The Value Driven Pharmacist: Basics of Access, Cost, and Quality 2nd Edition

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The Impact of World Literature in Secondary Schools in Oregon and Chile : A Comparative Case Study

The reading of world literature, literary works from cultures other than one’s own, offers an effective means of creating greater awareness and sensitivity towards others. Research on the subject makes it clear that world literature can help lay the groundwork for a sense of world citizenship in students. To what extent have U.S. high school students been exposed to world literature? Do they display more characteristics of world citizenship as a result? How do U.S. high school students compare to their peers abroad? To answer these questions, I conducted a case study of three high schools in the state of Oregon and three high schools in the Bío-Bío Region of Chile (Region VIII) where I administered a written survey to literature students. The survey included questions regarding students’ backgrounds, experience with world literature, knowledge of world affairs, and personal opinions. I found that other factors (e.g. economic status and number of domestic authors in each country) affect students’ access to and interest in world affairs. The reading of world literature is one of a myriad of factors that contribute to the intricate idea of world citizenship. While it is difficult to isolate reading world literature as an explicit cause of greater world citizenship, it is clear that world literature can and should play an important role in the development of global perspectives in students’ lives

The Value Driven Pharmacist: Basics of Access, Cost and Quality

https://digitalcommons.butler.edu/butlerbooks/1015/thumbnail.jp

Design of Drug-Induced Diseases Elective Utilizing Active Learning

Objectives To describe active learning utilized in a drug-induced diseases (DID) elective and determine inter-rater reliability of the assessment rubric for oral case-based presentations. Methods The design of this DID elective focuses on problem-based learning to enhance students’ critical thinking and problem-solving skills pertaining to the treatment of inducible diseases and general medicine. Each class incorporates active learning, utilization of drug information resources, and group work. The primary course assessment is student developed oral case-based presentations evaluated with a standard rubric. Results The intra-class correlation coefficient (ICC) was calculated amongst evaluators to assess the inter-rater reliability of the DID rubric for 21 case-based presentations during the Fall 2013 semester. Composite scores for the case-based presentations demonstrated good inter-rater reliability with an ICC of 0.628. Conclusions Teaching methods utilizing active learning are described for this DID elective. The rubric for the student developed oral case-based presentations demonstrated good inter-rater reliability amongst evaluators and could be modified for use in other professional courses

Efficacy of expressive helping in adult hematologic cancer patients undergoing stem cell transplant: : Protocol for the Writing for Insight, Strength, and Ease (WISE) study’s two-arm randomized controlled trial

Funding Information: This study was supported by the National Cancer Institute of the National Institutes of Health under award number R01CA223963. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The funding body had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Publisher Copyright: © 2021, The Author(s).Background: During, shortly after, and sometimes for years after hematopoietic stem cell transplant, a large proportion of hematological cancer patients undergoing transplant report significant physical and psychological symptoms and reduced health-related quality of life. To address these survivorship problems, we developed a low-burden, brief psychological intervention called expressive helping that includes two theory- and evidence-based components designed to work together synergistically: emotionally expressive writing and peer support writing. Building on evidence from a prior randomized control trial showing reductions in physical symptoms and distress in long-term transplant survivors with persistent survivorship problems, the Writing for Insight, Strength, and Ease (WISE) trial will evaluate the efficacy of expressive helping when used during transplant and in the early post-transplant period, when symptoms peak, and when intervention could prevent development of persistent symptoms. Methods: WISE is a multi-site, two-arm randomized controlled efficacy trial. Adult hematological cancer patients scheduled for a hematopoietic stem cell transplant will complete baseline measures and then, after hospitalization but prior to transplant, they will be randomized to complete either expressive helping or a time and attention “neutral writing” task. Both expressive helping and neutral writing involve four brief writing sessions, beginning immediately after randomization and ending approximately 4 weeks after hospital discharge. Measures of symptom burden (primary outcome), distress, health-related quality of life, and fatigue (secondary outcomes) will be administered in seven assessments coinciding with medically relevant time points from baseline and to a year post-intervention. Discussion: The steady and continuing increase in use of stem cell transplantation has created growing need for efficacious, accessible interventions to reduce the short- and long-term negative physical and psychosocial effects of this challenging but potentially life-saving treatment. Expressive helping is a psychological intervention that was designed to fill this gap. It has been shown to be efficacious in long-term transplant survivors but could have even greater impact if it is capable of reducing symptoms during and soon after transplant. The WISE study will evaluate these benefits in a rigorous randomized controlled trial. Trial registration: Clinicaltrial.govNCT03800758. Registered January 11, 2019Peer reviewe

Accountability: Inclusive Assessment, Monitoring And Reporting. Research Report prepared for the Queensland Indigenous Education Consultative Body

This aim of this study was to investigate how current practices for assessment, evaluation and reporting of student outcomes in Queensland schools address distinctive educational needs, challenges and capabilities of Aboriginal and Torres Strait Islander children. The study describes the contexts and current status of a broad range of assessment practices found in school – informal and formal, standardised and non-standardised. These include: system-wide standardised testing, school-based diagnostic procedures, and classroom based evaluation and reporting to parents. The major focus of this study is on a meta-analysis of the 2000 Queensland Year 5 Aspects of Literacy and Numeracy Tests results, items and data sets. Beyond the publicly available test score results, this was the most comprehensive and current data set made available to the research team. The analysis of this data was used to identify several key areas for further research, development and policy. The report concludes with recommendations for system and school-level interventions in the area of testing and assessment