The effectiveness of scoliosis screening programs: methods for systematic review and expert panel recommendations formulation

Background: Literature on scoliosis screening is vast, however because of the observational nature of available data and methodological flaws, data interpretation is often complex, leading to incomplete and sometimes, somewhat misleading conclusions. The need to propose a set of methods for critical appraisal of the literature about scoliosis screening, a comprehensive summary and rating of the available evidence appeared essential. METHODS: To address these gaps, the study aims were: i) To propose a framework for the assessment of published studies on scoliosis screening effectiveness; ii) To suggest specific questions to be answered on screening effectiveness instead of trying to reach a global position for or against the programs; iii) To contextualize the knowledge through expert panel consultation and meaningful recommendations. The general methodological approach proceeds through the following steps: Elaboration of the conceptual framework; Formulation of the review questions; Identification of the criteria for the review; Selection of the studies; Critical assessment of the studies; Results synthesis; Formulation and grading of recommendations in response to the questions. This plan follows at best GRADE Group (Grades of Recommendation, Assessment, Development and Evaluation) requirements for systematic reviews, assessing quality of evidence and grading the strength of recommendations. CONCLUSIONS: In this article, the methods developed in support of this work are presented since they may be of some interest for similar reviews in scoliosis and orthopaedic fields.Canadian Institutes of Health Research (CIHR) by three means: CIHR Research Operating Grants (2004–2007, 2008–2011); Canada Graduate Scholarships Doctoral Awards (MB) and CIHR MENTOR and AnEIS Strategic training programs doctoral awards (MB)

Role Enactment and Types of Feedback: The Influence of Leadership Content Knowledge on Instructional Leadership Efforts

Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to bridge this divide. Still, little is known about how leaders’ LCK intersects with their efforts to support improvements in teaching and learning. The purpose of this study was to explore ways in which LCK facilitates or, in its absence, hinders instructional leadership efforts. Thirty-one teachers and school leaders were interviewed about experiences receiving or providing instructional feedback. Analyses revealed factors that teachers perceived as foundational to instructional leadership efforts. Further, depending on their LCK, school leaders enacted a range of roles and provided different types of feedback

An argument for physician-assisted suicide and against euthanasia

The article opens with the hypothesis that the default position that should guide healthcare providers when treating patients at the end-of-life is that patients opt for life. In the absence of an explicit request to die, we may assume that patients wish to continue living. Thus, the role of the medical profession is to provide patients with the best possible conditions for continued living. The article makes a case for physician-assisted suicide legislation. It examines the 'quality-of-life' argument, and the issue of the patient's autonomy and competence. It is argued that (1) quality-of-life is a subjective concept. Only the patient can conclude for herself that her quality-of-life is so low to warrant ending it, and that (2) only competent patients may request ending their lives. Patients' lives should not be actively terminated by the medical team without the explicit consent of patients. The article then probes the role of physicians at the end-of-life, arguing that medicine should strive to cater to the wishes of all patients, not only the majority of them. Physicians should not turn their backs to justified requests by their patients. Physicians are best equipped to come to the help of patients at all stages of their illness, including their end-of-life. At the same time, in ending life, the final control mechanism should be with the patient. Thus, physician-assisted suicide is preferred to euthanasia in order to lower the possibility of abuse and of ending the lives of patients without their consent and against their wishes. As matters of life and death are grave, they should be taken with utmost seriousness, requiring the instalment of ample checks against abuse and facilitating mechanisms designed to serve the patient's best interests. The article concludes with 19 careful and detailed guidelines for physician-assisted suicide. These are necessary measures designed to ensure that the best interests of the patients are served as they wished.RésuméL’article commence par l’hypothèse que la position par défaut qui doit guider les fournisseurs de soins de santé lors du traitement de patients à la fin de la vie est que les patients optent pour la vie. En l’absence d’une demande explicite de mourir, nous pouvons supposer que les patients souhaitent continuer à vivre. Ainsi, le rôle de la profession médicale est de fournir aux patients les meilleures conditions possibles pour poursuivre la vie. L’article fait un cas pour la législation du suicide assisté par un médecin. Il examine l’argument « qualité de vie », et la question de l’autonomie et de la compétence du patient. On fait valoir que (1) la qualité de vie est un concept subjectif. Seul le patient peut conclure pour lui-même que sa qualité de vie est si faible pour justifier y mettre fin, et (2) que les seul le patient compétent peut demander de mettre fin à sa vie. Il ne devrait pas être mis fin activement à la vie des patients par l’équipe médicale sans le consentement explicite des patients. L’article explore ensuite le rôle des médecins à la fin de la vie, en faisant valoir que la médecine doit s’efforcer de répondre à toutes les attentes des patients, pas seulement à la majorité d’entre elles. Les médecins ne devraient pas tourner le dos aux demandes motivées de leurs patients. Les médecins sont les mieux équipés pour venir en aide à leurs patients à tous les stades de leur maladie, y compris en fin de vie. Dans le même temps, en fin de vie, le mécanisme de réglage final doit se faire avec le patient. Ainsi le suicide médicalement assisté est préférable à l’euthanasie pour réduire les abus comme mettre fin à la vie des patients sans leur consentement ou contre leur volonté. Comme les questions de la vie et de la mort sont graves, elles doivent être prises avec le plus grand sérieux. L’article conclut sur 19 directives précises et détaillées concernant le suicide médicalement assisté. Ces mesures nécessaires visent à assurer le meilleur intérêt des patients

Sustainability Report 2002

Action that benefits the environment, society, the economy and all regions of Quebec. A commitment to future generations

Socioscientific Issues-Based Instruction: The Messier Side of (Leading) Science Teaching

The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In particular, to interact with teachers and other stakeholders about content and pedagogy, leaders must develop leadership content knowledge (LCK). The present case offers school leaders an opportunity to build LCK around the Nature of Science and socioscientific issues, while exploring how they might address challenges to curriculum and pedagogy

DECLARAÇÃO DE QUEBEC, PRINCÍPIOS DE BASE DE UMA NOVA MUSEOLOGIA, 1984

Um movimento de nova museologia tem a sua primeira expressão pública e internacional em 1972 na "Mesa-Redonda de Santiago do Chile" organizada pelo ICOM. Este movimento afirma a função social do museu e o carácter global das suas intervenções. Nota: Tradução Mário Moutinho. Revisão Marcelo M. Araújo