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OBJECTIVE: To evaluate the utility of oblique chest views in the diagnosis of rib fractures when used as a routine part of the skeletal survey performed for possible physical abuse. METHODS: Oblique chest views have been part of the routine skeletal survey protocol at Primary Children's Medical Center since October 2002. Dictated radiology reports since that time were reviewed, and all cases with rib fractures documented were chosen for study. For each chosen case two pediatric radiologists identified and recorded rib fractures using only the PA and lateral chest radiographs (standard two-view chest series) from the skeletal survey for each case. In a separate session they identified and recorded rib fractures using the PA, lateral, right oblique, and left oblique radiographs (four-view chest series) from the skeletal survey for each case. The results were compared. RESULTS: Twenty-two cases with rib fractures were identified. Interpretation of the four-view chest series was different than interpretation of the two-view chest series in 12 of the 22 cases (54%). Overall, the four-view chest series differed significantly in the number of rib fractures diagnosed compared with the two-view chest series (p=.02, Wilcoxon matched-pairs signed-rank test) adding 19 rib fractures and excluding 6 rib fractures. CONCLUSIONS: The results indicate that use of the four-view chest series adds information to that obtained from the two-view chest series and increases the accuracy of diagnosing rib fractures in cases of possible physical abuse. Addition of oblique chest views to the routine protocol for skeletal surveys performed for possible physical abuse is recommended. 相似文献
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Postschool Engagement Predictors for Youth with Intellectual Disability: Results from South Carolina
ABSTRACTPostschool outcomes of youth with intellectual disability (ID) continue to trouble practitioners and scholars. The purpose of this study was to analyze postschool engagement outcome data for 360 survey respondents with ID in South Carolina in the areas of employment and postsecondary education/training. Specifically, we examined the relationship of special education exit reason, as well as, student, school, and district variables to youth’s postschool engagement. We used logistic regression to estimate probability of engagement one year after exiting high school. Results indicated that special education exit reason, gender, school retention rates, district attendance rates, percentage of students with disabilities within a district, percentage of students within a district receiving free and reduced lunch, district retention rates, and district suspension/expulsion rates were significantly related to three postschool engagement outcomes. Implications for future research and practice are discussed. 相似文献
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This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental outcomes. In addition, it considers the inclusion efficacy research regarding the outcome of mainstream and special education for pupils with SEN. In turn, the review synthesises the two areas of research on school belongingness and inclusion to suggest that a SOSB is important in understanding the relationship between school placement and developmental outcomes for pupils with SEN. 相似文献
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Prince L.M. Zilundu Fidelis Chibhabha Guangyin Yu Rao Fu Li-Hua Zhou 《Anatomical sciences education》2022,15(3):522-534
Medical students' motivation and study strategies are crucial in determining academic performance. This study aimed to assess the motivation and learning strategies of medical students as well as their association with performance in anatomy examinations. The Motivated Strategies for Learning Questionnaire, two focus group discussions, and students' current anatomy cumulative grade point average (cGPA) were used. Generally, the medical students strongly felt that anatomy is fundamental to the practice of medicine and surgery. This result was consistent with high task value scores of 5.99 ± 1.25. They were also driven by extrinsic goal orientation (5.59 ± 1.42) and intrinsic goal orientation (5.08 ± 1.26). Most medical students typically relied on elaboration (5.35 ± 1.25) ahead of other cognitive strategies namely rehearsal (5.30 ± 1.11), organization (5.15 ± 1.34), and lowest-rated critical thinking (4.77 ± 1.19). The students also relied on resource management strategies, effort regulation (5.15 ± 1.20) and time and study environment regulation (5.03 ± 1.03) more than the moderately scored peer learning (4.95 ± 1.50) and help-seeking (4.95 ± 1.09). In the focus group discussions, students reported that they often narrate or explain to each other what they would have read and understood from anatomy lectures, tutorials, and textbooks. They also bemoaned the lack of institutional support for stress burdens. The motivation and learning strategies subscales were not correlated with anatomy cGPA. Males were driven by extrinsic goals and experienced significantly higher levels of test anxiety than females (P < 0.05). Knowing the motivation and learning strategies students employ early in the medical curriculum can be leveraged to promote self-directed learning and academic achievement. 相似文献
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Social memory was investigated in the context of a spatial working memory task. Pairs of rats were tested in an eight-arm
radial maze. Under most conditions, there was a tendency to choose maze locations that had been visited earlier by the other
rat. The possibility that this tendency is produced by common preferences for particular maze locations was ruled out. An
opposite tendency to avoid visits to locations that had been visited earlier during the trial by another rat was found only
when the maze location contained two pellets (rather than an undepletable supply), the rats’ ability to see each other in
the maze was restricted to the central arena, and the maze location had been previously visited by the focal rat. The amount
of food available in maze locations did not otherwise modulate social influences on spatial choice. The results indicate that
memory for a rat’s own previous choices is combined with memory for the choices made by another rat. 相似文献
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Melissa L. Rethlefsen Mary Piorun J. Dale Prince 《Journal of the Medical Library Association》2009,97(4):253-259
Objectives:
The research evaluated participant satisfaction with the content and format of the “Web 2.0 101: Introduction to Second Generation Web Tools” course and measured the impact of the course on participants'' self-evaluated knowledge of Web 2.0 tools.Methods:
The “Web 2.0 101” online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered.Results:
Respondents'' self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P<0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some.Conclusion:
Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.Highlights
- Course participants'' knowledge of Web 2.0 tools increased significantly.
- Medical Library Association members liked the online course format, particularly the hands-on exercises and self-pacing.
- There was no significant difference in course completion rate or course satisfaction among participants from academic, hospital, or other library settings.
- Few survey respondents pointed specifically to workplace technology blocking as a reason for non-completion, though this underestimates the effect of such blocking on hospital and corporate library staff.
Implications
- MLA members appreciate having online continuing education (CE) courses. New short, online CE courses were developed based on the findings of this survey.
- Hands-on exercises may improve learning and increase motivation.
- Time and self-motivation are necessary for completing online courses.