Background. The Material Appropriate Processing (MAP) framework suggests that the influence of a text adjunct on the learning and transfer of textual information will be a function of the overlap between the type of processing induced by the adjunct and by the focus and organisation of the text. The greater the degree to which the adjunct and the text facilitate complementary types of processing, the greater the influence on learning and transfer of textual information. Aims. This study examined the effects of three elaborative treatments on learning concepts from text. The treatments differed as to the degree to which they facilitated complementary types of processing to that of the text. Samples. Participants were 80 university students who were enrolled in a first year introductory course in Psychology. Methods. Students studied a passage which asked them to create personal examples of the target concepts, contrast the target concepts, or engage in both of the previously described activities. In addition, there was a control group which was asked to read the passage without engaging in any adjunct activities. Students took a criterion test which consisted of recall of concept definitions and teaching examples, classification of novel examples, and problem solving scenarios. Results. Both treatments which induced a complementary type of processing to that induced by the text produced significantly better performance than the other two treatments which did not induce a complementary type of processing. Conclusions. These results are consistent with the MAP framework and give support to its usefulness in helping in the design and development of text and text adjunct environments.
Importance Retinal vein occlusion is the second most common retinal vascular disease. Bevacizumab was demonstrated in the Study of Comparative Treatments for Retinal Vein Occlusion 2 (SCORE2) to be noninferior to aflibercept with respect to visual acuity in study participants with macular edema due to central retinal vein occlusion (CRVO) or hemiretinal vein occlusion (HRVO) following 6 months of therapy. In this study, the cost-utility of bevacizumab vs aflibercept for treatment of CRVO is evaluated. Objective To investigate the relative cost-effectiveness of bevacizumab vs aflibercept for treatment of macular edema associated with CRVO or HRVO. Design, Setting, and Participants This economic evaluation study used a microsimulation cohort of patients with clinical and demographic characteristics similar to those of SCORE2 participants and a Markov process. Parameters were estimated and validated using a split-sample approach of the SCORE2 population. The simulated cohort included 5000 patients who were evaluated 100 times, each with a different set of characteristics randomly selected based on the SCORE2 trial. SCORE2 data were collected from September 2014 October 2019, and data were analyzed from October 2019 to July 2021. Interventions Bevacizumab (followed by aflibercept among patients with a protocol-defined poor or marginal response to bevacizumab at month 6) vs aflibercept (followed by a dexamethasone implant among patients with a protocol-defined poor or marginal response to aflibercept at month 6). Main Outcomes and Measures Incremental cost-utility ratio. Results The simulation demonstrated that patients treated with aflibercept will have an expected cost $18 127 greater than those treated with bevacizumab in the year following initiation. When coupled with the lack of clinical superiority over bevacizumab (ie, patients treated with bevacizumab had a gain over aflibercept in visual acuity letter score of 4 in the treated eye and 2 in the fellow eye), these results demonstrate that first-line treatment with bevacizumab dominated aflibercept in the simulated cohort of SCORE2 participants. At current price levels, aflibercept would be considered the preferred cost-effective option only if treatment restored the patient to nearly perfect health. Conclusions and Relevance While there will be some patients with CRVO-associated or HRVO-associated macular edema who will benefit from first-line treatment with aflibercept rather than bevacizumab, given the minimal differences in visual acuity outcomes and large cost differences for bevacizumab vs aflibercept, first-line treatment with bevacizumab is cost-effective for this condition.
This article sought to define whether an alternative safety-engineered device (SED) could help prevent needlestick injury (NSI) in healthcare workers (HCWs) who place central venous catheters (CVCs).The study involved three phases: (1) A retrospective analysis of deidentified occupational health records from our tertiary care urban US hospital to clearly identify NSI risk and rates to an HCW during invasive catheter placement; (2) 95 residents were surveyed regarding their knowledge and experience with NSIs and SEDs; (3) A random sample of six residents participated in a focus group session discussing barriers to the use of SED.A single urban US tertiary care teaching hospital.A retrospective analysis of NSI to HCWs in a tertiary care urban US hospital was conducted over a 4-year period (July 2007-June 2011). Ninety-five residents from specialties that often place CVC during training (surgery, surgical subspecialties, internal medicine, anaesthesia and emergency medicine) were surveyed regarding their experience with NSIs and SEDs. A random sample of six residents participated in a focus group session discussing barriers to the use of SED.314 NSIs were identified via occupational health records. 16% (21 of 131) of NSIs occurring in residents and fellows occurred during the securement of an invasive catheter such as a CVC. If an SED device had been used, the 5.25 NSIs/year could have been avoided. Each NSI occurring in an HCW incurred at least $2723 in charges. Thus, utilisation of the SED could have saved a minimum of $57 183 over the 4-year period.SEDs are currently available and can be used as an alternative to sharps. If safety and efficacy can be demonstrated, then implementation of such devices can significantly reduce the number of NSIs.
Four socio-emotional New Zealand Curriculum key competencies (Managing Self, Participating and Contributing, Relating to Others and Thinking) were investigated in a two-part study.The first part used a questionnaire to quantitatively model the four key competencies in a sample of 995 secondary students.The second part examined whether the key competency models found in part 1 related to academic efficacy, school connectedness and academic achievement within a subsample of 297 secondary students.The models had acceptable statistical fit and were invariant.All models were related to academic efficacy and school connectedness, but none related directly to achievement.This is the first study to try to quantitatively model the New Zealand key competencies and demonstrate a direct relationship between the socio-emotional key competencies and academic efficacy and school connectedness.
Beta-blockers antagonize beta-adrenergic receptors and are used mainly in the treatment of hypertension, heart failure, tachydysrhythmias, and angina pectoris. In addition to cardiovascular disorders, beta-blockers are also used in the management of anxiety, migraine headache, glaucoma, tremor, hyperthyroidism, and various other disorders. Propranolol is one of the earliest beta-blockers manufactured and has been in the United States since 1973. The development of beta-blockers has revolutionized the management of cardiovascular disorders and is known to provide morbidity and mortality benefits to patients with ischemic heart diseases. Beta-blockers prevent remodeling of the heart after an ischemic event by reducing the effects of catecholamines on cardiac tissue. They are recommended for the treatment of congestive heart failure by the American College of Cardiology Foundation/American Heart Association Task Force.
Research into teacher expectations has shown that these have an effect on student achievement. Some researchers have explored the impact of various student characteristics on teachers' expectations. One attribute of interest is ethnicity.This study aimed to explore differences in teachers' expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.The participants were 540 students of 21 primary teachers in Auckland schools. Of these students, 261 were New Zealand European, 88 were Maori, 97 were Pacific Island and 94 were Asian.At the beginning of the year, the teachers completed a survey related to their expectations for their students' achievement in reading and, at the end of the year, they judged the reading levels their students had actually achieved. The survey data were compared with running record data.Teachers' expectations for students in reading were significantly higher than actual achievement for all ethnic groups other than Maori. Maori students' achievement was similar to that of the other groups at the beginning of the year but, by the end of the year, they had made the least gains of all groups.Sustaining expectation effects are one explanation for Maori students' limited progress. For Pacific Island, Asian and New Zealand European students, positive self-fulfilling prophecies may be operating. Future research could investigate the learning opportunities provided to these ethnic groups and the relationship of these to teachers' expectations.
