A rapid evidence‐based service by librarians provided information to answer primary care clinical questions     

Jessie McGowan  William Hogg  Tamara Rader  Doug Salzwedel  Danielle Worster  Elise Cogo  Margo Rowan 《Health information and libraries journal》2010,27(1):11-21

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.  相似文献   

Physical Therapy Management of a Patient on Portable Extracorporeal Membrane Oxygenation as a Bridge to Lung Transplantation: A Case Report     

John D. Lowman  Tamara K. Kirk  Diane E. Clark 《Cardiopulmonary Physical Therapy Journal》2012,23(1):30-35

Introduction

Although the life expectancy for patients with cystic fibrosis (CF) has increased dramatically in the preceding decades, often the final therapeutic option for patients with end-stage CF is lung transplantation. Prior to transplantation, patients with severe disease may require mechanical ventilation. Those refractory to mechanical ventilation may require extracorporeal membrane oxygenation (ECMO). The purpose of this case report is to describe the physical therapy management of a patient who received ECMO as a bridge to lung transplantation.

Case Presentation

A 16-year-old girl with severe acute respiratory failure due to a CF exacerbation eventually required ECMO to maintain adequate gas exchange. While on ECMO, she received physical therapy interventions ranging from therapeutic exercise, manual therapy, and integumentary protection techniques in addition to airway clearance techniques. Prior to her transplant, she was standing multiple times per day with moderate assistance, was sitting on the edge-of-bed, as well as taking steps to transfer to/from a chair. She successfully received a bilateral lung transplant after 8 days on ECMO.

Conclusion

Physical therapy interventions, including out-of-bed mobility, can be safely provided to patients on portable ECMO as a bridge to lung transplantation. These interventions were focused on preventing the negative sequelae of bed rest, increasing her strength and endurance, as well as improving her level of consciousness and psychological well being in preparation for lung transplantation.Key Words: extracorporeal membrane oxygenation, lung transplantation, physical therapy, exercise  相似文献   

School improvement plans and student learning in Jamaica     

Marlaine Lockheed  Abigail Harris  Tamara Jayasundera   《International Journal of Educational Development》2010,30(1):54-66

A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

Tertiary Education and Management (TEAM)     

Tamara Welschot 《Tertiary Education and Management》2005,11(4):369-375

Instructions for Authors

Tertiary Education and Management (TEAM)  相似文献   

Distance education in south dakota:     

Tamara Bauck 《TechTrends》2001,45(3):15-17

  相似文献   

JIME: an interactive journal for interactive media     

Simon Buckingham Shum  Tamara Sumner 《Learned Publishing》2001,14(4):273-285

How can new media positively transform scholarly practices? In this article, we describe the Journal of Interactive Media in Education (JIME). JIME's peer-review process is designed to promote multidisciplinary dialogue through the use of a purpose-designed web document–discussion interface. This innovative peer-review model and the resulting enriched digital documents illustrate some of the possibilities for promoting knowledge construction and preserving intellectual products in digital scholarly publications. We present JIME's technical infrastructure, editorial policy, and peer-review process, and discuss how these features are used to support the journal's goals. Finally, we conclude by considering what aspects of our approach might be suitable for e-journals in other disciplines.  相似文献   

Measurement of the socio-economic status of Australian higher education students     

Julie McMillan  John Western 《Higher Education》2000,39(2):223-247

The underrepresentation of persons from socio-economicallydisadvantaged backgrounds in higher education in countries such as Australia isof policy concern. In order to be able to identify such individuals fortargeted interventions and to monitor their participation rates, it is necessary to havean accurate, simple to administer, and relatively inexpensive method of measuringstudents' socio-economic characteristics.We demonstrate that the postcode methodology currently used bythe Australian Department of Education, Training and Youth Affairs (DETYA) formonitoring purposes, while being relatively simple and inexpensive toadminister, is subject to considerable error. A student is allocated the `average'socio-economic status (SES) of all persons living within their residential postcode area, butareas can contain a mix of people from low, medium and high socio-economicbackgrounds. In order to identify more accurately low SES students, we develop measuresbased upon the characteristics of individual students, rather than thecharacteristics of the area in which they reside.These new measures are based upon the results of theParticipation in Higher Education Survey. This survey was conducted in the second half of1997 and was based upon a sample of approximately 3000 first year studentsenrolled at a range of campuses throughout one Australian State. Our findings suggestthat individual-based measures relating to the occupation and education ofparents at the time when the student was in high school are appropriate for theclassification of both recent school leavers and mature aged students. Together, thesecharacteristics represent the family socio-economic situation while the studentwas attending secondary school.  相似文献   

In the eyes of the beholder: How experts and novices interpret dynamic stimuli     

Halszka Jarodzka  Katharina Scheiter  Peter Gerjets  Tamara van Gog 《Learning and Instruction》2010,20(2):146-154

Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies. Performance, eye movement, and verbal report data were obtained from seven experts and 14 novices. Results show that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts. Implications for instructional design for the acquisition of perceptual skills are discussed.  相似文献   

Does (Non‐)Meaningful Sensori‐Motor Engagement Promote Learning With Animated Physical Systems?     

Wim T. J. L. Pouw  Charly Eielts  Tamara van Gog  Rolf A. Zwaan  Fred Paas 《Mind, Brain, and Education》2016,10(2):91-104

Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed.  相似文献   

Pillow Talk and Cognitive Decision-making Processes: Exploring the Influence of Orgasm and Alcohol on Communication after Sexual Activity     

Amanda Denes  Tamara D. Afifi 《Communication monographs》2014,81(3):333-358

This study explores individuals' postcoital disclosures by investigating the role of orgasm and alcohol on communication after sexual activity over a two-week period. Assessments of the risks and benefits of disclosing were expected to influence the associations among orgasm, alcohol, and postcoital communication. The results revealed that individuals who orgasmed perceived greater benefits to disclosing to their partners after sexual activity. They also disclosed more positively valenced information and information of greater magnitude compared to those who did not orgasm, although risk–benefit assessments did not mediate this relationship. Additionally, the more alcohol individuals consumed, the fewer benefits they assessed to disclosing, the less deep and positively valenced their disclosures were, and the more unintentional they were in their disclosures. Similarly, the relationship between alcohol and the dimensions of disclosure was not mediated by risk–benefit assessments. Finally, individuals who consumed more alcohol and did not orgasm disclosed less positively valenced information than individuals who consumed less alcohol and did not orgasm across occasions. The implications of these findings for couples' communication and future research on the postcoital time interval are discussed.  相似文献