scholarly journals Against All Odds: Tentative Steps toward Efficient Information Sharing in Groups

Games ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 31
Author(s):  
Darius Schlangenotto ◽  
Wendelin Schnedler ◽  
Radovan Vadovič
Keyword(s):  
Information Sharing ◽  
First Year ◽  
Single Individual ◽  
Before And After ◽  
Efficient Information ◽  
Holding Back ◽  
Undergraduate Class

When groups face difficult problems, the voices of experts may be lost in the noise of others’ contributions. We present results from a “naturally noisy” setting, a large first-year undergraduate class, in which the expert’s voice was “lost” to such a degree that bringing forward even more inferior information was optimal. A single individual had little chance to improve the outcome and coordinating with the whole group was impossible. In this setting, we examined the change in behavior before and after people could talk to their neighbors. We found that the number of people who reduced noise by holding back their information strongly and significantly increased.

Coronary Care in a General Hospital

1971 ◽  
Vol 16 (3) ◽  
pp. 173-182 ◽  
Author(s):  
Gavin Shaw ◽  
Bernard Groden ◽  
Evelyn Hastings
Keyword(s):  
Myocardial Infarction ◽  
Intensive Care Unit ◽  
Intensive Care ◽  
General Hospital ◽  
First Year ◽  
Duration Of Stay ◽  
Before And After ◽  
The Mean ◽  
Coronary Care ◽  
Made In

The establishment, staffing and structure and observations made in the first year of the existence of coronary care in an intensive care unit in a general hospital are recorded. Two hundred and twenty eight patients were admitted during the year in whom the diagnosis of myocardial infarction was confirmed. There were 29 deaths in the unit and 14 deaths occurred in the wards of the hospital after discharge from the unit. 49.1 per cent of the patients were admitted within 4 hours of the onset of symptoms and the mean duration of stay in the unit was 86.5 hours. The type of arrhythmia detected in the unit, and the treatment given to the patients both before and after admission to the intensive care unit are described.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

Prenatal Sonographic Head Circumference and Cerebral Ventricle Width Measurements Before and After Open Fetal Myelomeningocele Repair – Prediction of Shunting During the First Year of Life

2018 ◽  
Vol 41 (05) ◽  
pp. 544-549 ◽  
Author(s):  
Ladina Vonzun ◽  
Franziska Maria Winder ◽  
Martin Meuli ◽  
Ueli Moerlen ◽  
Luca Mazzone ◽  
...  
Keyword(s):  
Head Circumference ◽  
Predictive Accuracy ◽  
False Positive Rate ◽  
Roc Curves ◽  
First Year ◽  
Fetal Head ◽  
Fetal Diagnosis ◽  
Before And After ◽  
Width Measurements ◽  
First Year Of Life

Abstract Purpose The aim of this study was to describe the sonographic evolution of fetal head circumference (HC) and width of the posterior horn of the lateral ventricle (Vp) after open fetal myelomeningocele (fMMC) repair and to assess whether pre- or postoperative measurements are helpful to predict the need for shunting during the first year of life. Patients & Methods All 30 children older than one year by January 2017 who previously had fMMC repair at the Zurich Center for Fetal Diagnosis and Therapy were included. Sonographic evolution of fetal HC and Vp before and after fMMC repair was assessed and compared between the non-shunted (N = 16) and the shunted group (N = 14). ROC curves were generated for the fetal HC Z-score and Vp in order to show their predictive accuracy for the need for shunting until 1 year of age. Results HC was not an independent factor for predicting shunting. However, the need for shunting was directly dependent on the preoperative Vp as well as the Vp before delivery. A Vp > 10 mm at evaluation for fMMC repair or > 15 mm before delivery identifies 100 % of the infants needing shunt placement at a false-positive rate of 44 % and 25 %, respectively. All fetuses with a Vp > 15 mm at first evaluation received a shunt. Conclusion Fetuses demonstrating a Vp of > 15 mm before in utero MMC repair are extremely likely to develop hydrocephalus requiring a shunt during the first year of life. This compelling piece of evidence must be appropriately integrated into prenatal counseling.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

scholarly journals Intersecting social-capital and perceived-efficacy perspectives to explain underperformance in community-based monitoring

Evaluation ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 339-357 ◽  
Author(s):  
Sara Dewachter ◽  
Nathalie Holvoet
Keyword(s):  
Social Capital ◽  
Information Sharing ◽  
Information Network ◽  
Community Based ◽  
Perceived Efficacy ◽  
Leadership Efficacy ◽  
Efficient Information ◽  
Social Capital Perspective ◽  
The Village ◽  
Efficacy Profile

While community-based monitoring is becoming increasingly commonplace, evidence as to its functioning remains inconsistent. Based on Ugandan village network and survey data, this article studies community-based monitoring from a social-capital and perceived-efficacy perspective. From a social-capital perspective, the prospects for community-based monitoring look promising as there is a high social-capital stock and an efficient information-sharing network galvanizing information for a few key individuals. The dominant efficacy profiles are also encouraging as there is an abundance of ‘followers’ (with high belief in collective capabilities) and some ‘leaders’ for collective action (with high belief in individual and collective capabilities). And yet, few community-based monitoring activities are undertaken. Our article shows that only the intersection of both theoretical lenses explains the underperformance in community-based monitoring, as those actors who are central in the information-sharing network do not have a ‘leadership’ efficacy profile while those who are ‘leaders’ are not central in the village information network.

scholarly journals Transferring Educational Theories and Knowledge Using a Co- teaching Mentor Model: A Discipline-Appropriate Approach

2014 ◽  
Vol 11 (3) ◽  
pp. 60-79
Author(s):  
Kent Turkich ◽  
◽  
Shane Greive ◽  
Paul M. Cozens ◽  
◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Regional Planning ◽  
Student Evaluation ◽  
First Year ◽  
Urban And Regional Planning ◽  
Educational Theories ◽  
Before And After ◽  
Pedagogical Analysis ◽  
Effective Transfer ◽  
Mentor Model

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Lights, Camera, Action: Instructor-Made Videos (IMVs) Transforming Diagnostic Audiology Teaching

2021 ◽  
Vol 10 (5) ◽  
pp. 46
Author(s):  
Keran L. Jervis ◽  
Dieter J. Schönwetter ◽  
Giriraj S. Shekhawat
Keyword(s):  
First Year ◽  
Before And After ◽  
External Sources

This study investigated the effects of the application of instructor-made videos (IMVs) on a population of first-year master’s in audiology students. The investigation sampled 10 students and investigated both their perception of IMVs as a tool and the empirical effects of the tool. This study examined how IMVs can be applied specifically in conjunction with traditional lecturing techniques. The methodology included surveys and interviews before and after exams. The findings demonstrated that the effect of IMVs is largely positive, particularly as indicated by students and, to a lesser degree, by the increase in grades. Wider research from external sources is consistent with this conclusion. Suggestions for further research, including expansion to subjects outside the field of audiology and an investigation into continued and refreshed post-education learning are made.

Factors associated with early and late failure after goniotomy for primary pediatric glaucoma

2018 ◽  
Vol 30 (1) ◽  
pp. 162-167 ◽  
Author(s):  
Dina H Hassanein ◽  
Ahmed Awadein ◽  
Hala Elhilali
Keyword(s):  
Risk Factors ◽  
Intraocular Pressure ◽  
First Year ◽  
Failure Rates ◽  
Factors Associated ◽  
Pediatric Glaucoma ◽  
Late Failure ◽  
Before And After ◽  
The Mean

Purpose: To analyze the risk factors associated with early and late failure after goniotomy for primary pediatric glaucoma. Methods: A retrospective study was done on infants who underwent goniotomy as the initial surgical procedure for primary pediatric glaucoma, and had a follow-up period ⩾48 months after surgery. Early and late failures were defined as intraocular pressure ⩾18 mmHg or signs of glaucoma progression before and after the end of first year, respectively. Results: A total of 81 eyes of 47 children were included. The mean age at the time of surgery was 6.1 ± 6.7 months, 34 children (72.3%) were bilateral. The mean follow-up was 5.9 ± 2.8 years. Of the included eyes, 41 eyes (50.6%) showed success, 25 eyes (30.9%) showed an early failure, and 15 eyes (18.5%) showed a late failure. The mean survival time was 43 months. However, only surgery before the end of the first month and positive consanguinity of the parents (P < 0.01 for both) were independent risk factors for early and late failure of goniotomy for primary pediatric glaucoma. Patients with late failure showed a statistically significant lower preoperative intraocular pressure (P = 0.02). A larger preoperative corneal diameter and a male gender were associated with higher but statistically insignificant failure rates. There were no differences in the early or late failure rates between unilateral and bilateral cases. Conclusion: A positive consanguinity of the parents and surgery before the end of the first month are the major predictors of failure of goniotomy.

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