Enhancing meaningful learning and self-efficacy through collaboration between dental hygienist and physiotherapist students - a scholarship project

To cite this article:
Int J Dent Hygiene 10, 2012; 270–276
DOI: 10.1111/j.1601‐5037.2011.00539.x
Johannsen A, Bolander‐Laksov K, Bjurshammar N, Nordgren B, Fridén C, Hagströmer M. Enhancing meaningful learning and self‐efficacy through collaboration between dental hygienist and physiotherapist students – a scholarship project. Abstract: Introduction: Within the field of Dental Hygiene (DH) and Physiotherapy (PT), students are taught to use an evidence‐based approach. Educators need to consider the nature of evidence‐based practice from the perspective of content knowledge and learning strategies. Such effort to seek best available evidence and to apply a systematic and scholarly approach to teaching and learning is called scholarship of teaching and learning. Objectives: To evaluate the application of the scholarship model including an evidence‐based approach to enhance meaningful learning and self‐efficacy among DH and PT students. Methods: Based on the research on student learning, three central theories were identified (constructivism, meaningful learning and self‐efficacy). These were applied in our context to support learner engagement and the application of prior knowledge in a new situation. The DH students performed an oral health examination on the PT students, and the PT students performed an individual health test on the DH students; both groups used motivational interviewing. Documentation of student’s learning experience was carried out through seminars and questionnaires. Results: The students were overall satisfied with the learning experience. Most appreciated are that it reflected a ‘real’ professional situation and that it also reinforced important learning from their seminars. Conclusion: The scholarship model made the teachers aware of the importance of evidence‐based teaching. Furthermore, the indicators for meaningful learning and increased self‐efficacy were high, and the students became more engaged by practising in a real situation, more aware of other health professions and reflected about tacit knowledge.     

Predictors of academic performance of first year dental undergraduates in Sri Lanka: a re‐evaluation following curriculum changes

The dentistry course in Sri Lanka is conducted in English, a second language for its students. A decade ago, English language proficiency was the key factor in predicting the academic performance of first year dental undergraduates. Since then, changes have been introduced to the teaching programme and examination format to minimise the effect of language proficiency on their performance. This study aimed at re‐evaluating the factors influencing academic performance in a similar academic cohort. A total of 306 first year students in five consecutive academic years ranging in age from 20 to 24 years (77% of the total number registered, 36.3% men) were recruited, and a questionnaire was used to collect data regarding demographics, previous academic ability and perceived levels of difficulty of the first year course, English language and its sub‐skills. Performances of the English language test and cumulative GPA of the first year course were used as objective indicators of language competency and academic performance respectively. The data were analysed using SPSS 11.5. Hierarchical Regression Analysis revealed that English language proficiency, gender and previous academic ability were the significant predictors of GPA. Students who received a lower GPA perceived English as considerably more difficult compared to the academic course itself; however, students who obtained a higher GPA perceived the opposite. Students' language competency remains the major predictor of academic performance, although previous academic ability and gender emerge as significant predictors. The perceived difficulty, however, of the dental course and of studying in English may also be predictors of student academic performance.     

How to select the doctors of the future

Although previous academic performance is acknowledged as the best predictor of achievement in medical school, no one has succeeded in finding a selection method which will choose students who will become doctors with the qualities the community expect. Australian medical schools use various selection methods. It could well be argued that the most important phase in the selection process is informed decision-making by potential applicants. More effort should be made by medical schools to achieve this.     

Clinical outcome following Transcatheter Aortic Valve Implantation in patients with impaired left ventricular systolic function

Objectives: To determine the prevalence of impaired left ventricular (LV) systolic function and its impact on the in‐hospital and long‐term outcome in patients who underwent Transcatheter Aortic Valve Implantation (TAVI). Background: Although impaired LV function may be considered a contra‐indication for aortic valve replacement, the hemodynamic characteristics of transcatheter valves may offer procedural and long‐term clinical benefit in such patients. Methods: 230 consecutive patients underwent TAVI with the Medtronic‐CoreValve System. Impaired LV function was defined by a Left Ventricular Ejection Fraction (LVEF) ≤ 35% (European Multicenter Study on Operative Risk Stratification and Long‐term Outcome in patients with Low‐Flow/Low‐Gradient Aortic Stenosis). Study endpoints were selected and defined according to the Valve Academic Research Consortium recommendations. Results: Compared with patients with a LVEF > 35% (n = 197), those with LVEF ≤ 35% (n = 33) were more often male (78.8 % vs. 46.7%, P < 0.001), more symptomatic (NYHA class III or IV, 97.0% vs. 77.2%, P = 0.008) and had a higher prevalence of prior coronary artery disease (63.6% vs. 43.1%, P = 0.029). The Logistic EuroSCORE was 14.8% and 22.8, respectively (P = 0.012). No difference was observed between the two groups in in‐hospital or 30‐day mortality (3.0% vs. 9.6%, P = 0.21), the Combined Safety Endpoint at 30 days (24.2% and 24.4%, P = 0.99) and survival free from readmission at one year (69.2% and 69.7%, P = 0.85). After adjustment, LVEF ≤ 35% was not associated with an increased risk of 30‐day mortality, in‐hospital complications and survival free from readmission at follow‐up. Conclusion: The immediate and long‐term outcome after TAVI did not differ between patients with an impaired and preserved LVEF. LVEF ≤ 35% did not predict adverse immediate and long‐term outcome. These findings suggest that TAVI should not be withheld in selected patients with impaired LV function. © 2011 Wiley Periodicals, Inc.     

基于数据挖掘技术探讨郭勇教授治疗肝癌的用药规律

[目的] 探讨郭勇教授治疗肝癌的处方用药规律,传承名中医治疗肝癌的指导思想并推广应用。[方法] 收集郭师治疗肝癌的处方,基于信息管理系统软件建立数据库,统计药物使用频次,并对药物的药性、药味、归经等进行描述性分析。[结果] 药性频率最高的是寒(34.46%),其次是温(29.94%)、平(27.12%),累计频率达91.52%;药味频率最高的是甘(37.09%),其次是苦(23.64%)、辛(17.45%),累计频率达78.18%;药物归经频率最高的是肝(19.61%)、其次是脾(15.50%)、肺(15.25%)、胃(14.29%),累计频率达64.65%。采用关联法则、复杂网络分析、聚类分析等数据挖掘方法,确定处方中各种药物的使用频次和药物之间的关联规则,前6位中药依次为:白芍、郁金、预知子、猫爪草、猫人参、太子参。从核心处方总结出,郭师治疗肝癌多用猫人参、猫爪草、郁金、预知子、白芍等药物。[结论] 郭师治疗肝癌,重视辨病与辨证相结合,应用灵活,配伍严谨。数据挖掘应用对于挖掘名老中医临床经验具有重要的价值。     

环境与健康保护：从理论到行动的转化之路——“第六届环境与职业医学国际学术研讨会”纪要

＂第六届环境与职业医学国际学术研讨会暨《环境与职业医学》杂志创办30周年研讨会＂于2014年10月16—18日在上海市召开,会议的主题是＂环境与健康保护：从理论到行动＂。此次会议由上海市疾病预防控制中心、上海市预防医学研究院、上海市预防医学会、《环境与职业医学》杂志主办,复旦大学公共卫生学院、江苏省预防医学会、浙江省预防医学会协办。共有44位中外专家进行了报告,200余位参会者就＂环境相关疾病的预防与控制＂＂职业人群的健康保护＂＂环境与职业医学中的组学研究＂＂环境政策与公共卫生＂等内容展开讨论。本次会议收到中英文论文投稿近200篇,同时设置了壁报展示并评选出3份优秀壁报。在＂《环境与职业医学》编者、审者、作者交流会＂上,编委会成员和审稿专家共同回顾了杂志创办30年来的发展历程,为杂志的发展提出了缩短出版周期、提供增值服务、进入重要数据库等意见。本次会议的成功举办可望进一步加深加强上海与国际国内在相应领域的联系与合作,更好地促进环境与职业医学领域理论与实际的结合、基础与临床的整合、微观与宏观的融合,为环境健康研究注入新的活力。     

A before-school physical activity intervention to improve cognitive parameters in children: The Active-Start study

The aim of the study was threefold: (a) to test a before-school physical activity intervention (Active-Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active-Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active-Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active-Start intervention was a RCT which comprised 170 children (8-10 years old) from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school-class (8:00-8:30 am ) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49-0.77) and mathematics (0.49; 95% CI 0.32-0.66) performance (P < .001). Also, improvements were seen in fat mass, fat-free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson-Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before-school physical activity programs such as the Active-Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren.     

School‐Related Parental Involvement and Adolescent Academic Achievement: The Role of Community Poverty

Although most current studies have established the importance of school‐related parental involvement to adolescents' academic achievement, they are limited in that they do not address macrolevel community influences on such an association. This may be due in part to the lack of community‐level data or the use of inappropriate statistical strategies that cannot account for the influence of factors at the community level. To address this limitation, in this study, the authors examined the influence of community poverty on the association between school‐related parental involvement and adolescents' academic achievement. Using a large, nationally representative sample, results from a multilevel model suggested that, compared to adolescents living in more affluent communities, the positive effect of school‐related parental involvement on adolescents' academic achievement was significantly weaker for adolescents living in poor communities. Such findings suggested the importance of community poverty in influencing the effectiveness of school‐related parental involvement on adolescents' academic achievement.