1
|
Garivaldis FJ, Chung J, Braganza L, Arulkadacham L, Sharma R, Reupert A, McKenzie S, Rose G, Gupta T, Aziz Z, Mowbray T, Ilic D, Mundy M. Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students. Educ Technol Res Dev 2022; 70:531-558. [PMID: 35228785 PMCID: PMC8865495 DOI: 10.1007/s11423-022-10090-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/30/2022] [Indexed: 06/14/2023]
Abstract
The global online education sector has been rising rapidly, particularly during and after the events of 2020, and is becoming mainstream much sooner than expected. Despite this, research studies report higher levels of perceived isolation, difficulties with engagement, and higher attrition rates in online compared to equivalent on-campus programs. Reasons include restrictions to the type of institutional support accessible by online students, and the lack of comprehensiveness of orientation resources. This paper describes the collaborative efforts by a cross-faculty academic team, supported by a community of practice, to create a university-wide online orientation resource-the Monash Online Learning Hub (MOLH). The development of the MOLH involved multiple phases, including an analysis of current practice, resource design and content creation, formative evaluation by staff and students, and successful integration into the university's mainstream student orientation platform for widescale implementation. The methods adopted were varied, and involved generating both qualitative and quantitative data across multiple phases of development from online education experts at the University, that culminated in the gradual building and refinement of the MOLH. Final outcomes, implications and lessons learned are also discussed in this paper.
Collapse
Affiliation(s)
- Filia Joanne Garivaldis
- Monash Sustainable Development Institute, Monash University, 8 Scenic Boulevard, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Jennifer Chung
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Leah Braganza
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Lilani Arulkadacham
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Richa Sharma
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Andrea Reupert
- Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Stephen McKenzie
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
- Present Address: The University of Melbourne, Redmond Barry Building, Parkville, Melbourne, VIC 3010 Australia
| | - Geoffrey Rose
- Department of Civil Engineering, Institute of Transport Studies, Monash University, 23 College Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Timsy Gupta
- School of Allied Health, Human Services & Sport, La Trobe University, Bundoora, Melbourne, VIC 3086 Australia
| | - Zahra Aziz
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Tony Mowbray
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| | - Dragan Ilic
- School of Public Health and Preventative Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004 Australia
| | - Matthew Mundy
- School of Psychological Sciences, Monash University, 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
| |
Collapse
|
2
|
Sapkaroski D, Mundy M, Dimmock MR. Immersive virtual reality simulated learning environment versus role-play for empathic clinical communication training. J Med Radiat Sci 2021; 69:56-65. [PMID: 34706398 PMCID: PMC8892424 DOI: 10.1002/jmrs.555] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Revised: 10/12/2021] [Accepted: 10/13/2021] [Indexed: 11/25/2022] Open
Abstract
Introduction The use of immersive virtual reality simulated learning environments (VR SLEs) for improving clinical communication can offer desirable qualities including repetition and determinism in a safe environment. The aim of this study was to establish whether the mode of delivery, VR SLE versus clinical role‐play, could have a measurable effect on clinical empathic communication skills for MRI scenarios. Methods A split‐cohort study was performed with trainee practitioners (n = 70) and qualified practitioners (n = 9). Participants were randomly assigned to four groups: clinician VR (CVR), clinician role‐play (CRP), trainee VR (TVR), and trainee RP (TRP). Clinical communication skills were assessed using two methods: firstly, a self‐reported measure – the SE‐12 communication questionnaire and, secondly, a training and assessment tool developed by a panel of experts. Results Participants in the VR trainee (TVR) and clinician (CVR) groups reported 11% (P < 0.05) and 7.2% (P < 0.05) improvements in communication confidence post training, whereas trainees assigned to the role‐play (TRP) intervention reported a 4.3% (P < 0.05) improvement. Empirical assessment of communication training scores assessing a participant’s ability to select empathic statements showed the TVR group performed 5% better on average than their role‐play counterparts (P < 0.05). Conclusion The accuracy of participant's selection of appropriate empathic responses was shown to differ significantly following the training intervention designed to improve interactions with patients that present for an MRI scan. The results may demonstrate the capacity for immersion into an emotional narrative in a VR environment to increase the user’s susceptibility for recalling and selecting empathic terminology.
Collapse
Affiliation(s)
- Daniel Sapkaroski
- Department of Medical Imaging & Radiation Sciences, Faculty of Medicine, Nursing & Health Sciences, School of Biomedical Sciences, Monash University, Clayton, Victoria, Australia
| | - Matthew Mundy
- Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia.,Sir Peter MacCallum Department of Oncology, The University of Melbourne, Melbourne, Victoria, Australia
| | - Matthew Richard Dimmock
- Department of Medical Imaging & Radiation Sciences, Faculty of Medicine, Nursing & Health Sciences, School of Biomedical Sciences, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
3
|
Roberts CM, Spitz G, Mundy M, Ponsford JL. Retrograde Autobiographical Memory From PTA Emergence to Six-Month Follow-Up in Moderate to Severe Traumatic Brain Injury. J Neuropsychiatry Clin Neurosci 2019; 31:112-122. [PMID: 30404534 DOI: 10.1176/appi.neuropsych.18010015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVE The overwhelming focus of research on memory following traumatic brain injury (TBI) has been on anterograde amnesia, and very little attention has been paid to retrograde amnesia. There is evidence to suggest that retrograde autobiographical memory deficits exist after severe TBI, although there have been no prospective studies of autobiographical memory in a representative sample of moderate to severe cases recruited from hospital admissions. METHODS The purpose of the present study was to report changes in autobiographical memory performance among a group of patients soon after emergence from posttraumatic amnesia (PTA) and at the 6-month follow-up compared with a healthy control (HC) group. The authors also examined associations with anterograde memory function and community integration to assist in understanding the functional impact of autobiographical memory deficits and potential underlying mechanisms. The Autobiographical Memory Interview and the Rey Auditory Verbal Learning Test were used as measures of retrograde and anterograde memory, respectively, and the Community Integration Questionnaire was used as a measure of functional outcome in the TBI group. RESULTS The results demonstrated that both personal semantic and episodic autobiographical memory scores were impaired following emergence from PTA and at the 6-month follow-up. Only subtle differences emerged in change over time in different injury severity groups. Recent retrograde memory function was associated with anterograde memory performance, which supports some degree of overlap in underlying mechanisms. CONCLUSIONS The findings suggest that autobiographical memory deficits are prevalent following moderate to severe TBI and warrant consideration in rehabilitation.
Collapse
Affiliation(s)
- Caroline M Roberts
- From the Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia (CMR, GS, MM, JLP); the Monash-Epworth Rehabilitation Research Centre, Melbourne, Australia (CMR, GS, JLP); and Epworth Healthcare, Melbourne, Australia (JLP)
| | - Gershon Spitz
- From the Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia (CMR, GS, MM, JLP); the Monash-Epworth Rehabilitation Research Centre, Melbourne, Australia (CMR, GS, JLP); and Epworth Healthcare, Melbourne, Australia (JLP)
| | - Matthew Mundy
- From the Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia (CMR, GS, MM, JLP); the Monash-Epworth Rehabilitation Research Centre, Melbourne, Australia (CMR, GS, JLP); and Epworth Healthcare, Melbourne, Australia (JLP)
| | - Jennie L Ponsford
- From the Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia (CMR, GS, MM, JLP); the Monash-Epworth Rehabilitation Research Centre, Melbourne, Australia (CMR, GS, JLP); and Epworth Healthcare, Melbourne, Australia (JLP)
| |
Collapse
|
4
|
Sapkaroski D, Mundy M, Dimmock MR. Virtual reality versus conventional clinical role-play for radiographic positioning training: A students' perception study. Radiography (Lond) 2019; 26:57-62. [PMID: 31902456 DOI: 10.1016/j.radi.2019.08.001] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2019] [Revised: 08/15/2019] [Accepted: 08/18/2019] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Simulated learning environments (SLEs) are commonly utilised by educational institutions. The aim of this study was to assess if students perceptions varied relating to the effectiveness of either a virtual reality (VR) simulation or traditional clinical role-play scenario in developing radiographic hand positioning skills. METHODS A split-cohort study was performed with Year 1 Undergraduate Radiography students (n = 76). Students were randomly assigned to undertake training for radiographic hand positioning tasks using either the CETSOL VR Clinic software (Group 1) or traditional clinical role-play (Group 2). Following completion of their positioning training, students' perceived impact of the SLE on developing practical and technical skills were assessed using a 5-point Likert scale questionnaire and free text option. RESULTS Quantitative student perception scores indicated no significant difference between the two simulation modalities, the mean agreement scores (combined strongly agree + agree) for Groups 1 and 2 were 74.8% and 83.8%, respectively, where χ2 (4, n = 66) = 9.5, p-value = 0.394. Key themes expressed by students following a thematic analysis were "engagement with the learning environment, positioning practice and comparability to clinical practice. CONCLUSION The perceptions of novice students in training for radiographic hand positioning tasks, using either a VR SLE or clinical role-play scenario, did not differ. There was a strong similarity in common themes, however, a key point of difference identified was the benefit of repetition afforded by the VR simulation, in contrast to the need for more time using traditional role-play in a constrained laboratory setting. IMPLICATIONS FOR PRACTICE The lack of difference in student perceptions between VR and clinical role-play training, could offer a different approach to clinical training which is easily accessible and allows users to correct mistakes at their own pace.
Collapse
Affiliation(s)
- D Sapkaroski
- Department of Medical Imaging & Radiation Sciences, School of Biomedical Sciences, Faculty of Medicine, Nursing & Health Sciences, Monash University, Building 13C, Room 108, Clayton, VIC, 3800, Australia; School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Victoria, Australia.
| | - M Mundy
- Department of Medical Imaging & Radiation Sciences, School of Biomedical Sciences, Faculty of Medicine, Nursing & Health Sciences, Monash University, Building 13C, Room 108, Clayton, VIC, 3800, Australia; School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Victoria, Australia
| | - M R Dimmock
- Department of Medical Imaging & Radiation Sciences, School of Biomedical Sciences, Faculty of Medicine, Nursing & Health Sciences, Monash University, Building 13C, Room 108, Clayton, VIC, 3800, Australia; School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Victoria, Australia
| |
Collapse
|
5
|
Palermo C, King O, Brock T, Brown T, Crampton P, Hall H, Macaulay J, Morphet J, Mundy M, Oliaro L, Paynter S, Williams B, Wright C, E Rees C. Setting priorities for health education research: A mixed methods study. Med Teach 2019; 41:1029-1038. [PMID: 31141390 DOI: 10.1080/0142159x.2019.1612520] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann-Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice.
Collapse
Affiliation(s)
- Claire Palermo
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
| | - Olivia King
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
| | - Tina Brock
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University , Parkville , VIC , Australia
| | - Ted Brown
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Occupational Therapy, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Paul Crampton
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Health Professions Education Unit, Hull York Medical School , York , UK
| | - Helen Hall
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Nursing and Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Janet Macaulay
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- School of Biomedical Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Julia Morphet
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Nursing and Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Matthew Mundy
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- School of Psychological Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Louise Oliaro
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Social Work, Faculty of Medicine Nursing and Health Sciences, Monash University , Caulfield , VIC , Australia
| | - Sophie Paynter
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Physiotherapy, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Brett Williams
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Caroline Wright
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Medical Imaging & Radiation Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Charlotte E Rees
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
| |
Collapse
|
6
|
Chen B, Mundy M, Tsuchiya N. Metacognitive Accuracy Improves With the Perceptual Learning of a Low- but Not High-Level Face Property. Front Psychol 2019; 10:1712. [PMID: 31396138 PMCID: PMC6667671 DOI: 10.3389/fpsyg.2019.01712] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2018] [Accepted: 07/09/2019] [Indexed: 12/02/2022] Open
Abstract
Experience with visual stimuli can improve their perceptual performance, a phenomenon termed visual perceptual learning (VPL). VPL has been found to improve metacognitive measures, suggesting increased conscious accessibility to the knowledge supporting perceptual decision-making. However, such studies have largely failed to control objective task accuracy, which typically correlates with metacognition. Here, using a staircase method to control this confound, we investigated whether VPL improves the metacognitive accuracy of perceptual decision-making. Across 3 days, subjects were trained to discriminate faces based on their high-level identity or low-level contrast. Holding objective accuracy constant across training days, perceptual thresholds decreased in both tasks, demonstrating VPL in our protocol. However, whilemetacognitive accuracy was not affected by face contrast VPL, it was decreased by face identity VPL. Our findings couldbe parsimoniously explained by a dual-stage signal detection theory-based model involving an initial perceptual decision-making stage and a second confidence judgment stage. Within this model, internal noise reductions for both stages accounts for our face contrast VPL result, while only first stage noise reductions accounts for our face identity VPL result. In summary, we found evidence suggesting that conscious knowledge accessibility was improved by the VPL of face contrast but not face identity.
Collapse
Affiliation(s)
- Benjamin Chen
- School of Psychological Sciences, Faculty of Biomedical and Psychological Sciences, Monash University, Melbourne, VIC, Australia
| | - Matthew Mundy
- School of Psychological Sciences, Faculty of Biomedical and Psychological Sciences, Monash University, Melbourne, VIC, Australia.,Monash Institute of Cognitive and Clinical Neuroscience, Monash University, Melbourne, VIC, Australia
| | - Naotsugu Tsuchiya
- School of Psychological Sciences, Faculty of Biomedical and Psychological Sciences, Monash University, Melbourne, VIC, Australia.,Monash Institute of Cognitive and Clinical Neuroscience, Monash University, Melbourne, VIC, Australia
| |
Collapse
|
7
|
Mundy M. Fatal distraction – how can we assist sleep deprived parents? Pathology 2019. [DOI: 10.1016/j.pathol.2018.12.412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
8
|
Roberts CM, Spitz G, Mundy M, Ponsford JL. Prospective evaluation of first and last memory reports following moderate to severe traumatic brain injury. J Clin Exp Neuropsychol 2018; 41:109-117. [DOI: 10.1080/13803395.2018.1490392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Caroline M. Roberts
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
- Monash-Epworth Rehabilitation Research Centre, Richmond, VIC, Australia
| | - Gershon Spitz
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
- Monash-Epworth Rehabilitation Research Centre, Richmond, VIC, Australia
| | - Matthew Mundy
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
| | - Jennie L. Ponsford
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
- Monash-Epworth Rehabilitation Research Centre, Richmond, VIC, Australia
- Epworth Healthcare, Richmond, VIC, Australia
| |
Collapse
|
9
|
Roberts JE, Burchinal MR, Jackson SC, Hooper SR, Roush J, Mundy M, Neebe EC, Zeisel SA. Otitis media in childhood in relation to preschool language and school readiness skills among black children. Pediatrics 2000; 106:725-35. [PMID: 11015515 DOI: 10.1542/peds.106.4.725] [Citation(s) in RCA: 41] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE To examine whether otitis media with effusion (OME) and associated hearing loss (HL) during the first 5 years of life were related to children's language skills during the preschool years and to school readiness skills at entry to kindergarten. METHODS In a prospective study, the ears of 85 black children primarily from low-income families and recruited from community-based childcare programs were repeatedly examined from 6 months to 5 years of age for the presence of OME and from 6 months to 4 years of age for HL when well and ill with OME. Assessments were made annually of the children's child-rearing environments at home and in childcare, and children's language skills between 3 and 5 years of age and readiness skills in literacy and math were evaluated at entry into kindergarten. RESULTS Children had either bilateral or unilateral OME approximately 30.4% and HL 19.6% of the observation time. OME and associated HL were significantly positively correlated with some measures of expressive language at 3 and 4 years of age; however, these direct relationships were no longer significant when the child's gender, socioeconomic status, maternal educational level, and the responsiveness and support of the home and childcare environments were also considered. Further, both OME and HL were moderately correlated with school readiness skills at entry to school, with children having more OME scoring lower in verbal math problems and with children with more HL scoring lower in math and recognizing incomplete words. These associations continued to remain significant even after partialing out the child and family background factors. CONCLUSIONS There was not a significant relationship between children's early OME history or HL and language skills during the preschool years. However, children with more frequent OME had lower scores on school readiness measures. These associations were moderate in degree, however, and the home environment was more strongly related to academic outcomes than was OME or HL. These results should be interpreted cautiously when generalizing to other populations.
Collapse
Affiliation(s)
- J E Roberts
- Frank Porter Graham Child Development Center, Department of Allied Health Sciences University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-8180, USA.
| | | | | | | | | | | | | | | |
Collapse
|
10
|
Abstract
Complex industrial environments involve cooperation between operators and automation. The strategies used to allocate tasks to automation are a crucial component of that cooperation and are known to be affected by the operators' trust in the automation. In 2 simulated process control experiments, the authors compared trust in automation with trust in human partners in equivalent situations. Experiment 1 found the relationship between trust and task allocation to be qualitatively identical, but quantitatively attenuated, for human partners as compared with automation. Experiment 2 additionally identified the operators' trustworthiness, as they thought it would be perceived by a human partner, as crucial to task allocation under human collaboration but not under automation. The results imply that human collaboration benefits from calibration of people's assessment of how others perceive them.
Collapse
Affiliation(s)
- S Lewandowsky
- Department of Psychology, University of Western Australia, Nedlands, Australia.
| | | | | |
Collapse
|
11
|
Abstract
Complex industrial environments involve cooperation between operators and automation. The strategies used to allocate tasks to automation are a crucial component of that cooperation and are known to be affected by the operators' trust in the automation. In 2 simulated process control experiments, the authors compared trust in automation with trust in human partners in equivalent situations. Experiment 1 found the relationship between trust and task allocation to be qualitatively identical, but quantitatively attenuated, for human partners as compared with automation. Experiment 2 additionally identified the operators' trustworthiness, as they thought it would be perceived by a human partner, as crucial to task allocation under human collaboration but not under automation. The results imply that human collaboration benefits from calibration of people's assessment of how others perceive them.
Collapse
Affiliation(s)
- S Lewandowsky
- Department of Psychology, University of Western Australia, Nedlands, Australia.
| | | | | |
Collapse
|
12
|
Roberts JE, Burchinal MR, Zeisel SA, Neebe EC, Hooper SR, Roush J, Bryant D, Mundy M, Henderson FW. Otitis media, the caregiving environment, and language and cognitive outcomes at 2 years. Pediatrics 1998; 102:346-54. [PMID: 9685437 DOI: 10.1542/peds.102.2.346] [Citation(s) in RCA: 56] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE To examine the relationship between otitis media with effusion (OME) and associated hearing loss between 6 and 24 months of age and children's language and cognitive development at 2 years of age. STUDY DESIGN A prospective cohort design in which 86 African-American infants who attended group child-care centers were recruited between 6 and 12 months of age. Between 6 and 24 months, assessments included serial ear examinations using otoscopy and tympanometry, serial hearing tests, two ratings of the childrearing environment at home and in child care, and language and cognitive outcomes at 2 years. RESULTS Children experienced either unilateral or bilateral OME an average of 63% and reduced hearing sensitivity an average of 44% of the time between 6 and 24 months of age. Although proportion of time with OME or with hearing loss was modestly correlated with measures of language and cognitive skills, these relationships were no longer significant when the ratings of the home and child-care environments were also considered. Children with more OME or hearing loss tended to live in less responsive caregiving environments, and these environments were linked to lower performance in expressive language and vocabulary acquisition at 2 years. CONCLUSIONS Both OME and hearing loss were more strongly related to the quality of home and child-care environments than to children's language and cognitive development. Study results might be explained either by suggesting that children in less responsive caregiving environments experience conditions that make them more likely to experience OME and/or by suggesting that it may be more difficult for caregivers to be responsive and stimulating with children with more OME.
Collapse
Affiliation(s)
- J E Roberts
- Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-8180, USA
| | | | | | | | | | | | | | | | | |
Collapse
|
13
|
Roush J, Bryant K, Mundy M, Zeisel S, Roberts J. Developmental changes in static admittance and tympanometric width in infants and toddlers. J Am Acad Audiol 1995; 6:334-8. [PMID: 7548933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Longitudinal measures of peak-compensated static acoustic admittance and tympanometric width are reported for infants and toddlers from 6 months to 30 months of age, based on over 1600 assessments of 88 children during a 24-month period. The subjects were all African-American children in full-time day care. Significant age effects were observed, with younger children displaying lower static admittance values and wider tympanograms. The results of this investigation underscore the importance of age- and population-specific norms when using acoustic admittance measures to evaluate middle ear status in children.
Collapse
Affiliation(s)
- J Roush
- Division of Speech and Hearing Sciences, University of North Carolina School of Medicine, Chapel Hill, USA
| | | | | | | | | |
Collapse
|
14
|
Robert JE, Burchinal MR, Medley LP, Zeisel SA, Mundy M, Roush J, Hooper S, Bryant D, Henderson FW. Otitis media, hearing sensitivity, and maternal responsiveness in relation to language during infancy. J Pediatr 1995; 126:481-9. [PMID: 7869215 DOI: 10.1016/s0022-3476(95)70476-0] [Citation(s) in RCA: 69] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The relation of otitis media with effusion (OME) and associated hearing loss to language and cognitive skills at 1 year of age was studied to determine whether OME-related hearing loss had a direct association with language and cognitive outcomes at 1 year of age or an indirect association with these outcomes, as mediated by the child-rearing environment. Subjects were 61 black infants attending community-based child care programs. The presence of OME was assessed biweekly from 6 to 12 months of age by otoscopy and tympanometry. Hearing was assessed with visual reinforcement audiometry when children were well and when ill with OME. Language and cognitive skills and the child-rearing environment at home and in child care were examined. The results indicated a modest correlation between hearing loss associated with OME and receptive language. However, the direct association between OME-related hearing loss and all the language and cognitive measures was negligible. Hearing loss had an indirect association with receptive and expressive language, cognitive development, and overall communication as mediated by child-rearing factors. That is, children with more frequent hearing loss tended to have less responsive mothers and home environments, and this association was linked to lower performance on the infant assessments.
Collapse
Affiliation(s)
- J E Robert
- Frank Porter Graham Child Development Center, Department of Medical Allied Health, University of North Carolina at Chapel Hill 27599-8180
| | | | | | | | | | | | | | | | | |
Collapse
|
15
|
Farhi A, Savino B, Makstein C, Mundy M. Pediatric skin care; Swedish rubdown for baby. Pediatr Nurs 1976; 2:18-9. [PMID: 1045121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
|
16
|
Mundy M. Approval of emergency treatment service. West J Med 1967. [DOI: 10.1136/bmj.4.5574.299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
|
17
|
|
18
|
|
19
|
|