Committing Curricular Time to Science Literacy: The Benefits from Science-based Media Resources

Science reported in the media is an authentic source material to explore science research and innovation, to learn how science works and to consolidate science literacy skills.

Media reports intended to communicate science research and innovation provide opportunities for teachers to develop among their pupils the critical reading skills that are essential for promoting literacy in science.

This study focuses on a curricular intervention with upper primary pupils (age 11 years) and uses science reported in the media to facilitate science directed learning in the primary curriculum.

The study suggests that the use of science based media reports can be a positive learning experience for pupils. Strategies and teaching approaches can be used to boost pupils’ confidence and competence to adopt critical reading strategies when they encounter science-based media.

Critical reading and reasoning strategies vary in their degree of difficulty. This study would suggest that, when using media-based resources, teachers need approaches that systematically address the different levels of cognative challenge presented by media resources and create opportunities within the curriculum to revisit, consolidate and develop pupils’ critical reasoning skills.

Combinations of ZAP-70, CD38 and IGHV mutational status as predictors of time to first treatment in CLL.

ZAP-70, CD38 and IGHV mutations have all been reported to have prognostic impact in chronic lymphocytic leukemia (CLL), both individually and in paired combinations. We aimed to determine whether the combination of all three factors provided more refined prognostic information concerning the treatment-free interval (TFI) from diagnosis. ZAP-70, CD38 and IGHV mutations were evaluated in 142 patients. Combining all three factors, the ZAP-70-/CD38-/Mutated group showed the longest median TFI (62 months, n = 37), ZAP-70+/CD38+/Unmutated cases the shortest (11 months, n = 37) and cases discordant for > or = 1 factor, an intermediate TFI (27 months, n = 68) (p = 0.006). Analysis of discordant cases revealed values that were otherwise masked when measuring single prognostic factors. The presence or absence of cytogenetic abnormalities did not explain the variability among discordant cases. Simultaneous analysis of ZAP-70, CD38 and IGHV mutations in CLL provides more discriminatory prediction of TFI than any factor alone.

Learning to manage complexity through simulation: students' challenges and possible strategies

Many have called for medical students to learn how to manage complexity in healthcare. This study examines the nuances of students' challenges in coping with a complex simulation learning activity, using concepts from complexity theory, and suggests strategies to help them better understand and manage complexity.Wearing video glasses, participants took part in a simulation ward-based exercise that incorporated characteristics of complexity. Video footage was used to elicit interviews, which were transcribed. Using complexity theory as a theoretical lens, an iterative approach was taken to identify the challenges that participants faced and possible coping strategies using both interview transcripts and video footage.Students' challenges in coping with clinical complexity included being: a) unprepared for 'diving in', b) caught in an escalating system, c) captured by the patient, and d) unable to assert boundaries of acceptable practice.Many characteristics of complexity can be recreated in a ward-based simulation learning activity, affording learners an embodied and immersive experience of these complexity challenges. Possible strategies for managing complexity themes include: a) taking time to size up the system, b) attuning to what emerges, c) reducing complexity, d) boundary practices, and e) working with uncertainty. This study signals pedagogical opportunities for recognizing and dealing with complexity.