Email Requests Research Articles

Utilizing Game-Based Learning in Literature Searching Instruction for Pharmacy Students

ObjectiveTo determine whether gamifying librarian-led literature searching instruction improved student performance on an authentic literature searching assessment. Secondary objectives included determination of effect on email requests for assistance and student confidence in literature searching abilities. MethodsLiterature searching in PubMed is taught by a librarian to first-year pharmacy students in a drug information course over a 2-week period. The librarian chose to implement 2 game-based learning activities in the live lecture sessions: a crossword puzzle and an escape room. To increase engagement, students were encouraged to work collaboratively as a team during class. To evaluate the impact of incorporating gamification into literature searching instruction, the authors evaluated student grades on a literature searching assignment, reviewed the number of emails received asking for assistance, and evaluated student confidence in literature searching. ResultsStudents scored higher on their literature searching assignment after the implementation of game-based instruction. The average grade on this assignment in 2022 was 90.1% compared with 2021 when the average was 79.9%. The average of 90.6% in 2023 also showed statistically significant improvement compared with 2021. Email requests decreased and student confidence increased when comparing 2021 outcomes with those in 2022 and 2023. ConclusionOverall, the gamification of literature searching instruction in this course appears to have increased student assignment scores and was well-received by the students.

A systematic review of Personal-Disclosure Mutual-Sharing (PDMS) interventions among sport groups

ABSTRACT Personal-Disclosure Mutual-Sharing (PDMS) is a communication-based intervention used for team building. The aim of this study was to systematically review the efficacy of PDMS research conducted among sport groups. Specifically, this review: (a) explored the influence of PDMS on individual and group-level outcomes; (b) evaluated the quality of methods, designs, and measures used to test PDMS interventions; (c) reviewed how PDMS interventions have been developed, implemented, and evaluated in applied practice; and (d) proposed recommendations for future applied practice and research. Published manuscript searches were conducted using four electronic databases before additional published and unpublished manuscript searches were conducted via Google scholar, Open Grey, and email requests to published PDMS authors. Eighteen studies met the eligibility criteria and comprised qualitative, quantitative, and mixed method designs. Although the results indicated Relationship-Orientated PDMS was most used, PDMS types increased various individual (e.g. self-understanding) and group-level outcomes (e.g. social identity). Methodological limitations such as a lack of control measures, and divergent methods of applied practice indicate mixed evidence for the targeted changes being a consequence of PDMS which limits current understanding of the intervention’s efficacy. Consequently, we propose recommendations to reduce internal validity concerns and outline considerations to enhance applied PDMS practice.

Public Availability of Data Management and Analysis Scripts of Studies Conducted on Open-Access Intensive Care Databases.

Intensive care units (ICUs) provide care for critical patients at high risk of morbidity and mortality, and require continuous monitoring of clinical, biological and, imaging parameters. Collaborative ventures have enabled the emergence of large open access databases for the secondary use of Electronic Health Records (EHRs). The objective of this work was to evaluate the availability of scripts and datasets in publications based on ICU open-access databases. We included 910 original articles based on four ICU open-access databases (Amsterdam University Medical Centers Database, eICU Collaborative Research Database, High time resolution ICU dataset, and Medical Information Mart for Intensive Care). The majority of the studies did not provide their data management scripts (n=839, 92.9%), neither the analysis script (n=843, 93.4%) in the article. Attempts to contact the 845 corresponding authors in question resulted in 89.11% (n=753) of our e-mail requests going unanswered over a two-month period. We received 51 automated messages (55.43%) indicating that emails have not been delivered, while 6 messages (6.52%) redirected to alternative email addresses. Only 20 corresponding authors (18.18%) answered, finally providing the requested materials. Despite scientific journals recommendations to share materials, our study unveils the absence of crucial components for the replication of studies by other research teams.

Pragmatic Competence in an Email Writing Task: Influences of Situation, L1 Background, and L2 Proficiency

The study examines a corpus of 306 request emails written by 32 English-speaking (ES) teachers and 121 L2 learners from distinctive L1 backgrounds (i.e., Chinese, French, Spanish) and with different levels of L2 proficiency. Pragmatic competence is analyzed through the coding of direct and indirect request strategies used in formal and informal email writing. Findings reveal the influences of communicative situation, L1 background, and L2 proficiency on pragmatic competence in email writing. First, L2 learners show a significantly lower degree of situational variability compared with ES teachers. Second, L1 backgrounds have a significant impact on L2 writing performance. Third, L2 learners with higher English proficiency tend to use more indirect request strategies, but they have not developed pragmatic competence to adjust their usage across written contexts. Findings are discussed in relation to pedagogical implications for developing writing competence of L2 learners, which should be attuned to diverse rhetorical expectations and individual needs.

Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests

Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

Facework in teacher-student email interactions

Two trends have become prominent in higher education worldwide. On the one hand, globalization has favored the expansion and influence of the English language. On the other hand, email has become one of the main forms of communication in academic settings, especially in teacher-student out-of-class correspondence. While these facts have increasingly attracted scholarship attention, studies in education seem to focus more on the students’ display of face(work) alone, while neglecting the teacher’s counterpart. To redress this imbalance, the present study aims to examine face(work) as displayed in students’ email requests for consideration (e.g., on late assignments submission and class attendance) and teachers’ responses. A qualitative analysis of 20 sets of teacher-student interactions reveals different strategies opted for by the students and the teacher in face(work) management. Drawing on face-constituting theory, the findings show that whilst the students are concerned with their own face alone, the teacher is concerned with how to avoid classroom conflicts in the way that attends to one’s own face, the students’ face and the classroom harmony. In this way, the management of face(work) operates in a complex and dynamic way that allows the co-construction and reaffirmation of their respective identities. For example, whilst the students’ actions overlook the relevance of the interdependence relation between them, their peers and the teacher, which is critical for the harmony of the classroom, the teacher’s actions privilege connectedness over separateness. Furthermore, the findings suggest that cultural specificities governing the backgrounds of both the teacher and the students are not always influential in the management of face in email interactions.

Making requests at work: An examination of phrase frames in workplace email communication

As a method of business communication, emails play an essential role in establishing relationships and support systems among colleagues, partners, and sponsors to achieve business goals. Research has suggested that nonnative speakers of English and novice writers face challenges when composing professional email requests for business purposes. Previous studies have underscored the importance of phrase frames (p-frames), which are recurring multi-word sequences with a variable slot, to fulfill rhetorical functions in academic discourse. However, little research has explored how p-frames are used for written communications in business workplace contexts. This study investigated five-word p-frames used for rhetorical moves in business email requests. Using 1,148 authentic request emails extracted from the Avocado Research Email Collection corpus, we analyzed the distribution and linguistic characteristics of p-frames across five rhetorical moves. Results showed that p-frames were unevenly distributed across the rhetorical moves in business request emails. Two moves, making the inquiry and closing, showed the highest degree of formulaicity. P-frames were used in a variety of messages to soften demands and express politeness. This study has pedagogical implications for teaching English for business purposes to both L2 learners and novice writers.

Request Strategies in Saudi ESL Learners’ Email Communication: A Pragmatic Analysis

Growing research on intercultural communication has highlighted the importance of both linguistic and pragmatic competence among learners of English as a second language (ESL). Emails serve as a preferred means of communication between university students and professors. This study investigates Saudi ESL learners’ pragmatic competence in creating email requests to their professors, addressing questions about greetings, directness, request strategies, and information sequencing. The goal is to show the need for explicit pragmatics instruction. The naturalistic data comprised 50 emails written by Arabic-speaking ESL graduate students in academic contexts, covering requests regarding deadline extensions, retaking exams, lecture absences for various reasons, and letters of recommendation. The analysis was guided by the Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka et al., 1989). The findings suggested that explicit pedagogical guidance in speech act performance could benefit non-native English speakers. This study contributes to the growing body of research on institutional email practices, politeness conventions, and interlanguage pragmatics.

Flipping Tradition on Its Head: A Single-Institution Study on United States Medical Licensing Examination Step Order.

Given the recent change in Step 1 grading, medical students are faced with decisions surrounding the optimal Step examination order and timing. There is a current lack of guidance outside commonly used United States Medical Licensing Examination study blogs. The aim of this study was to characterize current practices in Step examination order and understand the factors influencing student examination preference. To gather data, we used a 24-item survey and electronically distributed it through three separate email requests to medical students. Participants included medical students (MS1-4) attending a single institution, interested in a surgical residency. In total, 56 students responded to the survey (response rate of 20%). Most students (63.6%) opted to take Step 2 before Step 1. Justifications included the perceived importance of Step 2 for residency applications (33.3%), the change to pass/fail grading (27.0%), the relevance of Step 2 after rotations (27.0%), and a desire to obtain a Step 2 score earlier (7.9%). Step examination order did not lead to differences in Step 2 score (P = 0.459), time used to prepare for Step 1 (P = 0.396), or time used to prepare for Step 2 (P = 0.078). Due to the perceived importance of Step 2, most medical students at our institution who are interested in pursuing a surgical residency are reversing the traditional Step examination order. As this may represent a national trend, additional work needs to be done to provide guidance to medical students and identify the optimal step examination testing strategy.

The burden of recurrence acute pancreatitis and annual event rates are underestimated because of high rates of home self-management

Background/objectivesThe event-rate of recurrent acute pancreatitis (RAP) in patient populations is critical for powering research studies. We hypothesize that some patients manage RAP attacks at home, reducing event rate estimations based on counting emergency department (ED) visits and hospitalizations only. The aim of this study was to determine the rates of home self-management of recurrent acute pancreatitis compared to ED visits and hospitalizations. MethodsAn anonymous 8-question survey was sent to 1825 individuals on an email list of individuals with a history of acute pancreatitis (AP) or chronic pancreatitis or interest in pancreatic diseases. Question were designed to identify subjects with RAP within the past 2 years and to subdivide patients based on having a chronic pain syndrome or not. ResultsAfter an initial email request and one reminder a total of 194 subjects responded with 98 RAP subjects suitable for analysis. Annual AP events included an average of 1.44 hospitalizations, 1.37 ED visits, 2.46 disrupted work/school/social engagements, and 3.95 pancreatitis-like pain attacks per year. Patients with RAP average 6.8 RAP events per year with 58.4 % managed at home. ConclusionsThe burden of disease in patients with RAP is significantly underestimated, especially for patients with chronic pain. Future studies should include measures to capture RAP events managed at home and utilize methods of documenting RAP events.

Gender in Low-Imposition Email Requests

For some years now, communication between university students and faculty members has favoured the use of emails as opposed to face-to-face consultations. Previous research has pointed out the difficulties students may face to write an email to a professor since sociopragmatic variables have to be taken into account to show deference. This study investigates whether students’ gender influences the structure, framing moves and pronouns of address in naturally-occurring requestive emails written in the students’ L1. Our results show that both male and female students started their emails with a greeting. Females also identified themselves more and used more pre-closing formulas and their signature to end the emails. Contrary to the general stereotype that females are more polite, the emails written by female students included the informal Spanish pronoun tú to address their professor for the first time. In contrast, males used usted and tú in a more balanced way in their emails.

Tennessee Academy of ScienceDistinguished Secondary School Science Teacher Award 2022

Tennessee Academy of ScienceDistinguished Secondary School Science Teacher Award 2022

Analysis of external modification devices and framing moves in request emails

Abstract The purpose of this study was to examine the pragmatic competence of writing request emails by Chinese learners of Japanese (CLJs). The study focused on the features of the external modification devices and framing moves of request emails by CLJs when compared to emails by native speakers of Japanese (NSJs). Data were collected from 104 CLJs and 53 NSJs, using an Electronic Writing Discourse Completion Test questionnaire. One-way ANOVA results showed that as the CLJs’ levels of proficiency in Japanese increased, their use of external modification devices and framing moves tended to increase. In addition, a Fisher’s exact test showed that as the CLJs’ proficiency increased, a distinct statistical difference only existed in the use of individual framing moves, but not in that of individual external modification devices. This study provides conceptual categories and utterances used in both external modification devices and framing moves for teaching email communication to CLJs.

Cross-Sectional Survey of Horse Owners to Assess Their Knowledge and Use of Biosecurity Practices for Equine Infectious Diseases in the United States.

Horses are transported in the United States more than any other livestock species and co-mingle at various events; therefore, they are considered to be at an increased risk for infectious disease transmission. The fragmented movement of horses combined with numerous sites of co-mingling makes tracing the potential spread of a disease outbreak a necessary part of an infection control plan, both locally and nationally. The cross-movement of personnel with horses and the persistence of endemic diseases make biosecurity implementation an ongoing challenge. Although many of the risks for infection are known, there is limited documentation about the usefulness of prospective control measures. The objective of this survey was to determine horse owners' understanding and knowledge of biosecurity practices for preventing infectious diseases in the United States. Questions covered owner demographic information, including horse use which was divided into 10 categories as follows: Pleasure/Trail Riding, Lessons/School, Western Show, English Show, Breeding, Farm/Ranch, Retired, Racing, Driving and Other. The survey was distributed by sending requests to a list of horse owner organizations, which then sent emails to their members. The email request described the survey and provided a website link to start the survey. A total of 2413 responses were collected. Analysis of the results included cross-tabulation to identify significant differences in biosecurity knowledge and awareness by horse use. Significant differences by horse use were identified for vaccination, biosecurity planning, use of isolation, disease risk, monitoring for diseases, co-mingling of horses, sanitation, medical decision making and health record requirements for horse events. In summary, the results suggest that most owners are not highly concerned about the risk of disease or the use of biosecurity. There are several biosecurity applications and techniques which can be increased and will benefit horse health and welfare. These include reliance on temperature monitoring, isolation of new horses at facilities, risks of horse mingling, entry requirements such as vaccination and health certificates at events, and an emphasis on having biosecurity plans for facilities and events where horses co-mingle. The information from this study will be used to create tools and information that horse owners and veterinarians can use to implement appropriate biosecurity practices for different types of horse uses and events.

The quality of older adults’ involvement in clinical communication with general practitioners: evidence from rural towns in Australia

ObjectiveA study was conducted about the putative links of older rural Australians’ health knowledge and preparation with their quality of involvement in patient-general practitioner (GP) communication during health intake visits. MethodsIt was a cross-sectional study between January 2021 and April 2022. The 32-item quality of involvement in communication scale was designed and incorporated into the SurveyGizmo software. This online survey was administered by sending an email request to the Renmark Rotary Club, which actively promoted this study across five rural towns in South Australia. 121 participants completed the surveys. Mean-sum scores were calculated based on the questionnaire responses to evaluate outcomes, specifically initiation of information, active participation, and emotional expression. We employed different methods including t-tests, ANOVA, and leaner regressions to analyse data. ResultsThe demographic profile of participants characterised by a female predominance (58.7%, 71/121), a majority falling within the 65‒< 70 age bracket (47.1%, 57/121), and a high level of educational attainment (58.7% had completed high school or higher, 71/121). Additionally, 35% of the participants predominantly spoke a language other than English at home. Regarding the initiation of information with GPs, the mean sum-score was (20.5 ± 3.7), indicating a marginally above-average level of engagement. Contrarily, the active participation was suboptimal, as suggested by a mean sum score of (35.9 ± 6.3). Furthermore, the emotional expression was relatively low, with a mean score of (13.9 ± 1.8). Substantial variations were discerned in the quality of patient-GP communication, contingent upon factors such as educational background, language spoken at home, health literacy, and preparatory measures for clinical visits. Participants who predominantly spoke a language other than English at home demonstrated significantly lower levels of information initiation with their GPs (P < 0.001). Higher educational attainment was positively correlated with increased active participation (P < 0.001). Enhanced health literacy and thorough visit preparation were significantly associated with increased levels of active participation (P < 0.001). ConclusionMeaningful engagement through recognition, empowerment, and support (health literacy programs) for older rural adults is suggested for improving their quality of involvement in communication with GPs.

Parents’ Views on Autopsy, Organ Donation, and Research Donation After Neonatal Death

Parents who experience neonatal loss have the option to participate in autopsy, organ donation, and research donation. However, clinicians are uncomfortable discussing autopsy and may not be aware of research and organ donation opportunities. To capture the perspectives of parents who had experienced neonatal loss about autopsy, organ donation, and research donation. This qualitative study used virtual focus groups with parents who attended a local bereavement support group in the US. Participants were recruited from Helping After Neonatal Death, a support group with a local chapter. Participants self-selected from an email request if they met the following criteria: aged 18 years or older, English speaking, at least 6 months elapsed since neonatal death, and access to a video conference device with internet. Focus groups took place between April and September 2021. The recorded sessions were analyzed using a grounded theory-informed approach by the research team that included parents with experience of neonatal loss. Data were analyzed from December 2021 through December 2022. A total of 14 mothers engaged in the focus group; 9 (75%) were aged 30 to 39 years, and 8 (66%) were White. The mothers were overall well educated. The first main theme grew from the lived experience of neonatal loss, specifically the importance of offering all parents the option to donate, rather than prejudging who would or would not be interested. Parents of neonates who die have few opportunities to parent that child and make loving decisions for them. Participants emphasized that the conversation about autopsy, organ donation, and research donation, albeit difficult, can offer a meaningful parenting experience. A second main theme that emerged related to how organ or tissue donation could provide additional meaning to a child's life. These choices contributed to building a legacy to honor their child's memory, which also helped with grief and coping with their loss. A third theme included recommendations to clinicians and health systems for improving communication, including written information for parents and communication training for health care professionals. In this qualitative study, parents who experienced neonatal loss endorsed the importance of offering parents the choice of autopsy, organ donation, or research donation with skillful and empathetic communication. They provided practical recommendations to improve communication and empower families.

Resource-seeking and media choice process: A case of irrational decision making

Resource seeking is crucial for individual and organizational success only if it is effective in convincing the resource provider to offer the needed resource. Computer-mediated communication theories provide insight into an ideal match between media and communication tasks, but typically treat task as attainment of mutual understanding between communicating partners. Instead, we developed theoretical models for media perceptions and the subsequent media choice as a behavioral decision process considering the characteristics of the resource-seeking context. In an experiment with 119 participants, we found that face-to-face resource seeking is vastly more effective than an email request regardless of the level of closeness between communication partners, but requesters underestimate the difference between the two channels. A consecutive study with 121 participants revealed that this underestimation combined with the fear of embarrassment and awkwardness lead requesters to select the less effective channel (email). Our findings have practical implications, and contribute to media selection theories by calling for focus on the characteristics of the communication goal and the source of irrationality in media selection decisions.

How Common Is Undergraduate Publication in Psychology? An Examination of Faculty Vitae From Top Colleges and Universities

Despite extensive research on the benefits of faculty-undergraduate collaborative research, little is known about the outcomes of such collaborations, such as coauthored publication in peer-reviewed journals. To address this gap, we analyzed faculty curricula vitae from 60 top U.S. institutions (20 primarily undergraduate, 20 masters-granting, and 20 research-intensive) to obtain estimates of the prevalence of faculty-undergraduate coauthored publication in psychology. We sent email requests to 8 randomly-selected faculty members from each psychology department in this top 60 (or to the whole department if they had fewer than 8 members). In total, 157 of 459 faculty contacted (34.2%) responded with their full vita. Our results revealed that a substantial majority of faculty (83.4%) had coauthored at least one paper with an undergraduate, with an average of 7.5 coauthored publications (approximately 2 of which were first authored by an undergraduate). Moreover, these publications involved an average of 12.6 undergraduate coauthors (typically in the 2nd or 3rd author position) and accounted for almost 20% of faculty members’ total publications. We also found that, even controlling for overall productivity, faculty of higher rank and those at primarily undergraduate institutions generally coauthored more undergraduate publications compared to faculty of lower rank and/or at masters-granting and especially research-intensive universities. Finally, an analysis of publication trends over time showed that undergraduate publication is becoming increasingly common in psychology, and that faculty are publishing with undergraduates earlier in their careers. We hope our findings inspire more faculty to publish with their undergraduate students.

Developing Pedagogical Applications for Teaching Politeness Strategies in Advanced English as a Foreign Language Classrooms

The field of English as a foreign language (EFL) strives to promote students' proficiency by equipping them with proper grammatical and lexical skills. However, EFL textbooks often neglect the teaching of pragmatics which can lead to cross-cultural communication failures for EFL learners. EFL learners often struggle with traditional language teaching approaches that prioritize grammatical development over pragmatic skills. This paper aims to address this gap by focusing on promoting the use of politeness strategies among EFL learners in cross-cultural communication, particularly in email correspondences with college professors. The proposed teaching activities are based on the Linguistic Theory of Politeness and the 3Ds framework within the context of the Communicative Repertoire Approach. This paper aims to assist advanced EFL learners in effectively employing politeness strategies when writing email requests to college professors, by offering practical pedagogical applications that enhance EFL learners' ability to express their communicative intentions clearly and avoid any potential misunderstanding or misinterpretation by their college professors.

Curriculum Innovations: Developing an EEG Workshop for Hands-on Training in Electroencephalography During Resident Rotation in Clinical Neurophysiology

ABSTRACT A 3-hour hands-on EEG workshop was conducted as a part of resident rotation in clinical neurophysiology to determine its feasibility and educational value for neurology residents, medical students, and EEG technologists, with the learning objectives of motivating interest in clinical electroencephalography, enhancing ability to recognize a normal EEG and identify physiological and non-physiological artifacts, and enhancing teaching, organizational and communication skills of EEG technologists. The workshop included a demonstration of EEG electrode placement according to the 10–20 System on a resident volunteer by the EEG technologist. Activation procedures (photic stimulation and hyperventilation) were demonstrated to the residents during the 25-minute recording. A board-certified epileptologist later reviewed the record with the residents. Resident and EEG technologist feedback on the workshop was obtained via non-formal e-mail request. All residents rated the workshop highly and found it more engaging and motivating than the didactic EEG lecture in which basics of EEG recording are reviewed. The residents gained improved awareness and appreciation of the role of the technologist and the skill and time involved in obtaining an EEG record. The EEG technologist appreciated the face-to-face interaction with the residents and felt part of the patient care team. A hands-on EEG workshop as a part of resident clinical neurophysiology rotation is feasible, effective, and motivating in teaching residents and medical students the basis of EEG recording and recognition of common physiological and non-physiological artifacts in a normal record.