Academic literature on the topic 'Graduated prompt procedure'

Abstract The idea of fine needle aspiration cytology (FNAC), which is considered the gold standard in the evaluation of thyroid nodules, occasionally elicits fear on the part of patients that often results in delays to the procedure. Our aim was to analyze the difference between the intensity of pain imagined or expected, before and the real pain experienced during the procedure, and also some of the factors influencing it. Materials and methods. Questionnaires were used, answered by 103 patients. Sampling was performed without local anesthesia using 25G diameter needles. The first page of the questionnaire was completed before and the second page after the intervention. A numerical pain scale was used to indicate the expected (pre-procedure) and perceived (post-procedure) intensity of pain. Results. The mean age of the patients was 54 years, and 76% had not yet undergone such procedure. In all patients, the intensity of pain experienced during the intervention itself was less than what patients expected (p <0.0001). First-time goers expected greater pain compared to those who had already underwent such a procedure (p = 0.0163). For those who had already underwent such a procedure, there was no difference between the intensity of expected pain and the intensity of experienced pain (p = 0.6307). The pain perception decreased with age, both before (r2 = 0.01925) and during the procedure (r2 = 0.03045). Patients who graduated only primary school were more afraid of the pain (58%) as opposed to graduates of secondary and higher education (23–24%), members of the latter group were rather preoccupied with the outcome of the cytological report. Discussions, conclusions. We studied the intensity of expected and experienced pain associated with thyroid aspiration cytology, and some of the factors that may influence this. The level of expected pain appears to be influenced by patient awareness, as those who underwent for the first time a thyroid aspiration, expected significantly more pain than they actually experienced. In conclusion, the general characteristics of patients who experienced greater pain after the procedure were those with low levels of awareness or complete absence thereof, younger age and lower levels of education. We believe that proper patient education significantly reduces the procrastination of the procedure of thyroid FNAC and alleviates patients ’anxiety, thereby aiding them to receive prompt and appropriate care.

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.

This study explored the use of computerized dynamic testing in education for 8-year-old children. As for other domains, it was expected that the use of a computer would help overcome difficulties encountered with traditional dynamic test procedures. A recently developed computerized console was used, based on sensor technology, in combination with electronic tangibles. The main aim was to investigate if dynamic testing with graduated prompts offered by a computerized interface provided richer and more extensive information about test performance than with prompts offered by an examiner. Fifty-four children participated in the dynamic test procedure, which used a pretest–posttest training design. The results indicated no significant differences in children’s performance based on whether prompts were offered by either the computer or by an examiner. The suitability of the procedure was measured by several behavioral outcome scores, the recording of which was made possible by the use of sensor technology. In the light of the findings, the authors conclude that dynamic testing can profit greatly from the use of computerized procedures.

It is not only that different dynamic assessment (DA) techniques evaluate different “learning potentials” of the individual; some such techniques do not evaluate any kind of learning potential. In particular, graduated prompts techniques, rather than evaluating learning potential of the individual, evaluate the level of his or her mastery of a certain problemsolving procedure. On the other hand, DA techniques that target the qualitative level at which the individual is able to learn a brand new problem-solving procedure evaluate indeed the individual’s general learning potential.

An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during intervention. Although it has been claimed that such approaches may have more to offer to psychologists or educationists than traditional standardized test outputs, not all approaches are suitable for this aim. This article focuses on the potential usefulness of the outcomes of the graduated prompts approach in dynamic testing and instruction. It can be concluded that a combination of both dynamic procedures is a very promising one, which needs further exploration in the future.

The study investigated geometric analogical reasoning in 8-year-old children by microgenetically examining the (transfer) effects of self- and other-scaffolding and memory capacity on progression and variation in children’s analogy performance. Participants were 54 children, divided over three conditions, and followed for 5 weeks. Children’s initial performances showed a wide strategy repertoire. A number of children profited from repeated self-scaffolding and increased their strategy use considerably. A 20-minute graduated-prompts other-scaffolding procedure promoted strategy use beyond the effects of self-scaffolding, inducing either continuation of gradual change or a rapid change in analogical reasoning. Distinct change trajectories showed individual differences regarding timing and rate of change. There was evidence of transfer of analogy strategies between geometric and verbal tasks. Children with a larger memory capacity remained at higher levels of geometric analogical reasoning. Children with smaller memory capacities fully caught up with their peers with a larger memory capacity after other-scaffolding.

Proponents of dynamic testing have advocated its use as a replacement or addition to conventional tests. This research aimed to investigate the effects of using versus not using a pretest on both the outcome on the posttest and the processes used in solving inductive reasoning tasks in dynamic testing using a graduated prompts training. Sixty-seven 7- to 8-year-old children were assigned to either a group that received a pretest or a group that did not receive a pretest, using a randomized blocking procedure. No significant differences were found between both groups of children on posttest accuracy, process measures, number of hints needed during training, amount of time needed for testing, and the prediction of school related measures. This article concluded that the decision of whether or not a pretest is necessary should be based on the research question to be answered because it does not appear to influence posttest results.

Objectives: The medical college curriculum in India has not seen a change for the past several years. An initiative has been taken by the Medical Council of India (MCI) in the Graduate Medical Regulation 2018 to bring a uniform change in teaching-learning methods. This change is necessary in all fields of medical education. Restructuring the physiology laboratories to teach practical procedures using digital computerised equipment and techniques could bring about deeper learning. The past several years have made physiology merely imaginative rather than experiential. Materials and Methods: A qualitative study was done using a questionnaire to obtain the perceptions of medical teachers of both genders engaged in teaching medical physiology. Desires and opinions of physiology teachers in changing the way physiology is taught were obtained. Results: Medical teachers felt that a change is necessary to provide better learning experience. More than 80% opined that computerised equipment provide better practical experience with wider understanding of the concepts which students can relate to theoretical concepts. About 85% of teachers supported the move to suggest to MCI on restructuring the laboratories with computerised equipment. More importantly, many teachers expressed that the digital laboratories would make learning very interesting, autonomous and self-directed. The study is not just a platform for opinions but is intended to prompt reflection and bring clarity to the regulatory bodies showing a way forward to change the laboratory setup urgently. Conclusion: Most of the medical teachers in India are finding it appropriate to employ digital ways in teaching Physiology to have better learning outcomes.

Introduction: It is frequently reported that schizophrenic patients have poor insight into their course of illness. Poor insight has considerable value in predicting the long-term course of chronic mental disorders and it has impact on patients' compliance with treatment plans. Lack of insight is a common symptom of the acute phase of schizophrenia, being described in 97% of acute cases in the World Health Organization International Pilot Study of Schizophrenia. It will enhance awareness among all level of medical professionals for prompt diagnosis or at least early referral to psychiatrist and that will be helpful to reduce the sufferings and treatment cost of the schizophrenic patients. Objectives: It was a descriptive cross sectional study and was carried out to find out the relationship of levels of compliance and drug attitudes with insight of people with schizophrenia as lack of insight often results in non-adherence and so treatment failure. Materials & Methods: This study was carried out on 100 admitted schizophrenic patients from nominated hospitals. Among them 50 patients were acute (first episode) and 50 patients were relapsed (subsequent episode) schizophrenic patients. Purposive sampling technique was used. Purpose of the study & procedure were explained to all diagnosed schizophrenic patients (diagnosed by psychiatrist) & only those who gave consent were finally selected for the study. Insight and attitude to treatment was assessed by using the Insight and Treatment Attitude Questionnaire (ITAQ) Results: It is frequently reported that schizophrenic patients have poor insight into their illness. In this study total number of cases was 100; among them 50 were having first episode schizophrenia and 50 subsequent episodes of schizophrenia. Regarding age, 33% were below 20 years of age, 33% between 20 to 30 years of age, 19% between 30 to 40 years, 13% between 40 to 50 years and 2% above 60 years; 61% of the subjects were male and 39% were female. Most of the cases were students (31%), house-wives (25%) and unemployed personnel (23%). Rest were service personnel, day labourers, retired persons, business men and farmers. In collected sample, 65% were educated below SSC level and 35% above SSC and 53% were from urban area and 47% were from rural area. 51% were from lower middle class family, 37% of cases had positive family history of psychiatric illness. In graduates & beyond patients mean awareness of illness was 3.00 ± 3.32 and mean attitude to treatment was 4.29 ± 3.73. In lower income group mean awareness of illness was 1.50 ± 2.10 and attitude to treatment was 2.69 ± 2.48. Conclusion: Insight has been associated with greater expressed willingness to take medications, better adherence to prescribed medications. It is observed here that awareness of illness was more in middle class and attitude to treatment is more in lower middle class group so service provider will give more emphasis on this two groups for better outcome. DOI: http://dx.doi.org/10.3329/jafmc.v9i1.18722 Journal of Armed Forces Medical College Bangladesh Vol.9(1) 2013: 25-34

Purpose The aim of this tutorial is to share lessons learned from a speech, language, and hearing sciences department at a land-grant, Hispanic-serving institution (HSI) after revising the graduate admissions review process and subsequent discussions related to equity in assessment. This tutorial describes the department as a case example and includes guiding questions that may be helpful for other organizations. Method An adaptive case study approach was used and centered on supporting students at Hispanic-serving institutions. The approach was characterized by structured collaborative reflection throughout the process and engagement of relevant stakeholders at multiple levels. The adaptive method allowed for interim synthesis of stakeholder discussions to inform subsequent phases of the reflection process. Results This tutorial shares critical motivations, barriers, facilitators, and phases that were identified in moving toward holistic evaluation for graduate admissions. Targeted areas for continued improvement related to diversity, equity, and inclusion are described. Conclusions This tutorial outlines lessons learned from changing graduate admissions practices toward holistic review. Self-reflection prompts are provided for institutions and organizations considering changes to their review process. In order to best support diverse communities, increased workforce diversity is needed in the speech, language, and hearing sciences professions, and holistic review practices are recommended as one way to support increased diversity, equity, and inclusion.

Behavioral skills training (BST) has been widely used to effectively and quickly instruct learners with limited knowledge in behavior analytic skills. A training package composed of didactic instruction presented via PowerPoint, modeling, rehearsal, feedback and in vivo components were utilized to instruct two mothers of children with autism spectrum disorders to deliver learning trials with their child to contrive MOs to increase their manding repertoires. A multiple probe across participants design was used to assess the effects of BST on the participant's performance. Prior to the beginning of the study, participants were instructed to systematically identify child's reinforcers by delivering a paired choice preference assessment. Mothers were involved in choosing the manding targets used in the child's instruction. BST was effective in demonstrating rapid acquisition of skills taught to both mothers compared to baseline performances. Although child's behavior increased over pretest measures, it did not improve significantly due variable responding. Time constraints and child's excessive variable responding lead to termination of the study.

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

In Prehistoric Times, a people fearing that they had irritated their gods would seek to make amends by sacrificing a lamb, a goat, or sometimes a young virgin. Somehow, the shedding of innocent blood effected a renewed connection between the people and their gods. A similar though seldom recognized phenomenon has occurred throughout American racial history. To settle potentially costly differences between two opposing groups of whites, a compromise is effected that depends on the involuntary sacrifice of black rights or interests. Even less recog­nized, these compromises (actually silent covenants) not only harm blacks but also disadvantage large groups of whites, including those who support the arrangements. Examples of this involuntary racial-sacrifice phenomenon abound and continue. Afew of the more important are: the slavery understandings, the Constitution, universal white male suffrage, the Dred Scott v. Sandford case, the Hayes-Tilden compromise, and the southern disenfranchisement compromise. Contemporary sacrifices of black rights and interests underlie policies on the death penalty, drug-penalty sentencing rules, and reliance on standardized test scores in college and graduate school admissions procedures. Historian Edmund Morgan explains that plantation owners in the early seventeenth century recognized that they needed a stable work force to grow and profit from tobacco. Because Native Americans woulde scape or die, and the indentures of whites came to an end, the solution, over a decade or so, was to sentence African laborers to slavery indenture for life. The landowners convinced working class whites to support African enslavement as being in their interests, eventhough these yeoman workers could never compete with wealthy land owners who could afford slaves. Slaveholders appealed to working-class whites by giving them the chance to vote and by urging them, owing to their shared whiteness, to unite against the threat of slave revolts or escapes. The strategy worked. Wealthy whites retained all their former prerogatives, but the creation of a black subclass enabled poor whites to identify with and support the policies of the upper class. With the safe economic advantage provided by their slaves, large landowners were willing to grantpoor whites a larger role in the political process. Thus, paradoxically, slavery for blacks led both to greater freedom for poor whites and aneconomic structure that would keep them poor.

Two vital skills for an engineering graduate are the abilities to reason and communicate effectively. Laboratory work is one of the principle ways in which students exercise these competencies. In a typical undergraduate engineering course (particularly those at the freshman or sophomore level), laboratory exercises are often designed for students (rather than by them). They must simply follow procedures to find pre-determined results in order to “drive home” theoretical concepts. As a result, students are left with a poor concept of the purpose and power of experimentation, and consequently the laboratory experience detracts from rather than bolstering their critical thinking skills. A one factor at a time approach is often the default method for undergraduate engineering experiments, and while it is relevant for acquiring initial skills at the freshmen and sophomore levels, the approach may only promote lower level thinking skills. Even so, these experiences are pivoting in establishing sound engineering practices among students. In addition, statistical design of experiments could be explored for implementation for junior and senior level design courses. This project sought to provide an example of higher order thinking by performing a statistically-designed beam deflection experiment. The experimental objectives were to determine if load, span, geometry, and material affected the deflection of simply supported beams and to identify significant nuisance factors. Key nuisance effects included support stiffness, the reaction measurement procedure, and the effect of built-up members. In conclusion, the paper points out how undergraduate students could benefit from exposure and participation in such a design of experiments process even though students were not involved in this study originally.

[This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology," 16, 21-40.] Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge trans-fer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge assets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and de-sign of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stake-holders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to ex-tract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Furthermore, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages stu-dents in research and scholarly undertakings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of man-aging knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design.