Exploring the use of concept chains to structure teacher trainees’ understanding of science

This paper reports on a paper and pencil concept‐sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self‐study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key ideas in an increasingly complex and inclusive fashion such that a ‘chain’ is developed where the initial statements are simple and the final ones more complex. Evaluation of the strategy with trainees over a five‐year period revealed promising potential for the strategy as a self‐study tool, as well as an audit tool, enabling tutors to more easily identify misconceptions. There was some evidence that trainees found the strategy useful in preparing themselves to teach in the classroom, possibly by enabling meaningful learning to take place according to the Ausubel–Novak–Gowin theory.     

Clinical librarians,a new tribe in the UK: roles and responsibilities

Aims: The aims of this research were to determine the background, education, training experience, roles and responsibilities of practising Clinical Librarians (CL) in the UK. This paper reports the findings of a survey undertaken in 2007 at the third Clinical Librarian conference. This research builds on research undertaken by Harrison and Sargeant in 2002 and Ward in 2004, and can be considered as part of a longitudinal study of the role of the CL in the UK. Objectives: The objectives of the research were to define and gain a broad understanding of the role of the CL in the UK highlighting similarities and differences amongst the professionals and provide evidence for a baseline of skills and activities for the CL role. The type of sampling used was Judgemental. Results/analysis: Results/analysis detail the skills and activities undertaken by CLs. Searching for information for Clinicians was the activity most frequently undertaken. Developing good relationships with other healthcare professionals was considered essential. Two‐thirds of the respondents held a postgraduate library qualification. Conclusions: Crucially a new model for the UK CL role is derived drawing on the findings of this study and the existing literature.     

Increasing plantarflexion angle during landing reduces vertical ground reaction forces,loading rates and the hip’s contribution to support moment within participants

The ankle joint’s role in shock absorption during landing has been researched in many studies, which have found that landing with higher amounts of plantarflexion (PF) results in lower peak vertical ground reaction forces and loading rates. However, there has not yet been a study that compares drop landings within participants along a quantitative continuum of PF angles. Using a custom-written real-time feedback program, participants adjusted their ankles to an instructed PF angle and dropped onto two force platforms. For increasing PF, peak ground reaction force and peak loading rate during weight acceptance decreased significantly. The hip’s contribution to peak support moment decreased as PF at initial contact increased up to 30°. The ankle and knee contributions increased over this same continuum of PF angles. There appears to be no optimal PF angle based on peak ground reaction force and loading rate measurements, but there may be an optimum where joint contributions to peak support moment converge and the hip moment’s contribution is minimised.