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Selected AbstractsNurses' knowledge of error in blood pressure measurement techniqueINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2002BHScArticle first published online: 27 MAY 200, DipAppSci(NsgEdn), Robin S Armstrong RN Errors in measuring blood pressure may have significant impact on the investigation and treatment of patients. Errors arise from faults in measurement technique or the equipment used. In Australia, blood pressure measurement technique is taught to nurses during their undergraduate education and may not be reviewed again. This observational, descriptive study surveyed clinical nurses at a metropolitan teaching hospital at shift hand-over time. Participation was voluntary and anonymous by 78 nurses who answered a questionnaire to determine the need and focus for updating blood pressure measurement technique. Sixty-one per cent of participants conformed to currently accepted practice in identifying systolic blood pressure, and 71% diastolic blood pressure; 54% correctly interpreted a description of blood pressure sounds containing an auscultatory gap. Correct answers for assessment of faulty equipment were given by 58%, assessing cuff size by 57%, arm position for seated measurement by 14%, determination of inflation pressure by 29% and deflation rate 62%. Incidence of terminal digit preference was 32%. These findings indicate that knowledge of participants was inadequate to perform blood pressure measurement in a standardized manner, and prevent introduced error. [source] Informational intra-group influence: the effects of time pressure and group sizeEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2008Bryan L. Bonner The judgments of groups have immense impact on our daily lives. This paper theorizes that three families of intra-group influence affect the collective estimation process. These different forms of influence map to different levels of task demonstrability, or the extent to which correct answers are transparent to problem-solvers. When demonstrability is low, group estimates are disproportionately influenced by proposals closer to the intra-group mean (centrality). When demonstrability is high and groups are small, group decisions are disproportionately influenced by proposals closer to the correct answer (accuracy). Finally, when demonstrability is high and groups are larger, group decisions are disproportionately influenced by proposals offered by generally more accurate individuals across a set of judgments (expertise). Three laboratory studies support our predictions with regard to informational influence in cooperative groups. Copyright © 2006 John Wiley & Sons, Ltd. [source] Scoring Situational Judgment Tests: Once You Get the Data, Your Troubles BeginINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2006Mindy E. Bergman Although situational judgment tests (SJTs) have been in use for decades, consensus has not been reached on the best way to score these assessments or others (e.g., biodata) whose items do not have a single demonstrably correct answer. The purpose of this paper is to review and to demonstrate the scoring strategies that have been described in the literature. Implementation and relative merits of these strategies are described. Then, several of these methods are applied to create 11 different keys for a video-based SJT in order to demonstrate how to evaluate the quality of keys. Implications of scoring SJTs for theory and practice are discussed. [source] Swedish student nurses' knowledge of health statutes: a descriptive surveyINTERNATIONAL NURSING REVIEW, Issue 2 2009I.D. Kapborg rnt Background:, The nurse's function, no matter the working area, is guided by ethical approaches, grounded in science and well-tried experiences, and has to be conducted according to national laws, statutes and instructions. Aim:, To survey newly graduated Swedish nurses' knowledge about current statutes and laws that govern their healthcare system. Method:, A questionnaire was developed from facts in relevant statutes and laws presented and used in the nursing education programmes. Following a pilot study testing the items, a 20-item questionnaire, with mostly open-ended questions, was distributed to student nurses in the last semester of their nursing education programme before graduation. Results:, One hundred and seventy-eight participants answered the questionnaire (response rate 59%). Only 29% of responses on all questions showed correct knowledge about the different statutes and laws that regulate their work as nurses. The best knowledge was found in the area of documentation (range 35,86%) and in the area of information (range 16,54%) on group scores. Conclusion:, This survey concerning novice nurses' knowledge about statutes and laws showed great deficiencies. It was surprising to find that, on existing demands regarding nurses delegating medical tasks, not a single respondent presented a correct answer. Evidence-based knowledge was difficult to recognize. Nurses will be more conscious of their own limitations and more prepared to meet the reality of practice if there is emphasis on relevant statutes and laws during their education. [source] Perimenopausal knowledge of mid-life women in northern TaiwanJOURNAL OF CLINICAL NURSING, Issue 5 2004Lee-Ing Tsao DNSc Background., This work has been carried out keeping in view that although knowledge related to perimenopause is an important health issue for women worldwide, little information is known about mid-life Taiwanese women's knowledge of perimenopause. Objective., The aim of this paper was to explore the level of perimenopausal knowledge of mid-life women in northern Taiwan, to describe the relationship between demographic factors and women's knowledge, and to identify what information health providers need to offer them. Design., A cross-sectional descriptive survey was conducted. Method., The Perimenopausal Knowledge Questionnaire was used to collect data. The study was carried out in August 2000 to September 2001. A convenience sample was recruited from traditional Chinese medicine clinics, gynecology clinics and communities in northern Taipei. Results., Our findings indicated that the overall mean correct answer weighted Perimenopausal Knowledge score of these mid-life women was 46.31. The rank of weighted scores from highest to lowest was: (1) self-care during perimenopause, (2) the perception of perimenopause, (3) knowledge related to hormone replacement therapy and (4) body changes associated with the declined oestrogen in perimenopause. Only educational level was significantly associated with Perimenopause Knowledge level (P < 0.01). Less than 20% (n = 353) of the women answered the items that measured self-management of symptoms related to perimenopause correctly. Less than 1.4% of the women knew that taking hormone replacement therapy required a physician's prescription and subsequent regular health check-ups. Conclusion., Participants lacked adequate knowledge about perimenopause. Relevance to clinical practices., Health providers need to provide factual information about the normal body changes of perimenopause, self-management of perimenopausal disturbances and appropriate use of hormone replacement therapy. [source] Assessment in the context of uncertainty: how many members are needed on the panel of reference of a script concordance test?MEDICAL EDUCATION, Issue 3 2005R Gagnon Purpose, The script concordance test (SCT) assesses clinical reasoning in the context of uncertainty. Because there is no single correct answer, scoring is based on a comparison of answers provided by examinees with those provided by members of a panel of reference made up of experienced practitioners. This study aims to determine how many members are needed on the panel to obtain reliable scores to compare against the scores of examinees. Methods, A group of 80 residents were tested on 73 items (Cronbach's ,: 0.76). A total of 38 family doctors made up the pool of experienced practitioners, from which 1000 random panels of reference of increasing sizes (5, 10, 15, 20, 25 and 30) were generated with a resampling procedure. Residents' scores were computed for each panel sample. Units of analysis were means of residents' score, test reliability coefficient and correlation coefficient between scores obtained with a given panel of reference versus the scores obtained with the full panel of 38. Statistics were averaged across the 1000 samples for each panel size for the mean and test reliability computations, and across 100 samples for the correlation computation. Results, For sample variability, there was a 3-fold increase in standard deviation of means between a sample panel size of 5 (SD = 1.57) and a panel size of 30 (SD = 0.50). For reliability, there was a large difference in precision between a panel size of 5 (0.62) and a panel size of 10 (0.70). When the panel size was over 20, the gain became negligible (0.74 for 20 and 0.76 for 38). For correlation, the mean correlation coefficient values were 0.90 with 5 panel members, 0.95 with 10 members and 0.98 with 20 members. Conclusion, Any number over 10 is associated with acceptable reliability and good correlation between the samples versus the full panel of 38. For high stake examinations, using a panel of 20 members is recommended. Recruiting more than 20 panel members shows only a marginal benefit in terms of psychometric properties. [source] THE SPECIAL COMPOSITION QUESTION IN ACTIONPACIFIC PHILOSOPHICAL QUARTERLY, Issue 4 2006SARA RACHEL CHANT In the material objects literature, this question is known as the "special composition question," and I take it that there is a similar question to be asked of collections of actions. I will call that question the "special composition question in action," and argue that the correct answer to this question depends on a particular kind of consequence produced by the individual constituent actions. [source] Wittgenstein and the Aesthetic Robot's HandicapPHILOSOPHICAL INVESTIGATIONS, Issue 2 2005Julian Friedland Ask most any cognitive scientist working today if a digital computational system could develop aesthetic sensibility and you will likely receive the optimistic reply that this remains an open empirical question. However, I attempt to show, while drawing upon the later Wittgenstein, that the correct answer is in fact available. And it is a negative a priori. It would seem, for example, that recent computational successes in textual attribution, most notably those of Donald Foster (famed finder of Ted Kazinski a.k.a. "the Unibomber") speak favorably of the digital model's capacity to overcome the "aspect blindness" handicap in this domain. I argue however that such results are only achievable when rigid input-to-output parameters are given, and that this element is precisely what is absent in standard examples of aesthetic judgment. I thus conclude that while the connectionist model anticipated by Turing may provide the best approach for the AI project, its capacity for meeting its own sufficiency requirements is necessarily crippled by its inability to share in what can be generally referred to as the collective engagements of human solidarity. [source] LiveBench-1: Continuous benchmarking of protein structure prediction serversPROTEIN SCIENCE, Issue 2 2001Janusz M. Bujnicki Abstract We present a novel, continuous approach aimed at the large-scale assessment of the performance of available fold-recognition servers. Six popular servers were investigated: PDB-Blast, FFAS, T98-lib, GenTHREADER, 3D-PSSM, and INBGU. The assessment was conducted using as prediction targets a large number of selected protein structures released from October 1999 to April 2000. A target was selected if its sequence showed no significant similarity to any of the proteins previously available in the structural database. Overall, the servers were able to produce structurally similar models for one-half of the targets, but significantly accurate sequence-structure alignments were produced for only one-third of the targets. We further classified the targets into two sets: easy and hard. We found that all servers were able to find the correct answer for the vast majority of the easy targets if a structurally similar fold was present in the server's fold libraries. However, among the hard targets,where standard methods such as PSI-BLAST fail,the most sensitive fold-recognition servers were able to produce similar models for only 40% of the cases, half of which had a significantly accurate sequence-structure alignment. Among the hard targets, the presence of updated libraries appeared to be less critical for the ranking. An "ideally combined consensus" prediction, where the results of all servers are considered, would increase the percentage of correct assignments by 50%. Each server had a number of cases with a correct assignment, where the assignments of all the other servers were wrong. This emphasizes the benefits of considering more than one server in difficult prediction tasks. The LiveBench program (http://BioInfo.PL/LiveBench) is being continued, and all interested developers are cordially invited to join. [source] The Legal Analog of the Principle of BivalenceRATIO JURIS, Issue 4 2003Martin P. Golding The principle of bivalence is the assertion that every statement is either true or else false. Its legal analog, however, must be formulated relative to particular legal systems and in terms of validity rather than truth. It asserts that every statement of law that can be formulated in the vocabulary of a given legal system is valid (correct) or else invalid (incorrect) in that system. A line of New York cases is traced, beginning with Thomas v. Winchester (1852). This case, which involved a poison mislabeled as a medicine, established an exception to the rule that a manufacturer or supplier is never liable for negligence to a remote purchaser. The court made an exception because a poison is an "imminently dangerous" thing. How far may this exception be applied to other fact-situations? Some subsequent cases are examined, and it is considered whether there is no correct answer in these instances and, more dramatically, whether more than one correct answer is tenable. In either event the legal analog of bivalence would seem to fail. [source] The promise of geometric morphometricsAMERICAN JOURNAL OF PHYSICAL ANTHROPOLOGY, Issue S35 2002Joan T. Richtsmeier Abstract Nontraditional or geometric morphometric methods have found wide application in the biological sciences, especially in anthropology, a field with a strong history of measurement of biological form. Controversy has arisen over which method is the "best" for quantifying the morphological difference between forms and for making proper statistical statements about the detected differences. This paper explains that many of these arguments are superfluous to the real issues that need to be understood by those wishing to apply morphometric methods to biological data. Validity, the ability of a method to find the correct answer, is rarely discussed and often ignored. We explain why demonstration of validity is a necessary step in the evaluation of methods used in morphometrics. Focusing specifically on landmark data, we discuss the concepts of size and shape, and reiterate that since no unique definition of size exists, shape can only be recognized with reference to a chosen surrogate for size. We explain why only a limited class of information related to the morphology of an object can be known when landmark data are used. This observation has genuine consequences, as certain morphometric methods are based on models that require specific assumptions, some of which exceed what can be known from landmark data. We show that orientation of an object with reference to other objects in a sample can never be known, because this information is not included in landmark data. Consequently, a descriptor of form difference that contains information on orientation is flawed because that information does not arise from evidence within the data, but instead is a product of a chosen orientation scheme. To illustrate these points, we apply superimposition, deformation, and linear distance-based morphometric methods to the analysis of a simulated data set for which the true differences are known. This analysis demonstrates the relative efficacy of various methods to reveal the true difference between forms. Our discussion is intended to be fair, but it will be obvious to the reader that we favor a particular approach. Our bias comes from the realization that morphometric methods should operate with a definition of form and form difference consistent with the limited class of information that can be known from landmark data. Answers based on information that can be known from the data are of more use to biological inquiry than those based on unjustifiable assumptions. Yrbk Phys Anthropol 45:63,91, 2002. © 2002 Wiley-Liss, Inc. [source] Questioning as an instructional method: Does it affect learning from lectures?APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2009Julie Campbell What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a 25-slide PowerPoint lecture in educational psychology that included four inserted multiple-choice questions (questioning group) or four corresponding statements (control group). Students in the questioning group used a personal response system (PRS), in which they responded to questions using a hand-held remote control, saw a graph displaying the percentage of students voting for each answer, and heard the teacher provide an explanation for the correct answer. Students in the control group received the corresponding slide as a statement and heard the teacher provide an explanation. The questioning group outperformed the control group on a retention test in Experiment 1 (d,=,1.23) and on a transfer test in Experiment 2 (d,=,0.74), but not on other tests. The results are consistent with a generative theory of learning, and encourage the appropriate use of questioning as an instructional method. Copyright © 2008 John Wiley & Sons, Ltd. [source] 15 Assessing the Clinical Reasoning Skills of Emergency Medicine Clerkship Students Using a Script Concordance TestACADEMIC EMERGENCY MEDICINE, Issue 2008Aloysius Humbert Fourth-year medical students in emergency medicine (EM) clerkships are evaluated by various methods. Multiple choice examinations are frequently used to supplement clinical evaluations. These are limited in their ability to evaluate students' clinical reasoning skills. The Script Concordance Test (SCT) is an innovative assessment method developed to evaluate clinical reasoning. The SCT consists of a series of clinical vignettes, each followed by a series of specific questions that present an additional piece of data (a lab result, a physical finding, etc.) to the student. The students then indicate how the additional data affect their thinking regarding a possible diagnosis, an investigational strategy, or a therapeutic intervention, using a 5 point Likert scale (-2,-1,0,+1,+2). SCT questions have no single correct answer; instead, students receive credit based upon the level of agreement between their answers and those of a panel of 10 to 20 expert physicians who take the test to derive the answer key. The SCT is easily administered. In other disciplines, the SCT has demonstrated the ability to differentiate between the clinical reasoning skills of experienced and novice clinicians. The clerkship directors developed an EM SCT using an expert panel of 10 EM attending physicians. For the 07-08 academic year, SCT questions have been incorporated into the EM clerkship end-of-rotation written examination. The EM SCT shows promise as a measure of a student's clinical reasoning ability. Future studies will assess in greater detail the performance and statistical properties of the SCT in the setting of the EM clerkship. [source] Differentiation and integration: guiding principles for analyzing cognitive changeDEVELOPMENTAL SCIENCE, Issue 4 2008Robert S. Siegler Differentiation and integration played large roles within classic developmental theories but have been relegated to obscurity within contemporary theories. However, they may have a useful role to play in modern theories as well, if conceptualized as guiding principles for analyzing change rather than as real-time mechanisms. In the present study, we used this perspective to examine which rules children use, the order in which the rules emerge, and the effectiveness of instruction on water displacement problems. We found that children used systematic rules to solve such problems, and that the rules progress from undifferentiated to differentiated forms and toward increasingly accurate integration of the differentiated variables. Asking children to explain both why correct answers were correct and why incorrect answers were incorrect proved more effective than only requesting explanations of correct answers, which was more effective than just receiving feedback on the correctness of answers. Requests for explanations appeared to operate through helping children notice potential explanatory variables, formulate more advanced rules, and generalize the rules to novel problems. [source] Relationship between knowledge and attitudes regarding HIV/AIDS among dental school employees and studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2004K. M. Börsum Objectives:, Employees and students at the Faculty of Dentistry, University of Oslo responded to a comprehensive questionnaire regarding knowledge and attitudes towards human immunodeficiency virus (HIV). The intention of the present study was to describe possible relationships between the two. Method:, The questionnaire consisted of 39 closed questions. The response rate was 75% (436/584). The answers were used to construct additive indices for knowledge and attitudes. Results:, The knowledge index reflected the number of correct answers concerning risk groups and transmission. A factor analysis revealed three dimensions of attitudes (,legal', ,personal risk', and ,personal consequences'), which were analysed separately against knowledge. Correlation analyses (Spearman r) of all respondents together (n = 436) revealed a weak, but statistically significant, positive correlation between knowledge and the ,legal' and ,personal risk' dimension of attitudes (r = 0.16, P < 0.01; r = 0.21, P < 0.001). The ,personal consequence' dimension was not significantly correlated with knowledge (r = 0.06, P > 0.05). The strongest correlation was found between knowledge and the ,legal' dimension (r = 0.43, P < 0.001), and knowledge and the ,personal risk' dimension (r = 0.41, P < 0.002) amongst fourth year students. No particular group of employees or students displayed a significant correlation between knowledge and the ,personal consequence' dimension of attitudes. Conclusions:, Three dimensions on attitudes concerning patients with HIV/acquired immune deficiency syndrome were identified amongst the respondents. A weak correlation between knowledge and two of the attitudes might indicate that knowledge plays a role in this respect. [source] Simulation of patient encounters using a virtual patient in periodontology instruction of dental students: design, usability, and learning effect in history-taking skillsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2004M. Schittek Janda Simulations are important educational tools in the development of health care competence. This study describes a virtual learning environment (VLE) for diagnosis and treatment planning in oral health care. The VLE is a web-based, database application where the learner uses free text communication on the screen to interact with patient data. The VLE contains forms for history taking, clinical images, clinical data and X-rays. After reviewing the patient information, the student proposes therapy and makes prognostic evaluations of the case in free text. A usability test of the application was performed with seven dental students. The usability test showed that the software responded with correct answers to the majority of the free text questions. The application is generic in its basic functions and can be adapted to other dental or medical subject areas. A randomised controlled trial was carried out with 39 students who attended instruction in history taking with problem-based learning cases, lectures and seminars. In addition, 16 of the 39 students were randomly chosen to practise history taking using the virtual patient prior to their first patient encounter. The performance of each student was recorded on video during the patient sessions. The type and order of the questions asked by the student and the degree of empathy displayed towards the patient were analysed systematically on the videos. The data indicate that students who also undertook history taking with a virtual patient asked more relevant questions, spent more time on patient issues, and performed a more complete history interview compared with students who had only undergone standard teaching. The students who had worked with the virtual patient also seemed to have more empathy for the patients than the students who had not. The practising of history taking with a virtual patient appears to improve the capability of dental students to take a relevant oral health history. [source] Informational intra-group influence: the effects of time pressure and group sizeEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2008Bryan L. Bonner The judgments of groups have immense impact on our daily lives. This paper theorizes that three families of intra-group influence affect the collective estimation process. These different forms of influence map to different levels of task demonstrability, or the extent to which correct answers are transparent to problem-solvers. When demonstrability is low, group estimates are disproportionately influenced by proposals closer to the intra-group mean (centrality). When demonstrability is high and groups are small, group decisions are disproportionately influenced by proposals closer to the correct answer (accuracy). Finally, when demonstrability is high and groups are larger, group decisions are disproportionately influenced by proposals offered by generally more accurate individuals across a set of judgments (expertise). Three laboratory studies support our predictions with regard to informational influence in cooperative groups. Copyright © 2006 John Wiley & Sons, Ltd. [source] Older Women and HIV: How Much Do They Know and Where Are They Getting Their Information?JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 9 2004Susan J. Henderson MD Objectives: To assess older urban women's knowledge about sexual transmission of human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) and to evaluate the relationship between their HIV/AIDS knowledge level and sources of information. Design: Cross-sectional survey conducted between June 2001 and July 2002. Trained research assistants administered a questionnaire in a face-to-face interview. Setting: General medicine clinic in a large public hospital in a high HIV/AIDS incidence area. Participants: Five hundred fourteen women aged 50 and older. Measurements: Nine questions assessing knowledge of risk of HIV sexual transmission with potential scores ranging from 0 to 9 correct answers. Participants identified all sources of HIV information. Results: The mean knowledge score was 3.7 out of a possible 9 correct responses (range 0 (3%) to 8 (1%)). Younger age, employment, and higher educational level were associated with higher knowledge scores, whereas marital status was unrelated. No respondent correctly answered all of the nine questions. The most commonly identified sources of HIV/AIDS information were television (85%), friends (54%), and newspapers (51%). Only 38% of respondents identified health professionals as a source of information about HIV/AIDS. Health professionals, newspapers, and family members were each independently associated with higher knowledge scores (P<.05). Conclusion: Older women in a general medicine clinic had limited knowledge of sexual transmission of HIV. HIV/AIDS education specifically targeted to this subpopulation is warranted, and health professionals may have an important role in disseminating such messages. [source] Nurses' knowledge of current guidelines for infant feeding and weaningJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2003A. Williams Abstract Background Poor infant feeding practices are common causes of nonorganic failure to thrive and may exacerbate the effects of many chronic conditions. It is important therefore that parents receive correct and consistent feeding advice from health professionals. The aim of this study was to determine whether hospital paediatric nursing staff are familiar with the recommendations of the Department of Health (DOH) Weaning Report (DOH, 1994). Methods A total of 127 members of nursing staff (79%) at Derbyshire Children's Hospital were interviewed. Knowledge of recommended practices for the introduction and use of cow's milk, gluten, milk products, mashed foods, vitamin supplements and drinks was assessed. Results Overall, 42 people (33%) answered all questions correctly. In each clinical area, six outpatient (64%), 19 special care baby unit (61%) and 17 ward (20%) staff provided correct answers to all questions. No significant difference was found between staff at each grade in the number of questions answered correctly. Conclusions Knowledge of national infant feeding and weaning guidelines was limited suggesting that DOH recommendations are not widely understood or recognized. Further nutrition education and local dissemination of information is required if nurses are to continue to advise parents on aspects of infant feeding. [source] Perception of body image as indicator of weight status in the European UnionJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2001A. Sánchez-Villegas Objective To identify the factors associated with an adequate perception of body image in relation to body weight. Material and methods An observational, cross-sectional study was conducted in a representative sample of the European Union (7155 men and 8077 women). Body Mass Index (BMI) was grouped into four categories, perceived body image was assessed using the nine silhouettes drawing scheme. A multivariable logistic regression model for each sex was used to adjust for potentially confounding variables. Results Underweight men and women classified themselves better than other groups (92.9% of correct answers among men and 79.3% among women). Overall, women classified themselves better than men (57.6% vs. 32.7%). Discussion Perceived body image as a method of assessment for body weight has different validity depending on sociodemographic or attitudinal categories. Perceived body image as an estimate of the nutritional status has a limited individualized application. Thus, perhaps it could be applied as a proxy measure of adiposity among slim males and among slim and overweight females, but not among the other groups. [source] Witness confidence and accuracy: is a positive relationship maintained for recall under interview conditions?JOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 1 2009Mark R. Kebbell Abstract A large positive correlation between eyewitness recall confidence and accuracy (C-A) is found in research when item difficulty is varied to include easy questions. However, these results are based on questionnaire responses. In real interviews, the social nature of the interview may influence C-A relationships, and it is the interviewer's perception of the accuracy of a witness that counts. This study was conducted to investigate the influence of these factors for recall of a video. Three conditions were used; the same questions were used in each. Participants in condition 1 (self-rate questionnaire condition, n = 20) were given a questionnaire that required them to answer questions and rate confidence on a scale. Pairs of participants in condition 2 (self-rate interview condition, n = 40) were given the role of eyewitness or interviewer. Eyewitnesses were asked questions by an interviewer and responded orally with answers and confidence judgements on a Likert scale. Participants in condition three (interviewer-rate interview condition, n = 40) were tested in the same way as condition two but provided confidence judgements in their own words. Interviewers independently rated each confidence judgement on the Likert scale. The experiment showed high C-A relationships, particularly for ,absolutely sure' responses. The main effect of the social interview condition was to increase confidence in correct answers but not in incorrect answers. However, the advantage of this effect was tempered by the fact that, although observers can differentiate between confident and less confident answers, less extreme confidence judgements were ascribed. Copyright © 2009 John Wiley & Sons, Ltd. [source] Decrease in stereognostic ability of the tongue with ageJOURNAL OF ORAL REHABILITATION, Issue 12 2009S. KAWAGISHI Summary, Rehabilitation of eating and swallowing functions from the viewpoint of quality of life should attempt to restore not only the physical, but also sensory function. As the size and shape of the intra-oral bolus of food provides oral sensory information important for eating and swallowing, we investigated the stereognostic ability of the tongue in 269 young adults (mean age: 24·5 years) and 60 seniors (mean age: 80·5 years); all of whom had no eating or swallowing complaints. Assessment of the stereognostic ability involved identifying 20 differently shaped test pieces placed in the oral cavity. The young adults identified a significantly higher number of differently shaped test pieces than the seniors (mean correct number of responses: 16·5 and 10·1 respectively; P < 0·001). Gender and the presence of palatal covers did not have any significant effect on stereognostic ability. The test pieces were categorized into six groups based on the shape. When the young adults misidentified a piece, they often selected another piece within the same group, almost never selecting a piece from another group. The seniors, however, chose test pieces from different groups. Moreover, to determine whether stereognosis could be improved through training, we conducted training involving four senior subjects in their 80s, who correctly identified 10 or fewer pieces. After the training, the number of correct answers increased significantly (P < 0·05). These findings indicate that seniors show decreased stereognostic ability of the tongue compared with young adults and suggest the possibility of recovering the ability using our training method. [source] Factors that prevent learning in electrochemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2007Hans-Jürgen Schmidt Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary-school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high-school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258,283, 2007 [source] COMPARISON OF DISCRIMINATION ABILITY BETWEEN A PANEL OF BLIND ASSESSORS AND A PANEL OF SIGHTED ASSESSORSJOURNAL OF SENSORY STUDIES, Issue 1 2005ANDREA MUCCI ABSTRACT The objective of this work was to compare a panel of blind assessors with one of sighted assessors in the discrimination of food products. Each panel had 20 screened and trained assessors. Five commercial food products were used: crackers, liver paste, powdered orange juice mix, Reggiano cheese and yogurt. Slight flavor and/or texture modifications were introduced for adequate discrimination difficulty. Each pair of products was tested by both panels using the triangle test and a scaled difference from control test. Numbers of correct answers for the triangle test were similar for both panels. There were minor differences between the panels in the difference from control test, due to the sighted panel having more training in the use of the scale. Overall the panels of trained blind and sighted assessors were equivalent in their performance. [source] The effect of individual differences on searching the webPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2003Ihadjadene Madjid This paper reports results from a project which sought to investigate the influence of two types of expertise , the knowledge of the search domain and the experience of the Web search engines - on the use of a Web search engine, called Exalead, by a panel of students. Forty six students (twenty four undergraduate students in psychology and twenty two undergraduates in other disciplines) were asked to give correct answers to eight questions about definitions of psychology concepts, without any time constraint. Results show that participants with good knowledge in the domain on the one hand and participants with high experience of the Web on the other had the best performances. Participants with low experience of the Web showed less effectiveness than the other participants. Future research is proposed to know the best aids to users of information retrieval systems. [source] Receiving: The Use of Web 2.0 to Create a Dynamic Learning Forum to Enrich Resident EducationACADEMIC EMERGENCY MEDICINE, Issue 2009Adam Rosh Receiving (http://www.drhem.com) is a powerful web-based tool that encompasses web 2.0 technologies. "Web 2.0" is a term used to describe a group of loosely related network technologies that share a user-focused approach to design and functionality. It has a strong bias towards user content creation, syndication, and collaboration (McGee 2008). The use of Web 2.0 technology is rapidly being integrated into undergraduate and graduate education, which dramatically influences the ways learners approach and use information (Sandars 2007). Knowledge transfer has become a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. We created this blog to facilitate resident education, communication, and productivity. Using simple, freely available blog software (Wordpress.com), this inter-disciplinary web-based forum integrates faculty-created, case-based learning modules with critical essays and articles related to the practice of emergency medicine (EM). Didactic topics are based on the EM model and include multi-media case presentations. The educational modules include a visual diagnosis section (VizD), United States Medical Licensing Examination (USMLE) board-style cases (quizzER), radiographic interpretation (radER), electrocardiogram interpretation (Tracings), and ultrasound image and video clip interpretation (Morrison's Pouch). After viewing each case, residents can submit their answers to the questions asked in each scenario. At the end of each week, a faculty member posts the answer and facilitates an online discussion of the case. A "Top 10 Leader Board" is updated weekly to reflect resident participation and display a running tally of correct answers submitted by the residents. Feedback by the residents has been very positive. In addition to the weekly interactive cases, Receiving also includes critical essays and articles on an array of topics related to EM. For example, "Law and Medicine" is a monthly essay written by an emergency physician who is also a lawyer. This module explores legal issues related to EM. "The Meeting Room" presents interviews with leading scholars in the field. "Got Public Health?", written by a resident, addresses relevant social, cultural, and political issues commonly encountered in the emergency department. "Mini Me" is dedicated to pediatric pearls and is overseen by a pediatric emergency physician. "Sherwin's Critical Care" focuses on critical care principles relevant to EM and is overseen by a faculty member. As in the didactic portion of the website, residents and faculty members are encouraged to comment on these essays and articles, offering their own expertise and interpretation on the various topics. Receiving is updated weekly. Every post has its own URL and tags allowing for quick and easy searchability and archiving. Users can search for various topics by using a built-in search feature. Receiving is linked to an RSS (Really Simple Syndication) feed, allowing users to get the latest information without having to continually check the website for updates. Residents have access to the website anytime and anywhere that the internet is available (e.g., home computer, hospital computer, IphoneÔ, BlackBerryÔ), bringing the classroom to them. This unique blend of topics and the ability to create a virtual interactive community creates a dynamic learning environment and directly enhances resident education. Receiving serves as a core educational tool for our residency, presenting interesting and relevant EM information in a collaborative and instructional environment. [source] Select the most correct answers , multiple answers possible for questions 1,11AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 4 2009Article first published online: 4 NOV 200 No abstract is available for this article. [source] Select the most correct answers , multiple answers possible for questions 1,11AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 3 2009Article first published online: 23 JUL 200 No abstract is available for this article. [source] Select the most correct answers , multiple answers possible for questions 1,11AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 2 2009Article first published online: 23 APR 200 No abstract is available for this article. [source] Select the most correct answers , multiple answers possible for questions 1,11AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2009Article first published online: 19 JAN 200 No abstract is available for this article. [source] | |||||||||||||||||||||||||||||||||||||