Diagnosis and Classification of Salivary Neoplasms: Pathologic Challenges and Relevance to Clinical Outcomes
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(2002). Diagnosis and Classification of Salivary Neoplasms: Pathologic Challenges and Relevance to Clinical Outcomes. Acta Oto-Laryngologica: Vol. 122, No. 7, pp. 758-764.Keywords:
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A new Swiss law requires that any research involving humans must aim to answer “a relevant research question”. This paper explains the relevance of the relevance criterion in research, analyses the Swiss and British guidelines on relevance, and proposes a framework for researchers and research ethics committee (REC) members that enables a clearer conception of the role of relevance in research. We conclude that research must be either scientifically or societally beneficial in order to qualify as relevant, and RECs therefore cannot avoid reviewing the scientific aspects of proposed studies. Normally only scientifically relevant studies can be of benefit to society, but research of low scientific relevance can nonetheless be relevant to society if it forms part of the education of new doctors and scientists.
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Some recent comments on the crisis in psychology have suggested some dimensions requiring attention. A multi-dimensional framework of relevance is suggested to deal with this problem. Relevance is defined in five elements and the problems of five types of relevance are discussed: conceptual relevance, methodological relevance, professional relevance, socio-cultural relevance, and societal relevance. At the end a plea is made to go beyond relevance to develop concern and commitment for social action.
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Relevance is an amorphous term used to describe information that is deemed to be useable and useful within a particular context, and which concerns that context. The issue of relevance is pertinent in fields such as Logic, Information Science and Philosophy. Although the term is frequently used in educational policy documents, its dimensions and implications are not necessarily clarified. The paper looks cursively at some of the dimensions of relevance and its implications for higher education. Pertinent to any discussion on the issue of relevance is the background and context of the participants of the discussion. Each participant has a unique stake in determining relevance and its implications; and each has a particular understanding of the definition, parameters, and measurability of relevance.In higher education in South Africa it is essential to reflect on relevance, its use in our policy documents and its implications. In the open distance learning environment in which Unisa functions, and against the challenges facing higher education, the debate on relevance is urgent.
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This article examines the notion of relevance in academic collaboration between North and South partners. It traces the history and nature of academic cooperation, and the major factors that determine the success of partnerships. It is argued that equitable, collaborative agenda setting, clear decision-making procedures, and consideration of the developmental goals that are the envisaged outcome of collaboration schemes are mechanisms that can be used to address issues of relevance. Failure to address relevance concerns could result in academics or institutions being diverted from addressing local or national priority areas. In turn, this could result in the relevance of the cooperation itself being questioned.
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We discuss results from recent relevance research with implications for information professionals. Our studies show that beyond the usual concern with high relevance and non‐relevance judgements, that partially relevant judgements by users are important. We call for the adoption of a more complex view of human relevance judgements in the education and practice of information professionals.
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