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Educational Outcomes (educational + outcome)
Selected AbstractsThe Impact of Parents' Overseas Employment on Educational Outcomes of Filipino ChildrenINTERNATIONAL MIGRATION REVIEW, Issue 2 2010Marie Joy B. Arguillas Family structure, household resources, numbers of siblings competing for those resources, and parents' own educational attainment are often important predictors of children's education outcomes. Overseas migration of parents from the Philippines has resulted in increasing numbers of long-term separations of parents from each other and from their children. Western-based analyses might predict negative education outcomes for children as a result of parental absence. We find that separations caused by overseas migration often are either neutral or can have positive effects on schooling outcomes, at least among older children. Girls fare better in terms of educational attainment than do boys overall. Boys are often more affected by background variables, including parents' international migration. [source] Parental Influences on the Educational Outcomes of Immigrant Youth,INTERNATIONAL MIGRATION REVIEW, Issue 2 2004Grace Kao Recent research suggests that children with immigrant parents tend to outperform their counterparts with native-born parents. This article examines whether the relative advantage of children of immigrants can be traced to differences in the character of parent-child relationships. Using the National Education Longitudinal Study of 1988 (NELS), I examine whether parent-child interaction varies among racial and generational groups. Descriptive tabulations suggest that immigrant parents are less likely to share decisionmaking power and to talk about school in general than are native-born parents. However, immigrant parents are more likely to talk about college, and their children report that they are closer to their parents than youth of native-born parents. While differences in parent-child interaction account for some of the differences in educational achievement between racial and generational groups, significant variation by race and generational status remains. Finally, I found significant variation between parenting behavior and its impact on GPA by race and ethnicity. [source] Sibling Sex Composition and Educational Outcomes: A Review of Theory and Evidence for the UKLABOUR, Issue 1 2009Vikesh Amin Studies from US data have found mixed results regarding sibling sex composition effects and educational outcomes. Some researchers have found that sisters hurt women's education, others have found the opposite, and some have found no effects. This paper reviews the theoretical foundations for sibling sex composition effects and tests the theories using British data, on a sample of children born between 3 and 9 March 1958, from the National Child Development Survey. Methods from previous studies are replicated and extensions considered for ability, credit constraints, and family size. No sibling sex composition effects are found, but estimation results support the quantity,quality model. [source] Breast Disease-Related Educational Outcomes at the University of FloridaTHE BREAST JOURNAL, Issue 3 2000D. Scott Lind MD Abstract: The purpose of this study was to assess resident knowledge related to breast disease at the University of Florida. In addition, we surveyed graduates of our surgery program regarding the importance of breast disease in their surgical practice and we determined if the completion of postgraduate courses on breast disease influenced patient outcome measures. In the decade of the 1990s, we compared the American Board of Surgery In-Service Training Examination (ABSITE) scores of residents rotating on the breast service in the 6 months immediately prior to examination (June,January) with those residents who had not rotated on the breast service within the 6 months leading up to the ABSITE examination. We also compared ABSITE scores of surgery residents at the University of Florida at Gainesville (breast service) to surgery residents at the University of Florida at Jacksonville (no breast service). Finally, we surveyed graduates of the general surgery program at the University of Florida at Gainesville (1980,1998) to determine the importance of breast disease in their practices and if the completion of postgraduate courses on breast disease influenced rates of breast conservation and immediate breast reconstruction. Residents who rotated on the breast service in the 6 months prior to the ABSITE had significantly fewer incorrect breast-related ABSITE questions than residents who had not rotated on the breast service. Those graduates who had taken postgraduate courses in breast disease responded that they were more likely to perform breast,conserving surgery. There was also a trend for graduates who had completed postgraduate courses on breast disease to respond that they were more likely to perform immediate breast reconstruction following mastectomy. Limiting breast surgery to a single service does not appear to improve resident accumulation and retention of breast disease-related knowledge. Graduates who complete postgraduate courses related to breast disease are more likely to perform breast-conserving surgery and immediate reconstruction following mastectomy. Since the management of breast disease comprises a significant part of general surgical practice, surgical educators must ensure adequate resident education and evaluation with respect to breast disease. [source] Does Immigration Affect the Long-Term Educational Outcomes of Natives?THE ECONOMIC JOURNAL, Issue 540 2009Quasi-Experimental Evidence This article uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration during elementary school on the long-term academic outcomes of native students in high school. The results suggest that the overall presence of immigrants in a grade had an adverse effect on the chances of passing the high school matriculation exam, which is necessary to attend college. This result is robust to a variety of alternative specifications. We also perform a ,placebo' analysis which shows that the high school outcomes of natives are affected only by the immigrant concentration in their own 5th grade class. [source] Using Patient Care Quality Measures to Assess Educational OutcomesACADEMIC EMERGENCY MEDICINE, Issue 5 2007Susan R. Swing PhD ObjectivesTo report the results of a project designed to develop and implement a prototype methodology for identifying candidate patient care quality measures for potential use in assessing the outcomes and effectiveness of graduate medical education in emergency medicine. MethodsA workgroup composed of experts in emergency medicine residency education and patient care quality measurement was convened. Workgroup members performed a modified Delphi process that included iterative review of potential measures; individual expert rating of the measures on four dimensions, including measures quality of care and educational effectiveness; development of consensus on measures to be retained; external stakeholder rating of measures followed by a final workgroup review; and a post hoc stratification of measures. The workgroup completed a structured exercise to examine the linkage of patient care process and outcome measures to educational effectiveness. ResultsThe workgroup selected 62 measures for inclusion in its final set, including 43 measures for 21 clinical conditions, eight medication measures, seven measures for procedures, and four measures for department efficiency. Twenty-six measures met the more stringent criteria applied post hoc to further stratify and prioritize measures for development. Nineteen of these measures received high ratings from 75% of the workgroup and external stakeholder raters on importance for care in the ED, measures quality of care, and measures educational effectiveness; the majority of the raters considered these indicators feasible to measure. The workgroup utilized a simple framework for exploring the relationship of residency program educational activities, competencies from the six Accreditation Council for Graduate Medical Education general competency domains, patient care quality measures, and external factors that could intervene to affect care quality. ConclusionsNumerous patient care quality measures have potential for use in assessing the educational effectiveness and performance of graduate medical education programs in emergency medicine. The measures identified in this report can be used as a starter set for further development, implementation, and study. Implementation of the measures, especially for high-stakes use, will require resolution of significant measurement issues. [source] Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?ECONOMETRICA, Issue 5 2005Peter Arcidiacono This paper addresses how changing the admission and financial aid rules at colleges affects future earnings. I estimate a structural model of the following decisions by individuals: where to submit applications, which school to attend, and what field to study. The model also includes decisions by schools as to which students to accept and how much financial aid to offer. Simulating how black educational choices would change were they to face the white admission and aid rules shows that race-based advantages had little effect on earnings. However, removing race-based advantages does affect black educational outcomes. In particular, removing advantages in admissions substantially decreases the number of black students at top-tier schools, while removing advantages in financial aid causes a decrease in the number of blacks who attend college. [source] Parental Separation and Children's Educational Attainment: A Siblings Analysis on Swedish Register DataECONOMICA, Issue 292 2006ANDERS BJÖRKLUND This paper analyses whether the commonly found negative relationship between parental separation in childhood and educational outcomes is causal or due mainly to selection. We use data on about 100,000 Swedish full biological siblings, born in 1948,63, and perform cross-section and sibling-difference estimations. Outcomes are measured as educational attainment in 1996. Our cross-section analysis shows the expected negative and significant relationship, while the relationship is not significant, though precisely estimated, in the sibling-difference analysis. This finding was robust to the sensitivity tests performed and is consistent with selection, rather than causation, being the explanation for the negative relationship. [source] Cannabis use and later life outcomesADDICTION, Issue 6 2008David M. Fergusson ABSTRACT Aim To examine the associations between the extent of cannabis use during adolescence and young adulthood and later education, economic, employment, relationship satisfaction and life satisfaction outcomes. Design A longitudinal study of a New Zealand birth cohort studied to age 25 years. Measurements Measures of: cannabis use at ages 14,25; university degree attainment to age 25; income at age 25; welfare dependence during the period 21,25 years; unemployment 21,25 years; relationship quality; life satisfaction. Also, measures of childhood socio-economic disadvantage, family adversity, childhood and early adolescent behavioural adjustment and cognitive ability and adolescent and young adult mental health and substance use. Findings There were statistically significant bivariate associations between increasing levels of cannabis use at ages 14,21 and: lower levels of degree attainment by age 25 (P < 0.0001); lower income at age 25 (P < 0.01); higher levels of welfare dependence (P < 0.0001); higher unemployment (P < 0.0001); lower levels of relationship satisfaction (P < 0.001); and lower levels of life satisfaction (P < 0.0001). These associations were adjusted for a range of potentially confounding factors including: family socio-economic background; family functioning; exposure to child abuse; childhood and adolescent adjustment; early adolescent academic achievement; and comorbid mental disorders and substance use. After adjustment, the associations between increasing cannabis use and all outcome measures remained statistically significant (P < 0.05). Conclusions The results of the present study suggest that increasing cannabis use in late adolescence and early adulthood is associated with a range of adverse outcomes in later life. High levels of cannabis use are related to poorer educational outcomes, lower income, greater welfare dependence and unemployment and lower relationship and life satisfaction. The findings add to a growing body of knowledge regarding the adverse consequences of heavy cannabis use. [source] Drinking patterns in mid-adolescence and psychosocial outcomes in late adolescence and early adulthoodADDICTION, Issue 12 2004J. Elisabeth Wells ABSTRACT Aims To describe the pattern of drinking at age 16 and to relate this to outcomes at 16,21 years and 21,25 years across a number of psychosocial domains. Design A prospective birth cohort study with annual follow-up until age 16 then at 18, 21 and 25 years. Setting Christchurch, New Zealand. Participants Of 1265 subjects, 953 were interviewed at age 16. Measurements Multiple measures of family background were collected from birth to 16 years. Alcohol consumption was measured in terms of frequency, usual or last quantity drunk and most drunk per occasion. Problems were also recorded. Questions about psychiatric symptoms enabled Diagnostic and Statistical Manual (DSM) criteria to be applied. Detailed reports on educational outcomes, employment, sexual behaviours and offending were collected. Findings Four latent classes were required to describe drinking at age 16, but these appeared to lie along a single dimension which strongly predicted outcomes at ages 16,21 and 21,25 across all domains (alcohol-related, substance dependence, mental health, education, sexual relationships and offending). After controlling for background and correlates only a small number of outcomes were still related consistently to drinking at age 16 over both periods: most alcohol-related outcomes, the number of sexual partners and the extent of violent offending. Conclusions Drinking at age 16 is a clear indicator of future life-course over most domains in late adolescence and early adulthood. Many of these associations are due to other covariates. Outcomes specific to drinking at age 16 are alcohol outcomes, number of sexual partners and violence. [source] Educational Federalism in Germany: Foundations of Social Inequality in EducationGOVERNANCE, Issue 1 2009MARKUS FREITAG This article applies Fuzzy Set Qualitative Comparative Analysis to examine how sub-national education systems affect the extent of social inequality in education within the German federal states. Variations in educational outcomes between the federal states can be primarily attributed to the strict educational decentralization in Germany. We examine four conditions of regional education systems presumed to be relevant for the extent of social inequality in education: the availability of early childhood education, the development of all-day schools, the onset of tracking to different school types, and the degree of tripartition in secondary education. Altogether, we find systematic relationships between the variation of sub-national education systems and the extent of social inequality in education. The results indicate that well-developed early childhood education is necessary for a low degree of educational inequality. However, educational inequality is not directly related to partisan and socioeconomic determinants. [source] Schooling, cognitive ability and healthHEALTH ECONOMICS, Issue 10 2005M. Christopher Auld Abstract A large literature documents a strong correlation between health and educational outcomes. In this paper we investigate the role of cognitive ability in the health-education nexus. Using NLSY data, we show that one standard deviation increase in cognitive ability is associated with roughly the same increase in health as two years of schooling and that cognitive ability accounts for roughly one quarter of the association between schooling and health. Both schooling and ability are strongly associated with health at low levels but less related or unrelated at high levels. Estimates treating schooling as endogenous to health suggest that much of the correlation between schooling and health is attributable to unobserved heterogeneity; the causal effect of schooling on health is large only for respondents with low levels of schooling and low cognitive ability. An implication is that policies which increase schooling will only increase health to the extent that they increase the education of poorly-educated individuals. Subsidies to college education, for example, are unlikely to increase population health. Copyright © 2005 John Wiley & Sons, Ltd. [source] Does Selective Migration Matter?INTERNATIONAL MIGRATION REVIEW, Issue 4 2005Explaining Ethnic Disparities in Educational Attainment among Immigrants'Children Understanding why some national-origin groups excel in school while others do not is an enduring sociological puzzle. This paper examines whether the degree of immigrants'educational selectivity - that is, how immigrants differ educationally from non-migrants in the home country - influences educational outcomes among groups of immigrants'children. This study uses published international data and U. S. Census and Current Population Survey data on 32 immigrant groups to show that as immigrants'educational selectivity increases, the college attainment of the second generation also increases. Moreover, the more positive selection of Asian immigrants helps explain their second generations'higher college attendance rates as compared to Europeans, Afro-Caribbeans, and Latinos. Thus, the findings suggest that inequalities in relative pre-migration educational attainments among immigrants are often reproduced among the next generation in the United States. [source] New Patterns of Youth Transition in EducationINTERNATIONAL SOCIAL SCIENCE JOURNAL, Issue 164 2000Johanna Wyn Current research provides evidence that new relationships are being forged between youth people and education. Increased participation in post-compulsory education, combinations of work and study and uncertain career outcomes havebecome common experiences. There is an emerging disparity between the stated goals of education and the changing priorities and choices of young people. In particular, the linear notion of transitions, expressed in the metaphorsof pathways used in policy documents, is increasingly at odds with the patterns of life experienced by young people in many nations. Three themes stand out in the research on young people in the 1990s. First, an awareness of foreclosed options in educational outcomes is a consistent thread across a range of studies. Secondly, there is a discernible shift by the end of the 1990s toward more complex life-patterns and a blending or balancing of a range of personal priorities and interests. Thirdly, the need to give ,active voice' to young people about the dramatic social and economic changes they have been subjected to, is unmistakable in the light of the increasing disparity between the rhetoric of youth and education policy and their own experience of its out-comes. [source] A Curriculum to Teach Internal Medicine Residents to Perform House Calls for Older AdultsJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 8 2007Jennifer L. Hayashi MD Physician house calls are an important but underused mode of delivering health care to a growing population of homebound elderly patients. One major barrier to internal medicine physicians making house calls is a lack of training in this setting. This article describes a needs assessment survey of residents from nine internal medicine residency programs for a house call curriculum that combines a longitudinal clinical experience with Internet-based learning. Implementation of the curriculum was begun in July 2006, and data will be collected and results evaluated for at least 2 years. Several educational outcomes from the intervention are anticipated, including increased learner knowledge of house call medicine, improved learner confidence in making house calls, and program director satisfaction with the curriculum. This early work lays the foundation for determining the effect of a carefully designed curriculum on the number of practicing internists with the skills, knowledge, and attitudes necessary to meet the growing need for physician house calls. [source] A systematic review of peer teaching and learning in clinical educationJOURNAL OF CLINICAL NURSING, Issue 6 2008Jacinta Secomb Aims and objectives., The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. Background., The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. Method., The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Results., Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Conclusions., Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. Relevance to clinical practice., The findings from this systematic review, although not statistically significant, do have pragmatic implications for clinical practice. It can increase clinical placement opportunities for undergraduate health students, assist clinical staff with workload pressures and increase clinician time with clients, while further developing students' knowledge, skills and attitudes. [source] An examination of the role of perceptions in neighborhood research,JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2009Mark W. Roosa Accumulating research demonstrates that both archival indicators and residents' self-reports of neighborhood conditions are useful predictors of a variety of physical health, mental health, substance use, criminal, and educational outcomes. Although studies have shown these two types of measures are often related, no research has systematically examined their relationship. With a sample of Mexican Americans, this study examined this relationship and demographic factors that might account for variations of residents' perceptions of their neighborhoods. Results showed that country of birth, social class, family structure, and gender moderated relations between archival variables and adults' perceptions of danger. Thus using information from both archival data and self-reports should improve the ability of neighborhood researchers to understand individual differences in responses to neighborhood conditions. © 2009 Wiley Periodicals, Inc. [source] Design evolution of the trinity college IGVC robot ALVINJOURNAL OF FIELD ROBOTICS (FORMERLY JOURNAL OF ROBOTIC SYSTEMS), Issue 9 2004Michelle Bovard In this paper we discuss the design and evolution of Trinity College's ALVIN robot, an autonomous ground vehicle that has participated in the Association for Unmanned Vehicle Systems International Intelligent Ground Vehicle Competition (IGVC) since 2000. The paper first discusses the Trinity Robot Study Team, which has been responsible for developing ALVIN. We then illustrate the four generations of ALVIN, focusing on improvements made as the result of performance shortcomings and outright failures. The discussion considers the robot's body design, drive system, sensors, navigation algorithms, and vision systems. We focus especially on the vision and navigation systems developed for Trinity's fourth-generation IGVC robot, ALVIN IV. The paper concludes with a plan for future work on ALVIN and with a discussion of educational outcomes resulting from the ALVIN project. © 2004 Wiley Periodicals, Inc. [source] A Model for Mapping Linkages Between Health and Education Agencies to Improve School HealthJOURNAL OF SCHOOL HEALTH, Issue 2 2000Lawrence St. Leger ABSTRACT: Efforts to develop effective and sustainable school health programs evolved in sophistication the past 20 years through research and practical experience. This paper reviews these developments, arguing they were significantly driven by public health priorities, and have not adequately accounted for educational perspectives and priorities. To better understand the differences in perspective, a model is presented which illustrates linkages between different school-based inputs and strategies, and long-term health and educational outcomes. The model describes similarities and differences between the two perspectives. A significant coincidence exists in factors that determine educational attainment and improved health outcomes for students. A more holistic and integrated approach to school health is emerging, and at these interfaces our implementation and research efforts for the 21st century should be concentrated. [source] Asking the Right Questions: Utilizing a Judicial Checklist to Track the Educational Success of Youth in Foster CareJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2006SUSAN A. WEISS ABSTRACT Asking about the educational objectives for children in foster care has not been a priority in most juvenile and family courts. Research has shown that compared to the general school population, children in foster care have lower grade point averages, change schools more frequently, earn fewer credits toward graduation, and are more likely to be placed in special education programs. In response, Casey Family Programs, in collaboration with the National Council of Juvenile and Family Court Judges' Permanency Planning for Children Department, developed a Judicial Checklist with key educational questions to be asked from the bench. The Checklist has become a useful tool for juvenile and family court judges when assessing the effectiveness of current educational placements of the children who come before their courts, tracking their performance, and in making a positive future impact on their educational outcomes. [source] Sibling Sex Composition and Educational Outcomes: A Review of Theory and Evidence for the UKLABOUR, Issue 1 2009Vikesh Amin Studies from US data have found mixed results regarding sibling sex composition effects and educational outcomes. Some researchers have found that sisters hurt women's education, others have found the opposite, and some have found no effects. This paper reviews the theoretical foundations for sibling sex composition effects and tests the theories using British data, on a sample of children born between 3 and 9 March 1958, from the National Child Development Survey. Methods from previous studies are replicated and extensions considered for ability, credit constraints, and family size. No sibling sex composition effects are found, but estimation results support the quantity,quality model. [source] Race, interest convergence, and transfer outcomes for black male student athletesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 147 2009Shaun R. HarperArticle first published online: 17 SEP 200 Critical Race Theory is used to consider the educational outcomes that could accrue when the interests of black male student athletes converge productively with the interests of community college administrators, faculty, and coaches. [source] Further examining the triangle tip: Improving support for students with emotional and behavioral needsPSYCHOLOGY IN THE SCHOOLS, Issue 1 2009Lee Kern Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this artice, we visit possible explanations for these continued poor outcomes. Breakdowns along several systems are discussed, including placement and related practices as well as the absence of individualized approaches. In addition, we offer suggestions for improvement. © 2008 Wiley Periodicals, Inc. [source] Student engagement with school: Critical conceptual and methodological issues of the constructPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008James J. Appleton Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data-supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc. [source] Moving past cultural homogeneity: Suggestions for comparisons of students' educational outcomes in the United States and ChinaPSYCHOLOGY IN THE SCHOOLS, Issue 3 2005Stephen T. Peverly Based on observations of the Chinese educational system in the summer of 2002, I argue that comparisons of the performance of students in the United States and China, and by implication, of students in the United States and other East Asian countries, have been too homogeneous. I discuss four variables that could be included in future research between the United States and China (and by implication, in all U.S./East Asian research): urban versus rural education (SES), public versus private schools, China's ethnic minorities, and the education of boys and girls. Recommendations for future research are provided. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 241,249, 2005. [source] Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained studentsPSYCHOLOGY IN THE SCHOOLS, Issue 4 2001Phillip Ferguson This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between-group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between-group and within-group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personal-social functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed. © 2001 John Wiley & Sons, Inc. [source] No Negative Outcomes of Childhood Middle Ear Disease in Adulthood,THE LARYNGOSCOPE, Issue 3 2007David Welch PhD Abstract Objectives/Hypothesis: To test the hypothesis that childhood middle-ear disease may have disadvantageous long-term psychosocial consequences in adulthood. Study Design: Prospective, longitudinal study of a general-population birth cohort. Methods: One thousand thirty-seven people born in 1972/73 were studied from birth to age 26 when 1,019 (96% of survivors) were followed up. Childhood otitis media was assessed, and effects of it have previously been observed in childhood and adolescence. We considered outcome measures that were plausible adult counterparts of the childhood constructs shown to be impaired by otitis media: socioeconomic status, employment status, educational outcomes, personality, mental health, antisocial and criminal behavior, and subjective ratings of personal health (SF-36). Results: No outcome measure was predicted by severity of childhood otitis media. Conclusions; Adult psychological and socioeconomic outcomes are not related to childhood otitis media when appropriate treatment is available. [source] Assessing and Documenting General Competencies in Otolaryngology Resident Training Programs,THE LARYNGOSCOPE, Issue 5 2006Rick M. Roark PhD Abstract Objectives: The objectives of this study were to: 1) implement web-based instruments for assessing and documenting the general competencies of otolaryngology resident education, as outlined by the Accreditation Council of Graduate Medical Education (ACGME); and 2) examine the benefit and validity of this online system for measuring educational outcomes and for identifying insufficiencies in the training program as they occur. Methods: We developed an online assessment system for a surgical postgraduate education program and examined its feasibility, usability, and validity. Evaluations of behaviors, skills, and attitudes of 26 residents were completed online by faculty, peers, and nonphysician professionals during a 3-year period. Analyses included calculation and evaluation of total average performance scores of each resident by different evaluators. Evaluations were also compared with American Board of Otolaryngology-administered in-service examination (ISE) scores for each resident. Convergent validity was examined statistically by comparing ratings among the different evaluator types. Results: Questionnaires and software were found to be simple to use and efficient in collecting essential information. From July 2002 to June 2005, 1,336 evaluation forms were available for analysis. The average score assigned by faculty was 4.31, significantly lower than that by nonphysician professionals (4.66) and residents evaluating peers (4.63) (P < .001), whereas scores were similar between nonphysician professionals and resident peers. Average scores between faculty and nonphysician groups showed correlation in constructs of communication and relationship with patients, but not in those of professionalism and documentation. Correlation was observed in respect for patients but not in medical knowledge between faculty and resident peer groups. Resident ISE scores improved in the third year of the study and demonstrated high correlation with faculty perceptions of medical knowledge (r = 0.65, P = .007). Conclusions: Compliance for completion of forms was 97%. The system facilitated the educational management of our training program along multiple dimensions. The small perceptual differences among a highly selected group of residents have made the unambiguous validation of the system challenging. The instruments and approach warrant further study. Improvements are likely best achieved in broad consultation among other otolaryngology programs. [source] From Shallow to Deep: Toward a Thorough Cultural Analysis of School Achievement PatternsANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2008Mica Pollock What do anthropologists of education do? Many observers think that we provide quick glosses on what various "cultures",typically racialized, ethnic, and national-origin groups,"do" in schools. Hervé Varenne and I each name an alternative form of analysis that we think should be central to the subfield. Varenne argues that anthropologists of education should expand analysis of teaching and learning beyond (American) schools and classrooms and examine everyday life in various places as containing countless moments of teaching and learning that are worth understanding. Varenne reminds us that teaching and learning occur nonstop in everyday life, not just in classrooms. "Education" is about far more than what we typically call "achievement," which usually translates into grades, graduation, or test scores.1 This long-standing way of thinking anthropologically about "education" is essential to exploding simplistic notions of what, when, how, and from whom people "learn." In my essay, I contend that U.S. anthropologists of education also need to analyze thoroughly how U.S. school achievement patterns take shape in real time. I argue that it is our particular responsibility to counteract "shallow" analyses of "culture" in schools, which purport to explain "achievement gaps" by making quick claims about how parents and children from various racial, ethnic, national-origin, or class groups react to schools. Such shallow analyses dangerously oversimplify the social processes, interactions, and practices that create disparate outcomes for children. Shallow cultural analyses are common in both journalism and popular discourse,and in schools of education as well (see Ladson-Billings 2006 for a related critique). They are explanatory claims that name a group as having a "cultural" set of behaviors and then name that "cultural" behavior as the cause of the group's school achievement outcomes. (E.g., some argue that "group x"[e.g., "Asians"] employs a "group x behavior"[e.g., "push their children"] that causes "high" or "low" achievement.) Such claims allow people to explain achievement outcomes too simply as the production of parents and children without ever actually examining the real-life experiences of specific parents and children in specific opportunity contexts. Going deeper requires pressing for actual, accurate information about the everyday interactions among real-life parents, children, and other actors that add up to school achievement patterns (graduation rates, dropout rates, skill-test scores, suspension lists, and the like). When anthropologists of education say that we study culture, we mean that we are studying the organization of people's everyday interactions in concrete contexts. Shallow analyses of "culture" that purport to describe only how a "group's" parents train its children blame a reduced set of actors, behaviors, and processes for educational outcomes, and they include a reduced set of actors and actions in a reduced set of projects for educational improvement. Anthropologists of education should make clear that we examine children's experiences both in context and in appropriate detail; we study interactional processes that other observers might describe too quickly or with insufficient information.2 I think that if anthropologists of education explicitly, publicly, and colloquially name what counts as deep, thorough cultural analysis of American school achievement patterns, we will make ourselves far better prepared to respond to harmfully shallow claims made by journalists, colleagues, and educators alike. We will also support other stakeholders in children's lives (including teachers and teacher educators) to think more thoroughly about which actions, by whom, and in what situations produce children's achievement. This short essay suggests four key ways that anthropologists of education can, do, and should get "deep" in analyzing American achievement patterns. I invite colleagues to edit and extend this list in future editions of AEQ. [source] Implant dentistry in Australian undergraduate dental curricula: knowledge and competencies for the graduating dentist,AUSTRALIAN DENTAL JOURNAL, Issue 3 2010N Mattheos Aims The aim of this paper is to define the key competencies (knowledge, skills, attitudes and values) in the field of implant dentistry, necessary for graduating general practitioners in Australia. The authors have produced a headline reference guide to outline the necessary educational outcomes which can be targeted by the undergraduate curricula in dental schools of Australian universities. This paper focuses on competencies and aims to clarify curricula ,endpoints' rather than processes. The process towards achieving these outcomes and the instructional methods and strategies might vary among universities. The authors acknowledge that there are different ways to reach the targeted learning outcomes and that there is a diversity of curricular approaches, structures and methodologies among Australian dental schools, which are enriching and desirable educationally. Specific educational strategies also with regards to the teaching of implant dentistry have been addressed in previous work and will not be covered in this paper. This paper will not address extracurricular courses, special degrees or training after graduation. [source] | ||||||||||||||||||||||