Online peer mentoring with pre-service teachers : a learning experience

In 2010, 34 pre-service teachers at Deakin University were invited to use Web 2.0 technologies to support practicum in rural and regional schools. Students in their final year of the Bachelor of Education Primary course were given access to an online forum, a ‗ning‘, to facilitate development of mentoring relationships within a community of peers. Access to the ning was presented as an optional extra available only to students undertaking their professional experience in rural and regional settings. Based on the work of Le Cornu (2005), mentoring was framed as a collaborative and collegial arrangement through which participants could hone the interpersonal and critical reflection skills crucial to practicum. A ning was selected as it: 1) allowed the creation of a closed, protected social network with customised options, and 2) requires little technological skills and investment of time from participants in terms of setting up a profile and participating in the online community. These features seemed to make it an ideal platform for pre-service teachers to analyse and reflect on professional experience. However, the small pre-service cohort did not choose to access the site. This unexpected outcome seems to challenge contemporary discourses about the current generation‘s attitudes to web based technology. It also highlights the importance of coupling use of template-based online tools, such as the ning, with awareness of Bourdieu‘s (1977) social capital to ensure uptake. In capturing the learnings from the project and systematically reviewing relevant literature, this paper provides a set of recommendations for conceptualising and engaging pre-service teachers in the use of online forums.

Nursing care practices following a percutaneous coronary intervention : results of a survey of Australian and New Zealand cardiovascular nurses

Background: Although there is high-level evidence to guide optimal medical care for percutaneous coronary interventions, there are less explicit guidelines to support nurses in providing care. Aim: This study describes the practice standards and priorities of care of cardiovascular nurses in Australia and New Zealand. Method: Item generation for the survey was informed by an integrative literature review and existing clinical guidelines. A 116-item Web-based survey was administered to cardiovascular nurses, via electronic mail lists of professional cardiovascular nursing organizations, using a secure online data collection system. Results: Data were collected from March 2008 to March 2009. A total of 148 respondents attempted the survey, with 110 (74.3%) completing all items. All respondents were registered nurses with an average of 12.3 (SD, 7.61) years of clinical experience in the cardiovascular setting. A range of practice patterns was evident in ambulation time after percutaneous coronary intervention, methods of sheath removal, pain relief, and patient positioning. Respondents consistently rated psychosocial care a lower priority than other tasks and also identified a knowledge deficit in this area. Conclusion: This survey identified diversity of practice patterns and a range of educational needs. Increasing evidence to support evidence-based practice and guideline development is necessary to promote high-quality care and improved patient outcomes.

Facilitating students' reflective practice in a medical course: literature review

Introduction:
Reflection and reflective practice is of increasing importance in medical education curricula. The aim of this review is to summarise the literature published around facilitating refection in a medical course, and to answer the question: What is the current evidence regarding learning and development moments across the medical curriculum in developing students' reflective practice?

Methods:
A review of the literature was undertaken using defined databases and the search terms 'medical students', 'medical education', 'reflection', 'reflect*' and 'medicine'. The search was limited to peer-reviewed published material in English and between the years 2001 and 2011, and included research, reviews and opinion pieces. Results: Thirty-six relevant articles were found, identifying enhancing factors and barriers to effectively teaching reflective practice within medical curricula, relating to: The breadth of the meaning of reflection; facilitating reflection by medical educators; using written or web-based portfolios to facilitate reflection; and assessing the reflective work of students.

Discussion:
A variety of reflective purposes was found in this literature review. Evidence indicates that, if students are unclear as to the purpose of reflection and do not see educators modelling reflective behaviours, they are likely to undervalue this important skill regardless of the associated learning and development opportunities embedded in the curriculum.

Improving renal patient care without compromising safety: interactive simulated e-learning

The nephrology educators network [NEN] recognised in 2007 that inequities existed in the access and delivery of evidence based renal education programs particularly to nurses in regional and remote areas. To address this, a web-based approach to learning, through the development of peer reviewed, interactive nephrology e-learning programs was adopted. These programs aligned with the tenets of e-learning instructional design and afforded more effective and consistent clinical support and induction for nurses in the renal specialty. The e-learning programs promote a standardised evidence-based approach to nephrology education and were developed by content experts from across Australia and New Zealand. The design methodology avoided the duplication of resources while also encouraging knowledge transfer between participating health organisations.

This paper will discuss the development and successful implementation of these e-learning programs across renal healthcare units in Australasia. Implemented packages include: Introduction to Buttonhole Cannulation – featuring an interactive ultrasound and cannulation application; Introduction to Haemodialysis; Introduction to Peritoneal Dialysis [PD], featuring simulated PD machines, allowing for the teaching of troubleshooting without compromising patient safety. E-learning programs are further supported through interactive case scenarios that present unfolding real world simulations and enable learners to meet different patients and manage their care while learning about key messages relating to renal health. Modules currently in development include; Acute Kidney Injury; Fluid Assessment, Water Quality and Vascular Access. The implementation of these programs assist the facilitation of positive change in teaching and learning practices in nephrology nursing aimed at improving patient outcomes.

Interobserver reliability of classification and characterization of proximal humeral fractures: a comparison of two and three-dimensional CT

Interobserver reliability for the classification of proximal humeral fractures is limited. The aim of this study was to test the null hypothesis that interobserver reliability of the AO classification of proximal humeral fractures, the preferred treatment, and fracture characteristics is the same for two-dimensional (2-D) and three-dimensional (3-D) computed tomography (CT). Members of the Science of Variation Group--fully trained practicing orthopaedic and trauma surgeons from around the world--were randomized to evaluate radiographs and either 2-D CT or 3-D CT images of fifteen proximal humeral fractures via a web-based survey and respond to the following four questions: (1) Is the greater tuberosity displaced? (2) Is the humeral head split? (3) Is the arterial supply compromised? (4) Is the glenohumeral joint dislocated? They also classified the fracture according to the AO system and indicated their preferred treatment of the fracture (operative or nonoperative). Agreement among observers was assessed with use of the multirater kappa (κ) measure. Interobserver reliability of the AO classification, fracture characteristics, and preferred treatment generally ranged from "slight" to "fair." A few small but statistically significant differences were found. Observers randomized to the 2-D CT group had slightly but significantly better agreement on displacement of the greater tuberosity (κ = 0.35 compared with 0.30, p < 0.001) and on the AO classification (κ = 0.18 compared with 0.17, p = 0.018). A subgroup analysis of the AO classification results revealed that shoulder and elbow surgeons, orthopaedic trauma surgeons, and surgeons in the United States had slightly greater reliability on 2-D CT, whereas surgeons in practice for ten years or less and surgeons from other subspecialties had slightly greater reliability on 3-D CT. Proximal humeral fracture classifications may be helpful conceptually, but they have poor interobserver reliability even when 3-D rather than 2-D CT is utilized. This may contribute to the similarly poor interobserver reliability that was observed for selection of the treatment for proximal humeral fractures. The lack of a reliable classification confounds efforts to compare the outcomes of treatment methods among different clinical trials and reports.

Adolescent television viewing and unhealthy snack food consumption: the mediating role of home availability of unhealthy snack foods

Objective
To examine whether home availability of energy-dense snack foods mediates the association between television (TV) viewing and energy-dense snack consumption among adolescents.
Design
Cross-sectional.
Setting
Secondary schools in Victoria, Australia.
Subjects
Adolescents (n 2984) from Years 7 and 9 of secondary school completed a web-based survey, between September 2004 and July 2005, assessing their energy-dense snack food consumption, school-day and weekend-day TV viewing and home availability of energy-dense snack foods.
Results
School-day and weekend-day TV viewing were positively associated with energy-dense snack consumption among adolescent boys (β = 0·003, P < 0·001) and girls (β = 0·03, P < 0·001). Furthermore, TV viewing (school day and weekend day) were positively associated with home availability of energy-dense snack foods among adolescent boys and girls and home availability of energy-dense snack foods was positively associated with energy-dense snack food consumption among boys (β = 0·26, P < 0·001) and girls (β = 0·28, P < 0·001). Home availability partly mediated the association between TV viewing and energy-dense snack consumption.
Conclusions
The results of the present study suggest that TV viewing has a significant role to play in adolescent unhealthy eating behaviours. Future research should assess the efficacy of methods to reduce adolescent energy-dense snack food consumption by targeting parents to reduce home availability of energy-dense foods and by reducing TV viewing behaviours of adolescents.

Frequency of CSF oligoclonal banding in multiple sclerosis increases with latitude

With the advent of MRI scanning, the value of lumbar puncture to assess oligoclonal band (OCB) status-for the diagnosis of multiple sclerosis (MS) is increasingly uncertain. One major issue is that the reported frequency of cerebrospinal fluid (CSF)-restricted oligoclonal banding for the diagnosis of MS varies considerably in different studies. In addition, the relationship between OCB positivity and disease outcome remains uncertain, as reported studies are generally too small to assess comparative disability outcomes with sufficient power. In order to further investigate variation of OCB positivity in patients with MS, we utilized MSBase, a longitudinal, Web-based collaborative MS outcomes registry following clinical cohorts in several continents and latitudes. We also assessed whether OCB positivity affects long-term disability outcome. A total of 13,242 patient records were obtained from 37 MS specialist centres in 19 different countries. OCB status was documented in 4481 (34%) patients and 80% of these were OCB positive. The presence of OCB was associated with degree of latitude (p = 0.02). Furthermore, the outcome of patients negative for CSF-specific OCB was significantly better in comparison to the OCB positive patients, as assessed by Expanded Disability Status Scale change (p < 0.001). The results of this study indicate that latitude could explain some of the inconsistencies in OCB status reported in different populations. The study confirms that OCB positivity in MS is associated with a worse long-term prognosis.

Infusing instructional design principles into an active student-centred social learning framework

Social and participatory media offer a plethora of ways for students to communicate, collaborate, and learn in schools. Using a social learning approach, Casey (2013a) investigated ways that social media could be integrated into Australian public high school classrooms to enhance student learning. In the process, she developed a social learning framework as discussed in Casey (2013b). Similarly, Davidson-Shivers and Hulon (2013; Hulon & Daidson-Shivers, 2013) suggest ways to employ ID principles to prepare college instructors and pre-service teachers to integrate technology into classrooms. Prior to that, Davidson-Shivers with Rasmussen (2006) developed an instructional design (ID) model for creating effective Web-based learning environments. Through collaboration, Casey and Davidson-Shivers consider a wide range of social learning and instructional design principles and approaches to help develop frameworks for new media integration that can work within varying levels of education.

Capacity-building in nonprofit organizations using blended learning as a gateway to practitioner education

Experience to date in for-profit as well as in educational settings has demonstrated that blended learning models are effective training vehicles for online instruction and workplace training. Increasingly, technology is playing a critical role in how e-learning is being delivered. Concern for the sustainability and relevance of nonprofit organizations has heightened interest in building effective capacity-building models for the sector. Because blended learning is a remarkably adaptable and fluid model, its potential for transforming capacity-building models in the nonprofit sector can be significant. Are web-based technologies enhancing capacity-building models in the Third Sector? This chapter explores the use of blended learning models within different educational environments to provide the context for asking the question: can blended learning paradigms that incorporate interactive next-generation technologies be widely accepted and implemented in the Third Sector? To establish a baseline for future studies, researchers surveyed nonprofit practitioners in Western Pennsylvania, US and Victoria, Australia. Results from three surveys conducted in 2011 reflect an awareness of the value of web-based training and education for nonprofit practitioners, but do not provide evidence of widespread usage. © 2013 Nova Science Publishers, Inc. All rights reserved.

Motivation, self-assessment and tacit knowledge in e-learning context selection

Formal consideration of the links between students' Motivation, Self-Assessment abilities and Tacit Knowledge is shown in this paper to provide a useful model (MSATK) for planning postgraduate, Web-based education. The design of effective e-Learning courses requires a Learning Framework that emphasizes contextanalysis within knowledge-mediated processes. Contextual analysis ensures that self-assessment will be effective in complex domains that rely on Web sources of experiential knowledge, usually accessible as Professional practice models that employ diagnostic tools for scenario simulation processes. Demographic trends now facing Japan and Western countries, and the knowledge management support requirements of global e-Learning initiatives are challenging the value of current selfassessment processes. Building a Culture of Critique is highly desirable, but the lack of an Learning Framework that reflects student ownership of their learning process has obscured the need for tools to correctly interpret domain contexts, or for student freedom to drive the need for modified scenarios. The value of a Learning Framework that links motivation, tacit knowledge, selfassessment practice and contextual analysis is examined in this paper with consequential implications for Web support.

Medicating mood with maintenance in mind : bipolar depression pharmacotherapy

Objectives:  Bipolar depression is a core feature of bipolar disorder, a phase in which many patients spend the majority of time and one that confers a significant degree of burden and risk. The purpose of this paper is to briefly review the evidence base for the pharmacotherapy of bipolar depression and to discuss the recommendations for its optimal management.Methods:  A detailed literature review was undertaken with a particular emphasis on pharmacological treatment strategies for bipolar depression across the acute and maintenance phases of the illness. Electronic library and Web-based searches were performed using recognised tools (MEDLINE, PubMED, EMBASE and PsychINFO) to identify the pertinent literature. A summary of the evidence base is outlined and then distilled into broad clinical recommendations to guide the pharmacological management of bipolar depression.Results:  Partitioning treatment into acute and maintenance therapy is difficult based on the paucity of current evidence. The evidence from treatment trials favours the use of lithium and lamotrigine as first-line treatment in preference to valproate, and indicates that, for acute episodes, quetiapine and olanzapine have perhaps achieved equivalence at least in terms of efficacy. However, the effectiveness of the atypical antipsychotics in maintenance therapy is constrained by the potential for significant side effects of individual agents and the lack of both long-term research data and clinical experience in treating bipolar disorder as compared to other agents. Conversely, lithium and the anticonvulsants are generally slower to effect symptomatic change, and this limits their usefulness.Conclusions:  There has been a tendency for research trials of bipolar depression to differentiate the illness cross-sectionally into the acute and maintenance phases of bipolar depression; however, in clinical terms, bipolar depression invariably follows a longitudinal course in which the phases of illness are inextricably linked, and useful acute treatments are typically continued in maintenance. Therefore, when medicating mood in acute bipolar depression it is imperative to keep maintenance in mind as it is this aspect of treatment that determines long-term success.

Inter-observer variation in the diagnosis of coronal articular fracture lines in the lunate facet of the distal radius

Background: Several studies support the use of CT for diagnosing coronal fractures of the distal radius but the inter-observer reliability of these observations is less well studied. We tested the null hypothesis that radiographs alone and the combination of radiographs and two-dimensional computed tomography scans (2DCT) have the same inter-observer variation for the diagnosis of coronal articular fracture lines in the distal radius. Methods: Using a web-based survey, 63 surgeons were randomized to evaluate 16 fractures of the distal radius on radiographs alone or radiographs and 2DCT for the presence or absence of a coronal fracture line of the lunate facet and, if present, the stability of the fracture. The kappa multirater measure was calculated to estimate agreement between observers. Results: The inter-observer variation in diagnosis of a coronal fracture line was fair with both radiographs and 2DCT, as was the diagnosis of instability of the volar lunate facet fracture when present. Conclusion: Two-dimensional computed tomography does not improve observer agreement on the diagnosis of coronal plane articular fracture lines in the lunate facet of the distal radius. © 2012 American Association for Hand Surgery.

Socio-economic disparities in Australian adolescents' eating behaviours

Objective: To assess the association between socio-economic position (SEP) and poor eating behaviours in a large representative sample of Australian secondary school students.
Design: Cross-sectional survey of students’ vegetable, fruit, sugar-sweetened beverage and fast-food consumption assessed using validated instruments and collected via a web-based self-report format.
Setting: Secondary schools across all Australian states and territories.
Subjects: Secondary-school students (n 12 188; response rate: 54 %) aged 12–17 years participating in the 2009–10 National Secondary Students’ Diet and Activity (NaSSDA) survey.
Results: Overall, 25% of students reported consuming <1 serving of vegetables/d and 29% reported eating <1 serving of fruit/d. Fourteen per cent of students reported drinking at least 1–2 cups of sugar-sweetened beverages/d while 9% reported eating fast food <3 times/week. After adjusting for other demographic factors, students of lower-SEP areas were more likely to report low intake of vegetables (F (4, 231) = 3.61, P = 0.007) and high frequency of consumption of sugar-sweetened beverages (F (4, 231) =8.41, P < 0.001) and fast food (F (4, 231) = 4.59, P =0.001) compared with students of high-SEP neighbourhoods. A positive SEP association was found for fruit consumption among female students only (F (4, 231) = 4.20, P = 0.003). Those from lower-SEP areas were also more likely to engage in multiple poor eating behaviours (F (4, 231) = 5.80, P, < 0.001).
Conclusions: Results suggest that socio-economic disparities in Australian adolescents’ eating behaviours do exist, with students residing in lower-SEP neighbourhoods faring less well than those from high-SEP neighbourhoods. Reducing social inequalities in eating behaviours among young people should be a key consideration of future preventive strategies.

Using the Internet in high school mathematics

Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers’ use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacher of a Year 11class who used web-based simulated contexts and interactive web objects in a Mathematics Studies course. The findings indicate aspects of TPK relating to academiclearning time and the transformational mode of the technology were not fully realised in this case study. The implications these has for teacher professional development are discussed.

My road ahead study protocol: a randomised controlled trial of an online psychological intervention for men following treatment for localised prostate cancer

There is a need for psychosocial interventions for men with prostate cancer to promote adaptive coping with the challenges and distress associated with diagnosis, treatment and recovery. In addition, interventions are needed that help to overcome barriers to psychosocial treatment such as limited face-to-face psychosocial support services, a shortage of adequately trained professionals, geographical distance, perceived and personal stigma and a preference for consumer-centric and self-directed learning. My Road Ahead is an online cognitive behaviour therapy (CBT) intervention for prostate cancer. This protocol describes a randomised controlled trial (RCT) that will evaluate the efficacy of this online intervention alone, the intervention in combination with a moderated online forum, and the moderated online forum alone.