Middle Income Access to JusticeMiddle Income Access to Justice MICHAEL TREBILCOCK, ANTHONY DUGGAN, & LORNE SOSSIN, eds Toronto: University of Toronto Press, 2012

Ecological awareness is a way of thinking about the world in terms of its interdependent natural and human systems, including a consideration of the consequences of human actions and interactions within the natural context. Hence, this research determined the level of ecological awareness of Filipino education students, with the aim of strengthening their ecological awareness through enrichment activities. The input of the study was determined by employing self-made questionnaire as the principal tool for gathering data. Through appropriate statistical tools and analyses of data, the study revealed that the respondents are greatly female individuals who belonged to the bracket of middle income, reached high school level which was the parent’s highest educational attainment and acquired General Weighted Average (GWA) in Natural Sciences (NS) ranging from 2.00-2.49. It also revealed that the respondents are aware when it comes to caring and practical competency. Further, it was revealed that there is no significant relationship between sex and ecological awareness while there is a significant relationship between socio-economic status, parent’s highest educational attainment, GWA in NS and ecological awareness. The above-mentioned findings recommend to conduct programs that integrate caring, knowledge, and action that determine potential to enhance student’s ecological awareness and promote transparency and public participation in decision-making, and access to justice in environmental matters.

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DESIGNING A DIGITAL TOOLCHAIN FOR PROSTHETICS: A RETROSPECTIVE

Canadian Prosthetics & Orthotics Journal ◽

10.33137/cpoj.v4i2.36188 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Matt Ratto

Keyword(s):

Lower Limb ◽

Clinical Settings ◽

Special Issue ◽

Middle Income ◽

University Of Toronto ◽

Middle Income Countries ◽

Economic Framework ◽

Cad Cam ◽

Multiple Levels ◽

Made In

From 2014 until 2020, I participated in the development of a novel CAD/CAM system for lower-limb prosthetic sockets for use in Lower and Middle Income Countries (LMIC) orthopaedic clinical settings. This article provides an overview of the value principles that guided that work and the ways in which we attempted to support the clinical needs of our prosthetists and others in the clinical contexts. It will highlight how the health economic framework that is key to this special issue well describes the design choices we made in order to attend to the multiple levels of concerns and stakeholders we identified as key to success. Article PDF Link: https://jps.library.utoronto.ca/index.php/cpoj/article/view/36188/28345 How To Cite: Ratto M. Designing a digital toolchain for prosthetics: A retrospective. Canadian Prosthetics & Orthotics Journal. 2021; Volume 4, Issue 2, No.16. https://doi.org/10.33137/cpoj.v4i2.36188 Corresponding Author: Matt Ratto, PhDFaculty of Information, University of Toronto, Canada.E-Mail: [email protected] ID: https://orcid.org/0000-0002-3554-4513

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Knowledge syntheses in medical education: Meta-research examining author gender, geographic location, and institutional affiliation

PLoS ONE ◽

10.1371/journal.pone.0258925 ◽

2021 ◽

Vol 16 (10) ◽

pp. e0258925

Author(s):

Lauren A. Maggio ◽

Anton Ninkov ◽

Joseph A. Costello ◽

Erik W. Driessen ◽

Anthony R. Artino

Keyword(s):

Medical Education ◽

Geographic Location ◽

The United States ◽

Evidence Base ◽

Knowledge Synthesis ◽

Middle Income ◽

University Of Toronto ◽

Middle Income Countries ◽

Gender Parity ◽

The United Kingdom

Introduction Authors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. To better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution. Methods In 2020, the authors conducted meta-research to examine authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals. Results The authors identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD = 2.51, Median = 4, Range = 1–22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M = 1.80 in 1999; M = 5.34 in 2019). Knowledge syntheses were authored by slightly more females (n = 2047; 50.5%) than males (n = 2005; 49.5%) across all author positions. Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries. Authors from the United States (n = 366; 38%), Canada (n = 233; 24%), and the United Kingdom (n = 180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from University of Toronto (n = 55, 6%). Across all authorship positions, the large majority of knowledge syntheses (n = 753; 78%) included authors from institutions ranked in the top 200 globally. Conclusion Knowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of medical education knowledge syntheses.

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Knowledge syntheses in medical education: Examining author gender, geographic location, and institutional affiliation

10.1101/2021.03.01.21252622 ◽

2021 ◽

Author(s):

Lauren A. Maggio ◽

Anton Ninkov ◽

Joseph A. Costello ◽

Erik W. Driessen ◽

Anthony R. Artino

Keyword(s):

Medical Education ◽

Geographic Location ◽

The United States ◽

Evidence Base ◽

Knowledge Synthesis ◽

Middle Income ◽

University Of Toronto ◽

Middle Income Countries ◽

The United Kingdom ◽

The University

ABSTRACTPurposeAuthors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. Therefore, to better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution.MethodIn 2020, the authors conducted a case study of authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals using a publicly accessible dataset.ResultsThe authors of the present study identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD=2.51, Median=4, Range=1-22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M=1.80 in 1999; M=5.34 in 2019). Knowledge syntheses were authored by slightly more females (n=2047; 50.5%) than males (n=2005; 49.5%) across all author positions (Pearson X2=22.02, p<.001). Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries (LMIC). Authors from the United States (n=366; 38%), Canada (n=233; 24%), and the United Kingdom (n=180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from the University of Toronto (n=55, 6%) and the Mayo Clinic (n=31, 3%). Across all authorship positions, the large majority of knowledge syntheses (n=753; 78%) included authors at top 200 ranked institutions.ConclusionsKnowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of knowledge syntheses in medical education.

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