Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

Typically analysis of the characteristics of friendships is made on the basis of nomination of a friend or best friend, with the assumption that this nomination reflects actual friendship. While it is possible that this assumption may be valid in typically developing children, this may not be the case for relationships for students with developmental disabilities. The relationships of 16 students with developmental disabilities in grades 1 through 6 and their three closest peers were examined to determine if dyads engaged in behaviors associated with defining components of friendship (i.e. shared interaction, mutual enjoyment, mutual liking) from literature on typically developing children. Interviews were conducted with target students, as well as with their peers, parents and teachers. Interview data indicated that the majority of dyads engaged at least sometimes in behaviors related to each of the defining components of friendship and reported behaviors associated with these components were typically reported as mutual. Additionally, voluntary peer nomination of friends at the beginning of interviews corresponded well with the presence of characteristics of friendship but this was less so when peers needed to be asked directly whether a child with a disability was a friend.     

Additional Diagnostic Yield of Adding Serology to PCR in Diagnosing Viral Acute Respiratory Infections in Kenyan Patients 5 Years of Age and Older

The role of serology in the setting of PCR-based diagnosis of acute respiratory infections (ARIs) is unclear. We found that acute- and convalescent-phase paired-sample serologic testing increased the diagnostic yield of naso/oropharyngeal swabs for influenza virus, respiratory syncytial virus (RSV), human metapneumovirus, adenovirus, and parainfluenza viruses beyond PCR by 0.4% to 10.7%. Although still limited for clinical use, serology, along with PCR, can maximize etiologic diagnosis in epidemiologic studies.     

The associations between reflective ability and communication skills among medical students

ObjectivesAssess associations between medical students’ reflective ability demonstrated in written narratives, and communication skills demonstrated later in simulated-patient breaking bad news interactions.MethodsWe analyzed 66 medical students’ reflective ability, using ‘REFLECT’ rubric and four newly developed parameters: Noticing Explanations provided to patients, Noticing Emotions, Remoteness/Connectedness in their writing, and mentioning Self-Emotions. ‘BAS’ and ‘SPIKES’ questionnaires measured students’ communication skills. Spearman and Chi-square tests examined correlations among all variables. Multiple regressions examined associations between reflective ability and demographic variables with communication skills.ResultsSignificant positive correlations between students’ reflective ability, measured by REFLECT and three of the new parameters, and global communication skill scores. Reflective ability of Noticing Explanations in writing was associated with ability to tailoring information to patients’ needs and address emotions.ConclusionsHigh reflective ability may improve communication skills. Specifically, ability to notice explanations to patients may enhance later capability to tailor information to patients and address emotions empathically.Practice implicationsEncourage educational interventions enhancing reflective ability; specifically observation and detailed writing about how explanations are given to patients and patients’ reactions to them. This process may help students develop competency to share and tailor difficult information sensitively—a critical skill when communicating bad news.