Take Me to Your (Male) Leader

This article reports on a nationwide survey which revealed some important gender differences in regard to the training of mountain leaders. An earlier study revealed a significant imbalance in the numbers of women involved in the leadership scheme and a significant drop-out of women progressing through that scheme. It suggested that a possible reason may be intrinsic to some parts of the syllabus. The present study examines this hypothesis. It provides clear support by revealing a number of differences in the way men and women perceive and use the scheme. Specifically, it shows a clear pattern in which items deemed to be useful by men are not seen to be useful by women and vice versa. The findings are discussed in terms of the requirement for women's needs to be considered not only in terms of how courses for mountain leaders are marketed and delivered, but also in terms of their aims and how they are constructed.     

Between a “ROC” and a School Place: The Role of Racial Opportunity Cost in the Educational Experiences of Academically Successful Students of Color

Despite numerous reform efforts, schools have not achieved equitable academic outcomes for all students. To better identify where schools have failed, research has sought to understand the complex role the school environment plays in mediating academic success, particularly for students of color. In this article, we forward the concept of racial opportunity cost and then use it as a lens to encapsulate the price academically successful students of color pay in their pursuit of school success. Through individual and focus group interviews, 18 African American and Latina/o students revealed nuances of the costs their academic achievement brought in the racialized, White-normed spaces that often permeated their school cultures. The purpose of this article is to provide theoretical support for the racial opportunity cost concept using existing interdisciplinary scholarship and to describe the racial opportunity costs that emerged from our analysis of student interviews.     

Medical students' reactions to anatomic dissection and the phenomenon of cadaver naming

The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body donation. The authors developed a 33‐question electronic survey to which 1,156 medical students at 12 medical schools in the United States voluntarily responded (November 2011–March 2012). They also surveyed course directors from each institution regarding their curricula and their observations of students' coping mechanisms. The majority of students (574, 67.8%) named their cadaver. Students most commonly cited the cadaver's age as the reason they chose a particular name for the cadaver. A minority of the students who did not name the cadaver reported finding the practice of naming disrespectful. Almost all students indicated that they would have liked to know more about their donor, particularly his or her medical history. Finally, students who knew the birth name of the donor used it less frequently than predicted. The authors found that the practice of naming cadavers is extremely prevalent among medical students and that inventive naming serves as a beneficial coping mechanism. The authors suggest that developing a method of providing students with more information about their cadaver while protecting the anonymity of the donor and family would be useful. Anat Sci Educ 7: 169–180. © 2013 American Association of Anatomists.     

Citation bias in otolaryngology systematic reviews

Objective:Reproducibility of systemic reviews (SRs) can be hindered by the presence of citation bias. Citation bias may occur when authors of SRs conduct hand-searches of included study reference lists to identify additional studies. Such a practice may lead to exaggerated SR summary effects. The purpose of this paper is to examine the prevalence of hand-searching reference lists in otolaryngology SRs.Methods:The authors searched for systematic reviews published in eight clinical otolaryngology journals using the Cochrane Library and PubMed, with the date parameter of January 1, 2008, to December 31, 2017. Two independent authors worked separately to extract data from each SR for the following elements: whether reference lists were hand-searched, other kinds of supplemental searching, PRISMA adherence, and funding source. Following extraction, the investigators met to review discrepancies and achieve consensus.Results:A total of 539 systemic reviews, 502 from clinical journals and 37 from the Cochrane library, were identified. Of those SRs, 72.4% (390/539) hand-searched reference lists, including 97.3% (36/37) of Cochrane reviews. For 228 (58.5%) of the SRs that hand-searched reference lists, no other supplemental search (e.g., search of trial registries) was conducted.Conclusions:These findings indicate that hand-searching reference lists is a common practice in otolaryngology SRs. Moreover, a majority of studies at risk of citation bias did not attempt to mitigate the bias by conducting additional supplemental searches. The implication is that summary effects in otolaryngology systematic reviews may be biased toward statistically significant findings.     

The Agenda-Setting Function of National Versus Local Media: A Time-Series Analysis for the Issue of Same-Sex Marriage

This study compares the agenda-setting effects of national and local media on public salience in a market where an issue was both local and national with the effects in a market where it was primarily national. A new measure of public salience is also introduced. Results indicate that agenda-setting effects of local and national media are very different, with local media exerting a stronger agenda-setting influence when the issue is both local and national.     

‘Take more time to actually listen’: students' reflections on participation and negotiation in school

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.