Exploring eye movements of experienced and novice readers of medical texts concerning the cardiovascular system in making a diagnosis

This study used the eye‐tracking method to explore how the level of expertise influences reading, and solving, two written patient cases on cardiac failure and pulmonary embolus. Eye‐tracking is a fairly commonly used method in medical education research, but it has been primarily applied to studies analyzing the processing of visualizations, such as medical images or patient video cases. Third‐year medical students (n = 39) and residents (n = 13) read two patient case texts in an eye‐tracking laboratory. The analysis focused on the diagnosis made, the total visit duration per text slide, and eye‐movement indicators regarding task‐relevant and task‐redundant areas of the patient case text. The results showed that almost all participants (48/52) made the correct diagnosis of the first patient case, whereas all the residents, but only 17 students, correctly diagnosed the second case. The residents were efficient patient‐case‐solvers: they reached the correct diagnoses, and processed the cases faster and with a lower number of fixations than did the students. Further, the students and residents demonstrated different reading patterns with regard to which slides they proportionally paid most attention. The observed differences could be utilized in medical education to model expert reasoning and to teach the manner in which a good medical text is constructed. Eye‐tracking methodology appears to have a great deal of potential in evaluating performance and growing diagnostic expertise in reading medical texts. However, further research using medical texts as stimuli is required. Anat Sci Educ 10: 23–33. © 2016 American Association of Anatomists.     

What's so inclusive about an inclusion room? Staff perspectives on student participation,diversity and equality in an English secondary school

This article by Gwen Gilmore, a lecturer in the School of Curriculum and Pedagogy at Massey University, draws on a research project which explored the nature, extent and characteristics of a disciplinary inclusion room (IR) in a secondary school in the south‐west of England using a Cultural Historical Activity Theory framework. In five years to 2010 this school reduced fixed‐term exclusion from a 10% rate to less than 0.01%. At the same time school attainment improved, with the percentage of students attaining grades A*–C in GCSEs increasing from 43% to 73%. The school under study was located within an Excellence in Cities and Behaviour Improvement Partnership initiative. The mixed methods used to inform this article include analysis of school documents, staff on‐line questionnaire and nine in‐depth interviews. Staff views of the IR indicated a dynamic, interactive model and the potential for increased discourse around inclusion informed by joint problem solving in context. This research suggests that a disciplinary IR and associated systems can complement educational goals. The findings prompt a reconsideration of the role of discipline provision and give strength to inclusive, educationally based practice. This article, the literature and research are also informed by a matched Year 8 and 9 student questionnaire and interviews with nine students who attended the IR.     

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.     

The European dilemma: evaluating the implications of UEFA Europa League participation on English Premier League clubs

For clubs qualifying for the UEFA Europa League, participation generates a series of tensions. UEFA has provided financial rewards for those clubs, but with qualification comes additional pressures on playing squads which are often less able to deal with the performative demands of an extra competition, as they generally possess fewer financial resources compared with teams gaining Champions League qualification. This paper evaluates these conflicting tensions. The study takes a detailed quantitative analysis of the costs and benefits for four Premier League clubs that have repeatedly participated in the Europa League over eight seasons. It demonstrates a positive financial benefit of participation, but this is only significant if the club progresses to the later competition stages and has a robust playing squad. This research fills a gap in a lack of analysis based on reliable empirical data as to the impact of participation in this competition on clubs.