Fluid leadership in a multi-user virtual environment educational project with teenagers: Schome Park

This paper examines leadership practices in a virtual community, the Schome Park project. Schome Park, based at the Open University, UK, was the first European closed (i.e. protected) island in Teen Second Life, a multi-user 3D virtual environment. This fully realised, complex interactive 3D environment has no imposed narrative and offers significant engagement for educational projects. The Schome (‘not school not home’) third space community – i.e. not placed in the first space of home or second space of work/school (Oldenburg, 1989) - was set up with the explicit aim of challenging the instructional models and pedagogic practices of the formal, state educational system. In this disembodied environment identities, represented in the virtual world by personalised avatars, possess usefully ambivalent valences. Often adults will join ‘inworld’ educational events organised and delivered by the younger members of the community. Schome makes flexible use of a wiki (collaboratively designed website), asynchronous discussion fora and other communicative media to support learning processes and enhance the development of a physically distanced yet authentic learning community. The authors propose that the community design in these new spaces created an opportunity for leaders to emerge regardless of contextual hierarchy and to forge a developing culture. The paper makes use of evidence from varied datasets to examine manifestations of leadership in the community and issues arising. Young people have been engaged in proposing, planning, executing and reflecting on teaching and learning and governance without deference to adults. Our analysis contributes to understandings of the development of leadership within carefully designed educational online communities and some of the challenges involved for adults in facilitating an appropriately supportive environment for young people. While aware that this innovative experiment continues to face many challenges, we propose that the design of the project offers much to encourage an approach to education in which collaborative, situated engagement in learning and teaching is perceived as a more fruitful model for the twenty-first century than reproduction of traditional hierarchies of teachers and the taught of conventional classrooms

tactile IPAmagnet-board system:Atool for blind and visually impaired students in phonetics and phonology classrooms

This article describes a tool that can be used by blind and visually impaired students in phonetics and phonology classrooms: a tactile International Phonetic Alphabet (IPA) magnet-board system. This tool consists of IPA magnets and phonological rule symbols that are printed and embossed, so as to be readable by both sighted and visually impaired individuals. A user of the tool can lay out phonetic and phonological data on the magnet board for communicative, organizational, or problem-solving purposes. Since the magnet board can be read both visually and tactually, it can serve as a collaborative space that can be used by both sighted and visually impaired members of the classroom. Potential uses include group work in class and as an augmentation to chalkboard problem-solving demonstrations. The tool can complement already extant options for blind and visually impaired students and facilitate collaboration between sighted and visually impaired students. Here, we describe the tool, exemplify some potential uses, and offer suggestions for further improvement

Towards accurate partial volume correction in (99m}^Tc oncology SPECT: perturbation for case-specific resolution estimation

BACKGROUND: Currently, there is no consensus on the optimal partial volume correction (PVC) algorithm for oncology imaging. Several existing PVC methods require knowledge of the reconstructed resolution, usually as the point spread function (PSF)-often assumed to be spatially invariant. However, this is not the case for SPECT imaging. This work aimed to assess the accuracy of SPECT quantification when PVC is applied using a case-specific PSF. METHODS: Simulations of SPECT [Formula: see text]Tc imaging were performed for a range of activity distributions, including those replicating typical clinical oncology studies. Gaussian PSFs in reconstructed images were estimated using perturbation with a small point source. Estimates of the PSF were made in situations which could be encountered in a patient study, including; different positions in the field of view, different lesion shapes, sizes and contrasts, noise-free and noisy data. Ground truth images were convolved with the perturbation-estimated PSF, and with a PSF reflecting the resolution at the centre of the field of view. Both were compared with reconstructed images and the root-mean-square error calculated to assess the accuracy of the estimated PSF. PVC was applied using Single Target Correction, incorporating the perturbation-estimated PSF. Corrected regional mean values were assessed for quantitative accuracy. RESULTS: Perturbation-estimated PSF values demonstrated dependence on the position in the Field of View and the number of OSEM iterations. A lower root mean squared error was observed when convolution of the ground truth image was performed with the perturbation-estimated PSF, compared with convolution using a different PSF. Regional mean values following PVC using the perturbation-estimated PSF were more accurate than uncorrected data, or data corrected with PVC using an unsuitable PSF. This was the case for both simple and anthropomorphic phantoms. For the simple phantom, regional mean values were within 0.7% of the ground truth values. Accuracy improved after 5 or more OSEM iterations (10 subsets). For the anthropomorphic phantoms, post-correction regional mean values were within 1.6% of the ground truth values for noise-free uniform lesions. CONCLUSION: Perturbation using a simulated point source could potentially improve quantitative SPECT accuracy via the application of PVC, provided that sufficient reconstruction iterations are used

The efficacy, effectiveness and safety of SARS-CoV-2 disinfection methods (including ozone machines) in educational settings for children and young people

Several non-touch disinfectant methods including ozone, light-based technologies, and hydrogen peroxide are being considered to reduce the risk of SARS-CoV-2 virus transmission to children and young people in educational settings. Concerns have been raised about the evidence of efficacy, effectiveness and safety of these technologies in these settings. We aimed to address the following research questions: What is the evidence for the surface survival of SARS-CoV-2? What is the evidence for the efficacy (in vitro) and real-life effectiveness (in situ) of ozone machines, light-based technologies and hydrogen peroxide vapour as air or surface disinfectants against SARS-CoV-2? What are the potential health effects of ozone, in particular for children and young people and the benefits and harms of using ozone machines

The efficacy, effectiveness and safety of SARS-CoV-2 disinfection methods (including ozone machines) in educational settings for children and young people

While evidence for the importance of transmission of SARS-CoV-2 from contaminated surfaces is limited, ozone disinfection methods have been considered for surface cleaning as a response to stopping the spread of the virus in educational settings. This rapid evidence summary aimed to search the available literature and summarise findings on the surface survival of SARS-CoV-2, efficacy and effectiveness of ozone machines against SARS-CoV-2, and benefits and harms caused by using these cleaning technologies, including their impact on health. Alternative cleaning technologies, such as light-based technologies and hydrogen peroxide vapour, were also investigated. Findings indicate that gaseous ozone can inactivate different bacteria and viruses, although there is a lack of direct evidence investigating the effect of these cleaning methods on SARS-CoV-2 in real-world settings, specifically in schools. However, regarding harm, ozone is a highly reactive oxidising agent, and high concentrations can contribute to decay of building materials, and health issues (mainly respiratory) by direct exposure or by-product formation. Therefore, leading environmental health organisations do not recommend the use of ozone cleaning technologies in real-world settings, such as schools. Research and policy focus may need to shift towards other interventions that could help reduce transmission, and consequently minimise disruption to education

A rapid review of the effectiveness of interventions/innovations relevant to the Welsh NHS context to support the recruitment & retention of clinical staff

Background: The National Health Service (NHS) is experiencing an acute workforce shortage in every discipline, at a time when waiting times are at a record high and there is a growing backlog resulting from the COVID-19 pandemic. This Rapid Review aimed to explore the effectiveness of interventions or innovations relevant to the Welsh NHS context to support health professionals’ (HPs) recruitment and retention. The review used the findings of existing reviews supplemented by a more in-depth evaluation of included primary studies conducted in the UK or Europe. Methods: Searches were conducted across seven databases for English language publications from 2015 to February 2022 including: Medline, EMBASE, Ovid Emcare, HMIC, CINAHL, Epistemonikos and Cochrane Library. Organisational websites were also searched for grey literature. Two reviewers title/abstract screened all citations in CovidenceTM, resolving any conflicts. Full-text screening was conducted by two reviewers. All demographic and outcome data were extracted by one reviewer and checked by a second. Eligible systematic reviews were critically appraised by one reviewer and checked by a second using the JBI critical appraisal checklist for systematic reviews. The data were reported narratively as a series of thematic summaries structured around the type of intervention. Results: Systematic (n=8) and scoping reviews (n=1) were included and focused on dentists; general practitioners; physicians; the medical workforce and undergraduates; medical undergraduates; and a variety of different HPs including those in training. Most reviews looked for interventions within rural, remote or underserved areas. The interventions were mapped across five WHO (2010) categories: educational, regulatory, financial incentives, personal and professional support and bundled interventions (activities that cover two or more different categories). Regarding educational interventions, moderate-quality evidence indicated positive association between rural-based training programmes and HPs’ recruitment/retention. Moderate-low quality evidence showed positive association between student selection based on rural background or including rural health topics in teaching and recruitment. Low-quality evidence demonstrated positive relationship between locating education institutions in rural areas, continuing education for rural HPs and recruitment/retention. However, low-quality mixed evidence was identified regarding the effect of rural clinical placements/fellowships/internships on recruitment/retention. All identified regulatory interventions requiring return of service (RoS) in rural areas were based on low-quality evidence. Bonded schemes, scholarships, and bursaries had a positive association with HPs’ recruitment. Loan repayments, accelerated training, enhanced scope of practice, and compulsory service were associated with HPs’ retention. Furthermore, a National Health Insurance scheme had a positive relationship with recruitment/retention, although it was based on one study. Mixed evidence was found regarding the effect of Visa waivers and financial incentives (with RoS). Interventions focusing on access to professional licences were associated with low retention. Low-quality evidence showed that financial incentives without RoS, such as loan repayments, had a positive association with retention. However, benefits that make rural areas attractive (e.g. higher salaries, subsidies for free housing) were found inconclusive. Personal and professional support in the form of improvements in living and working conditions in rural areas had a positive association with retention, although was based on low-quality evidence. There was consensus that bundled strategies positively impacted on recruitment/retention of rural workforce. Implications:The review identified a range of interventions that can be used for enhancing recruitment and retention in Wales, supporting bundled strategies. The findings highlight the importance of providing and locating undergraduate and postgraduate training in rural locations and the use of bursary schemes for training. More robust evaluations, based on comparative studies, are required to assess the effectiveness of interventions to support HPs’ recruitment and retention

A rapid review of strategies to support learning and wellbeing among 16-19 year old learners who have experienced significant disruption in their education as a result of the COVID-19 pandemic

The COVID-19 pandemic has caused a significant disruption to all levels of education, especially pupils from disadvantaged and vulnerable groups. Students aged 16-19 years are at a crucial time in their lives as they transition into further study or employment. The pandemic has brought together a unique set of conditions, not only involving disruption to education, but also to environmental, economic, social and emotional areas of young people’s and their families’ lives. This rapid review investigated strategies to support learning and wellbeing among 16-19 years old learners engaged in full time education within a college or school setting who have experienced significant gaps in their education as a result of the COVID-19 pandemic

What innovations (including return to practice) would help attract, recruit, or retain NHS clinical staff? A rapid evidence map

National Health Service (NHS) waiting times have significantly increased over the past couple of years, particularly since the emergence of COVID-19. The NHS is currently experiencing an acute workforce shortage, which hampers the ability to deal with increasing waiting times and clearing the backlog resulting from the pandemic. Plans to increase the workforce, by recruiting new staff, retaining the existing NHS clinical workforce, and making return to clinical practice more attractive will require a number of approaches. This Rapid Evidence Map aimed to describe the extent and nature of the available evidence base for innovations (including return to practice) that could help attract, recruit, or retain NHS clinical staff, in order to identify the priorities and actions for a rapid review. Three options were proposed for a subsequent focused Rapid Review and discussed with stakeholders: (1) review of primary studies that have evaluated return to practice schemes; (2) review of reviews of factors that influence retention; (3) review of reviews of interventions for supporting recruitment and retention. A decision was made that option 3 would be useful to inform practice and a rapid review will be undertaken

A rapid review of the effectiveness of interventions and innovations relevant to the Welsh NHS context to support recruitment and retention of clinical staff.

The National Health Service (NHS) is experiencing an acute workforce shortage in every discipline, at a time when waiting times are at a record high and there is a growing backlog resulting from the COVID-19 pandemic. This Rapid Review aimed to explore the effectiveness of interventions or innovations relevant to the Welsh NHS context to support recruitment and retention of clinical staff. The review is based on the findings of existing reviews supplemented by a more in-depth evaluation of included primary studies conducted in the UK or Europe. The review identifies a range of interventions that can be used for enhancing recruitment and retention in Wales, particular in rural areas, and supports multiple-component interventions. The findings highlight the importance of providing and locating undergraduate and post graduate training in rural locations. The findings also corroborate the use of bursary schemes for training, such as those already available for Nursing in Wales. Further, more robust evaluations, based on comparative studies, are required to assess the effectiveness of interventions to support recruitment and retention of clinical staff. There was limited evidence on interventions aimed at allied health professionals. Most of the primary studies included in the reviews used cohort (pre-post test) or cross-sectional designs. Most studies lacked a comparison group and did not use statistical analysis