Is it worth the effort? How feedback influences students' subsequent submission of assessable work

This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect higher standards of work by students. Feedback provided to 51 undergraduate social work students, on two consecutive assignments involving a similar task, was examined to ascertain the number of problem areas noted from seven predefined categories. While the greatest increase in marks was associated with the greatest reductions in the number of problem areas identified in the comments, overall two-thirds of all students (66.7%) were awarded marks for both assignments within four percentage points. As such, this study found only limited support for the idea that students respond to feedback by making changes which are consistent with the intent of the feedback received. Hence the assumption that providing feedback alone is sufficient to effect higher standards of work by students was not supported. These findings invite educators to critically reflect on their own practices in providing feedback to students.

Are the potential benefits of a community-based participatory approach to public health research worth the potential cost?

Much of public health research is conducted in a community setting or is designed to target particular population groups. Community-based participatory research (CBPR) is gaining recognition as good practice in studies of this type(Flicker et al 2007). Its merit is based on the inclusion of the community as active participants at all stages of the research process (Goodman 2006). The focus on justice and equity in this approach is seen to contribute to a range of additional potential research benefits including increased relevance and sustainability of interventions arising from the research ( Blumenthal 2004; Wallestein 2006) However, it is widely acknowledged that adoption of a consciously CBPR approach requires additional expertise. time and resources from researchers and from communities (Tanjasiri et al 2002; Massaro & Claiborne 2001; Israel et al 1998). Adoption of CBPR is also limited by existing infrastructures which are supportive of more· traditional models of research. Changes to professional development programs, funding guidelines and criteria. grant review processes and ethics requirements are needed to support increased application of this approach (Israel et al 2001). As all research resources are limited, the potential additional benefits offered by CBPR over and above a more traditional research approach need to be weighed against the potential additional costs involved. Changes to research infrastructure are unlikely to occur until the costs and
benefits of a consciously CBPR approach as compared to a more traditional research approach can be demonstrated.

This is an exploratory paper that summarises the arguments put forward to date in relation to CBPR. A research case study and an evaluation framework are then used for a conceptual analysis of differences in the potential costs and benefits of the two approaches. Firstly, the paper describes the differences between traditional and consciously CBPR approaches. The reported benefits of CBPR are then outlined, followed by a discussion of the potential costs. Finally, the potential costs are compared to the potential benefits of using a CBPR approach, using a case study of existing research.

Public and private psychiatry : can they work together and is it worth the effort?

OBJECTIVE: Partnerships in mental health care, particularly between public and private psychiatric services, are being increasingly recognized as important for optimizing patient management and the efficient organization of services. However, public sector mental health services and private psychiatrists do not always work well together and there seem to be a number of barriers to effective collaboration. This study set out to investigate the extent of collaborative 'shared care' arrangements between a public mental health service and private psychiatrists practising nearby. It also examined possible barriers to collaboration and some possible solutions to the identified problems.

METHOD: A questionnaire examining the above factors was sent to all public sector mental health clinicians and all private psychiatrists in the area.

RESULTS: One hundred and five of the 154 (68.2%) public sector clinicians and 103 of the 194 (53.1%) private psychiatrists returned surveys. The main barriers to successful collaboration identified by members of both sectors were: 'Difficulty communicating' endorsed by 71.4% of public clinicians and 72% of private psychiatrists, 'Confusion of roles and responsibilities' endorsed by 62.9% and 66%, respectively, and 'Different treatment approach' by 47.6% and 45.6%, respectively. Over 60% of private psychiatrists identified problems with access to the public system as a barrier to successful shared care arrangements. It also emerged, as hypothesized, that the public and private systems tend to manage different patient populations and that public clinicians in particular are not fully aware of the private psychiatrists' range of expertise. This would result in fewer referrals for shared care across the sectors.

CONCLUSIONS: A number of barriers to public sector clinicians and private psychiatrists collaborating in shared care arrangements were identified. The two groups surveyed identified similar barriers. Some of these can potentially be addressed by changes to service systems. Others require cultural shifts in both sectors. Improved communications including more opportunities for formal and informal meetings between people working in the two sectors would be likely to improve the understanding of the complementary sector's perspective and practice. Further changes would be expected to require careful work between the sectors on training, employment and practice protocols and initiatives, to allow better use of the existing services and resources.

Milking their health for all its worth? Improving the health of farming families through facilitated learning

The Victorian Dairy Industry has an annual turnover of $5,125 million and produces over two thirds of the nation’s fresh milk and cheese, but what do we know about the health of the dairy men and women who drive this industry, and how can health professionals and industry assist them to focus on the health of the people involved in the farm business? The Sustainable Dairy Farm Families (SDFF) program undertook research exploring the health, wellbeing and safety of Victorian Dairy farming families across eleven locations. The program involved physical assessments, reviewed health conditions and health behaviours and provided education relating to common health conditions. Risk factors were identified for chronic and lifestyle diseases such as cardiovascular disease, diabetes and cancer. Participants were referred to health professionals as required and reassessed over three years concluding in 2007. The program has influenced participants’ decisions about their health and improved some clinical indicators. A cross-sectoral intervention appears to be an effective method for improving health, wellbeing and safety in farm men and women and their families.

Homophobic bullying in secondary schools : a prejudice worth fighting about

This thesis reports on the outcomes of the first mixed-methods controlled trial of a manualised anti-homophobia program with 72 year nine students.  The program tended to produce small improvements although most of the changes occured in the control group which experienced an overall worsening of homophobia.  Qualitative data suggests that the program has led to an increase in awareness of homophobia and highlights the need for specialised teacher training.

Am I able? Is it worth it? Adolescent girls' motivational predispositions to school physical education : Associations with health-enhancing physical activity

The study purpose was to investigate predictive associations between adolescent girls’ motivational predispositions to physical education (PE) and habitual physical activity. Two hundred girls (age 13.1 ± 0.6 years) completed the Physical Education Predisposition Scale and the Physical Activity Questionnaire for Older Children. ANCOVAs revealed that girls with the highest Perceived PE Worth and Perceived PE Ability scores were the most habitually active groups (p < .0001). Significant predictors of physical activity identified by hierarchical regression were Perceived PE Ability and body mass index, which accounted for 17% and 3% of variance, respectively. As Perceived PE Ability was strongly associated with physical activity, the correlates of this construct should be further established to inform future school and PE-based interventions.