Scheduling in service systems: an application in the event-tourism industry

This paper deals with an event-bus tour booked by Bollywood film fans. During the tour, the participants visit selected locations of famous Bollywood films at various sites in Switzerland. Moreover, the tour includes stops for lunch and shopping. Each day, up to five buses operate the tour; for organizational reasons, two or more buses cannot stay at the same location simultaneously. The planning problem is how to compute a feasible schedule for each bus such that the total waiting time (primary objective) and the total travel time (secondary objective) are minimized. We formulate this problem as a mixed-integer linear program, and we report on computational results obtained with the Gurobi solver.

Cost-effectiveness of peer role play and standardized patients in undergraduate communication training.

BACKGROUND The few studies directly comparing the methodological approach of peer role play (RP) and standardized patients (SP) for the delivery of communication skills all suggest that both methods are effective. In this study we calculated the costs of both methods (given comparable outcomes) and are the first to generate a differential cost-effectiveness analysis of both methods. METHODS Medical students in their prefinal year were randomly assigned to one of two groups receiving communication training in Pediatrics either with RP (N = 34) or 19 individually trained SP (N = 35). In an OSCE with standardized patients using the Calgary-Cambridge Referenced Observation Guide both groups achieved comparable high scores (results published). In this study, corresponding costs were assessed as man-hours resulting from hours of work of SP and tutors. A cost-effectiveness analysis was performed. RESULTS Cost-effectiveness analysis revealed a major advantage for RP as compared to SP (112 vs. 172 man hours; cost effectiveness ratio .74 vs. .45) at comparable performance levels after training with both methods. CONCLUSIONS While both peer role play and training with standardized patients have their value in medical curricula, RP has a major advantage in terms of cost-effectiveness. This could be taken into account in future decisions.

Pedagogical field experiences in teacher education: Introduction to the research area

Research on pre-service teacher internships has become a dynamic area of investigation in teacher education whose growth seems to correspond with increased activity at the institutional level over the past two decades. Introducing or expanding field experiences has been a common strategy in nearly all teacher education programs for the last twenty years, and reforming teacher education with a focus on its practical aspects still ranks near the top of education policy agendas. This article provides an introduction to the research field, addressing five basic issues: (1) precision in the definition of the construct, (2) main sources of research literature, (3) elaboration of the construct in terms of effects and mediating variables, (4) the methodological challenges of empirical research, and (5) major areas of future research. Emphasis is placed on the often ignored aspect that internships elicit both intended and unintended effects, including not only positive but also adverse side effects.

Atrial remodeling, autonomic tone, and lifetime training hours in nonelite athletes

Endurance athletes have an increased risk of developing atrial fibrillation (AF) at 40 to 50 years of age. Signal-averaged P-wave analysis has been used for identifying patients at risk for AF. We evaluated the impact of lifetime training hours on signal-averaged P-wave duration and modifying factors. Nonelite men athletes scheduled to participate in the 2010 Grand Prix of Bern, a 10-mile race, were invited. Four hundred ninety-two marathon and nonmarathon runners applied for participation, 70 were randomly selected, and 60 entered the final analysis. Subjects were stratified according to their lifetime training hours (average endurance and strength training hours per week × 52 × training years) in low (<1,500 hours), medium (1,500 to 4,500 hours), and high (>4,500 hours) training groups. Mean age was 42 ± 7 years. From low to high training groups signal-averaged P-wave duration increased from 131 ± 6 to 142 ± 13 ms (p = 0.026), and left atrial volume increased from 24.8 ± 4.6 to 33.1 ± 6.2 ml/m(2) (p = 0.001). Parasympathetic tone expressed as root of the mean squared differences of successive normal-to-normal intervals increased from 34 ± 13 to 47 ± 16 ms (p = 0.002), and premature atrial contractions increased from 6.1 ± 7.4 to 10.8 ± 7.7 per 24 hours (p = 0.026). Left ventricular mass increased from 100.7 ± 9.0 to 117.1 ± 18.2 g/m(2) (p = 0.002). Left ventricular systolic and diastolic function and blood pressure at rest were normal in all athletes and showed no differences among training groups. Four athletes (6.7%) had a history of paroxysmal AF, as did 1 athlete in the medium training group and 3 athletes in the high training group (p = 0.252). In conclusion, in nonelite men athletes lifetime training hours are associated with prolongation of signal-averaged P-wave duration and an increase in left atrial volume. The altered left atrial substrate may facilitate occurrence of AF. Increased vagal tone and atrial ectopy may serve as modifying and triggering factors.

Learning processes in student teaching: Analyses from a study using learning diaries

The present study seeks to obtain deeper insight into the learning processes in practical training in primary teacher education in Upper Austria. Based on the offer-and-use model of instruction, 230 diary entries of 46 student teachers (28 students in their third semester, 18 students in their fifth semester) were analysed with legard to the learning topics, learning sourcesJ and Ìealning processes involved in practical training. The results show a variety of learning forms, ranging from the unreflective imitation of school mentors' practices to active knowledge construction. In addition, they illustrate that the available learning offers were suboptimally utilized by stuclent teachers who failed to work systernatically and continuously on their professional development.