Record, reflect, connect: Using web cams with an ePortfolio system

DIVERSE (Developing Innovative Visual Educational Resources For Students Everywhere) INHOLLAND, Haarlem, Netherlands.Each country has its own visual sign language used by the Deaf community; in the UK this is British Sign Language (BSL). In 1994 the University of Wolverhampton created the 1st Degree course in Europe for Interpreting (BSL/English) this course has a very high employment record. Before this research students used video cameras to record work, physically having to bring tapes in for tutorials and feedback. This research brought together an ePortfolio system – PebblePad© and web cams to offer students the opportunity to record, reflect and connect their development in their own space and time and for staff to be able to provide relevant and appropriate formative feedback. Within the University of Wolverhampton all students and staff have an ePortfolio system - PebblePad©. The software allows users to build collections of items related to their studies, personal development, continuing professional development or any event. Those items can then be published or shared with individuals, groups or to a public audience. The software promotes reflection and gathering of evidence, any digital file can be linked to the software giving the ability to add such things as video, images and sound. However, the majority of students and staff use mainly text and pictures this research has tested the ability to connect moving images through web cams. This paper will give a comprehensive view of the technical, pedagogic and support issues raised by this project.interna

Advancing complexity science in healthcare research : the logic of logic models

BACKGROUND: Logic models are commonly used in evaluations to represent the causal processes through which interventions produce outcomes, yet significant debate is currently taking place over whether they can describe complex interventions which adapt to context. This paper assesses the logic models used in healthcare research from a complexity perspective. A typology of existing logic models is proposed, as well as a formal methodology for deriving more flexible and dynamic logic models. ANALYSIS: Various logic model types were tested as part of an evaluation of a complex Patient Experience Toolkit (PET) intervention, developed and implemented through action research across six hospital wards/departments in the English NHS. Three dominant types of logic model were identified, each with certain strengths but ultimately unable to accurately capture the dynamics of PET. Hence, a fourth logic model type was developed to express how success hinges on the adaption of PET to its delivery settings. Aspects of the Promoting Action on Research Implementation in Health Services (PARIHS) model were incorporated into a traditional logic model structure to create a dynamic "type 4" logic model that can accommodate complex interventions taking on a different form in different settings. CONCLUSION: Logic models can be used to model complex interventions that adapt to context but more flexible and dynamic models are required. An implication of this is that how logic models are used in healthcare research may have to change. Using logic models to forge consensus among stakeholders and/or provide precise guidance across different settings will be inappropriate in the case of complex interventions that adapt to context. Instead, logic models for complex interventions may be targeted at facilitators to enable them to prospectively assess the settings they will be working in and to develop context-sensitive facilitation strategies. Researchers should be clear as to why they are using a logic model and experiment with different models to ensure they have the correct type

An exploration of the language within Ofsted reports and their influence on primary school performance in mathematics: a mixed methods critical discourse analysis

This thesis contributes to the understanding of the language of Ofsted reports, their similarity to one another and associations between different terms used within ‘areas for improvement’ sections and subsequent outcomes for pupils. The research responds to concerns from serving headteachers that Ofsted reports are overly similar, do not capture the unique story of their school, and are unhelpful for improvement. In seeking to answer ‘how similar are Ofsted reports’ the study uses two tools, a plagiarism detection software (Turnitin) and a discourse analysis tool (NVivo) to identify trends within and across a large corpus of reports. The approach is based on critical discourse analysis (Van Dijk, 2009; Fairclough, 1989) but shaped in the form of practitioner enquiry seeking power in the form of impact on pupils and practitioners, rather than a more traditional, sociological application of the method. The research found that in 2017, primary school section 5 Ofsted reports had more than half of their content exactly duplicated within other primary school inspection reports published that same year. Discourse analysis showed the quality assurance process overrode variables such as inspector designation, gender, or team size, leading to three distinct patterns of duplication: block duplication, self-referencing, and template writing. The most unique part of a report was found to be the ‘area for improvement’ section, which was tracked to externally verified outcomes for pupils using terms linked to ‘mathematics’. Those required to improve mathematics in their areas for improvement improved progress and attainment in mathematics significantly more than national rates. These findings indicate that there was a positive correlation between the inspection reporting process and a beneficial impact on pupil outcomes in mathematics, and that the significant similarity of one report to another had no bearing on the usefulness of the report for school improvement purposes within this corpus

Rising to the Challenge of COVID-19: Pivoting to Online and Project-Based Physiotherapy Student Placements in Contemporary Professional Settings

Online and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were described, with proportional differences between groups analysed. Open-ended survey responses and interview transcripts were thematically analysed, and integration of all results was performed. Themes derived from 24 student surveys highlighted that the learning experiences and skills required for online and project-based placements were varied and valuable. Analysis of 176 students’ performance showed differences between performance and applicability of assessment items in 2020 placements in comparison to previous years, although all students met performance requirements. Analysis of eight educator interviews identified that online and project-based placements changed experiences for all stakeholders and highlighted the need for enhanced educator and student communication and organisation for the placement to be successful. Online and project-based placements were considered a better reflection of contemporary work practices, producing valuable deliverables to the business. Three final integrated themes were identified regarding online and project-based elements of placements: learning experiences of students differed, skills for students and educators differed, and placements were representative of real-world work. A hybrid approach that incorporates both online and onsite placement time and includes a project-based component is recommended for future placements. Project-based and online elements provide genuine and valuable learning opportunities for physiotherapy students in preparation for real-world work

Does team reflexivity impact teamwork and communication in interprofessional hospital-based healthcare teams? : A systematic review and narrative synthesis

BACKGROUND: Teamwork and communication are recognised as key contributors to safe and high-quality patient care. Interventions targeting process and relational aspects of care may therefore provide patient safety solutions that reflect the complex nature of healthcare. Team reflexivity is one such approach with the potential to support improvements in communication and teamwork, where reflexivity is defined as the ability to pay critical attention to individual and team practices with reference to social and contextual information. OBJECTIVE: To systematically review articles that describe the use of team reflexivity in interprofessional hospital-based healthcare teams. METHODS: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, six electronic databases were searched to identify literature investigating the use of team reflexivity in interprofessional hospital-based healthcare teams.The review includes articles investigating the use of team reflexivity to improve teamwork and communication in any naturally occurring hospital-based healthcare teams. Articles' eligibility was validated by two second reviewers (5%). RESULTS: Fifteen empirical articles were included in the review. Simulation training and video-reflexive ethnography (VRE) were the most commonly used forms of team reflexivity. Included articles focused on the use of reflexive interventions to improve teamwork and communication within interprofessional healthcare teams. Communication during interprofessional teamworking was the most prominent focus of improvement methods. The nature of this review only allows assessment of team reflexivity as an activity embedded within specific methods. Poorly defined methodological information relating to reflexivity in the reviewed studies made it difficult to draw conclusive evidence about the impact of reflexivity alone. CONCLUSION: The reviewed literature suggests that VRE is well placed to provide more locally appropriate solutions to contributory patient safety factors, ranging from individual and social learning to improvements in practices and systems. TRIAL REGISTRATION NUMBER: CRD42017055602

Biochemical evolution in response to intensive harvesting in algae: evolution of quality and quantity

Evolutionary responses to indirect selection pressures imposed by intensive harvesting are increasingly common. While artificial selection has shown that biochemical components can show rapid and dramatic evolution, it remains unclear as to whether intensive harvesting can inadvertently induce changes in the biochemistry of harvested populations. For applications such as algal culture, many of the desirable bioproducts could evolve in response to harvesting, reducing cost-effectiveness, but experimental tests are lacking. We used an experimental evolution approach where we imposed heavy and light harvesting regimes on multiple lines of an alga of commercial interest for twelve cycles of harvesting and then placed all lines in a common garden regime for four cycles. We have previously shown that lines in a heavy harvesting regime evolve a live fast phenotype with higher growth rates relative to light harvesting regimes. Here, we show that algal biochemistry also shows evolutionary responses, although they were temporarily masked by differences in density under the different harvesting regimes. Heavy harvesting regimes, relative to light harvesting regimes, had reduced productivity of desirable bioproducts, particularly fatty acids. We suggest that commercial operators wishing to maximize productivity of desirable bioproducts should maintain mother cultures, kept at higher densities (which tend to select for desirable phenotypes), and periodically restart their intensively harvested cultures to minimize the negative consequences of biochemical evolution. Our study shows that the burgeoning algal culture industry should pay careful attention to the role of evolution in intensively harvested crops as these effects are nontrivial if subtle

Raising awareness of Asperger’s Syndrome amongst coaches and athletes: the power of virtual support networks

The Virtual Alliance for sport technology (V.A.S.T) is an online tool utilised by a community of experts and practitioners to facilitate the generation and sharing of knowledge in order to promote inclusion in sport. The principal aim of the present study was to utilise this platform to create and evaluate an online teaching resource to provide support for coaches working with athletes with Asperger’s Syndrome. At present little information is provided by National governing bodies about Asperger’s, and as a consequence many athletes can be marginalised in sports provision. A methods-driven evaluative framework was adopted in order to assess the impact of the web-tool. Gantt timelines and a programme theory were produced prior to the project, and programme processes were evaluated throughout. Website impact was assessed via triangulation of statistical analysis regarding website usage with interviews conducted with network users. Results were interpreted using a figurational framework to investigate how information about the web-tool was disseminated and transformed through virtual networks of interdependencies which linked participants diagnosed with Asperger syndrome, their coaches and the online community. Results gained from this project are expected to highlight how web-based platforms have the capability to bring together otherwise marginalised groups with virtual networks of sports experts, athletes and practitioners. The implications of these results will increase awareness of participants with Asperger’s syndrome within sport and provide coaches, athletes and policy makers with information that will enable them to effectively teach and support sports participants with Asperger’s syndrome in an athlete-centric manner

Global Change in African Fish Trade: Engine of Development or Threat to Local Food Security?

Today fish is the most traded food commodity in the World. This situation is not without generating potential issues. On the one hand, fish trade is said to support economic growth processes in developing countries by providing an important source of cash revenue. On the other hand, fish trade is also said to lead to a decline in food security and a decrease in the availability of fish for the local population. In this paper we explore more thoroughly those two opposite views in the specific case of sub-Sahara Africa. For this we consider a range of eight national development indicators that encapsulate both economic and well-being of sub-Sahara countries over the last decade and correlate them against four indicators reflecting the country-specific importance of fish trade, industrial and small-scale fisheries in the economy of Sub-Sahara Africa. Our statistical analysis shows that when sub-Sahara countries’ data are considered at the macro-economic level the fear that fish trade may affect negatively fish food security is not substantiated by any statistical evidences. At the same time the analysis also shows no evidence to support the claim that international fish trade contributes effectively to national economic development and/or wellbeing. The last section of the paper discusses the various possible reasons for this apparent lack of correlation and highlights the respective flaws underlying the two opposite discourse about the role of fish trade in national development and food security

Evidence, Theory and Context: Using intervention mapping to develop a worksite physical activity intervention

<p>Abstract</p> <p>Background</p> <p>The workplace is an ideal setting for health promotion. Helping employees to be more physically active can not only improve their physical and mental health, but can also have economic benefits such as reduced sickness absence. The current paper describes the development of a three month theory-based intervention that aims to increase levels of moderate intensity physical activity amongst employees in sedentary occupations.</p> <p>Methods</p> <p>The intervention was developed using an intervention mapping protocol. The intervention was also informed by previous literature, qualitative focus groups, an expert steering group, and feedback from key contacts within a range of organisations.</p> <p>Results</p> <p>The intervention was designed to target awareness (e.g. provision of information), motivation (e.g. goal setting, social support) and environment (e.g. management support) and to address behavioural (e.g. increasing moderate physical activity in work) and interpersonal outcomes (e.g. encourage colleagues to be more physically active). The intervention can be implemented by local facilitators without the requirement for a large investment of resources. A facilitator manual was developed which listed step by step instructions on how to implement each component along with a suggested timetable.</p> <p>Conclusion</p> <p>Although time consuming, intervention mapping was found to be a useful tool for developing a theory based intervention. The length of this process has implications for the way in which funding bodies allow for the development of interventions as part of their funding policy. The intervention will be evaluated in a cluster randomised trial involving 1350 employees from 5 different organisations, results available September 2009.</p