Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes

Suturing Workshop for Third-Year Medical Students: A Modern Educational Approach

Background: This study sought to determine if developing suturing workshops based on modern educational theory would lead to a significant increase in third-year medical students’ confidence and preparedness as compared to before the workshop. Methods: A group of pre-clinical, third-year medical students (n = 20) were voluntarily recruited. The workshop consisted of an interactive didactic session, a hands-on suturing session, and a question-answer session with surgeons. The nine-point Likert scale surveys were given pre-and post-workshop to 17 participants. Total scores of “confidence” and “preparedness” were analyzed using the Student t-test. Results of Q-Q plot and normality tests were used to validate the normality assumption. All analysis was conducted using SAS Software 9.4 (Cary, North Carolina). Results: A statistically significant increase in both confidence and preparedness was found between results of pre- and post-workshop surveys. Average total scores in confidence increased by 19.7 points, from 19.3 to 39 (95% CI: 15.0-24.4; P value \u3c 0.001). For scores in preparedness, the total score increased by an average of 18.4 points, from 22.8 to 41.2 (95% CI: 14.1-22.8; P value \u3c 0.001). Conclusions: These findings suggest that a structured course based on modern educational theory can increase both the confidence and preparedness of third-year medical students who are matriculating into their hospitalbased clerkships

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis

Pandemic (H1N1) 2009 influenza community transmission was established in one Australian state when the virus was first identified in North America

BACKGROUND In mid-June 2009 the State of Victoria in Australia appeared to have the highest notification rate of pandemic (H1N1) 2009 influenza in the world. We hypothesise that this was because community transmission of pandemic influenza was already well established in Victoria at the time testing for the novel virus commenced. In contrast, this was not true for the pandemic in other parts of Australia, including Western Australia (WA). METHODS We used data from detailed case follow-up of patients with confirmed infection in Victoria and WA to demonstrate the difference in the pandemic curve in two Australian states on opposite sides of the continent. We modelled the pandemic in both states, using a susceptible-infected-removed model with Bayesian inference accounting for imported cases. RESULTS Epidemic transmission occurred earlier in Victoria and later in WA. Only 5% of the first 100 Victorian cases were not locally acquired and three of these were brothers in one family. By contrast, 53% of the first 102 cases in WA were associated with importation from Victoria. Using plausible model input data, estimation of the effective reproductive number for the Victorian epidemic required us to invoke an earlier date for commencement of transmission to explain the observed data. This was not required in modelling the epidemic in WA. CONCLUSION Strong circumstantial evidence, supported by modelling, suggests community transmission of pandemic influenza was well established in Victoria, but not in WA, at the time testing for the novel virus commenced in Australia. The virus is likely to have entered Victoria and already become established around the time it was first identified in the US and Mexico

Launching a Journal About and Through Students as Partners

Editorial of first issue of the International Journal for Student as Partners

Potential role of gut microbiota, the proto-oncogene PIKE (Agap2) and cytochrome P450 CYP2W1 in promotion of liver cancer by alcoholic and nonalcoholic fatty liver disease and protection by dietary soy protein

We have previously demonstrated promotion of diethylnitrosamine (DEN) initiated liver tumorigenesis after feeding diets high in fat or ethanol (EtOH) to male mice. This was accompanied by hepatic induction of the proto-oncogene PIKE (Agap2). Switch of dietary protein from casein to soy protein isolate (SPI) significantly reduced tumor formation in these models. We have linked EtOH consumption in mice to microbial dysbiosis. Adoptive transfer studies demonstrate that microbiota from mice fed ethanol can induce hepatic steatosis in the absence of ethanol suggesting that microbiota or the microbial metabolome play key roles in development of fatty liver disease. Feeding SPI significantly changed gut bacteria in mice increasing alpha diversity (P < 0.05) and levels of Clostidiales spp. Feeding soy formula to piglets also resulted in significant changes in microbiota, the pattern of bile acid metabolites and in inhibition of the intestinal-hepatic FXR/FGF19-SHP pathway which has been linked to both steatosis and hepatocyte proliferation. Moreover, feeding SPI also resulted in induction of hepatic PPAR alpha signaling and inhibition of PIKE mRNA expression coincident with inhibition of steatosis and cancer prevention. Feeding studies in the DEN model with differing dietary fats demonstrated tumor promotion specific to the saturated fat, cocoa butter relative to diets containing olive oil or corn oil associated with microbial dysbiosis including dramatic increases in Lachnospiraceae particularly from the genus Coprococcus. Immunohistochemical analysis demonstrated that tumors from EtOH-fed mice and patients with alcohol-associated HCC also expressed high levels of a novel cytochrome P450 enzyme CYP2W1. Additional adoptive transfer experiments and studies in knockout mice are required to determine the exact relationship between soy effects on the microbiota, expression of PIKE, CYP2W1, PPAR alpha activation and prevention of tumorigenesis

An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables

Data tables for the publication by Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. titled Toward Theories of Partnership Praxis: An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning. Higher Education Research and Development

Status of NINJA: the Numerical INJection Analysis project

The 2008 NRDA conference introduced the Numerical INJection Analysis project (NINJA), a new collaborative effort between the numerical relativity community and the data analysis community. NINJA focuses on modeling and searching for gravitational wave signatures from the coalescence of binary system of compact objects. We review the scope of this collaboration and the components of the first NINJA project, where numerical relativity groups shared waveforms and data analysis teams applied various techniques to detect them when embedded in colored Gaussian noise

Identifying the science and technology dimensions of emerging public policy issues through horizon scanning

Public policy requires public support, which in turn implies a need to enable the public not just to understand policy but also to be engaged in its development. Where complex science and technology issues are involved in policy making, this takes time, so it is important to identify emerging issues of this type and prepare engagement plans. In our horizon scanning exercise, we used a modified Delphi technique [1]. A wide group of people with interests in the science and policy interface (drawn from policy makers, policy adviser, practitioners, the private sector and academics) elicited a long list of emergent policy issues in which science and technology would feature strongly and which would also necessitate public engagement as policies are developed. This was then refined to a short list of top priorities for policy makers. Thirty issues were identified within broad areas of business and technology; energy and environment; government, politics and education; health, healthcare, population and aging; information, communication, infrastructure and transport; and public safety and national security.Public policy requires public support, which in turn implies a need to enable the public not just to understand policy but also to be engaged in its development. Where complex science and technology issues are involved in policy making, this takes time, so it is important to identify emerging issues of this type and prepare engagement plans. In our horizon scanning exercise, we used a modified Delphi technique [1]. A wide group of people with interests in the science and policy interface (drawn from policy makers, policy adviser, practitioners, the private sector and academics) elicited a long list of emergent policy issues in which science and technology would feature strongly and which would also necessitate public engagement as policies are developed. This was then refined to a short list of top priorities for policy makers. Thirty issues were identified within broad areas of business and technology; energy and environment; government, politics and education; health, healthcare, population and aging; information, communication, infrastructure and transport; and public safety and national security