A Primer on MIMIC Models and Critical Quantitative Methods to Increase Their Use

Emergency medicine (EM) educators have many
\nmasters. These include our hospital administrations who
\nexpect efficient patient care reflecting the priorities of safety
\nand quality, the accreditation council for graduate medical
\neducation which has introduced a new competency-based
\nstandard by which our learners must be educated and last but
\nnot least, our learners that are using new educational modalities
\nbased on expanding digital platforms.
\n To be successful, educators must satisfy each of these masters against the
\nbackdrop of increasing regulations, decreasing funding and
\ninformation technology that appears to decrease our time with
\npatients and perhaps learners in clinical practice.

Education scholarship (ES) is integral to the transformation of medical education. Faculty members who engage in ES need encouragement and recognition of this work. Beginning with the definition of ES as 'an umbrella term which can encompass both research and innovation in health professions education', and which as such represents an activity that is separate and distinct from teaching and leadership, the purpose of our study was to explore how promotion policies and processes are used in Canadian medical schools to support and promote ES. We conducted an analysis of the promotion policies of 17 Canadian medical schools and interviews with a key informant at each institution. We drew on an interpretive approach to policy analysis to analyse the data and to understand explicit messages about how ES was represented and supported. Of the 17 schools' promotion documents, only nine contained specific reference to ES. There was wide variation in focus and level of detail. All key informants indicated that ES is recognised and considered for academic promotion. Barriers to the support and recognition of ES included a lack of understanding of ES and its relationship to teaching and leadership. This was manifest in the variability in promotion policies and processes, support systems, and career planning and pathways for ES. This lack of clarity may make it challenging for medical school faculty members to make sense of how they might successfully align ES within an academic career. There is a need therefore to better articulate ES in promotion policies and support systems. Creating a common understanding of ES, developing guidelines to assess the impact of all forms of ES, developing an informed leadership and system of mentors, and creating explicit role descriptions and guidelines are identified as potential strategies to ensure that ES is appropriately valued.

Although acne is associated with scarring, mental health comorbidities and bullying, little is known about its impact on socio-economic outcomes. To examine the association between acne and educational, labour market and relationship outcomes. We conducted a nationwide registry-based cohort study in Denmark. We included birth cohorts from 1982 to 1988 and compared those with and without acne identified using hospital diagnosis codes and redeemed prescriptions. Our main educational outcome was educational attainment. The main labour market outcomes were earned income at age 30 and long-term unemployment at any time before age 30. The main relationship outcomes were single partnership and childlessness by age 30. Outcomes were assessed using Poisson regression for binary outcomes and linear regression for continuous outcomes, adjusted for sex, calendar year, mother's socio-economic position and hormonal contraception use. Those with acne had a lower risk of not completing upper secondary education (relative risk (RR): 0.79; 95% confidence interval [CI]: 0.76-0.83) and higher education (RR: 0.90; 95% CI: 0.88-0.91), with absolute differences up to 4 percentage points. Persons with acne had slightly higher income (mean percentile difference: 2.6%, 95% CI: 2.2-2.9) and lower risk of long-term unemployment than those without acne (9.8% vs. 11.4%; RR: 0.90; 95% CI: 0.87-0.93). The prevalence of being single until age 30 was similar (19.7% vs. 20.1%; adjusted RR: 0.96; 95% CI: 0.94-0.98) but childlessness was slightly more prevalent (60.5% vs. 57.5%; adjusted RR: 1.03; 95% CI: 1.02-1.04). However, all associations were attenuated or lost in secondary analysis restricted to exposure-discordant siblings to address confounding from family-related factors. Acne during adolescence does not seem to affect long-term educational, labour market or relationship outcomes. However, there is a need for additional studies to validate the findings in untreated patients and different health and social systems.

The scholarship of teaching emerged in the last decades as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. Considering that scholarship comprehends a process as well as an outcome, research on teaching and learning should be viewed as one important aspect of the scholarship of teaching. The goal of this essay is to illustrate how the scholarship of teaching and learning can be enhanced through the development of classroom research rooted on students’ questioning, conceived and implemented by both university teachers and educational researchers. Valuing and stimulating students’ questions offers an innovative dimension to science education as it puts students at a central role in the learning process. This way, encouraging students’ questioning also strengthens teaching-research links by bringing teachers and learners together in a community of inquiry.Keywordsscholarship of teaching and learningscholarly teachinglinking teaching and researchinquiry-based learningquestioninghigher educationscience education

The growing focus on teaching research in higher education due to rapid socio-economic development has diminished the importance of teaching. The Scholarship of Teaching and Learning (SoTL) addresses this by promoting systematic research on teaching practices. However, integrating SoTL into organizational performance management remains challenging, especially in China. This study examines how leader-member exchange (LMX) affects university teachers' SoTL performance, considering psychological capital as a mediator and LMX differentiation and traditionality as moderators. Based on social exchange theory, resource conservation theory, and social comparison theory, this study developed a cross-level three-order regulatory moderated mediation model. Data were collected from 351 university teachers across 68 grassroots teaching organizations in three universities in central China. Measures included LMX, psychological capital, traditionality, and SoTL performance. The analysis involved descriptive statistics, correlation analysis, and PROCESS macro for mediation and moderation effects. The results showed a strong positive correlation between LMX and SoTL performance (r = 0.742) and between psychological capital and SoTL performance (r = 0.677). Psychological capital partially mediated the relationship between LMX and SoTL performance, accounting for 26.866% of the total effect. The study also found a significant three-order interaction effect of LMX differentiation and traditionality on the relationship between LMX and psychological capital. Specifically, the positive impact of LMX on psychological capital was most pronounced when LMX differentiation was high and teacher traditionality was low. This study highlights the critical role of LMX in enhancing university teachers' SoTL performance through psychological capital. It underscores the importance of psychological capital as a mediator and the complex moderating effects of LMX differentiation and traditionality. The findings suggest that optimizing LMX relationships, developing psychological capital, and leveraging traditionality can significantly improve SoTL performance. The study provides new insights into the application of LMX theory in higher education and offers practical strategies for enhancing teaching quality in Chinese universities.

While educational research and the Scholarship of Teaching and Learning (SoTL) are overlapping fields, over time there has appeared considerable friction between the two. There are claims that educational research has been tainted by SoTL’s emergence and that those engaged in SoTL lack adequate training. They maintain that those engaged in SoTL would benefit from a better understanding of educational research theories and methods. Some engaged in SoTL perceive educational research as too distanced from practice. What underpins these perceived differences between the two fields? How might this friction be explained? The study described in this article explored empirical, interview-based viewpoints from new and experienced educational researchers and SoTL scholars, respectively. Participants were purposefully drawn from attendees at two European conferences specializing in educational research and SoTL. The data was examined using thematic analysis and focused mainly on the perceived differences between these communities. The central themes that emerged where differences occurred are community membership and governance, scope and purpose of inquiry, and intended recipients of inquiry results. Some differences include what and who determines the value of the contribution to the field and why it is valuable. This article provides an empirically based understanding of the relative attributes of both communities. We hope that it leads to future discussions about further developing fruitful and constructive interrelationships.

The study aims to assess lean readiness level within manufacturing SMEs from technical perspective by examining the relationship between process management and planning & control on customer relations. The research applied quantitative survey approach by administering questionnaire to SMEs managers. Responses received were analyzed using SMART-PLS 4 to examine measurement model, structural model, and path coefficient. The findings of the study show that process management and planning & control have a positive and significant relationship on customer relations. The study implies that manufacturing SMEs in Nigeria have an appreciable lean readiness from technical perspective. It also indicates that processes, planning and control activities within SMEs are compatible with lean practices and techniques. The study is among the few that assess lean readiness from technical perspective, hence given a new insight in evaluation of lean readiness

Current estimates of the contribution of education to economic growth have been questioned because they ignore the interaction of education with ability. Whether the neglect of ability differences in the analyses of the income-education relationship results in estimates that are too high was considered in an earlier paper by one of the authors (Griliches 1970), and a negative answer was conjectured. In this paper, we pursue this question a bit further, using a new and larger body of data. Unfortunately, a definitive answer to this question is hampered both by the vagueness and elasticity of "education" and "ability" as analytical concepts and by the lack of data on early (preschooling) intelligence. The data examined in this paper are based on a 1964 sample of U.S. military veterans. The variables measured include scores on a mental ability test, indicators of parental status, region of residence while growing up, school years completed before service, and school years completed during or after service. These have allowed us to inquire into the separate effects of parental background, intelligence, and schooling. The basic problem and analytical framework can be set out very simply. Let income be a linear function of education and ability, or, Y a + P1E + P(2G + u, where Y is income, E is education, G is ability,

School Reform: The District Policy Implications of the Effective Schools Literature

Correct detection of measurement bias could help researchers revise models or refine psychological scales. Measurement bias detection can be viewed as a variable-selection problem, in which biased items are optimally selected from a set of items. This study investigated a number of regularization methods: ridge, lasso, elastic net (enet) and adaptive lasso (alasso), in comparison with maximum likelihood estimation (MLE) for detecting various forms of measurement bias in regard to a continuous violator using restricted factor analysis. Particularly, complex structural equation models with relatively small sample sizes were the study focus. Through a simulation study and an empirical example, results indicated that the enet outperformed other methods in small samples for identifying biased items. The alasso yielded low false positive rates for non-biased items outside of a high number of biased items. MLE performed well for the overall estimation of biased items.

This report reviews the recent literature on the adverse effects of occupational factors on fertility and related reproductive outcomes. Few studies fulfill the criteria of good study design because of small sample size, insensitive measures of effect, selection, recall, and observation bias, weak if any control of confounding factors, bad definition of exposure, inability to analyze a dose-response relationship, and inadequate statistical analysis. The high prevalence of unsuccessful reproductive outcomes in the general population makes the design of human fertility studies difficult. Although a number of publications indicate that certain occupational factors and settings adversely affect both male and female fertility, it is virtually impossible to estimate the proportion of infertility due to occupational factors in the general population. The collected data suggest that the exposure to the following substances or occupational settings may affect a function of male genital system, leading to sperm abnormalities, hyperestrogenism, impotence, infertility, and/or increased spontaneous abortion rate in wives of exposed workers: alkylmercury, antimonide, anesthetic gases, boron, carbon disulfide, chlorodecone, chloroprene, some carbamates (carbaryl), diaminostilbene, 1,2-dibromo-3-chloropropane, ethylene glycol ethers, ethylene dibromide, inorganic lead, manganese, methyl chloride, organic solvents, synthetic estrogens and progestins, tetraethyllead, combined exposure to styrene and acetone, welding operations, and heat. The majority of reviewed papers on female fertility concerns the alterations of menstrual cycle and pregnancy complications rather than occupational exposure-induced female infertility. The literature supports the hypothesis that, in general, working women have a tendency of higher risk of unsuccessful reproductive outcomes, although the existing data are not sufficient.

Previous articleNext article FreeHome-Study ReformWilliam WienerWilliam Wiener Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 20, Number 8Oct., 1912 Article DOIhttps://doi.org/10.1086/435983 Views: 13 Citations: 6Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:Brian P. Gill, Steven L. Schlossman Parents and the Politics of Homework: Some Historical Perspectives, Teachers College Record: The Voice of Scholarship in Education 105, no.55 (Feb 2022): 846–871.https://doi.org/10.1177/016146810310500502Brian P. Gill, Steven L. Schlossman Parents and the Politics of Homework: Some Historical Perspectives, Teachers College Record: The Voice of Scholarship in Education 105, no.55 (Feb 2022): 846–871.https://doi.org/10.1177/016146810310500509Brian P. Gill, Steven L. Schlossman Parents and the Politics of Homework: Some Historical Perspectives, Teachers College Record: The Voice of Scholarship in Education 105, no.55 (Apr 2022): 846–871.https://doi.org/10.1111/1467-9620.00270Mary Curley O'Melia, Michael S. Rosenberg Effects of Cooperative Homework Teams on the Acquisition of Mathematics Skills by Secondary Students with Mild Disabilities, Exceptional Children 60, no.66 (May 1994): 538–548.https://doi.org/10.1177/001440299406000606Rosanne A. Paschal, Thomas Weinstein, Herbert J. W WAlberg The Effects of Homework on Learning: A Quantitative Synthesis, The Journal of Educational Research 78, no.22 (Jan 2015): 97–104.https://doi.org/10.1080/00220671.1984.10885581Joe Austin Home Work Research In Mathematics, School Science and Mathematics 79, no.22 (Feb 1979): 115–121.https://doi.org/10.1111/j.1949-8594.1979.tb09460.x

Positive and negative interpretation biases have been conceptualized as distinct constructs related to anxiety and social anxiety, but the field lacks psychometrically sound self-report measures to assess positive and negative interpretations of social ambiguity. This study examined the psychometric properties of the Ambiguous Social Scenarios Questionnaire (ASSQ) in two samples of 2,188 and 454 undergraduates with varying levels of anxiety. Results supported a bifactor model with a general interpretation bias factor and specific factors assessing positive and negative interpretation biases. The ASSQ demonstrated measurement invariance across genders and levels of social anxiety, as well as convergent and incremental validity with two existing measures of interpretation bias. It also demonstrated concurrent validity with attentional control, intolerance of uncertainty, total anxiety, and social anxiety and discriminant validity with emotional awareness. Findings support the ASSQ as a brief, valid, and reliable measure of positive and negative interpretation biases toward ambiguous social situations.

Over the past decade historians and educational researchers in the UK, Australia, the USA and Canada have been devoting ever increasing energy to the systematic exploration of the learning of history at the college level. Now members of the discipline have come together to nurture and to disseminate this new scholarship of teaching and learning history. They have created an international society, a website, and an electronic newsletter that should be of interest to those in other disciplines who are concerned with bringing some of the rigor they honor in traditional research to the problems they face in the classroom.

Gender-based differential item functioning in the Cannabis-Associated Problems Questionnaire: A replication and extension