Discoverability of information on clinical trial data-sharing platforms     

Paije Wilson  Vojtech Huser 《Journal of the Medical Library Association》2021,109(2):240

Objective:This study was intended to (1) provide clinical trial data-sharing platform designers with insight into users'' experiences when attempting to evaluate and access datasets, (2) spark conversations about improving the transparency and discoverability of clinical trial data, and (3) provide a partial view of the current information-sharing landscape for clinical trials.Methods:We evaluated preview information provided for 10 datasets in each of 7 clinical trial data-sharing platforms between February and April 2019. Specifically, we evaluated the platforms in terms of the extent to which we found (1) preview information about the dataset, (2) trial information on ClinicalTrials.gov and other external websites, and (3) evidence of the existence of trial protocols and data dictionaries.Results:All seven platforms provided data previews. Three platforms provided information on data file format (e.g., CSV, SAS file). Three allowed batch downloads of datasets (i.e., downloading multiple datasets with a single request), whereas four required separate requests for each dataset. All but one platform linked to ClinicalTrials.gov records, but only one platform had ClinicalTrails.gov records that linked back to the platform. Three platforms consistently linked to external websites and primary publications. Four platforms provided evidence of the presence of a protocol, and six platforms provided evidence of the presence of data dictionaries.Conclusions:More work is needed to improve the discoverability, transparency, and utility of information on clinical trial data-sharing platforms. Increasing the amount of dataset preview information available to users could considerably improve the discoverability and utility of clinical trial data.  相似文献   

Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers     

Guy Trainin  Kathleen M. Wilson  Malinda Murphy-Yagil  Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability     

Rachel Sermier Dessemontet  Diane Morin  Anne G. Crocker 《International Journal of Disability, Development & Education》2014,61(1):16-26

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.  相似文献   

Measures used in assessing outcomes of school‐wide positive behaviour support     

Rachel C. Brandt  Morgan Chitiyo  Michael E. May 《Journal of Research in Special Educational Needs》2014,14(4):229-238

School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity.  相似文献   

A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

Spatial visualization ability and laparoscopic skills in novice learners: Evaluating stereoscopic versus monoscopic visualizations          下载免费PDF全文

Victoria A. Roach  Manisha R. Mistry  Timothy D. Wilson 《Anatomical sciences education》2014,7(4):295-301

Elevated spatial visualization ability (Vz) is thought to influence surgical skill acquisition and performance. Current research suggests that stereo visualization technology and its association with skill performance may confer perceptual advantages. This is of particular interest in laparoscopic skill training, where stereo visualization may confer learning advantages to novices of variant Vz. This study explored laparoscopic skill performance scores in novices with variable spatial ability utilizing stereoscopic and traditional monoscopic visualization paradigms. Utilizing the McGill Inanimate System for Teaching and Evaluating Laparoscopic Skills (MISTELS) scoring protocol it was hypothesized that individuals with high spatial visualization ability (HVz) would achieve higher overall and individual MISTELS task scores as compared to low spatial visualization ability (LVz) counterparts. Further, we also hypothesized that a difference would exist between HVz and LVz individual scores based on the viewing modality employed. No significant difference was observed between HVz and LVz individuals for MISTELS tasks scores, overall or individually under both viewing modalities, despite higher average MISTELS scores for HVz individuals. The lack of difference between scores obtained under the stereo modality suggested that the additional depth that is conferred by the stereoscopic visualization may act to enhance performance for individuals with LVz, potentially equilibrating their performance with their HVz peers. Further experimentation is required to better ascertain the effects of stereo visualization in individuals of high and low Vz, though it appears stereoscopic visualizations could serve as a prosthetic to enhance skill performance. Anat Sci Educ 7: 295–301. © 2013 American Association of Anatomists.  相似文献   

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion     

Debra L. Linton  Wiline M. Pangle  Kevin H. Wyatt  Karli N. Powell  Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献   

New insights into Jin and post-Jin polychromy and refurbishment practices: A multi-disciplinary,multi-analytical approach     

John Twilley  Kathleen M. Garland  Marc F. Wilson 《文物保护研究》2014,59(5):S165-S168

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Somatotype and longevity of former university athletes and nonathletes     

B R Wilson  H W Olson  H A Sprague  W D Van Huss  H J Montoye 《Research quarterly for exercise and sport》1990,61(1):1-6

A longitudinal study was conducted on 398 athletes and 369 nonathletes who were born before 1920 and attended Michigan State University. The subjects were compared to determine if intercollegiate athletic competition accounts for significant variation in longevity when considered with somatotype. Because some of the subjects were still alive at the time of the study, the BMDP Statistical Software was used to do a survival analysis with covariates. Preliminary comparisons considered the differences in somatotype between athletes and nonathletes. Two sample t-tests indicated that athletes were more mesomorphic and less ectomorphic (p less than .05) than nonathletes. When comparing the relationship between somatotype and longevity, the pooled data of athletes and nonathletes indicated that endomorphs were shorter lived than the other three comparison groups. When only the athletes were considered, similar results were found. However, the nonathlete group exhibited differences only between the mesomorphic and endomorphic groups. The endomorphs were shorter lived. Longevity was examined by using the Cox proportional hazards regression method with somatotype and athlete/nonathlete status as covariates. Somatotype, by itself, was found to be significantly related to longevity, (p less than .001). Athletic status was not significantly related to longevity, either by itself or when entered into the model with somatotype.  相似文献   

Family feelings     

Rachel Theilheimer 《Early Childhood Education Journal》1990,18(2):47-48

Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City.  相似文献