Expert Workshop Assesses the Significance of Birth Location on Maternal and Infant Outcomes

On March 6–7, 2013, some of the greatest minds in research and the provision of maternity care came together for a workshop on “Research Issues in the Assessment of Birth Settings,” hosted by the prestigious Institute of Medicine (IOM) and sponsored by the W.K. Kellogg Foundation.     

A longitudinal evaluative study of student difficulties with engineering graphics

We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed.

Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage.     

What to Teach?

In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.     

Research and the ambiguity of reflexivity and ethical practice

This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher – changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean – for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher.     

Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

ABSTRACT

There is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing children and 36 healthy adults using the classic triplet-learning paradigm. Auditory SL was significantly associated with sentence reading fluency (Woodcock Johnson III Test of Achievement) in the combined sample of children and adults after controlling for age and nonverbal intelligence. In further analysis of the child data, auditory SL was significantly associated with nonword reading accuracy (Woodcock Reading Mastery Test), a relationship which appeared to be mediated by phonological processing abilities (Comprehensive Test of Phonological Processing). These findings suggest that auditory SL might contribute more strongly to certain aspects of reading development compared to visual SL.     

Recognition of substantial equivalence of engineering competence: the Canada—France mutual recognition agreement

Recognition at the full professional level of engineers coming from two different countries with totally different systems is a very difficult task. However, in the context of globalization of all human activities, particularly engineering services, it is essential that well-developed countries take very serious efforts using an open-minded approach to establish the parameters that will permit the ultimate objective of international recognition to be achieved. While there are many ways to move toward this objective, one recognized method of making very important steps is certainly the signature of mutual recognition agreements by major players in the trade of engineering services. In this context, this paper presents the features of a bilateral agreement that has been signed between France and Canada for the recognition of engineers at the full professional level from both countries. This agreement is the first of its kind for Canada. Many features of the agreement are worthy of note for others trying to identify the parameters to achieve an agreement between two countries having very different systems. How this success was achieved is explained, giving full attention to those factors that contributed to the conclusion of this agreement.     

What are secondary students’ expectations for teachers in virtual school environments?

A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.     

Prior degree and student assessment performance: how can evidence guide decisions on assessment policy?

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds.     

Using Wikis to Collaboratively Prepare for Qualifying Examinations:

This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively participate in or plan for collaborative qualifying examination preparation.