A Study on the Kerridge's Inaccuracy Measure and Related Conceptss

Department of Statistics, Cochin University of Sciene ans Technology

On Supra-Bayesian Weighted Combination of Available Data Determined by Kerridge Inaccuracy and Entropy

2010 Mathematics Subject Classification: 94A17.

An Ethics Core Curriculum for Australasian Medical Schools

Teaching ethics incorporates teaching of knowledge as well as skills and attitudes. Each of these requires different teaching and assessment methods. A core curriculum of ethics knowledge must address both the foundations of ethics and specific ethical topics. Ethical skills teaching focuses on the development of ethical awareness, moral reasoning, communication and collaborative action skills. Attitudes that are important for medical students to develop include honesty, integrity and trustworthiness, empathy and compassion, respect, and responsibility, as well as critical self-appraisal and commitment to lifelong education.

Taxometric analysis of DSM-IV and DSM-5 alcohol use disorders.

BACKGROUND: With preparations currently being made for the Diagnostic and Statistical Manual of Mental Disorders-5th Edition (DSM-5), one prominent issue to resolve is whether alcohol use disorders are better represented as discrete categorical entities or as a dimensional construct. The purpose of this study was to investigate the latent structure of DSM-4th edition (DSM-IV) and proposed DSM-5 alcohol use disorders. METHODS: The study used the Wave 2 National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) to conduct taxometric analyses of DSM-IV and DSM-5 alcohol use disorders defined by different thresholds to determine the taxonic or dimensional structure underlying the disorders. RESULTS: DSM-IV and DSM-5 alcohol abuse and dependence criteria with 3+ thresholds demonstrated a dimensional structure. Corresponding thresholds with 4+ criteria were clearly taxonic, as were thresholds defined by cut-offs of 5+ and 6+ criteria. CONCLUSIONS: DSM-IV and DSM-5 alcohol use disorders demonstrated a hybrid taxonic-dimensional structure. That is, DSM-IV and DSM-5 alcohol use disorders may be taxonically distinct compared to no disorder if defined by a threshold of 4 or more criteria. However, there may be dimensional variation remaining among non-problematic to subclinical cases. A careful and systematic program of structural research using taxometric and psychometric procedures is warranted.

La familia del paciente en Unidad de Cuidado Intensivo (UCI)

Introducción: Ingresar a la UCI no es una experiencia exclusiva del paciente; implica e involucra directamente a la familia, en aspectos generadores de estrés, estrategias de afrontamiento, temores, actitudes y expectativas, la participación de la familia en el cuidado y el rol del psicólogo. Objetivo: Revisar de los antecedentes teóricos y empíricos sobre la experiencia de la familia en UCI. Metodología: Se revisaron 62 artículos indexados en bases de datos. Resultados: la UCI es algo desconocido tanto para el paciente como para la familia, por esto este entorno acentúa la aparición de síntomas ansiosos, depresivos y en algunos casos estrés post traumático. La muerte es uno de los principales temores que debe enfrentar la familia. Con el propósito de ajustarse a las demandas de la UCI, los familiares exhiben estrategias de afrontamiento enfocadas principalmente en la comunicación, el soporte espiritual y religioso y la toma de decisiones. El cuidado centrado en la familia permite una mejor comunicación, relación con el paciente y personal médico. El papel del psicólogo es poco explorado en el espacio de la UCI, pero este puede promover estrategias de prevención y de rehabilitación en el paciente y su grupo familiar. Discusión: es importante tener en cuenta que la muerte en UCI es una posibilidad, algunos síntomas como ansiedad, depresión pueden aparecer y mantenerse en el tiempo, centrar el cuidado en la familia permite tomar las decisiones basados en el diagnóstico y pronóstico y promueve expectativas realistas. Conclusiones: temores, expectativas, actitudes, estrategias de afrontamiento, factores generadores de estrés permiten explicar y comprender la experiencia de la familia del paciente en UCI.

School of Nursing Class of 1993

Top Row: Kristen Clark, Katherine Grinenko, Shinyi Tang, Troy Tann, Kelly Pasanen, Barbara Loson, Dennis Lake, Lisa Mancuso, Elizabeth Kim, Linda Dengate, Linda Morse, Stacey Horner, Juliet McKeone, Laura Schenk, Corrie Boguth

Row 2: Valerie Straka, Jamie T. Mose, Robert VanCamp, Cary Johnson, Laura Chamberlain, Kenyatta A. Paige, Kevin T. Sprecher, Jean L. Novak, Amanda Sue Niskar, Lisa Oliverio, Rosalyn Baumann, Elaine Schultz, Jennifer Lee Bastress, Kristen Hedge

Row 3: Jennifer Joh, Jennifer Monroe, Marion Tauriainen, Anne Chesky, Michael Fournier, Amy Sebright, Brian Simmons, Ann Luciano, Robin Van Eck, Beth Hart

Row 4: Jacqueline weibel, Dawn Garrett, Vicki McWalters, Malina Rocoff, Holly Medley, Ann Kosky, Tina L. Kessey, Caesanea A. Smith, Michelle Koch, Julie C. Wolf

Row 5: Robin Wygant, Cynthia Nichols, Susan Worek, Sandi Sassack, Timothy Wright, Bridgette Nichols, Kelly Sheridan, Kristin Sirosky, Kathy Kentala, Susan Oslund, Zaleha Williams, Heidi C. Goiz

Row 6: Kathryn Erdmann, Karen Crandall, Darryl Anderson, Karla Stoermer, Janice Lindberg, Beverly Jones, Rhetaugh G. Duman, Elisabeth Pennington, Violet Barkauskas, Laura Stock, Jacqueline Mickle, Catharine Quinn, Laura Nourse

Row 7: Christopher Kelly, Deborah Zolinski, Victoria Buckles, Pamela Brown, Stephanie Macey, Meredith Muncy, Susan, M. Smashey, Laura Welch, Rene Thompson, Sarah Scott, Juliette Lovell, Diane Ferguson, Deborah Ann Dolasinski, Cynthia Zammit, Lorie Malarney

Row 8: Janet Ingram, Rosemary Stafford, Diane Mayernik, Thea Picklesimer, Hannah Clark, JoyMarie Bruhowzki, Jennifer Beckert, Elizabeth Bryant, Jennifer Voeffray, Jane Perrin, Sophia Jan, Diana apostolou, Deborah Ruzicka, Liesel Culver

Row 9: Lori Wessman, Nicole Kerridge, Julia Oman, Melissa Naser, Jennifer Cole, Elizabeth Brickman, Detria Williams, Kris Haaksma, Alison Flaskamp, Nela L. Humm, Carol Taylor, Dena Mitchell, Karen L. Domke

School of Nursing Class of 1996

Top Row: Jessica M. Adair, Casey Arnett, Amy Lynn Babchek, Mary E. Bartlett, Rhonda Bass, Nancy Bidlack, Heather Bjerke, Stacy Bodrie, Dana Boonstra, Kellu Bowers, Pamela Bowser, Rachel L. Bradley, Michele Brotherton, Stacie Buckler, Hope Bufkin

Row 2: Saran Burnley, Jennifer Caraan, Barbara Carpenter, Nutrena Helene Watts, Aimee Schuman, Debra Jameson, Jennifer Jennings, Mary Cassette, Nikki Burns, Lisa Multhaupt, Jeffrey M. Adams, Christine Hepner, Julie Chamberlain, Andy Chan, Jennifer Choike

Row 3: Heather Chrisman, Abbey C. Clark, Renita Cobb, Amy Cotton, Cattleya Crossen, Kimberly Curl, Christy Debolt, Patricia DeLamielleure, Jennifer Dyer, Lisa L. Eliasom, Patricia Fowler Faling, Rita Fallone

Row 4: Richard Fisher, Rebecca J. Forbes, Tiffany Fowler, Karen R. Fritz, Debbie M. Fulton, Michelle J. Gaskill, Ellen M. Gavin, Emily Golin, Umeika Makita Griffith, Lydia D. Hampton, Natalie Michele Hoffman, Julie Holbird

Row 5: Kathryn A. Huffman, Tara Lynn Humphrey, Nicole Jaccques, Michelle C. Johnson, Bryan Wayne Kerridge, Violet H. Barkauskas, Beverly Jones, Ada Sue Hinshaw, Nola Pender, Susan Boehm, Noelle Kirouac, Sarah Kohn, Sherri Krajenta, Brian Kubinski, Stephanie L. Kuczera

Row 6: Heather Lange, Sang Hee Lee, Soya Lee, Natalie Lehrer, Kimberly Lilley, Elizabeth A. Lundy, Darcey Lutz-Guenther, Michelle J. Malicsi, Dawn Marteeny, Sheila Mendiola, Sharon Mitchell, Caryl S. Molton, Colette Montilla, Celeste Montone-Horne, Emily T. Mooney, Naima Moore

Row 7: Kami Nobis, Thresa M. Nugent, Michelle Ober, Nisha Patel, Stephanie Perrett, Holly Powers, Julie L. Pryor, Elizabeth K. Rachubinski, Anne Rammelkamp, Kathy Rarog, Erin Richards, Amy Roehrig, Catherine Ann Rosloniec, Tansey Rosset, Kimberly Sanders, Marla Sands, James C. Sausser

Row 8: Juana Sebree, Erin J. Showers, Prabhjyot Singh, Lynn Sinkel, Nicole LaDon Smith, Nicole M. Speck, Mickie Speers, Krista Stapleton, Karon Starr, Elizabeth Studley, Janice Brenda Supena, Rashelle Talbert,Kimberly Tocco, Edda Toting, Lisa Uren, Lori VanBergen

Row 9: Lisa VanStratton, kathleen Veenstra, Kristen Venadam, Rhonda E. Walkowe, Ching-Ru Bonny Wang, Deborah Webb, Ruthann Clausen Weiss, Debra R. White, Rochelle Whiteman, Tara Wilson, Jessica Wise, Sheryl Woloskie, Denice Annette Zakalata, Rebecca S. Zeiler

Learning with a strategic management simulation game:a case study

The use of simulation games as a pedagogic method is well established though its effective use is context-driven. This study adds to the increasing growing body of empirical evidence of the effectiveness of simulation games but more importantly emphasises why by explaining the instructional design implemented reflecting best practices. This multi-method study finds evidence that student learning was enhanced through the use of simulation games, reflected in the two key themes; simulation games as a catalyst for learning and simulation games as a vehicle for learning. In so doing the research provides one of the few empirically based studies that support simulation games in enhancing learning and, more importantly, contextualizes the enhancement in terms of the instructional design of the curriculum. This research should prove valuable for those with an academic interest in the use of simulation games and management educators who use, or are considering its use. Further, the findings contribute to the academic debate concerning the effective implementation of simulation game-based training in business and management education.

Reprint: Learning With a Strategic Management Simulation Q2 Game: A Case Study

The use of simulation games as a pedagogic method is well established though its effective use is context-driven. This study adds to the increasing growing body of empirical evidence of the effectiveness of simulation games but more importantly emphasises why by explaining the instructional design implemented reflecting best practices. This multimethod study finds evidence that student learning was enhanced through the use of simulation games, reflected in the two key themes; simulation games as a catalyst for learning and simulation games as a vehicle for learning. In so doing the research provides one of the few empirically based studies that support simulation games in enhancing learning and, more importantly, contextualizes the enhancement in terms of the instructional design of the curriculum. This research should prove valuable for those with an academic interest in the use of simulation games and management educators who use, or are considering its use. Further, the findings contribute to the academic debate concerning the effective implementation of simulation game-based training in business and management education.

Strategic Management Simulation as a Blended Learning Dimension: Campus Based Students’ Perspectives

Although business simulations are widely used in management education, there is no consensus about how to optimise their application. Our research explores the use of business simulations as a dimension of a blended learning pedagogic approach for undergraduate business education. Accepting that few best-practice prescriptive models for the design and implementation of simulations in this context have been presented, and that there is little empirical evidence for the claims made by proponents of such models, we address the lacuna by considering business student perspectives on the use of simulations. We then intersect available data with espoused positive outcomes made by the authors of a prescriptive model. We find the model to be essentially robust and offer evidence to support this position. In so doing we provide one of the few empirically based studies to support claims made by proponents of simulations in business education. The research should prove valuable for those with an academic interest in the use of simulations, either as a blended learning dimension or as a stand-alone business education activity. Further, the findings contribute to the academic debate surrounding the use and efficacy of simulation-based training [SBT] within business and management education.