Access, attitudes and training in information technologies and evidence-based medicine among medical students at University of Zimbabwe College of Health Sciences.

Background: The Medical Education Partnership Initiative, has helped to mitigate the digital divide in Africa. The aim of the study was to assess the level of access, attitude, and training concerning meaningful use of electronic resources and EBM among medical students at an African medical school. Methods: The study involved medical students at the University of Zimbabwe College of Health Sciences, Harare. The needs assessment tool consisted of a 21-question, paper-based, voluntary and anonymous survey. Results: A total of 61/67 (91%), responded to the survey. 60% of the medical students were ‘third-year medical students’. Among medical students, 85% of responders had access to digital medical resources, but 54% still preferred printed medical textbooks. Although 25% of responders had received training in EBM, but only 7% found it adequate. 98% of the participants did not receive formal training in journal club presentation or analytical reading of medical literature, but 77 % of them showed interest in learning these skills. Conclusion: Lack of training in EBM, journal club presentation and analytical reading skills have limited the impact of upgraded technology in enhancing the level of knowledge. This impact can be boosted by developing a curriculum with skills necessary in using EBM.

Teacher change in implementing a research developed representation construction pedagogy

The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers’ pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year 8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year 8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke & Hollingsworth, 2002) was used to analyse the teachers’ experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research developed pedagogy.

Landscaping on shifting ground: teacher education in a digitally transforming world

For almost three decades, the landscape of teacher education has been modestly shaped by the exploration of practices that made use of what were, at the time, current instances of computing and communication technologies (CCTs). More broadly and importantly however, the deployment of CCTs globally has, over the same time period (1980-2008), supported a reshaping of the planet's social, economic and political circumstances in which all forms of education operate. Despite the enormity of these shifts the focus in teacher education has remained largely at site, reflecting a similar focus in schools. In fact, the patterns of adaption and response in teacher education to each new instance of high-tech product are now quite predictable. Thus, while teacher education's engagement with CCTs can be mapped as a kind of minor landscaping, a process which attends more to appearance than substance, it is landscaping effectively premised upon a stable geography, one that resembles that of thirty years ago. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful CCTs. The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being terraformed.

Temporal dynamics of the circadian heart rate following low and high volume exercise training in sedentary male subjects

Purpose: Increased risk of arrhythmic events occurs at certain times during the circadian cycle with the highest risk being in the second and fourth quarter of the day. Exercise improves treatment outcome in individuals with cardiovascular disease. How different exercise protocols affect the circadian rhythm and the associated decrease in adverse cardiovascular risk over the circadian cycle has not been shown. Methods: Fifty sedentary male participants were randomized into an 8-week high volume and moderate volume training and a control group. Heart rate was recorded using Polar Electronics and investigated with Cosinor analysis and by Poincaré plot derived features of SD1, SD2 and the complex correlation measure (CCM) at 1-h intervals over the 24-h period. Results: Moderate exercise significantly increased vagal modulation and the temporal dynamics of the heart rate in the second quarter of the circadian cycle (p = 0.004 and p = 0.007 respectively). High volume exercise had a similar effect on vagal output (p = 0.003) and temporal dynamics (p = 0.003). Cosinor analysis confirms that the circadian heart rate displays a shift in the acrophage following moderate and high volume exercise from before waking (1st quarter) to after waking (2nd quarter of day). Conclusions: Our results suggest that exercise shifts vagal influence and increases temporal dynamics of the heart rate to the 2nd quarter of the day and suggest that this may be the underlying physiological change leading to a decrease in adverse arrhythmic events during this otherwise high-risk period.

Teacher beliefs in ‘testing’ times: a lesson from Singapore

International benchmarking and national testing of students at all levels of schooling have provoked teachers to critically reflect on their place in this endeavour. Many of the curriculum and pedagogical approaches associated with this type of assessment and accountability conflict with long-held beliefs about the role of teachers and the work of schooling. Singapore is recognised for significant achievement in the international schooling arena and also has a long history of national testing. This study draws specifically on positioning theory to investigate teacher beliefs and positioning in these times. A large qualitative research project located in Singapore sought the ways experienced teachers positioned themselves and their work as they negotiated multiple and sometimes conflicting discourses of teaching. A rigorous process was used to elicit teacher beliefs and resultant teacher positions.

Concurrent transcranial direct current stimulation and progressive resistance training in Parkinson's disease: study protocol for a randomised controlled trial

BACKGROUND: Parkinson's disease (PD) results from a loss of dopamine in the brain, leading to movement dysfunctions such as bradykinesia, postural instability, resting tremor and muscle rigidity. Furthermore, dopamine deficiency in PD has been shown to result in maladaptive plasticity of the primary motor cortex (M1). Progressive resistance training (PRT) is a popular intervention in PD that improves muscular strength and results in clinically significant improvements on the Unified Parkinson's Disease Rating Scale (UPDRS). In separate studies, the application of anodal transcranial direct current stimulation (a-tDCS) to the M1 has been shown to improve motor function in PD; however, the combined use of tDCS and PRT has not been investigated.

METHODS/DESIGN: We propose a 6-week, double-blind randomised controlled trial combining M1 tDCS and PRT of the lower body in participants (n = 42) with moderate PD (Hoehn and Yahr scale score 2-4). Supervised lower body PRT combined with functional balance tasks will be performed three times per week with concurrent a-tDCS delivered at 2 mA for 20 minutes (a-tDCS group) or with sham tDCS (sham group). Control participants will receive standard care (control group). Outcome measures will include functional strength, gait speed and variability, balance, neurophysiological function at rest and during movement execution, and the UPDRS motor subscale, measured at baseline, 3 weeks (during), 6 weeks (post), and 9 weeks (retention). Ethical approval has been granted by the Deakin University Human Research Ethics Committee (project number 2015-014), and the trial has been registered with the Australian New Zealand Clinical Trials Registry (ACTRN12615001241527).

DISCUSSION: This will be the first randomised controlled trial to combine PRT and a-tDCS targeting balance and gait in people with PD. The study will elucidate the functional, clinical and neurophysiological outcomes of combined PRT and a-tDCS. It is hypothesised that combined PRT and a-tDCS will significantly improve lower limb strength, postural sway, gait speed and stride variability compared with PRT with sham tDCS. Further, we hypothesise that pre-frontal cortex activation during dual-task cognitive and gait/balance activities will be reduced, and that M1 excitability and inhibition will be augmented, following the combined PRT and a-tDCS intervention.

Psychosocial paediatric training in Iraq: perspectives of trainers and students

There is an absence of education regarding psychosocial issues in Iraqi paediatric training programmes. The aim of this study is to examine current knowledge and perspectives around these topics and to explore potential development in these programmes. 56 paediatric trainers and students at the Child Central Teaching Hospital, a hospital affiliated to the Al-Mustansyria medical college in Baghdad, responded to a questionnaire to evaluate knowledge and perspectives regarding psychosocial approaches to child and adolescent health as delivered presently via academic training and used in professional practice. The majority of the respondents reported having no training in psychosocial interventions. Using a scale from 0 ('not relevant') to 10 ('very important'), psychosocial issues were rated 7.1 in their relevance to everyday paediatric practice. On a scale of 0 ('very poor') to 10 ('totally adequate'), respondents rated formal current psychosocial training at 2.5. It is concluded that incorporating psychosocial approaches in paediatric training will lead to a broader base of knowledge in children's health and contribute to the promotion of multidisciplinary practice in Iraq.

Mathematical pedagogical content knowledge in early childhood education: A study in initial teacher education in Portugal

The study aims to explore the specificity of mathematics Pedagogical Content Knowledge in Early Childhood Education Pedagogy. The pedagogy of ECE (Siraj-Blatchford, 2010) and the didactics of ECE (Pramling & Pramling-Samuelsson, 2011) suggest dimensions of knowledge that require strong content and PC knowledge of teachers. Recent studies about PCK of ECE teachers highlight similar specific dimensions: organization of educational environment and interactions with children (Lee, 2010, McCray, 2008, Rojas, 2008). The current framework for ECE Teacher Education in Portugal (since 2007) focuses both content knowledge and subject didactics. PCK has been labelled the 'great unknown' in ECE (Rojas, 2008) in traditions where the child's development is considered as the main knowledge base for ECE (Chen & McNamee, 2006, Cullen, 2005, Hedges & Cullen, 2005). We studied the perspectives of 27 initial teacher education students about knowledge for teaching and about ECE Pedagogy. We used one open-ended questionnaire and students' analysis of episodes focusing children's answers or discourse relevant for mathematics (about high numbers and square root). The questionnaire was anonymous and students’ permission to use the answers was obtained. In the questionnaire, interactions with children (62%) and organization of the educational environment (38%) are highlighted as the most important focus for the teacher. Students suggested tasks that were adult planned and oriented to further the situations presented in the episodes. Very few references to children's exploratory actions (Bonawitz et al., 2011) were made. The specificity of ECE (child initiated activities, e.g.) needs to be further developed in initial teacher education.

Anti-inflammatory effect of exercise training in subjects with type 2 diabetes and the metabolic syndrome is dependent on exercise modalities and independent of weight loss

We investigated the effect of different exercise modalities on high sensitivity-C reactive protein (hs-CRP) and other inflammatory markers in patients with type 2 diabetes and the metabolic syndrome. Eighty-two patients were randomized into 4 groups: sedentary control (A); receiving counseling to perform low-intensity physical activity (B); performing prescribed and supervised high-intensity aerobic (C) or aerobic + resistance (D) exercise (with the same caloric expenditure) for 12 months. Evaluation of leisure-time physical activity and assessment of physical fitness, cardiovascular risk factors and inflammatory biomarkers was performed at baseline and every 3 months. Volume of physical activity increased and HbA1c decreased in Groups B–D. VO2max, HOMA-IR index, HDL-cholesterol, waist circumference and albuminuria improved in Groups C and D, whereas strength and flexibility improved only in Group D. Levels of hs-CRP decreased in all three exercising groups, but the reduction was significant only in Groups C and D, and particularly in Group D. Changes in VO2max and the exercise modalities were strong predictors of hs-CRP reduction, independent of body weight. Leptin, resistin and interleukin-6 decreased, whereas adiponectin increased in Groups C and D. Interleukin-1β, tumor necrosis factor-α and interferon-γ decreased, whereas anti-inflammatory interleukin-4 and 10 increased only in Group D. In conclusion, physical exercise in type 2 diabetic patients with the metabolic syndrome is associated with a significant reduction of hs-CRP and other inflammatory and insulin resistance biomarkers, independent of weight loss. Long-term high-intensity (preferably mixed) training, in addition to daytime physical activity, is required to obtain a significant anti-inflammatory effect.

A pedagogy for outreach activities in ICT : promoting peer to peer learning, creativity and experimentation

The importance of integrating technology into the classroom has become a priority atmo st levels of the curriculum in many countrie s around the world. Th is paper draws onthe evaluation and research that informed four outreach programs. The authorsacknowledge that teachers are generally time poor and often have limited informationand communication technology (ICT) skills and confidence, while students have skillsand knowledge in ICT that often go untapped in the classroom. They present acurriculum that promoted peer to peer learning and support for teachers. This is amodel of pedagogy for outreach that promotes a community of learners between ICTteachers, generalist teachers and preservice teachers while promoting socio-culturalstudent led learning practices in the classroom.

Teacher change in implementing a research-developed representation construction pedagogy

The Representations in Learning Science (RiLS) project developed arepresentation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers’ pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at widerscale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers’ experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

MOTIVATION AND SATISFACTION IN CONTEXT OF JOB TRAINING IN TOURIST ORGANIZATIONS

This research aims to determine the dimensions of motivation and satisfaction, acquired, through the perception in context of job training, by future technicians (students) in the hospitality and tourism industry, particularly by technical courses in the hotel and restaurant sector. The methodology comprises three distinct stages. First were recovered instruments (questionnaires), already validated by other authors of motivation and satisfaction, which had the intention to replicate studies conducted in other scientific knowledge fields, such as tourism. Those instruments were recovered from the reviewed literature conducted about other themes. On second place the measuring instruments were submitted to a pre-test, or rather, were subject of a pioneer study, in order to verify other assumptions such as semantic errors or see if there was the possibility of some prepared questions to be consider invalidated by poor formulation or interpretation. Finally, were applied in three educational institutions who agreed to cooperate on the research, with the reservation that the interviewed needed a mandatory pre-requirement that consisted in conducting a minimum training in work context (TWC). Then, proceed the statistical analysis to support all the empirical part. The results show that, in general, motivation and satisfaction were present during the period of training in work context. To some people it meant a very important period of personal and professional life, concerning the interactions, emotions and involvement with touristic organizations but also the personal and social relationships.