Introducing an ePortfolio into Practicum-Based Units: Pre-service Teachers’ Perceptions of Effective Support

ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of confidence across all areas. In contrast, the third-year pre-service teachers showed some increase in confidence in developing an ePortfolio and understanding its purpose. While the findings from this study emphasised the pre-service teachers’ need for ongoing hands-on support, it also highlighted their reluctance to seek support at an independent level

Magnetoencephalography in a virtual environment

Magnetoencephalography (MEG) is a functional neuroimaging technology which allows researchers to probe brain activity with fine-grained temporal and spatial resolution. By measuring the femtotesla-scale magnetic fields produced by neural currents, the underlying distribution of these currents can be estimated, enabling maps of brain electrophysiology to be constructed. The magnetic field detector employed in extant MEG systems is the superconducting quantum interference device (SQUID), which exploits low-temperature quantum phenomena to detect extremely weak magnetic fields. In this thesis, we describe a new type of wearable MEG scanner based on optically pumped magnetometers (OPMs). These devices can measure magnetic fields with the requisite sensitivity and bandwidth for MEG signal detection, while their cryogen-free design vastly increases their flexibility compared to SQUIDs. We describe the fabrication of a bespoke scalp-mounted OPM array, designed to make MEG measurements while the participant is permitted a significant degree of head movement (±10 cm). One facet of OPM array design is the investigation of crosstalk effects between sensors; in the process of field measurement, a sensor produces small magnetic fields which may leak into proximal sensors, altering gain and sensitive direction. We explore this issue in detail, beginning with the OPM signal equations to formulate a model of crosstalk generation in OPMs. We provide experimental evidence to support this model, and investigate the detrimental effects of uncorrected crosstalk on neural source estimation. The high flexibility of our scalp-mounted array motivated the investigation of more naturalistic experimental paradigms which exploit the newly possible degree of participant movement. In particular, this thesis describes a set of experiments which combine virtual reality (VR) technology with the OPM array, allowing us to record MEG data while a participant is immersed in a virtual environment. The integration of the HMD with the MEG system introduced a degree of magnetic interference to the MEG data; however, by employing synthetic gradiometry, we were able to significantly cancel fields from the HMD, permitting adequate signalto-interference ratio to detect and localise neural responses. Our combined VRMEG apparatus allowed us to provide the participant with realistic environments, enabling a decision-making paradigm which involved responding to the action of a virtual human avatar. Lastly, we describe an experiment in which we measured the magnetic fields generated by the head-mounted display, observing the magnetic field patterns produced by currents in the organic light-emitting diode (OLED) elements of the screen. This experiment is the first step towards a generative model of magnetic field interference in the HMD, which could lead to an interference-free VR-MEG system. Some other possible avenues of development, including external projector-based VR, are evaluated for use with OPM-MEG

Improving young people’s health and wellbeing through a school health research network: reflections on school-researcher engagement at the national level

The School Health Research Network is a policy-practice-research partnership established in Wales in 2013. The Network aims to: provide health and wellbeing data for national, regional and local stakeholders, including schools; co-produce school-based health improvement research for Wales; and build capacity for evidence-informed practice in the school health community. School-focused engagement activities include providing member schools with bespoke Student Health and Wellbeing Reports, hosting school health webinars, producing school-friendly research briefings, and holding annual events for schools. The Network’s model for co-producing research with schools is described and its impacts on schools is explored. These include more efficient recruitment of schools to research projects, school involvement in intervention development, schools beginning to embed evidence-informed practice by using their Reports and other Network resources, and securing funding to evaluate innovative health and wellbeing practices identified by schools. Drawing on the Trans-disciplinary Action Research (TDAR) literature, the article reflects on how TDAR principles have underpinned Network progress. The concept of reciprocity in the co-production literature and its relevance to engagement with schools is also explored, along with the Network’s contribution to our understanding of how we can build sustainable co-production at large scale in order to generate national level action and benefit

Exploring the feasibility of a cluster pilot randomised control trial to improve children’s 24-hour movement behaviours and dietary intake:happy homework

We aimed to explore the feasibility, acceptability, and potential efficacy of Happy Homework (HH); an 8-week home-focussed intervention, with the purpose of encouraging children’s positive dietary behaviours and engagement in positive physical activity (PA) and sleep behaviours. We randomised four Scottish schools (n = 71 participants; 5 classrooms) to either the HH intervention (n = 2) or usual curriculum control group (n = 2). HH consisted of movement and dietary-focused parent and child tasks. Primary outcome measures were intervention feasibility, acceptability, and potential efficacy. Secondary outcomes were objectively measured PA via ActiGraph GT3X+, sedentary behaviours (SBs) and sleep duration via activPAL4™ accelerometers and dietary behaviours, fruit and vegetable consumption and screen-time via questionnaires. After controlling for pre-test levels, post intervention stepping time and sleep duration were significantly greater for the HH group in comparison to the control group. The HH group reported eating more fruit and vegetables at post-test than the control group. Participants also reported the intervention to be enjoyable and motivating. These findings provide promising evidence that given a greater sample size, better retention and the prioritisation of health and wellbeing homework, HH could enhance children’s health and wellbeing

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students

Background: More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. Methods: A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan. Results: All students (including the disciplines of diagnostic radiology, exercise physiology, medicine, nursing, occupational therapy, pharmacy, physiotherapy and speech pathology), completed all tasks successfully. Of the 26 % of students who completed the evaluation survey, 70 % agreed or strongly agreed that the IPL activity was worthwhile, and 87 % agreed or strongly agreed that their case study was relevant. Thematic analysis found overarching themes of engagement and collaboration-in-action suggesting that the IPL activity enabled students to achieve the intended learning objectives. Students recognised the contribution of others and described negotiation, collaboration and creation of new collective knowledge after working together on the complicated patient case studies. The novel video assessment was challenging to many students and contextual issues limited engagement for some disciplines. Conclusions: We demonstrated the feasibility and acceptability of a large scale IPL activity where design of cases, format and assessment tasks was founded in complexity theory. This theoretically based design enabled students to achieve complex IPL outcomes relevant to future practice. Future research could establish the psychometric properties of assessments of student performance in large-scale IPL events

Vasopressin potentiates corticotropin-releasing hormone-induced insulin release from mouse pancreatic β-cells

Arginine vasopressin (AVP) and corticotropin-releasing hormone (CRH) have both been implicated in modulating insulin secretion from pancreatic β-cells. In the present study, we investigated the insulin-secreting activities of AVP and CRH in wild-type and AVP VIb receptor knockout mice. Both neuropeptides stimulated insulin secretion from isolated mouse pancreatic islets. The response of islets to CRH was increased fourfold by concomitant incubation with a subthreshold dose of AVP that alone did not stimulate insulin secretion. Activation of the endogenously expressed M3 receptor by the cholinergic agonist carbachol also potentiated CRH-induced insulin secretion, indicating that the phenomenon may be pathway specific (i.e. Ca2+-phospholipase C) rather than agonist specific. The protein kinase C (PKC) inhibitors Ro-31-8425 and bisindolylmaleimide I attenuated the potentiating effect of AVP on CRH-stimulated insulin secretion and blocked AVP-stimulated insulin secretion. A possible interaction between the PKC and protein kinase A pathways was also investigated. The phorbol ester phorbol myristate acetate (PMA) stimulated insulin secretion, while the addition of both PMA and CRH enhanced insulin secretion over that measured with either PMA or CRH alone. Additionally, no AVP potentiation of CRH-stimulated insulin secretion was observed upon incubation in Ca2+-free Krebs–Ringer buffer. Taken together, the present study suggests a possible synergism between AVP and CRH to release insulin from pancreatic β-cells that relies at least in part on activation of the PKC signaling pathway and is dependent on extracellular Ca2+. This is the first example of a possible interplay between the AVP and CRH systems outside of the hypothalamic–pituitary–adrenal axis

National Diet and Nutrition Survey Rolling programme Years 9 to 11 (2016/2017 to 2018/2019) - A survey carried out on behalf of Public Health England and the Food Standards Agency

The National Diet and Nutrition Survey Rolling Programme (NDNS RP) is a continuous crosssectional survey, designed to assess the diet, nutrient intake and nutritional status of the general population aged 1.5 years and over living in private households in the UK. A representative sample of around 1,000 people (500 adults and 500 children) take part in the NDNS RP each year. Fieldwork for Years 9 to 11 of the NDNS RP was carried out between April 2016 and June 2019. The survey comprised an interview, a 4-day estimated diet diary, physical measurements and a blood and urine sample. Results are used by government to monitor progress toward diet and nutrition objectives of UK Health Departments and to develop policy interventions. The foods, nutrients and blood and urine measures presented in this report were selected for their nutritional and public health relevance to current dietary concerns in the UK. Results are analysed for 7 age groups: 1.5 to 3 years; 4 to 10 years; 11 to 18 years; 19 to 64 years; 65 years and over; 65 to 74 years and 75 years and over, split by sex in all except the youngest age group. The report includes: • descriptive statistics of food consumption, nutrient intake and nutritional status including proportion of the population meeting government recommendations for NDNS RP Years 9 to 11 (2016/17 to 2018/19) and comparison with results from years 7&8 (2014/15 to 2015/16). • trends over time in relation to food consumption, nutrient intakes and nutritional status in the UK for the first 11 years of the NDNS RP (2008/09 to 2018/19)PHE and Food Standards Agenc