Using signal detection theory to model changes in serial learning of radiological image interpretation

Signal detection theory (SDT) parameters can describe a learner's ability to discriminate (d') normal from abnormal and the learner's criterion (λ) to under or overcall abnormalities. To examine the serial changes in SDT parameters with serial exposure to radiological cases. 46 participants were recruited for this study: 20 medical students (MED), 6 residents (RES), 12 fellows (FEL), 5 staff pediatric emergency physicians (PEM), and 3 staff radiologists (RAD). Each participant was presented with 234 randomly assigned ankle radiographs using a web-based application. Participants were given a clinical scenario and considered 3 views of the ankle. They classified each case as normal or abnormal. For abnormal cases, they specified the location of the abnormality. Immediate feedback included highlighting on the images and the official radiologist's report. The low experience group (MED, RES, FEL) showed steady improvement in discrimination ability with each case, while the high experience group (PEM, RAD) had higher and stable discrimination ability throughout the exercise. There was also a difference in the way the high and low experience groups balanced sensitivity and specificity (λ) with the low experience group tending to make more errors calling positive radiographs negative. This tendency was progressively less evident with each increase in expertise level. SDT metrics provide valuable insight on changes associated with learning radiograph interpretation, and may be used to design more effective instructional strategies for a given learner group

Poly(ethylene glycol)-based Hydrogel to Support Endothelialization and Vascularization by Endothelial Progenitor Cells

Endothelial progenitor cells (EPCs) have the potential to become a reliable source of autologous cells for endothelialization of intravascular devices and vascularization of tissue engineered constructs. Endothelial colony forming cells (ECFCs) are one type of EPCs; ECFCs are highly proliferative and are capable of forming mature and functional endothelial cells for vessel repair and postnatal angiogenesis. However, currently little is known about the homing of these circulating ECFCs. This research investigated the rolling of ECFCs on peptide-grafted hydrogels using a parallel plate flow chamber in order to mimic the dynamic adhesion of ECFCs under conditions simulating physiological arterial flow. Poly(ethylene glycol) diacrylate (PEGDA) was chosen to be the hydrogel backbone. Due to the ability of PEGDA to inhibit protein adsorption, it can be used as a "blank slate" to examine the specific interactions of cells with the covalently incorporated peptides. To assess the specific interactions required for ECFCs to interact with material coatings under shear, peptides including RGDS, REDV, YIGSR, and RGES were coupled to acryloyl-PEG and grafted onto the surface of PEG hydrogels. To study the effect of shear on cell rolling, the ECFC cell suspension was sheared over the hydrogels at rates of 20 s-1, 40 s-1, 80 s-1, and 120 s-1. ECFC rolling was significantly slower on REDV-grafted hydrogels. Further investigation of integrin-specific novel peptides has shown that ECFC capture under shear can be enhanced by the combination of REDV and CRRETAWAC. These results can be applied in the future for modification of biomaterial surfaces to enhance endothelialization. Isolation of ECFCs from horse and encapsulation of equine ECFCs using fibrinogen modified PEG hydrogels have also been pursued to illustrate the potential application of ECFCs in veterinary medicine

Professional Mentoring in Student Affairs: Evaluation of a Global Programme

In January 2016, the International Association of Student Affairs and Services (IASAS) offered a global professional mentoring programme that would link student affairs leaders internationally with new graduates and early career professionals in student services. Protégé participants were primarily new graduates of preparatory programmes in student affairs, or practitioners with less than two years’ experience in roles ranging from international services and admissions, academic success, student advising and career services, to new student services Directors. This paper presents the outcomes of the evaluation of the 2016 pilot programme, and recommendations for development of this mentoring initiative. It argues that the programme successfully contributes to advancement of the student support and enrichment components of higher education worldwide, and provides an excellent mentoring experience for the professionals who are shaping the future of student affairs globally

The Psychosocial Impact of Self-Reported Morning Allergy Symptoms: Findings from an Australian Internet-Based Survey

Background. Allergies can substantially impact health-related quality of life (HRQL). We investigated the psychosocial impact of morning symptoms amongst Australian adults with self-reported allergic rhinitis (AR). Method. An online survey comprising 24 questions was conducted in August 2008. Inclusion criteria were age (20–49 years) and self-reported moderate to severe symptoms of AR. Results. One thousand sixty respondents met the inclusion criteria. Amongst consumers with self-reported AR, symptoms were more severe in the morning in 597 (56%) and affected mood in 1025 (97%). Nine hundred seventy (91%) indicated that their symptoms had some impact on their day ahead and 868 (82%) reported a negative impact on relationships. Morning symptoms in particular had a substantial affect on mood for the day. HRQL impact was more pronounced in those who reported severe symptoms and in females. Discussion. Encouraging consumers with self-diagnosed AR to seek formal diagnosis and offering appropriate treatment strategies, such as those offering sustained effectiveness over 24-hours, may aid in negating the negative impact of morning symptoms

Liver enzymes are not directly involved in atrial fibrillation: a prospective cohort study

Background: Epidemiological evidence proposes the direct involvement of the liver enzymes in atrial fibrillation. These relationships are controversial and mechanistically unclear. As part of the British Regional Heart Study, we investigated whether change in liver enzymes over time associates with atrial fibrillation in men initially free of this heart condition. Materials and Methods: We prospectively investigated change (delta) in liver enzymes and new-onset atrial fibrillation in a representative sample of 1428 men aged 60-79 years. Results: Mean follow-up was 12.3 years, after which 108 new atrial fibrillation cases were identified. The liver enzymes did not differ at baseline or follow-up, except for gamma-glutamyl transferase which was higher at follow-up in men who developed atrial fibrillation compared to those who did not (P<0.0001). Change in GGT was greater in men who developed AF than those who did not (+6.12 vs. –2.60U/l, P=0.036). N-terminal pro-brain natriuretic peptide (baseline and follow-up, P<0.0001) and total bilirubin (follow-up only, P<0.0001) were also higher in men who developed atrial fibrillation while serum haemoglobin was similar at baseline and follow-up (P≥0.74). Atrial fibrillation was associated with change in gamma-glutamyl transferase (OR, 1.18; 95%CI, 1.01–1.37) after multiple adjustments and exclusions. However, after adjusting for baseline (P=0.088) or change (P=0.40) in N-terminal pro-brain natriuretic peptide, the association between atrial fibrillation and change in gamma-glutamyl transferase was lost. Conclusion: The direct relationship between atrial fibrillation and liver enzymes is absent and depends, at least in part, on the progression of heart failure as captured by N-terminal pro-brain natriuretic peptide

Young adults' experience of acquired brain injury: implications for counselling psychology

Background and Aims: An estimated 275 per 100,000 individuals (UK) sustain an acquired brain injury (ABI) requiring hospital admission. Survivors may suffer from; depression, anxiety, post-traumatic stress disorder (PTSD) and an increased risk of suicide. From 2002/3- 2011/12, UK admissions for head injuries have risen by 33.5% with traumatic brain injury (TBI) considered the most common cause of disability and death in young adults aged 18-25yrs. The aim of this research was to gain insight into the lived experience of young adults with an ABI and to consider the implications for counselling psychologists. Methods: The research was split into two parts. Stage one: data was collected from five participants (aged 18-30yrs) who had experienced an ABI; this formed the focus group. The focus group participated in eight semi-structured questions, broadly exploring the lived experience of ABI which informed the development of stage two. Stage Two: data was collected from nine different participants (aged 18-30yrs) who had experienced an ABI. They took part in individual interviews involving a narrative exercise called the ‘Train of Life’ followed by four semi-structured questions which provided stage two of the results. Results: Thematic Analysis was utilised for both stage one and stage two of the research process. Focus group emerging themes were- negotiating relationships; growing stronger; and experience of self in the world. Individual Interviews generated the master themes- hidden consequences; discovering a different world; and piecing together a new narrative. Master themes comprised of eleven sub-themes - making sense of what could have been; change as a challenge; coping strategies; person in context; identity; connecting; rejection; surviving in a hostile world; moving beyond ABI; appreciating life and the paradox of survival. Conclusions: Young adults with ABI more frequently access general psychological services. To effectively work within this field, counselling psychologists should have an increased awareness of ABI and its consequences in planning services, policies and work practices. Key words: Acquired brain injury; young adults; Thematic Analysis; narrative exercise and lived experience

An Investigation of Teachers’ Awareness and Willingness to Engage with a Self-Directed Professional Development Package on Gifted and Talented Education

Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers’ professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Training Package. It further aimed to give some insight into teachers’ opinions and behaviours as it pertains to this mode of professional development. Results suggest a lack of knowledge and uptake of this training package, despite an overwhelming willingness to undertake this mode of gifted and talented education training as part of professional development. Implications and recommendations conclude the paper