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Relevant bibliographies by topics / Evidence based pedagogical method

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Academic literature on the topic 'Evidence based pedagogical method'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Evidence based pedagogical method"

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Visconti, Colleen F. "Problem-Based Learning: Teaching Skills for Evidence-Based Practice." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 27–31. http://dx.doi.org/10.1044/ihe13.1.27.

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Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.

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Hattery, Angie, and Shannon Davis. "Teaching Feminist Research Methods: Evidence-Based Teaching." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (July 20, 2015): 90. http://dx.doi.org/10.13021/g80c72.

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What are Feminist research methods and how are they different from other, non-Feminist research methods? This presentation begins by interrogating the question of how research methods become labeled as Feminist. Building on this knowledge, we detail how this investigation guided our implementation of a new Feminist Research Methods course. The evaluation [research] of this course yielded information regarding the deeply ingrained connection students have between certain research methods and Feminist practice, despite completing a course that explicitly argued for the application of the label "Feminist" to any research rooted in Feminist theory or practices, regardless of the methodologies employed. Additionally, the evaluation [research] we performed of the first offering of this course has allowed us to revise the course based on evidence, not just "hunches," in ways that improve the student experience as well as identify some of the structural and pedagogical challenges when teaching Feminist research methods.

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Shadrina, Irina M. "A value-based role-playing game as a method of prospective teacher’s moral culture development." Samara Journal of Science 9, no. 3 (November 20, 2020): 304–8. http://dx.doi.org/10.17816/snv202093311.

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This paper substantiates the importance of prospective teachers moral culture development. The author argues the values realized in the value-orientational activity of the teacher as moral guidelines that indicate the path of spiritual renewal of society. The author shows the relationship between the value-orientational activity of the teacher and his or her moral culture. It is stated that a value-based role-playing game is an effective method of prospective teachers moral culture development. The author finds similarities and differences between a value-based role-playing game and an ethical dialogue. The paper also contains the differences between spontaneous classroom pedagogical situations with value content and specially prepared and played out value-based role-playing games according to a specially prepared scenario. There are some examples of spontaneous and specially prepared value-based role-playing games in this paper. The author substantiates the importance of value-based role-playing games for prospective teacher understanding of his or her purpose in life in general and in prospective professional activities in particular, as well as in the search for moral life and pedagogical guidelines. The author provides evidence that in the process of participation in value-based role-playing games prospective teachers, mastering the knowledge about the moral guidelines of the value-orientational activity of the teacher, extract new ideas, which are subsequently transformed into principles that become the foundations of ethical and pedagogical activity. The purpose of a value-based role-playing game as a method of prospective teachers moral culture development is revealed: a value-based role-playing game allows to organize the interaction of students with values that clarify the meaning of pedagogical activity, life and the teachers purpose in life.

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Hauck, Mirjam, Andreas Müller-Hartmann, Bart Rienties, and Jekaterina Rogaten. "Approaches to researching digital-pedagogical competence development in VE-based teacher education." Journal of Virtual Exchange 3, SI (April 16, 2020): 5–35. http://dx.doi.org/10.21827/jve.3.36082.

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For the past two decades, Virtual Exchange (VE) has enjoyed increasing popularity in university education, including initial (language) teacher education programmes (O’Dowd, 2018). Collaborating online with colleagues and students from different cultural backgrounds and educational systems has allowed trainees to experience and reflect on issues related to technology and pedagogy in authentic linguistic and intercultural contexts. In 2017/2018, the Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project – an Erasmus+ funded European Policy Experimentation (EPE) – collected and analysed data from VEs across the curriculum involving over 1,000 participants at Initial Teacher Education (ITE) institutions in Europe and beyond.Here, we specifically focus on the impact of VE on their digital-pedagogical competence development. Following a mixed method design we used the Technological PedagogicalContent Knowledge (TPACK) work of Mishra and Koehler (2006) and Schmidt et al. (2009) in a pre-post-test manner. These were complemented by qualitative content analysis of prompted diary entries at key stages during the exchanges to collect further evidence of existing and emerging digital-pedagogical skills among the trainees. Based on one case study of a German-Polish EVALUATE exchange we will exemplify the aforementioned research methods and associated challenges. We will illustrate the urgent need for initial and in-service teacher education that combines technology and pedagogy and argue for VE as an ideal context to this effect. Finally, we will demonstrate how the chosen research approach has contributed to providing the kind of evidence required by education administrators and policy makers for a systematic integration of VE into teacher education programmes.

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Carballo, Mariela Carolina Santos, Nara Macedo Botelho, and Mariseth Carvalho Andrade. "Validation of the Handbook “Endocrinology for Primary Care Physicians”." Revista de Medicina 99, no. 2 (April 23, 2020): 109–14. http://dx.doi.org/10.11606/issn.1679-9836.v99i2p109-114.

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Introduction: handbooks’ elaboration and validation have been important as far as the concept of Evidence-Based Medicine is consolidated, allowing the creation of protocols or guidelines. Objective: to validate the handbook “Endocrinology for Primary Care Physicians”. Method: The handbook was developed in eight chapters (pre-diabetes, diabetes, gestational diabetes, dyslipidemias, thyroid nodules, hypo and hyperthyroidism, climacteric and menopause, overweight and obesity) based on international and current guidelines. The chapters dealt with the diagnosis, treatment, follow-up and referral of each disease and had their technical content reviewed by experts in endocrinology, and with experience in medical education. The handbook was validated by the Likert scale method, regarding the scientific adequacy of the content, as well as method-pedagogical adequacy. Results: the handbook was validated with 98% of scientific adequacy and 96% of method-pedagogical adequacy. Conclusion: the handbook “Endocrinology for Primary Care Physicians” was validated with an average of 97% of scientific and methodological-pedagogical adequacies.

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Costes-Onishi, Pamela. "Community music-based structures of learning (CoMu-Based SL): Pedagogical framework for the nurturance of future-ready habits of mind." International Journal of Music Education 37, no. 3 (April 17, 2019): 346–69. http://dx.doi.org/10.1177/0255761419842419.

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The landscape in which music is experienced in the 21st century has dramatically changed and scholarship in music education calls for classrooms in which teaching and learning are responsive to the new challenges. Furthermore, within the broader concerns of the place of the arts in the curriculum, the literature calls for empirical evidences grounded in the actual teaching and learning processes in the arts, in order to support claims that they nurture future-ready habits of mind and enhance academic performance. This study responds to these gaps by: (a) adapting the studio thinking framework of Hetland, Winner, Veneema and Sheridan to extract, through grounded theory methods, community music-based structures of learning and observe their corresponding pedagogies to nurture artistic thinking; (b) providing evidence for specific claims of community music such as inclusiveness through evidence of engagement across learner abilities; (c) demonstrating partnerships between community musicians, teachers and researchers; and (d) showing community music’s potential to develop students’ critical musicality.

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Maksimović, Jelena, and Sanja Sretić. "Principle of evidence of John Amos Comenius as a basis for development of pedagogical research techniques and instruments." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 243–56. http://dx.doi.org/10.5604/01.3001.0013.6255.

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The methodology of pedagogy belongs to the youngest group of pedagogical disci-plines. The first thoughts about the basic postulates of the methodology of pedagogy were rec-ognized long ago, even in the pedagogical paradigm of John Amos Comenius (1592-1670), who created support for the methodology of pedagogy as an integral component of pedagogical science. After the presentation of the basic concepts of the pedagogical theory of this Moravian thinker, the principle of evidence in his pedagogical theory is considered in this paper. A review was made of the influence Comenius left on his followers Jean-Jacques Rousseau (1712-1778) and Johann Heinrich Pestalozzi (1746-1827), especially from the point of view of further devel-opment of the principles of evidence in their education theories. In this paper, we have con-firmed our hypothesis about the compatibility of the principle of evidence with research tech-niques and instruments. Proactively action by Comenius represents a turning point not only in the field of pedagogy development as a science and its disciplines, but also in the field of human development in general. Regarding that, there is a need for a new pedagogical discipline, Comeniology, which will give a new perspective to this pedagogical doctrine and will foster a critical review in relation to his pedagogical theory. According with our research subject, we have presented some of our dilemmas and questions to which the Comeniology as a new scien-tific discipline could give an answer, and therefore a kind of scientific contribution. Based on the previous methodological achievements, Comeniology remains committed to discovering the origins of other research techniques and methods in the pedagogical postulates of Comenius, to determine the applicability of the Comenius pedagogical principles with regard to the changes and challenges facing the contemporary teaching process, to open the issue of pedagogical psy-chological competencies of teachers for the application of the golden rule of Comenius and its other principles, to continue engagement of Comenius in the qualitative educational function of a modern school, but also to consider the influence of other factors (family environment) that may influence the choice of teaching principles and methods.

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Wu, Bian, and Alf Inge Wang. "A Guideline for Game Development-Based Learning: A Literature Review." International Journal of Computer Games Technology 2012 (2012): 1–20. http://dx.doi.org/10.1155/2012/103710.

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This study aims at reviewing the published scientific literature on the topics of a game development-based learning (GDBL) method using game development frameworks (GDFs) with the perspective of (a) summarizing a guideline for using GDBL in a curriculum, (b) identifying relevant features of GDFs, and (c) presenting a synthesis of impact factors with empirical evidence on the educational effectiveness of the GDBL method. After systematically going through the available literature on the topic, 34 relevant articles were selected for the final study. We analyzed the articles from three perspectives: (1) pedagogical context and teaching process, (2) selection of GDFs, and (3) evaluation of the GDBL method. The findings from the 34 articles suggest that GDFs have many potential benefits as an aid to teach computer science, software engineering, art design, and other fields and that such GDFs combined with the motivation from games can improve the students’ knowledge, skills, attitudes, and behaviors in contrast to the traditional classroom teaching. Furthermore, based on the results of the literature review, we extract a guideline of how to apply the GDBL method in education. The empirical evidence of current findings gives a positive overall picture and can provide a useful reference to educators, practitioners, and researchers in the area of game-based learning.

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Merzel, Cheryl, Perry Halkitis, and Cheryl Healton. "Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education." Public Health Reports 132, no. 6 (October 4, 2017): 679–83. http://dx.doi.org/10.1177/0033354917733745.

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Public health education is experiencing record growth and transformation. The current emphasis on learning outcomes necessitates attention to creating and evaluating the best curricula and learning methods for helping public health students develop public health competencies. Schools and programs of public health would benefit from active engagement in pedagogical research and additional platforms to support dissemination and implementation of educational research findings. We reviewed current avenues for sharing public health educational research, curricula, and best teaching practices; we identified useful models from other health professions; and we offered suggestions for how the field of public health education can develop communities of learning devoted to supporting pedagogy. Our goal was to help advance an agenda of innovative evidence-based public health education, enabling schools and programs of public health to evaluate and measure success in meeting the current and future needs of the public health profession.

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Olena, Maslova. "SCIENTIFIC KNOWLEDGE STRUCTURE OF PREREQUISITES FOR THE CONCEPT OF HEALTH-FORMING TECHNOLOGIES AT THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION FOR SCHOOL-AGE CHILDREN WITH HEARING IMPAIRMENTS." Sport Science and Human Health 4, no. 2 (2020): 74–87. http://dx.doi.org/10.28925/2664-2069.2020.2.7.

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Introduction. Today the question of formation of health of children and teenagers is comprehensively considered by the general system of scientific knowledge representing rather independent, purposeful cognitive multilevel activity. Aim is to define and characterize in a projection of the theory of scientific knowledge preconditions of development of the concept of health-forming technologies in the course of adaptive physical education of children of school age with hearing impairments. Material and methods: analysis and generalization of data of special scientific and methodical literature; monitoring of information resources of the Internet; sociological methods (questionnaires); method of copying (review and selection of materials from medical records); pedagogical methods (pedagogical testing, pedagogical experiment), methods of mathematical statistics. Results. According to the theory of scientific cognition, based on theoretical and empirical levels and forms of its functioning, we present the structure of definition and scientific evidence base of the prerequisites for the concept of health technologies in the process of adaptive physical education of school-age children with hearing impairments. scientifically-based socio-pedagogical, socio-economic, biological-medical, biological-physiological, ecological-environmental, ecological-cultural, personal-motivational and personal-effective provisions. Conclusions. Turning to the basics of the theory of cognition, we have identified four main categories of prerequisites for the author's concept and hypothesis of its effective implementation, which involves their direct consideration, namely the inclusion of social, biological, environmental and personal principles in the theoretical and methodological foundations of health technologies in adaptive physical education school-age children with hearing impairments

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Dissertations / Theses on the topic "Evidence based pedagogical method"

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Frank, Christine. "Conceptual design of the web-based case method a pedagogical perspective /." [S.l.] : [s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=971568790.

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Baxley, Michelle. "School nurse's implementation of evidence-based practice| A mixed method study." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257368.

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Evidence-based practice (EBP) ensures excellent nursing care; however, limited literature exists for implementing EBP within schools. This mixed method study, using the Promoting Action on Research Implementation in Health Services (PARIHS) framework, explained EBP implementation within three school districts. Quantitative results identified the level of implementation and nursing characteristics predictive of EBP implementation. The mean EBP Implementation score (n = 64) was 8.36 (SD 9.75), indicating a low level of EBP implementation. EBP Belief scores was the only nursing characteristic that explained 34% of the variance. Qualitative results explained survey results, using a multiple case study design with interviews with six school nurses with high or low EBP Implementation scores. Analysis included pattern matching to propositional statements derived from PARIHS evidence, context, and facilitation concepts. Individual case stories varied and demonstrated both positive and negative patterns. Data synthesis examining propositions and themes indicated all cases supported four evidence propositions. No cases supported the evidence proposition about collecting and using routine student data. Three cases (n =3) with high EBP Implementation scores supported six evidence and context propositions. Three cases (n = 3) with low EBP Implementation scores supported thirteen propositions for the evidence, contest, and facilitation concepts. Common themes across cases were using evidence, cultural influences, structural supports, and impeding implementation. When integrating findings only three EBP Implementation scale items indicated routine implementation of evidence, which matched with evidence propositions supported across cases and the theme using evidence. Context and facilitation propositions and themes primarily explained low EBP Implementation items.

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Smith, Amy L. "Evidence-Based Practice Self-Efficacy and Outcome Expectancy in the Nurse Resident." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596206174965756.

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Harrison, Christopher James. "Developing an evidence-based method to assess the impact of local development on moorland fringe bird populations." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619952/.

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The local unitary authorities of Calderdale, Kirklees and Bradford in West Yorkshire have joint jurisdiction over the South Pennine Moors Special Protection Area (SPMSPA). This is an upland protected area in the North of England. The SPMSPA provides feeding and breeding habitat for an assemblage of bird species of international conservation concern. Knowledge of the habitat associations of these species within the fringe of the SPA is lacking. Thirteen species form the bird assemblage that has been identified in collaboration with the project partners as in most need of ecological evidence within the moorland fringe landscape. Within this PhD, the ecology of these species was investigated in the context of the immediate 1 km fringe outside of the SPMSPA. The habitat composition of this fringe was found to be a heterogenous mosaic, predominantly characterised by smaller fields dominated by species-poor agricultural habitats. Curlew Numenius arquata, Lapwing Vanellus vanellus, Snipe Gallinago gallinago, Wheatear Oeanthe oeanthe and Golden Plover Pluvialis apricaria were found to be associated with fields comprising tussocks, wet flush and evidence of intensive grazing. Species richness was found to be greatest in habitats not typical of moorland or farmland. Bird diversity and species richness were lowest within 100 m of Small Wind Turbines (SWTs), with Magpie Pica pica and Starling Sturnus vulgaris negatively associated with proximity to SWTs. Landsat 8 imagery were found to be a good predictor of the distribution of habitat suitability for five moorland fringe bird species, especially when used to supplement empirical data. Building density was an important predictor for the majority of these species. The lack of unimproved grassland and particularly high land cover of improved and semi-improved agricultural land indicate that the SPMSPA fringe landscape is suboptimal for the conservation of moorland fringe bird diversity. The results of this research can be used as ecological evidence to assist future planning decisions and the conservation of habitats within the SPA fringe for birds of conservation concern.

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Sinozic, Tanja, Mete Basar Baypinar, Edward M. Bergman, Miklos Hornyak, Ferenc Kruzslicz, and Attila Varga. "A Policy Research Method Case-Study: Generating and Extracting Evidence-based Policy Inferences from a large EC Framework Programme Project." WU Vienna University of Economics and Business, 2015. http://epub.wu.ac.at/4632/1/sre%2Ddisc%2D2015_04.pdf.

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In 2004 the European Neighbourhood Policy (ENP) was instituted following the greatest single enlargement of the European Union (EU), to support security and peaceful relations between the EU and neighbouring countries with a unified governance approach to economic, social and political aspects of international cooperation. This paper reports on an effort to develop and test a methodology for bridging social science research and policy communities on an important policy question that concerns comity between the EU and its Eurasian, Middle Eastern and North African neighbouring countries1, although the approach applies to any broad policy issue for which multiple sources and types of research evidence are present. Five evaluative elements are developed and implemented whose complementary application result in a large set of policy inferences, a strategy of implementation, and researcher insights concerning the method. This case study suggests that the recommended evidence synthesis methodology has good potential for informing policy that is comprised of multiple elements, studied by large research teams, and enacted by diverse agents. The suggested methodology requires engagement by active researchers and policy experts in the formulation of policy options. It is put forward that improving the quality of evidence-informed policy will depend upon institutions and practices in the research and policy making communities. (authors' abstract)
Series: SRE - Discussion Papers

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Jerkert, Jesper. "Philosophical Issues in Medical Intervention Research." Licentiate thesis, KTH, Filosofi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-163872.

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The thesis consists of an introduction and two papers. In the introduction a brief historical survey of empirical investigations into the effectiveness of medicinal interventions is given. Also, the main ideas of the EBM (evidence-based medicine) movement are presented. Both included papers can be viewed as investigations into the reasonableness of EBM and its hierarchies of evidence. Paper I: Typically, in a clinical trial patients with specified symptoms are given either of two or more predetermined treatments. Health endpoints in these groups are then compared using statistical methods. Concerns have been raised, not least from adherents of so-called alternative medicine, that clinical trials do not offer reliable evidence for some types of treatment, in particular for highly individualized treatments, for example traditional homeopathy. It is argued that such concerns are unfounded. There are two minimal conditions related to the nature of the treatments that must be fulfilled for evaluability in a clinical trial, namely (1) the proper distinction of the two treatment groups and (2) the elimination of confounding variables or variations. These are delineated, and a few misunderstandings are corrected. It is concluded that the conditions do not preclude the testing of alternative medicine, whether individualized or not. Paper II: Traditionally, mechanistic reasoning has been assigned a negligible role in standard EBM literature, although some recent authors have argued for an upgrading. Even so, mechanistic reasoning that has received attention has almost exclusively been positive -- both in an epistemic sense of claiming that there is a mechanistic chain and in a health-related sense of there being claimed benefits for the patient. Negative mechanistic reasoning has been neglected, both in the epistemic and in the health-related sense. I distinguish three main types of negative mechanistic reasoning and subsume them under a new definition of mechanistic reasoning in the context of assessing medical interventions. Although this definition is wider than a previous suggestion in the literature, there are still other instances of reasoning that concern mechanisms but do not (and should not) count as mechanistic reasoning. One of the three distinguished types, which is negative only in the health-related sense, has a corresponding positive counterpart, whereas the other two, which are epistemically negative, do not have such counterparts, at least not that are particularly interesting as evidence. Accounting for negative mechanistic reasoning in EBM is therefore partly different from accounting for positive mechanistic reasoning. Each negative type corresponds to a range of evidential strengths, and it is argued that there are differences with respect to the typical strengths. The variety of negative mechanistic reasoning should be acknowledged in EBM, and presents a serious challenge to proponents of so-called medical hierarchies of evidence.

QC 20150413

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Tufekci, Nesrin. "Gis Based Geothermal Potential Assessment For Western Anatolia." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607651/index.pdf.

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This thesis aims to predict the probable undiscovered geothermal systems through investigation of spatial relation between geothermal occurrences and its surrounding geological phenomenon in Western Anatolia. In this context, four different public data, which are epicenter map, lineament map, Bouger gravity anomaly and magnetic anomaly maps, are utilized. In order to extract the necessary information for each map layer the raw public data is converted to a synthetic data which are directly used in the analysis. Synthetic data employed during the investigation process include Gutenberg-Richter b-value map, distance to lineaments map and distance to major grabens present in the area. Thus, these three layers including directly used magnetic anomaly maps are combined by means of Boolean logic model and Weights of Evidence method (WofE), which are multicriteria decision methods, in a Geographical Information System (GIS) environment. Boolean logic model is based on the simple logic of Boolean operators, while the WofE model depends on the Bayesian probability. Both of the methods use binary maps for their analysis. Thus, the binary map classification is the key point of the analysis. In this study three different binary map classification techniques are applied and thus three output maps were obtained for each of the method. The all resultant maps are evaluated within and among the methods by means of success indices. The findings reveal that the WofE method is better predictor than the Boolean logic model and that the third binarization approach, which is named as optimization procedure in this study, is the best estimator of binary classes due to obtained success indices. Finally, three output maps of each method are combined and the favorable areas in terms of geothermal potential are produced. According to the final maps the potential sites appear to be Aydin, Denizli and Manisa, of which first two have been greatly explored and exploited since today and thus not surprisingly found as potential in the output maps, while Manisa when compared to first two is nearly virgin.

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Vega, Piñones Andrea. "Vad innebär det att förskolans verksamhet ska vila på vetenskaplig grund? : En kvalitativ studie om förskollärares upplevelser och reflektioner." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37375.

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Introduction: What is meant by the need for education to rest on a scientific basis? According to Skolverket is at the heart of successful school development in education on scientific basis and proven experience. Theoretical starting points: In this section I will highlight the theoretical concepts that include in the work on the scientific basis. The theoretical concepts are: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning. Previous research: In this section I will explain what the research says that education should rest on a scientific basis. Then describe what the research says about school development. Then summarize Fröbels pedagogical philosophy and finally summarize the curriculum theory of the preschool. Forskningen säger att Purpose and issues: The purpose of this essay is to seek answers to what it means to preschool shall rest on a scientific basis and how to apply this to the business. Methods: The study is based on a qualitative data collection. The choice is based on the qualitative method is more appropriate for my study because the research question is about examining how preschool teachers perceive meaning with a scientific basis and how they understand their activities in relation to school laws and curriculum. Results: The result showed that preschool teachers experienced a lack of time, support from preschool managers and too little training. Also, the difficulty of transturning research into practice. Discussion: In the discussion section I discuss what came up in the results linked to previous research. I am debating that the results showed that in preschool It becomes more focus on the organizational, that the business will go around and work, instead of focusing on pedagogical issues and how to work research-based. Keywords: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning

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Tidäng, Hanna-Lena. "Kunskapsdiagnos i matematik – något att räkna med? : En kvalitativ studie av lärares och rektorers tankar kring kunskapsdiagnos i de tidiga åren." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32317.

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Syftet med studien är att belysa lärares och rektorers tankar kring diagnostisering av elever i de tidiga skolåren vid användande av Skolverkets diagnosmaterial Diamant, som riktar in sig på den förberedande aritmetiken. Studien har en kvalitativ ansats med semistrukturerad intevju som metod. Deltagarna i undersökningen är fyra lärare samt två rektorer med erfarenhet och utbildningen inom området. Resultatet visar att informanterna anser att de får betydelsefull information om var barnen befinner sig i den grundläggande taluppfattningen via diagnosen och därmed kan barn med behov av hjälp och stöd uppmärksammas. Informanterna har en formativ syn på diagnostisering. De fokuserar på hur resultatet följs upp, hur de finner pedagogiska och organisatoriska lösningar. Rutiner för detta är olika på de enheter där informanterna är verksamma. Stor vikt vid individuell uppföljning är ett gemensamt förhållningssätt hos samtliga informanter och det är i denna uppföljning som den specialpedagogiska kompetensen efterfrågas enligt resultatet av undersökningen.
The purpose of the study is to highlight teachers and senior staff members thoughts of diagnosing pupils in the early school years using Skolverkets diagnosis material Diamant, which focuses on early arithmetics. The study use qualitative research methods with semistructured interviews. The participants are up by four teachers and two headmasters who have both experience and training in the subject area. The results show that the participants belive they, through the diagnosing process, are able to reach an understanding of a childs comprehension of number sence.It is due to this diagnosis process that the need of support can be discovered. The results further suggest that the participants have a formative view on diagnosis.Their focus is on how the results are acted upon and how they reach their pedagogical and organisational solutions. The routines for reaching their solutions differ between organisations. However, focus on the individual monitoring is an approach that the participants all have in common and it is due to individual monitoring that the specielpedagogical needs are essenstial.

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Wincent, Annika. "Integrating yoga as a method in clinical social work dealing with addiction : Bridging Eastern and Western perspective. Annika Wincent." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5350.

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In this thesis it will be discussed whether the body-mind-spirit aspect is a missing component in Western methods in clinical social work and if yoga could contribute to a more holistic multi model in this area. Yoga includes physical postures, controlled breathing exercises, meditation and attitudes in life of no harming of oneself or any living being. Yoga invites the practitioner to enhance the selfdiscipline and control over and regulation of impulses, thoughts and feelings. In the result it will be presented in what way this Eastern discipline have influenced the participants recovery. It will be discussed weather yoga is a tool to get in contact with the body, breath and mind and if the enhanced awareness helps to control anger, stress, anxiety and craving - overwhelming feelings that can be triggers for a substance abuse. The thesis is a qualitative study with the aim of exploring the experience of yoga as a complimentary method in addiction recovery. The interviews were conducted in three different rehab centres of Kripa Foundation in India in form of focus groups and individual interviews.
I den här uppsatsen kommer aspekten kropp-själ- och sinne att diskuteras huruvida den är en saknad komponent i kliniskt socialt arbete i väst, och om yoga skulle kunna bidra som en mer holistisk och mångfasetterad modell. Yoga inkluderar fysiska positioner, kontrollerade andningsövningar, meditation och attityder i livet som bygger på att inte skada sig själv eller något levande. Yoga bjuder in utövaren att till öka självdisciplin, kontroll över impulser, tankar och känslor. I resultatdelen presenteras hur den österländska disciplinen har påverkat deltagarnas rehabilitering från sitt missbruk. Det kommer att diskuteras om yogan är ett verktyg för att komma i kontakt med kropp, andning och sinne och genom ökad medvetenhet kunna kontrollera ilska, stress, ångest och begär - överväldigande känslor som kan vara utlösare till missbruk. Det här är en kvalitativ studie som har som mål att utforska deltagarnas upplevelse av yoga som ett komplement i sin rehabilitering. Intervjuerna gjordes på tre olika Kripa Foundation center i Indien, dels som fokusgruppintervjuer, dels individuella intervjuer.

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Books on the topic "Evidence based pedagogical method"

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Smith, Robert C. (Robert Charles), 1937-, ed. Smith's patient-centered interviewing: An evidence-based method. 3rd ed. New York: McGraw-Hill Professional, 2012.

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Evidence-based technical analysis: Applying the scientific method and statistical inference to trading signals. Hoboken, N.J: John Wiley & Sons, 2007.

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Evidence-based instruction in reading: A professional development guide to culturally responsive instruction. Boston: Pearson/Allyn & Bacon, 2012.

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Mraz, Maryann. Evidence-based instruction in reading: A professional development guide to phonemic awareness. Boston: Pearson/Allyn and Bacon, 2008.

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Institute of Medicine (U.S.). Roundtable on Value & Science-Driven Health Care, ed. Learning what works: Infrastructure required for comparative effectiveness research : workshop summary. Washington, D.C: National Academies Press, 2011.

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Biba, Anna. Methods of preparing children to learn Russian at school. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.

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Smith, Robert C. Patient-Centered Interviewing: An Evidence-Based Method. 2nd ed. Lippincott Williams & Wilkins, 2002.

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Evidence-Based Instruction in Reading: A Professional Development Guide to Phonics (Evidence-Based Instruction in Reading). Allyn & Bacon, 2007.

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Zaslau, Stanley. Blueprints Urology: An Evidence-Based Method (Blueprints Pockets). 2nd ed. Lippincott Williams & Wilkins, 2004.

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Book chapters on the topic "Evidence based pedagogical method"

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Cioffi-Revilla, Claudio. "A Complexity Method for Assessing Counterterrorism Policies." In Evidence-Based Counterterrorism Policy, 151–65. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0953-3_7.

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Chen, Xiang, Hui Han, Hui Wang, Yun Lin, Mengqiu Chai, and Mingyu Hu. "A Signal Recognition Method Based on Evidence Theory." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 166–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73317-3_20.

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Wang, Jingyan, Shenggen Ju, Xi Xiong, Rui Zhang, and Ningning Liu. "A Category Detection Method for Evidence-Based Medicine." In Natural Language Processing and Chinese Computing, 665–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32236-6_61.

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Hu, Qing, Zhisheng Huang, Annette ten Teije, and Frank van Harmelen. "Detecting New Evidence for Evidence-Based Guidelines Using a Semantic Distance Method." In Artificial Intelligence in Medicine, 307–16. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19551-3_39.

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Rajaram, Kumaran. "Learning Through Social Media: Facebook as a Collaborative and Experiential Pedagogical Tool." In Evidence-Based Teaching for the 21st Century Classroom and Beyond, 221–47. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6804-0_7.

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Vamvakas, Eleftherios C. "Meta-Analysis: A Statistical Method to Integrate Information Provided by Different Studies." In Evidence Based Pathology and Laboratory Medicine, 149–71. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1030-1_9.

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Ohura, Fuko, Keiko Kasamatsu, and Takeo Ainoya. "Hearing Method Considering Cognitive Aspects on Evidence Based Design." In Human Interface and the Management of Information. Information in Applications and Services, 156–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92046-7_14.

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Mishina, Takashi, Yoh Shiraishi, and Osamu Takahashi. "Evidence Analysis Method Using Bloom Filter for MANET Forensics." In Knowledge-Based and Intelligent Information and Engineering Systems, 493–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15393-8_55.

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Millis, J. Michael, and David Caba Molina. "What Is the Best Surgical Method of Addressing Hepatic Hemangiomas?" In Difficult Decisions in Surgery: An Evidence-Based Approach, 25–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27365-5_3.

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Bjarnason, Elizabeth, and Björn Regnell. "Evidence-Based Timelines for Agile Project Retrospectives – A Method Proposal." In Lecture Notes in Business Information Processing, 177–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30350-0_13.

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Conference papers on the topic "Evidence based pedagogical method"

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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.

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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.

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Yan, Qifei, Yan Zhou, Li Zou, and Yanling Li. "Evidence Fusion Method Based on Evidence Trust and Exponential Weighting." In 2020 IEEE 4th Information Technology, Networking, Electronic and Automation Control Conference (ITNEC). IEEE, 2020. http://dx.doi.org/10.1109/itnec48623.2020.9085124.

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"TOWARDS A COMPUTER AIDED PEDAGOGICAL ENGINEERING - Aided Production of Pedagogical Devices based on MAETIC Method." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003274701590164.

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Deng, Zhan, and Jianyu Wang. "Conflicting evidence combination method based on evidence distance and belief entropy." In 2020 IEEE International Conference on Networking, Sensing and Control (ICNSC). IEEE, 2020. http://dx.doi.org/10.1109/icnsc48988.2020.9238076.

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Ros, Johannes P., and Raghvinder S. Sangwan. "A Method for Evidence-Based Architecture Discovery." In 2011 9th Working IEEE/IFIP Conference on Software Architecture (WICSA). IEEE, 2011. http://dx.doi.org/10.1109/wicsa.2011.54.

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Xiong, Caiquan, Yan He, and Yifan Zhan. "An uncertainty reasoning method based on evidence theory." In 2013 9th International Conference on Natural Computation (ICNC). IEEE, 2013. http://dx.doi.org/10.1109/icnc.2013.6818126.

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Zhe, Wang, Ye Ziwan, and Yu Hongwei. "A risk evaluation method based on evidence theory." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5882521.

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Li, Kun, and Ying Han. "An evidence fusion method based on weight optimization." In 2017 36th Chinese Control Conference (CCC). IEEE, 2017. http://dx.doi.org/10.23919/chicc.2017.8028158.

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Tammaro, Rosanna, Iolanda Sara Iannotta, and Concetta Ferrantino. "THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.

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Wang, Yucheng, Xiaobin Xu, Yanwen Lu, and Chenglin Wen. "The fusion method of conflicting evidence based on the cosine similarity of evidence vectors." In 2010 8th IEEE International Conference on Control and Automation (ICCA). IEEE, 2010. http://dx.doi.org/10.1109/icca.2010.5524200.

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Reports on the topic "Evidence based pedagogical method"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Xing, Lei, Hongmin Guo, and Zhiqian Wang. Efficacy and safety of Suzi Jiangqi Decoction in patients with acute exacerbation of chronic obstructive pulmonary disease A protocol for systematic review and meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0035.

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Background: Chronic obstructive pulmonary disease (COPD) is characterized by chronic respiratory symptoms. The respiratory symptoms of patients with acute exacerbation of COPD (AECOPD) worsen rapidly. At present, traditional western medicine treatment can not effectively alleviate the symptoms and attack frequency of patients. Suzi Jiangqi decoction(SZJQ) has a good clinical effect in the treatment of AECOPD. Due to the lack of evidence-based medicine, it can not provide an effective systematic evaluation for the treatment of AECOPD with Suzi Jiangqi decoction. Therefore, it is necessary to provide high-quality evidence evaluation for the clinical efficacy and safety of Suzi Jiangqi Decoction in the treatment of AECOPD. Methods: Two researchers independently retrieved randomized controlled trial (RCT) and quasi-RCTs of SZJQ in the treatment of AECOPD from databases including PubMed, Web of science, the Cochrane Library, CBM, CNKI, Sinomed, VIP and WanFang.The included studies were evaluated for quality according to the RCT quality assessment method provided by Cochrane Reviewer's Handbook 5.3.Review Manager 5.3 software provided by the Cochrane collaboration was used for meta-analysis. Results: This study will provide systematic review on the efficacy and safety of SZJQ as adjuvant therapy in patients with AECOPD by rigorous quality assessment and reasonable data synthesis. Conclusions: This systematic review will provide the good evidence currently on SZJQ as adjuvant therapy in patients with AECOPD.

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Chervinchuk, Alina. THE CONCEPT OF ENEMY: REPRESENTATION IN THE UKRAINIAN MILITARY DOCUMENTARIES. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11063.

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Research methodology. The following methods were used in this research: general scientific methods (descriptive, analysis, synthesis, comparison) and special (structural, hermeneutic, narrative, method of content analysis). We identified words related to the concept of the enemy and determined the context in which they are used by the authors of the collections Results. The formats of reflection of military reality in collections of military documentaries are investigated. It is emphasized that the authors-observers of events as professional communicators form a vision of events based on categories understandable to the audience – «own» and «others». Instead, the authors-participants go events have more creative space and pay more attention to their own emotional state and reflections. It is defined how the enemy is depicted and what place he occupies in the military reality represented by the authors. It is emphasized that the authors reflect the enemy in different ways. In particular, the authors-observers of the events tried to form a comprehensive vision of the events, and therefore paid much attention to the opposite side of the military conflict. Authors-participants of the events tend to show the enemy as a mass to be opposed. In such collections, the enemy is specified only in the presence of evidence confirming the presence of Russians or militants. Novelty. The research for the first time investigates the methods of representation of military activity in the collections of Ukrainian military documentaries. The article is devoted to the analysis of how the authors represent the enemy. Practical importance. The analysis of collections of military documentaries will allow to study the phenomenon of war and to trace the peculiarities of the authors’ representation of military reality.

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McDonagh, Marian, Andrea C. Skelly, Amy Hermesch, Ellen Tilden, Erika D. Brodt, Tracy Dana, Shaun Ramirez, et al. Cervical Ripening in the Outpatient Setting. Agency for Healthcare Research and Quality (AHRQ), March 2021. http://dx.doi.org/10.23970/ahrqepccer238.

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Objectives. To assess the comparative effectiveness and potential harms of cervical ripening in the outpatient setting (vs. inpatient, vs. other outpatient intervention) and of fetal surveillance when a prostaglandin is used for cervical ripening. Data sources. Electronic databases (Ovid® MEDLINE®, Embase®, CINAHL®, Cochrane Central Register of Controlled Trials, and Cochrane Database of Systematic Reviews) to July 2020; reference lists; and a Federal Register notice. Review methods. Using predefined criteria and dual review, we selected randomized controlled trials (RCTs) and cohort studies of cervical ripening comparing prostaglandins and mechanical methods in outpatient versus inpatient settings; one outpatient method versus another (including placebo or expectant management); and different methods/protocols for fetal surveillance in cervical ripening using prostaglandins. When data from similar study designs, populations, and outcomes were available, random effects using profile likelihood meta-analyses were conducted. Inconsistency (using I2) and small sample size bias (publication bias, if ≥10 studies) were assessed. Strength of evidence (SOE) was assessed. All review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center methods guidance. Results. We included 30 RCTs and 10 cohort studies (73% fair quality) involving 9,618 women. The evidence is most applicable to women aged 25 to 30 years with singleton, vertex presentation and low-risk pregnancies. No studies on fetal surveillance were found. The frequency of cesarean delivery (2 RCTs, 4 cohort studies) or suspected neonatal sepsis (2 RCTs) was not significantly different using outpatient versus inpatient dinoprostone for cervical ripening (SOE: low). In comparisons of outpatient versus inpatient single-balloon catheters (3 RCTs, 2 cohort studies), differences between groups on cesarean delivery, birth trauma (e.g., cephalohematoma), and uterine infection were small and not statistically significant (SOE: low), and while shoulder dystocia occurred less frequently in the outpatient group (1 RCT; 3% vs. 11%), the difference was not statistically significant (SOE: low). In comparing outpatient catheters and inpatient dinoprostone (1 double-balloon and 1 single-balloon RCT), the difference between groups for both cesarean delivery and postpartum hemorrhage was small and not statistically significant (SOE: low). Evidence on other outcomes in these comparisons and for misoprostol, double-balloon catheters, and hygroscopic dilators was insufficient to draw conclusions. In head to head comparisons in the outpatient setting, the frequency of cesarean delivery was not significantly different between 2.5 mg and 5 mg dinoprostone gel, or latex and silicone single-balloon catheters (1 RCT each, SOE: low). Differences between prostaglandins and placebo for cervical ripening were small and not significantly different for cesarean delivery (12 RCTs), shoulder dystocia (3 RCTs), or uterine infection (7 RCTs) (SOE: low). These findings did not change according to the specific prostaglandin, route of administration, study quality, or gestational age. Small, nonsignificant differences in the frequency of cesarean delivery (6 RCTs) and uterine infection (3 RCTs) were also found between dinoprostone and either membrane sweeping or expectant management (SOE: low). These findings did not change according to the specific prostaglandin or study quality. Evidence on other comparisons (e.g., single-balloon catheter vs. dinoprostone) or other outcomes was insufficient. For all comparisons, there was insufficient evidence on other important outcomes such as perinatal mortality and time from admission to vaginal birth. Limitations of the evidence include the quantity, quality, and sample sizes of trials for specific interventions, particularly rare harm outcomes. Conclusions. In women with low-risk pregnancies, the risk of cesarean delivery and fetal, neonatal, or maternal harms using either dinoprostone or single-balloon catheters was not significantly different for cervical ripening in the outpatient versus inpatient setting, and similar when compared with placebo, expectant management, or membrane sweeping in the outpatient setting. This evidence is low strength, and future studies are needed to confirm these findings.

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McPhedran, R., K. Patel, B. Toombs, P. Menon, M. Patel, J. Disson, K. Porter, A. John, and A. Rayner. Food allergen communication in businesses feasibility trial. Food Standards Agency, March 2021. http://dx.doi.org/10.46756/sci.fsa.tpf160.

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Background: Clear allergen communication in food business operators (FBOs) has been shown to have a positive impact on customers’ perceptions of businesses (Barnett et al., 2013). However, the precise size and nature of this effect is not known: there is a paucity of quantitative evidence in this area, particularly in the form of randomised controlled trials (RCTs). The Food Standards Agency (FSA), in collaboration with Kantar’s Behavioural Practice, conducted a feasibility trial to investigate whether a randomised cluster trial – involving the proactive communication of allergen information at the point of sale in FBOs – is feasible in the United Kingdom (UK). Objectives: The trial sought to establish: ease of recruitments of businesses into trials; customer response rates for in-store outcome surveys; fidelity of intervention delivery by FBO staff; sensitivity of outcome survey measures to change; and appropriateness of the chosen analytical approach. Method: Following a recruitment phase – in which one of fourteen multinational FBOs was successfully recruited – the execution of the feasibility trial involved a quasi-randomised matched-pairs clustered experiment. Each of the FBO’s ten participating branches underwent pair-wise matching, with similarity of branches judged according to four criteria: Food Hygiene Rating Scheme (FHRS) score, average weekly footfall, number of staff and customer satisfaction rating. The allocation ratio for this trial was 1:1: one branch in each pair was assigned to the treatment group by a representative from the FBO, while the other continued to operate in accordance with their standard operating procedure. As a business-based feasibility trial, customers at participating branches throughout the fieldwork period were automatically enrolled in the trial. The trial was single-blind: customers at treatment branches were not aware that they were receiving an intervention. All customers who visited participating branches throughout the fieldwork period were asked to complete a short in-store survey on a tablet affixed in branches. This survey contained four outcome measures which operationalised customers’: perceptions of food safety in the FBO; trust in the FBO; self-reported confidence to ask for allergen information in future visits; and overall satisfaction with their visit. Results: Fieldwork was conducted from the 3 – 20 March 2020, with cessation occurring prematurely due to the closure of outlets following the proliferation of COVID-19. n=177 participants took part in the trial across the ten branches; however, response rates (which ranged between 0.1 - 0.8%) were likely also adversely affected by COVID-19. Intervention fidelity was an issue in this study: while compliance with delivery of the intervention was relatively high in treatment branches (78.9%), erroneous delivery in control branches was also common (46.2%). Survey data were analysed using random-intercept multilevel linear regression models (due to the nesting of customers within branches). Despite the trial’s modest sample size, there was some evidence to suggest that the intervention had a positive effect for those suffering from allergies/intolerances for the ‘trust’ (β = 1.288, p<0.01) and ‘satisfaction’ (β = 0.945, p<0.01) outcome variables. Due to singularity within the fitted linear models, hierarchical Bayes models were used to corroborate the size of these interactions. Conclusions: The results of this trial suggest that a fully powered clustered RCT would likely be feasible in the UK. In this case, the primary challenge in the execution of the trial was the recruitment of FBOs: despite high levels of initial interest from four chains, only one took part. However, it is likely that the proliferation of COVID-19 adversely impacted chain participation – two other FBOs withdrew during branch eligibility assessment and selection, citing COVID-19 as a barrier. COVID-19 also likely lowered the on-site survey response rate: a significant negative Pearson correlation was observed between daily survey completions and COVID-19 cases in the UK, highlighting a likely relationship between the two. Limitations: The trial was quasi-random: selection of branches, pair matching and allocation to treatment/control groups were not systematically conducted. These processes were undertaken by a representative from the FBO’s Safety and Quality Assurance team (with oversight from Kantar representatives on pair matching), as a result of the chain’s internal operational restrictions.

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