The Impact of Computer-Based Alternatives on the Use of Animals in Undergraduate Teaching: A Pilot Study

1995 ◽  
Vol 23 (4) ◽  
pp. 521-530
Author(s):  
David Dewhurst ◽  
Linda Jenkinson
Keyword(s):  
Pilot Study ◽  
Academic Staff ◽  
University Teaching ◽  
Undergraduate Teaching ◽  
Computer Assisted ◽  
Staff Perceptions ◽  
Alternative Approach ◽  
Computer Based ◽  
The Uk ◽  
The Impact

— The impact of computer-assisted learning (CAL) packages on the use of animals in university teaching has been investigated in universities in the UK and abroad. The pilot study has focused on two issues: a) academic staff perceptions of the usability of CAL packages designed to offer an alternative to animal practicals in physiology and pharmacology; and b) whether the use of such programs has led to a reduction in the number of animals used. A questionnaire survey of purchasers of a minimum of three commercially available programs, which offer an alternative approach to traditional laboratory experiments, was conducted. The study found that in most departments the packages were used in a staff-supervised learning situation, to either replace or support a practical class. Their use saved academic and non-academic staff time, and they were considered to be less expensive and an effective and enjoyable mode of student learning. It was also clear that their use had contributed to a significant reduction in animal use.

scholarly journals Clinical academic research in the time of Corona: a simulation study in England and a call for action

2020 ◽  
Author(s):  
Amitava Banerjee ◽  
Michail Katsoulis ◽  
Alvina G. Lai ◽  
Laura Pasea ◽  
Thomas A. Treibel ◽  
...  
Keyword(s):  
Academic Staff ◽  
Academic Research ◽  
Academic Community ◽  
System Level ◽  
Clinical Activity ◽  
Infection Rates ◽  
Community Needs ◽  
Academic Workforce ◽  
The Uk ◽  
The Impact

AbstractBackgroundCoronavirus (COVID-19) poses health system challenges in every country. As with any public health emergency, a major component of the global response is timely, effective science. However, particular factors specific to COVID-19 must be overcome to ensure that research efforts are optimised. We aimed to model the impact of COVID-19 on the clinical academic response in the UK, and to provide recommendations for COVID-related research.MethodsWe constructed a simple stochastic model to determine clinical academic capacity in the UK in four policy approaches to COVID-19 with differing population infection rates: “Italy model” (6%), “mitigation” (10%), “relaxed mitigation” (40%) and “do-nothing” (80%) scenarios. The ability to conduct research in the COVID-19 climate is affected by the following key factors: (i) infection growth rate and population infection rate (from UK COVID-19 statistics and WHO); (ii) strain on the healthcare system (from published model); and (iii) availability of clinical academic staff with appropriate skillsets affected by frontline clinical activity and sickness (from UK statistics).FindingsIn “Italy model”, “mitigation”, “relaxed mitigation” and “do-nothing” scenarios, from 5 March 2020 the duration (days) and peak infection rates (%) are 95(2.4%), 115(2.5%), 240(5.3%) and 240(16.7%) respectively. Near complete attrition of academia (87% reduction, <400 clinical academics) occurs 35 days after pandemic start for 11, 34, 62, 76 days respectively – with no clinical academics at all for 37 days in the “do-nothing” scenario. Restoration of normal academic workforce (80% of normal capacity) takes 11,12, 30 and 26 weeks respectively.InterpretationPandemic COVID-19 crushes the science needed at system level. National policies mitigate, but the academic community needs to adapt. We highlight six key strategies: radical prioritisation (eg 3-4 research ideas per institution), deep resourcing, non-standard leadership (repurposing of key non-frontline teams), rationalisation (profoundly simple approaches), careful site selection (eg protected sites with large academic backup) and complete suspension of academic competition with collaborative approaches.

Assessment in the Modern Age

2016 ◽  
pp. 415-444
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

Assessment in the Modern Age

2020 ◽  
pp. 1248-1279
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

scholarly journals Zika virus in rhesus macaque semen and reproductive tract tissues: a pilot study of acute infection†

2020 ◽  
Vol 103 (5) ◽  
pp. 1030-1042 ◽  
Author(s):  
Jenna K Schmidt ◽  
Katherine D Mean ◽  
Riley C Puntney ◽  
Eric S Alexander ◽  
Ruth Sullivan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Rhesus Macaque ◽  
Zika Virus ◽  
Reproductive Tract ◽  
Acute Infection ◽  
Viral Rna ◽  
Viral Reservoir ◽  
Computer Assisted ◽  
Male Reproductive Tract ◽  
The Impact

Abstract Although sexual transmission of Zika virus (ZIKV) is well-documented, the viral reservoir(s) in the male reproductive tract remains uncertain in humans and immune-intact animal models. We evaluated the presence of ZIKV in a rhesus macaque pilot study to determine persistence in semen, assess the impact of infection on sperm functional characteristics, and define the viral reservoir in the male reproductive tract. Five adult male rhesus monkeys were inoculated with 105 PFU of Asian-lineage ZIKV isolate PRVABC59, and two males were inoculated with the same dose of African-lineage ZIKV DAKAR41524. Viremia and viral RNA (vRNA) shedding in semen were monitored, and a cohort of animals were necropsied for tissue collection to assess tissue vRNA burden and histopathology. All animals exhibited viremia for limited periods (1–11 days); duration of shedding did not differ significantly between viral isolates. There were sporadic low levels of vRNA in the semen from some, but not all animals. Viral RNA levels in reproductive tract tissues were also modest and present in the epididymis in three of five cases, one case in the vas deferens, but not detected in testis, seminal vesicles or prostate. ZIKV infection did not impact semen motility parameters as assessed by computer-assisted sperm analysis. Despite some evidence of prolonged ZIKV RNA shedding in human semen and high tropism of ZIKV for male reproductive tract tissues in mice deficient in Type 1 interferon signaling, in the rhesus macaques assessed in this pilot study, we did not consistently find ZIKV RNA in the male reproductive tract.

scholarly journals Reflections on the impact of COVID-19 on teaching and learning in the Faculty of Arts at the University of Nottingham

2021 ◽  
pp. 47-55
Author(s):  
Cecilia Goria
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Approach ◽  
State Of Emergency ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Emergency Measures

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government’s COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them.

scholarly journals Abilities, Motivations, and Opportunities of Furloughed Employees in the Context of Covid-19: Preliminary Evidence From the UK

2021 ◽  
Vol 12 ◽  
Author(s):  
Joanna Maria Szulc ◽  
Rachael Smith
Keyword(s):  
Pilot Study ◽  
Global Economy ◽  
Document Analysis ◽  
Preliminary Evidence ◽  
Government Support ◽  
Work Activity ◽  
Global Pandemic ◽  
Micro Level ◽  
The Uk ◽  
The Impact

The Covid-19 global pandemic is a crisis like no other, forcing governments to implement prolonged national lockdowns in an effort to limit the spread of the disease. As organizations aim to adapt and remain operational, employers can suspend or reduce work activity for events related to Covid-19 and claim government support to subsidize employee wages. In this way, some employees are placed on furlough (i.e., temporary unemployment) as opposed to being made redundant. While the impact of such schemes on global economy attracted much attention, their micro-level impact on individual employees is still unknown. Building on the ability-motivation-opportunity (AMO) framework, this pilot study explores how employees' perceptions of abilities, motivation, and opportunities are affected as a result of furlough. Rapid ethnography including interviews, observations, and document analysis in a British organization provided insights into the perceptions and experiences of employees put on furlough and highlighted that all three elements of AMO are affected by the current situation, either positively or negatively. We identify theoretical contributions and suggest a number of AMO enhancing practices in the context of furlough.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals A STILE Project case study: the evaluation of a computer-based visual key for fossil identification

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Jean Underwood ◽  
Arne Dahlberg ◽  
Simon FitzPatrick ◽  
Malcolm Greenwood
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Resource Base ◽  
Student Access ◽  
Computer Based ◽  
Set Up ◽  
The Uk

The STILE Project (Students' and Teachers' Integrated Learning Environment) is one of 76 projects set up under the UK Government's Teaching and Learning Technology Programme (TLTP) initiative sponsored by the British Higher Education Funding Councils (HEFCs). The STILE Project uses hypermedia to provide greater opportunities for independent and flexible modes of learning both in a campus situation and for distance learning. The approach is resource-based. STILE provides a mechanism for both tutors and learners to discover and access relevant resources when they need them, together with facilities that enable users readily to use and re-use existing materials, to integrate them together, and to add further materials of their own in a way that seems natural to them (see Ruggles et al, 1995). The result is not a closed and finished product,but a set of tools and services and a continually developing resource base. The effect is to ease the load on academic staff in maintaining and supporting student access to resources, and to enrich the set of resources available to both staff and students.DOI:10.1080/0968776960040205

Staff perceptions of how changes occur in an emergency department: a qualitative study

BMJ Leader ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 214-219
Author(s):  
Savithiri Ratnapalan ◽  
Daniel Lang
Keyword(s):  
Emergency Department ◽  
Secondary Analysis ◽  
Evaluation Process ◽  
University Teaching ◽  
System Level ◽  
Senior Managers ◽  
Staff Perceptions ◽  
Financial Cost ◽  
Paediatric Emergency Care ◽  
The Uk

IntroductionChanges in healthcare organisations often incur significant financial costs and disrupt of normal operations. The objective of this research was to explore staff perceptions of changes at a university teaching hospital in the UK.MethodsGrounded theory methodology was used to perform a secondary analysis of 41 interview transcripts from participants consisting of 20 physicians, 13 nurses, 2 support workers and 6 managers involved in paediatric emergency care at the hospital.ResultsFour major themes identified from the analysis were types of changes, change readiness, change triggers and challenges to implementing changes. Both planned and emergent changes can occur simultaneously, and emergency department staff are ready to manage them although external pressures seem to be the main trigger for changes, emergent changes appear to occur as initiatives to improve performance or improve services. Emergent changes at a systemic level have an inclusive planning, implementation and evaluation process. They have to be implemented at minimal cost and show the value of changes.Discussion and conclusionThese results suggest that emergent changes that were to be implemented at a system level had higher scrutiny of their value and to occur with zero or minimum financial cost. Planned changes implemented by senior management as top–down process should have similar procedures and scrutiny to emergent changes arising from staff, to ensure value for cost. Policy makers and senior managers should encourage and evaluate group or system level changes that arise as a bottom–up process and assess associated financial cost.

scholarly journals Mode and Frame Matter: Assessing the Impact of Survey Mode and Sample Frame in Choice Experiments

2019 ◽  
Vol 39 (7) ◽  
pp. 827-841 ◽  
Author(s):  
Verity Watson ◽  
Terry Porteous ◽  
Tim Bolt ◽  
Mandy Ryan
Keyword(s):  
Mail Survey ◽  
Response Rates ◽  
Choice Experiments ◽  
Future Research ◽  
Computer Assisted ◽  
Health State ◽  
Public Preferences ◽  
Internet Surveys ◽  
The Uk ◽  
The Impact

Background. Choice experiments (CE) are applied in health economics to elicit public preferences and willingness to pay (WTP). CEs are frequently administered as Internet-based surveys. Internet surveys have recognized advantages, but concerns exist about the representativeness of Internet samples, data quality, and the impact on elicited values. Aim. We conducted the first study in health comparing an Internet-based CE survey with the more traditional general population mail survey. We also compared the Internet-based and mail CE surveys with computer-assisted personal interviews (CAPIs), which are commonly used to elicit health state valuations. Methods. Two separate samples were drawn from 2 United Kingdom (UK) volunteer Internet panels (IPs), CAPIs were undertaken with respondents sampled from UK Census Output Areas, and mail surveys were sent to UK households drawn from the postcode address file (PAF). Each mode received more than 1000 respondents. We compared modes and frames using objective measures (response rate, sample representativeness of the UK population, elicited values, theoretical validity, and cost per response) and subjective/self-reported measures (time taken to complete the study, perceived study consequentiality, and stated attribute nonattendance). This study intentionally confounded the survey modes and sample frame by choosing sample frames that are typically used by researchers for each mode. Results. Estimated WTP differs across mode-frame pairs. On most measures, CAPIs dominated. They are more expensive, however. On all measures, except response rates, Internet surveys dominated the mail survey. They were also cheaper. Conclusion. Researchers using IPs should pay attention to response rates and be aware that the quality of IPs differs. Given the importance of perceived consequentiality and attribute attendance in CEs, future research should address their impact across modes and frames.

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