Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment

Question:

Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning?

Setting:

The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM''s educational and clinical environments.

Methods:

A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians'' literature search strategies, results, and conclusions. Librarians provided support to clinicians'' literature searches and assessed their presentations using a checklist.

Main Results:

Outcome data showed clinicians'' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided.

Conclusion:

IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.     

Social Philosophy of Sport: A Critical Interpretation*

In this article I argue both that an understanding of sport’s general character as competitive play can help us to read Homer more insightfully and that this reading can boomerang back to us to further illuminate the sport as competitive play thesis. My overall method is that of (Rawlsian) reflective equilibrium. The three sections of Homer that I examine are the Phaiacian games in Book 8 of the ‘Odyssey’, the Patroclos games in Book 23 of the ‘Iliad’, and the Penelope games in Books 21–22 of the ‘Odyssey’.     

Effects of endurance and high-intensity swimming exercise on the redox status of adolescent male and female swimmers

Abstract

Throughout adolescence, swimmers begin to carry out demanding endurance and high-intensity training sets, the effect of which on redox status is largely unknown. The aim of the present study was to investigate the effects of 2000-m continuous swimming and 6 × 50-m maximal swimming on the redox status of adolescent swimmers. Fifteen male and 15 female swimmers, aged 14–18 years, provided blood samples before, immediately after, 1 h after, and 24 h after each exercise for the determination of redox status parameters. Oxidative damage was short-lived and manifest as increases in 8-hydroxy-2?-deoxyguanosine (8-OHdG) 1 h after high-intensity exercise (39%, P < 0.001) and in malondialdehyde immediately after both exercises (65%, P < 0.001). Alterations in antioxidant parameters were sustained during recovery: reduced glutathione decreased 24 h post-exercise (11%, P = 0.001), uric acid increased gradually after high-intensity exercise (29%, P < 0.001) and bilirubin peaked 24 h post-exercise (29%, P < 0.001). Males had higher 8-OHdG (49%, P = 0.001) and uric acid (29%, P < 0.001) concentrations than females. However, females showed higher values of malondialdehyde than males immediately post-exercise (30%, P = 0.039), despite lower pre-exercise values. In conclusion, both endurance and high-intensity exercise perturbed the redox balance without inducing prolonged oxidative damage in trained adolescent male and female swimmers. These swimming training trials were not found to be detrimental to the redox homeostasis of adolescents.     

Prestige and Regional Mobility of Doctoral Faculty in Graduate Departments of Physical Education

Abstract

Positive values for fairness in competition are supposed to undergird the behavior of athletes engaged in sport. Whether athletes' values actually develop over 4 years in a college that emphasizes character development is the focus of this study. Athletes' (N = 631) use of deontological ethics (Hahm, Beller &; Stoll, 1989) in 21 sports value dilemmas were evaluated. At entrance, as well as near graduation, intercollegiate athletes' value scores were lower than intramural athletes' scores. Both groups' scores declined while they were in college. Individual-sport athletes had higher scores than team-sport athletes but manifested a greater decline over 4 years. The findings are consistent with other studies that show decreases in “sportsmanship orientation” and an increase in “professional” attitudes associated with participation in sport.     

The 1980 C. H. McCloy Research Lecture: Psychophysiology of Self-Awareness during Vigorous Physical Activity

The aim of this study was to compare the effects of physical practice with PETTLEP-based (Physical, Environment, Task, Timing, Learning, Emotion and Perspective; Holmes &; Collins, 2001) imagery and PETTLEP + physical practice interventions on golf bunker shot performance. Thirty-two male county- or international-level golfers were assigned to one of four groups; PETTLEP imagery, physical practice, PETTLEP + physical practice, or control. The PETTLEP imagery group imaged 15 bunker shots, their interventions incorporating PETTLEP components, such as physical, environment, and emotion, twice a week. The physical practice group physically performed their 15 bunker shots twice per week; the PETTLEP + physical practice group performed PETTLEP imagery once per week and physical practice once per week. Each group performed their respective tasks for 6 weeks. Pre- and posttests consisted of 15 bunker shots, with points awarded according to the ball proximity to the pin. All groups improved significantly (p < .01) from pre- to posttest, and the PETTLEP + physical practice group improved more (p < .05) than the PETTLEP and physical practice groups. However, there was no significant difference between the physical practice and PETTLEP groups (p > .05). Findings, therefore, support the effectiveness of PETTLEP in enhancing golf performance, especially when combined with physical practice.     

Developing a test for exploring student performance in a complex domain: Challenges faced,decisions made,and implications drawn

This paper illustrates the application of existing guidelines to develop a test grounded in theoretical perspectives and empirical findings in the area of problem solving. By documenting this process, the paper outlines the challenges test developers face when seeking to construct a theory/research-driven test, discusses the decisions made at different junctures, and emphasizes that the findings from test administration need to be seen in perspective of those decisions. Moving beyond the guidelines proposed in the literature on test development, the paper also suggests that the results of test administration be linked to instruction and explores how instruction could have informed and might be informed by these findings.