Preliminary comparison of the performance of the National Library of Medicine's systematic review publication type and the sensitive clinical queries filter for systematic reviews in PubMed

Objective:The National Library of Medicine (NLM) inaugurated a “publication type” concept to facilitate searches for systematic reviews (SRs). On the other hand, clinical queries (CQs) are validated search strategies designed to retrieve scientifically sound, clinically relevant original and review articles from biomedical literature databases. We compared the retrieval performance of the SR publication type (SR[pt]) against the most sensitive CQ for systematic review articles (CQrs) in PubMed.Methods:We ran date-limited searches of SR[pt] and CQrs to compare the relative yield of articles and SRs, focusing on the differences in retrieval of SRs by SR[pt] but not CQrs (SR[pt] NOT CQrs) and CQrs NOT SR[pt]. Random samples of articles retrieved in each of these comparisons were examined for SRs until a consistent pattern became evident.Results:For SR[pt] NOT CQrs, the yield was relatively low in quantity but rich in quality, with 79% of the articles being SRs. For CQrs NOT SR[pt], the yield was high in quantity but low in quality, with only 8% being SRs. For CQrs AND SR[pt], the quality was highest, with 92% being SRs.Conclusions:We found that SR[pt] had high precision and specificity for SRs but low recall (sensitivity), whereas CQrs had much higher recall. SR[pt] OR CQrs added valid SRs to the CQrs yield at low cost (i.e., added few non-SRs). For searches that are intended to be exhaustive for SRs, SR[pt] can be added to existing sensitive search filters.     

The Changing Environment for Doctoral Education in Australia: implications for quality management,improvement and innovation

Although there has been considerable institutional attention to quality management and improvement in Australian higher education, concerns about the quality of doctoral education persist. This paper argues that addressing these concerns will require a shift in perspective. The conventional view of doctoral education which assumes an on‐campus, full‐time student experience, with socialisation arising formally and informally through interaction with the supervisor(s) and other academics in a university department, and which prepares the candidate for academic or other full‐time research work, is increasingly recognised as problematic. The rapid growth in candidate numbers is associated with a more diverse doctoral student population, and increasingly flexible patterns of research and study. These trends are likely to continue as they are in response to major changes in the higher education environment and changes in patterns of research activity. The argument presented is that addressing concerns for quality management, improvement and effective innovation demand the development of a research‐based wholistic conceptual framework for doctoral education which integrates all aspects of the doctoral education experience, and a focus on constructing and evaluating doctoral programmes in their particular organisational settings and physical locations.     

Facilitating the Learning of Transitional Students: strategies for success for all students

This paper outlines successful strategies facilitating the learning of international students making the transition to an Australian university campus from colleges elsewhere. Starting university as “second‐year” students they were without the institutional infrastructure and support normally provided for “first‐year” students. Although the strategies adopted were motivated by a desire to develop the communication skills, critical thinking and independence of transitional students, they were of potential benefit to all students. This paper documents a programme of extra learning support that has evolved through the collaboration of the authors. The results include reduced failure rates and improved student participation and performance through the development of a progressively more interactive approach, although gender differences have become apparent. The findings support the notion that curriculum redesign promoting interaction, autonomy and reflection combined with a collaborative programme integrating appropriate language and learning skills development with course content, can potentially benefit all students, and especially transitional students.     

Instructional Design and Powerful Learning

Skillfully executed, instructional design can result in effective and efficient means to meet learning goals. However, more powerful learning experiences seem to go beyond effectiveness, efficiency, appeal, and even predetermined goals. This study sought to identify the key features of instructional design, to determine the nature of powerful learning experiences, and to explore how the two might relate. A survey of experts and a series of interviews with adult learners revealed overlap in some areas, for example, in the perceived importance of active engagement in authentic situations, and clear differences in others, most significantly the importance placed by learners on continual face‐to‐face personal interaction with a mentor/expert teacher. Speculations are offered on what similar results from additional studies might imply with regard to design actions and choices, and questions for further research are posed.     

Tertiary Education and Management (TEAM)

Instructions for Authors

Tertiary Education and Management (TEAM)