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Stylistic Differences (stylistic + difference)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Adjusting life for quality or disability: stylistic difference or substantial dispute?,

HEALTH ECONOMICS, Issue 11 2009
Mara Airoldi
Abstract This paper focuses on the contrast between describing the benefit of a healthcare intervention as gain in health (QALY-type ideas) or a disability reduction (DALY-type ideas). The background is an apparent convergence in practice of the work conducted under both traditions. In the light of these methodological developments, we contrast a health planner who wants to maximise health and one who wants to minimise disability. To isolate the effect of framing the problem from a health or a disability perspective, we do not use age-weighting in calculating DALY and employ a common discounting methodology and the same set of quality of life weights. We find that interventions will be ranked in a systematically different way. The difference, however, is not determined by the use of a health or a disability perspective but by the use of life expectancy tables to determine the years of life lost. We show that this feature of the DALY method is problematic and we suggest its dismissal in favour of a fixed reference age rendering the use of a health or a disability perspective merely stylistic. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Women in a Man's World: Gender Differences in Leadership at the Military Academy

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 12 2004
Matthew J. Morgan
This study responds to a deficiency of research on military leadership gender differences in spite of widespread interest in women in the military in policymaking and academic circles of various fields. Although scholarship in the field of women's leadership in recent years has asserted that there are stylistic differences between male and female leaders, there were few major differences in this study of 12 specific areas of leadership rated by 3 types of raters. Of the 36 possible occurrences of a statistically significant gender difference, only 6 manifested themselves in the cadet leader ratings. As a whole, evidence supports minimal gender differences in leadership performance or style in the West Point Class of 1998. [source]

Teaching Across the Generation Gap: A Consensus from the Council of Emergency Medicine Residency Directors 2009 Academic Assembly

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Lisa Moreno-Walton MD
Abstract Background:, Four distinct generations of physicians currently coexist within the emergency medicine (EM) workforce, each with its own unique life experience, perspective, attitude, and expectation of work and education. To the best of our knowledge, no investigations or consensus statements exist that specifically address the effect of intergenerational differences on undergraduate and graduate medical education in EM. Objectives:, To review the existing literature on generational differences as they pertain to workforce expectations, educational philosophy, and learning styles and to create a consensus statement based on the shared insights of experienced educators in EM, with specific recommendations to improve the effectiveness of EM residency training programs. Methods:, A group of approximately one hundred EM program directors (PDs), assistant PDs, and other academic faculty attending an annual conference of emergency physician (EP) educators gathered at a breakout session and working group to examine the literature on intergenerational differences, to share insights and discuss interventions tailored to address these stylistic differences, and to formulate consensus recommendations. Results:, A set of specific recommendations, including effective educational techniques, was created based on literature from other professions and medical disciplines, as well as the contributions of a diverse group of EP educators. Conclusions:, Recommendations included early establishment of clear expectations and consequences, emphasis on timely feedback and individualized guidance during training, explicit reinforcement of a patient-centered care model, use of peer modeling and support, and emphasis on more interactive and small-group learning techniques. [source]

The Conventions of Management Research and their Relevance to Management Practice

BRITISH JOURNAL OF MANAGEMENT, Issue 2 2002
M. Kelemen
This paper recognizes the failure of management research to communicate with practitioners, and speculates over the reasons why this may be the case. It is possible that the researchers' interests may not always coincide with management practitioners'; however, even when such interests are congruent, it seems that relatively little management research is published in practitioner journals. We suggest that this is because academic research is written in a style that tends to alienate most practitioners. This paper isolates the stylistic conventions associated with research targeted to academics (typically published in academic journals) and research targeted to practitioners (typically published in practitioner-oriented journals). Such stylistic differences are illustrated through a study of organizational change whose findings have been published in both academic and practitioner format, namely in the Administrative Science Quarterly and the Harvard Business Review. We suggest that the gap between these two types of research could be narrowed through processes of translation (i.e. academic jargon could be translated in practitioner language). In addition we might consider greater use of Mode 2 research over Mode 1 research (academic). Mode 2 research presupposes that teams of academics and practitioners assemble to define the research problem and methodology in terms appropriate to a particular context and in a way that accounts for all existing interests so that translation processes are seamless. However, Mode 2 creates its own gap in that the knowledge is more contextual and may not reach a wide audience. [source]