Partnering to Analyze Selection of Resources by Medical Students for Case-Based Small Group Learning: A Collaboration between Librarians and Medical Educators

Librarians and medical educators analyzed the quality of information resources used by first- and second-year medical students in their case-based small group learning summaries. Librarians provided instruction on using library resources and gave formal feedback to students about appropriate resources for basic science and clinical questions. The team found that students used a high number of clinical and basic science journal articles and textbooks with a number of factors influencing their resource choices. The study demonstrates numerous areas where librarians can play a key role in assisting students to find and assess information to answer clinical questions.     

A Clinical Librarian Embedded in Medical Education: Patient-Centered Encounters for Preclinical Medical Students

Adding patient encounters and simulation to the preclinical years of medical school is becoming increasingly popular. This article describes the creation of active learning opportunities by a clinical librarian that are aimed at training preclinical students through the use of simulated patient scenarios. Scenarios for second-year students walk them through the evidence-based resources needed in clinical years and beyond through a standardized patient encounter. Scenarios for first-year students involve role-play of cases where the patient and physician bring contrasting ideas to the outpatient interaction. All scenarios are carried out under the guidance of a clinician and librarian.     

Consulting About Consulting: Young people’s views of consultation

The increasing recognition that children and young people should be consulted and involved in decision‐making about their lives is reflected in national and international legislation. A great deal of this legislation, stemming from the UN convention on the Rights of the Child (1989), requires education authorities to consult children and young people when making decisions about their education. However, little is known about how children and young people themselves would like consultation to proceed. This study held four focus groups of young people with and without Additional Support Needs (ASN) to address this question. The young people came up with many suggestions which can be used to guide future consultation work, but the main message was one of individual choice. Children and young people want to be consulted but the consultation should be tailored to their individual needs if it is to be truly successful. There are lessons to be learned for EPs and other professionals who regularly seek the views of children and young people.     

Teaching health campaigns by doing health campaigns

Courses: Health Campaigns, Health Communication, Communication Campaigns, Public Relations Campaigns, Persuasion.

Objectives: Students will demonstrate their ability to work effectively both individually and in teams to apply health communication theory to emerging, practical, on-campus health issues via formative research, multimodal message development, community engagement, and effective presentation of findings.     

The Impact of Terrorist Attack News on Moral Intuitions and Outgroup Prejudice

Using logic suggested by the model of intuitive morality and exemplars, we examined the impact of exposure to terrorist attack news coverage on the salience of moral intuitions and prosocial behavioral intentions toward outgroup members. In an experiment, participants were randomly assigned to watch news of the 2015 Paris terrorist attacks or a control news story. Afterward, we measured the salience of five moral intuitions (sensitivity to care, fairness, loyalty, authority, and purity) and the participants’ prejudice (i.e., the lack of intentions to help outgroup members). Results showed that exposure to terrorist attack news (a) increased the salience of respect for authority and subsequently (b) reduced prosocial behavioral intentions toward outgroup members. Closer inspection revealed that authority salience mediated the effect of terrorist news exposure on these behavioral intentions toward outgroup members. In a second study using the same design as in the first study, we ensured that the ingroup and the outgroup addressed in the first study were indeed perceived differently on dimensions of ingroup membership.     

The consistency of baseline assessment schemes as measures of early literacy

Ninety‐one baseline assessment schemes were approved by the Qualifications and Curriculum Authority for use by schools for the assessment of all children in England in their first seven weeks in school (age 4 to 5 years). Analysis of the content of a sample of 42 of the schemes (comprising all the schemes supplied in full to the researchers) showed considerable variation both in the level of ability demanded and of the content. This paper examines the range and balance of content across baseline assessment schemes with particular reference to literacy, and particularly writing ability. The implications of the variability demonstrated are considered with reference to the purposes of baseline assessment and to political decisions regarding changes from a system of accreditation of 91 schemes at school entry to a single national scheme at the end of the foundation stage scheme implemented in England from 2003.     

Using Postinoculation Talk to Strengthen Generated Resistance

This study builds on the burgeoning concept of integrating a vocal component into inoculation-generated resistance. Specifically, this research attempts to isolate the vocal and subvocal components of the inoculation process to clarify recent research that has raised questions about the long-standing proposition that inoculation-motivated counterarguing is an exclusively subvocal process. Furthermore, it separately measures belief levels and belief certainty. The pattern of results indicates that postinoculation talk (PIT) following exposure to the inoculation message can boost belief certainty. These findings complement recent work that suggests that the content of PIT serves reassurance and advocacy purposes.     

Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process

Parents (n = 709) were surveyed about involvement in their child's homework. A factor analysis revealed three dimensions of homework involvement similar to those found in more general studies of parenting style. These dimensions are autonomy support, direct involvement, and elimination of distractions. A fourth dimension, parental interference, differentiated itself from autonomy support for students in higher grades. Two-thirds of parents reported some negative or inappropriate form of involvement. Parenting style for homework was then related to student and family characteristics and student schooling outcomes. Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types. Parents in poorer families reported less support for autonomy and more interference. Parents reported less elimination of distractions when an adult was not at home after school and, for elementary school students, when there were more than one child living in the home. Elementary school parents of males reported more direct involvement in homework, while high school parents of females reported more direct involvement. More parental support for autonomy was associated with higher standardized test scores, higher class grades, and more homework completed. More positive parent involvement was associated with lower test scores and lower class grades, especially for elementary school students. Student attitudes toward homework were unrelated to parenting style for homework. Stage–environment fit theory and conceptions of families as varying in resources to support children are used to explain the findings and draw implications for parent behavior and educational practice.