alu-repeat–induced deletions within the NCF2 gene causing p67- phox –deficient chronic granulomatous disease (CGD)

Mutations that impair expression or function of the components of the phagocyte NADPH oxidase complex cause chronic granulomatous disease (CGD), which is associated with life-threatening infections and dysregulated granulomatous inflammation. In five CGD patients from four consanguineous families of two different ethnic backgrounds, we found similar genomic homozygous deletions of 1,380 bp comprising exon 5 of NCF2 , which could be traced to Alu-mediated recombination events. cDNA sequencing showed in-frame deletions of phase zero exon 5, which encodes one of the tandem repeat motifs in the tetratricopeptide (TPR4) domain of p67- phox . The resulting shortened protein (p67Δ5) had a 10-fold reduced intracellular half-life and was unable to form a functional NADPH oxidase complex. No dominant negative inhibition of oxidase activity by p67Δ5 was observed. We conclude that Alu-induced deletion of the TPR4 domain of p67- phox leads to loss of function and accelerated degradation of the protein, and thus represents a new mechanism causing p67- phox –deficient CGD. Hum Mutat 30:1–8, 2009. © 2009 Wiley-Liss, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/64904/1/21156_ftp.pd

Colorectal cancer incidences in Lynch syndrome: a comparison of results from the prospective lynch syndrome database and the international mismatch repair consortium

Objective To compare colorectal cancer (CRC) incidences in carriers of pathogenic variants of the MMR genes in the PLSD and IMRC cohorts, of which only the former included mandatory colonoscopy surveillance for all participants. Methods CRC incidences were calculated in an intervention group comprising a cohort of confirmed carriers of pathogenic or likely pathogenic variants in mismatch repair genes (path_MMR) followed prospectively by the Prospective Lynch Syndrome Database (PLSD). All had colonoscopy surveillance, with polypectomy when polyps were identified. Comparison was made with a retrospective cohort reported by the International Mismatch Repair Consortium (IMRC). This comprised confirmed and inferred path_MMR carriers who were first- or second-degree relatives of Lynch syndrome probands. Results In the PLSD, 8,153 subjects had follow-up colonoscopy surveillance for a total of 67,604 years and 578 carriers had CRC diagnosed. Average cumulative incidences of CRC in path_MLH1 carriers at 70 years of age were 52% in males and 41% in females; for path_MSH2 50% and 39%; for path_MSH6 13% and 17% and for path_PMS2 11% and 8%. In contrast, in the IMRC cohort, corresponding cumulative incidences were 40% and 27%; 34% and 23%; 16% and 8% and 7% and 6%. Comparing just the European carriers in the two series gave similar findings. Numbers in the PLSD series did not allow comparisons of carriers from other continents separately. Cumulative incidences at 25 years were < 1% in all retrospective groups. Conclusions Prospectively observed CRC incidences (PLSD) in path_MLH1 and path_MSH2 carriers undergoing colonoscopy surveillance and polypectomy were higher than in the retrospective (IMRC) series, and were not reduced in path_MSH6 carriers. These findings were the opposite to those expected. CRC point incidence before 50 years of age was reduced in path_PMS2 carriers subjected to colonoscopy, but not significantly so

Erratum to: Methods for evaluating medical tests and biomarkers

[This corrects the article DOI: 10.1186/s41512-016-0001-y.]

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

Evidence synthesis to inform model-based cost-effectiveness evaluations of diagnostic tests: a methodological systematic review of health technology assessments

Background: Evaluations of diagnostic tests are challenging because of the indirect nature of their impact on patient outcomes. Model-based health economic evaluations of tests allow different types of evidence from various sources to be incorporated and enable cost-effectiveness estimates to be made beyond the duration of available study data. To parameterize a health-economic model fully, all the ways a test impacts on patient health must be quantified, including but not limited to diagnostic test accuracy. Methods: We assessed all UK NIHR HTA reports published May 2009-July 2015. Reports were included if they evaluated a diagnostic test, included a model-based health economic evaluation and included a systematic review and meta-analysis of test accuracy. From each eligible report we extracted information on the following topics: 1) what evidence aside from test accuracy was searched for and synthesised, 2) which methods were used to synthesise test accuracy evidence and how did the results inform the economic model, 3) how/whether threshold effects were explored, 4) how the potential dependency between multiple tests in a pathway was accounted for, and 5) for evaluations of tests targeted at the primary care setting, how evidence from differing healthcare settings was incorporated. Results: The bivariate or HSROC model was implemented in 20/22 reports that met all inclusion criteria. Test accuracy data for health economic modelling was obtained from meta-analyses completely in four reports, partially in fourteen reports and not at all in four reports. Only 2/7 reports that used a quantitative test gave clear threshold recommendations. All 22 reports explored the effect of uncertainty in accuracy parameters but most of those that used multiple tests did not allow for dependence between test results. 7/22 tests were potentially suitable for primary care but the majority found limited evidence on test accuracy in primary care settings. Conclusions: The uptake of appropriate meta-analysis methods for synthesising evidence on diagnostic test accuracy in UK NIHR HTAs has improved in recent years. Future research should focus on other evidence requirements for cost-effectiveness assessment, threshold effects for quantitative tests and the impact of multiple diagnostic tests

Erratum to: Methods for evaluating medical tests and biomarkers

[This corrects the article DOI: 10.1186/s41512-016-0001-y.]

Using an informal competitive practical to stimulate links between the theoretical and practical in fluid mechanics: A case study in non-assessment driven learning approaches

This study outlines a practical intervention in a second-year fluid mechanics course. The practical was designed using the framework of Legitimation Code Theory, with the aim of stimulating active links between the theoretical and practical (in this case pump and piping networks, head loss and application of the energy equation), through a group-based competitive, informal, interactive learning event. The effect on students’ perceptions and anxiety were recorded, and it was seen that students’ perceptions of workload, anxiety and time pressure decreased. Substantial evidence of cumulative learning was noted, both during the practical session, as well as in student responses. And while the data do not conclusively elucidate the extent and timeframe over which this benefits the students’ results, what is clear is that participants both critically engaged and were enriched by the practical. The project lays the foundation for similar theory- and application-linking practicals based on a non-assessment paradigm