Is an intervention using computer software effective in literacy learning? A randomised controlled trial

Background: computer software is widely used to support literacy learning. There are few randomised trials to support its effectiveness. Therefore, there is an urgent need to rigorously evaluate computer software that supports literacy learning.

Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.

Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).

Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools.     

Maltreatment of children with disabilities: training needs for a collaborative response

PROBLEM STATEMENT: There is a dearth of research on how to respond to children with disabilities who have been maltreated. The literature that does exist recommends a collaborative team approach, with each team member possessing a broad understanding of the special considerations of working with children with disabilities. The literature does not define current understanding levels of response team members in comparison to essential knowledge levels. METHOD: The current study used a needs assessment instrument tailored to each of three key groups: parents, educators, and investigators. Respondents were asked about their knowledge level, experience with, and training interests on maltreatment of children with disabilities. RESULTS: While respondents seemed to have a cursory awareness in some of the topic areas, their knowledge levels were not extensive in most of the survey areas. A majority of respondents were willing to attend training, and all three groups ranked the recognition of maltreatment of children with disabilities as a top training priority. CONCLUSIONS: It was concluded that these integral players in the response to maltreatment of children with disabilities are receptive to becoming more effective partners, by attending training to bridge the knowledge gaps they possess. The current study helps document the nature of those knowledge gaps and, thereby informs the development of training programs for building a more coordinated and informed response to maltreatment of children with disabilities.     

20世纪本科生医学教育中的基础医学课程

本文论述了过去100年中基础医学科学在本科生医学课程中的作用和课程改革,讨论了进入21世纪之际仍然反映在医学教育中科学与技艺之间的紧张关系。