Increase In Average Score Research Articles

Experimental study on the effectiveness of Motivational Counseling (CM) in the nutritional field

The project has evaluated the effectiveness of interventions for nutritional counseling through the use of techniques of motivational counseling, aimed at increasing motivation to change unhealthy lifestyles. The study was carried out almost experimentally with three nutritional outpatients, that enrolled subjects to be submitted to nutritional counseling using techniques of motivational counseling representing the experimental group and one outpatient which recruited subjects submitted only to traditional Nutritional Counseling representing the control group. The trial, conducted between September 2009 to December 2011, was structured in 5 stages: Visit, First Control, Second, Third and Fourth Control. Aspects investigated were: 1) Willingness to change, 2) Motivational factors, 3) Body Mass Index and 4) Lifestyles and physical activity. The work of NO was considered effective if it had obtained following results: not gaining weight for normal weight people, a reduction of at least 5% for overweight in the period that went from the first visit to the fourth control. This definition allowed us to distinguish outcomes in Success and Failures. For the four motivational factors analyzed in the Pilot and Controls, it was found that the Inner Fracture and the Temptation decreased, while the Self-efficacy and Importance increased. The increase of scores recorded in the evaluation of the Availability to change has increased the effectiveness of treatment. From the analysis of results for the Willingness to change and the four motivational factors, it was observed that the increase of average scores recorded also an increase of the effectiveness of the treatment.

어린이급식관리지원센터의 영양 및 위생·안전관리 방문교육지원 효과 -울산지역을 중심으로-

The purpose of this current study was to examine the effects of nutrition and food safety management support by the Center for Children's Foodservice Management (CCFSM) in foodservice facilities for children in the Ulsan area. From December 2014 to July 2015, the status of nutrition practices and hygiene practices was assessed by dietitians using nutrition and hygiene practice checklists. The subjects of study were 48 institutional foodservice facilities for children. Some nutrition practice items showed significant increases in average scores of 'using CCFSM menus (P<0.001), revising menus (P<0.05), and reconfirm menus (P<0.01)' from pre-support to post-support. Regarding hygiene practices, some items between pre-support to post-support showed significant increases in average scores of 'having equipment for hand washing & disinfecting' (P<0.01), 'wearing disinfected clothing for kitchen hygienically' (P<0.05), 'proper sterilization' (P<0.05), 'recording the origin of ingredients' (P<0.01), 'use of different knives/cutting boards' (P<0.05), and 'an appropriate thawing process' (P<0.05) from pre-support to post-support. Based on the above results, we found that nutrition and hygiene management support by CCFSM in foodservice facilities for children had a positive influence on status of some nutrition and food safety practices.

Are Orthopaedic Residents Competent at Performing Basic Nonoperative Procedures in an Unsupervised Setting? A "Pop Quiz" of Casting, Knee Arthrocentesis, and Pressure Checks for Compartment Syndrome.

Many patient care procedures are routinely performed by orthopaedic residents while not directly supervised by attending physicians. However, resident competence to perform these procedures is often presumed and not confirmed by objective measures. The purpose of this study was to formally evaluate 3 basic pediatric orthopaedic procedures commonly performed without attending supervision. All orthopaedic residents (n=20) were asked to complete 3 procedures (placement and removal of a short arm cast, aspiration of a knee joint, and compartment pressure checks of a leg) under direct attending supervision. Attending faculty developed a checklist for each procedure, listing the appropriate steps required and criteria with which to assess the final results. Scores were calculated, including means and SDs. Change in score by postgraduate year level was determined by simple linear regression. The mean score for short arm cast application and removal was 6.2 of a total possible score of 8, with an average 1.1 increase in score per year of training (P<0.001). Uneven cast padding and lack of full thumb motion were the most common reasons for losing points. Knee joint aspiration had an average score of 6.2 of 7, with an average increase in score of 0.3 per year of training (P=0.046). Lack of equipment preparation and not donning gloves in a sterile manner were the most common reasons for losing points. Measure of leg compartment pressures had an average score of 9.7 of 12, with an average increase in score of 0.5 per increase in year of training (P=0.087). Injecting an inappropriate amount of fluid and not recording measurements were the most common reasons for losing points. The ability of a resident to appropriately perform certain procedures without direct supervision improves with advancing level of training. The most junior residents might not appropriately be placing short arm casts, aspirating knee joints, or checking compartment pressures of the leg. Level II—Diagnostic.

Stressful task increases drive for thinness and bulimia: a laboratory study.

The scientific literature has suggested that stress undergirds the development of eating disorders (ED). Therefore, this study explored whether laboratory induced stress increases self-reported drive for thinness and bulimic symptoms measured via self-report. The relationship between control, perfectionism, stress, and cognition related to ED was examined using correlational methodology. Eighty-six participants completed an experimental task using a personal computer (PC). All individuals completed a battery of tests before and after the stressful task. Analyses showed a significant statistical increase in average scores on the drive for thinness and bulimia measured before and after a stressful task, and path analysis revealed two different cognitive models for the mechanism leading to drive for thinness and bulimia. These findings suggest that stress is an important factor in the development of the drive for thinness and bulimia.

Effectiveness of Educational Poster on Knowledge of Emergency Management of Dental Trauma–Part 1. Cluster Randomised Controlled Trial for Primary and Secondary School Teachers

ObjectiveTo investigate the effectiveness of educational posters in improving the knowledge level of primary and secondary school teachers regarding emergency management of dental trauma.MethodsA cluster randomised controlled trial was conducted. 32 schools with a total of 515 teachers were randomised into intervention (poster) and control groups at the school level. Teachers’ baseline levels of knowledge about dental trauma were obtained by using a questionnaire. Posters containing information on dental trauma management were displayed in the school medical room, the common room used by staff, and on a notice board for 2 weeks in each school of the intervention group; in the control group, no posters were displayed. Teachers in both groups completed the questionnaire after 2 weeks.ResultsThe teachers in the intervention schools (where posters were displayed for 2 weeks) showed statistically significant improvement in scores in cases where they had not previously learned about dental emergencies from sources other than first aid training, with an average score increase of 2.6656 (score range of questionnaire, −13 to 9; p-value <0.0001).ConclusionEducational posters on the management of dental trauma can significantly improve the level of knowledge of primary and secondary school teachers in Hong Kong. KClinicalTrials.com HKCTR-1307ClinicalTrials.gov: NCT01707355

Winning Beginnings Learning Circles: Outcomes from a Three-Year School Readiness Pilot

The current project examined school readiness outcomes of children participating in a preschool professional development initiative, Winning Beginnings Learning Circles, which focused on school readiness and teacher professional development. Children were assessed on knowledge and understanding of school readiness concepts in the fall and spring of each school year, and outcomes were reported back to preschool staff to be incorporated into teaching strategies. Preschool teachers and administrators attended monthly professional development seminars that consisted of workshops in child development and social-emotional health, parent engagement, and use of data as evidence-based best practices. Preschool assessment data from the first 2 years of the project showed significant increases in average scores from pre- to post-assessment on school readiness, self/social awareness, and quantity subtests. Kindergarten assessment data indicated that children who remained in the project for at least one full year outperformed comparable peers and the average for the school district they attended as kindergartners. The results highlight the potential of professional development programs and the importance of teacher quality in promoting positive outcomes for preschool children.

Here's Lookin’ at You Kid! Implementation of Individual Fetal Monitoring Strip Review Education

Childbearing Poster Presentation Purpose for the Program Obstetric nurses are consistently provided with formal education on fetal monitoring. This didactic education ensures there is a foundation for excellence in the care that they give to the patient at the bedside. However, nurses may not be speaking the same language when they are interpreting, intervening, and communicating live fetal monitoring strips on their nursing units. It became clear that a process for evaluating individual nurses' practice was needed. This type of education also allows for real time remediation and education regarding fetal monitor strips by the clinical nurse specialist and the clinical education specialist. Proposed Change To implement a process for evaluating and providing education regarding live interpretation, knowledge of necessary interventions, and appropriate communication of fetal monitor strips with individual nurses in a one‐to‐one setting. This process will help to ensure that there is consistency related to fetal monitoring by nursing staff. Implementation, Outcomes, and Evaluation The clinical nurse specialist and clinical education specialist developed a process for evaluating and providing education regarding fetal monitor strips with individual nurses. Nurses were privately asked 10 questions regarding their interpretation of live fetal monitor strips. They were then asked to provide an explanation of how they would intervene and communicate information about the strip. This process was repeated for three live tracings during their one‐to‐one education. The nurses were given follow‐up remediation and education for any incorrect responses during the January 2012 and March 2012 sessions. Twenty‐five nurses were blindly chosen and were scored with a Likert scale of 0 to 4 based on the number of correct responses during their one‐to‐one sessions in January 2012 and March 2012. The nurses were then retested in September 2012 without remediation or educational tools. The average score of the 25 nurses in January 2012 was 1.68/4. The average score in March 2012 of the same 25 nurses was 2.4/4. The average score in September 2012 was 3.65/4. The increase in average scores demonstrated a positive relationship between the one‐to‐one strip reviews and the nurses' ability to consistently interpret the fetal monitor strips. Implications for Nursing Practice This process for evaluating and providing education for live fetal monitor strip interpretation to individual nurses can be implemented in any nursing care facility. It is essential that nurses not only complete formal education courses in fetal monitoring, but that they also are assessed regarding their knowledge and ability to intervene and communicate in live situations.

Effects of Using Rubrics in a University Academic Level Romanian Literature Class

The goal of this study was to determine the effectiveness of rubrics in an academic level university Romanian Literature class. This class was run in a hybrid system, combining face-to-face meetings with online written assignments. Students completed two equivalent assignments, one without the use of a rubric and the second assignment using a rubric. Each assignment was scored using the rubric. For the first assignment (see Appendix A: First Assignment) the students were given a written assignment in which they were asked to develop a creative essay in which they took the role of one character in a story and wrote a letter describing their feelings about another character. In the second assignment the students wrote an essay explaining their thoughts in relation to the creative process. For the second creative essay (see Appendix B: Second Assignment) the students were given a rubric (see Appendix E: Writing Rubric) to assist them in the development for their essay. Thirty- five second year students from a blended weekend program agreed to participate in this study. Participants also completed a post class survey (see Appendix C: Student Rubric Survey) in relation to their thoughts about using rubrics to complete their assignments. The data revealed that the class mean score rose 4.8 grade points using the rubrics. For the 56.7% of the students whose scores were raised when they used the rubrics the average increase in scores was 11.1 percentage points. The study indicated that there are two groups of students: those who functioned better using the rubrics (56.7%) and those who functioned as well as or better when using no rubrics (43.3%).

Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades

In higher education, many of the new teaching interventions are introduced in the format of audio-visual files distributed through the Internet. A pedagogical tool consisting of questions listed as learning objectives and answers presented using online videos was designed as a supplement for a molecular biology course and made available to a large class of upper-level undergraduate students. The aim of the current study was to evaluate the impact of online videos on test scores. For this, linear mixed-effect models were fitted to the data and used to jointly estimate the effect on exam scores of video access and a set other variables including gender, academic year, course segment and cumulative grade point average (CGPA) of students. On average, scores for the segment of the course corresponding to the introduction of the online videos increased by 2%. Interestingly, students with lower CGPAs benefited the most from access to online videos; if CGPA = 4.0/10, then average score increase was 6.2%. For students with a higher CGPA of 8.0/10.0, the average increase of scores was 1.0%. The measure of exam performance represents a preliminary evaluation of the educational intervention described. Overall, the availability of videos demonstrating the application of concepts to solve problems in molecular biology was associated with statistically significantly higher scores on the exams. ► We conducted a quantitative analysis of the video impact on test scores. ► The effect of variables was estimated by fitting linear mixed-effect models to data. ► On average, scores increased by 2% when videos were made available online. ► Students with lower grades benefited the most and their scores increased by 6.2%.

Penerapan Hazard Analysis Critical Control Point (HACCP) terhadap penurunan bahaya mikrobiologis pada makanan khusus anak berbasis hewani di Rumah Sakit Umum Daerah Dr. Soedarsono Pontianak

Background: One way to improve the quality of food provision in hospitals is by implementing hazard analysis critical control point (HACCP) in food processing.Objective: The study aimed to identify the effect of HACCP implementation to the decrease of microbiological hazards of foods for children in particular at Nutrition Installation of Dr. Soedarso Hospital of Pontianak.Methods: The study was a quasi experiment that use multiple time series design with intervention and cassation of intervention (ABA time series chain). Samples of the study were animal based food for children, cooking utensils used preparation, processing, and distribution of the food, the food providers and food processing containers. Samples were taken 3 times before and after the implementation of HACCP, each within a week duration.Result: Average germ rate in foods and cooking utensils before implementation of HACCP was relatively high. After the implementation of HACCP there was a decrease. The result of statistical analysis showed that there were effects of HACCP implementation to the reduction of microbiological hazards in foods and cooking utensils (p&lt;0.05). Average score of knowledge on sanitation hygiene of food and practice of sanitation hygiene of foods after HACCP implementation increased. There was an increase of average score of knowledge on food sanitation hygiene and practice of food sanitation hygiene of HACCP implementation (p&lt;0.05). Average score of sanitation hygiene of food processing container after HACCP implementation increased.Conclusion: The implementation of HACCP could reduce microbiological hazards (germ rate) of animal based special foods for children.

The Therapeutic Potential of D-Amino Acid Oxidase (DAAO) Inhibitors

Health care professionals worldwide attend courses and workshops to learn evidence-based medicine (EBM), but evidence regarding the impact of these educational interventions is conflicting and of low methodologic quality and lacks generalizability. Furthermore, little is known about determinants of success. We sought to measure the effect of EBM short courses and workshops on knowledge and to identify course and learner characteristics associated with knowledge acquisition. Health care professionals with varying expertise in EBM participated in an international, multicentre before-after study. The intervention consisted of short courses and workshops on EBM offered in diverse settings, formats and intensities. The primary outcome measure was the score on the Berlin Questionnaire, a validated instrument measuring EBM knowledge that the participants completed before and after the course. A total of 15 centres participated in the study and 420 learners from North America and Europe completed the study. The baseline score across courses was 7.49 points (range 3.97-10.42 points) out of a possible 15 points. The average increase in score was 1.40 points (95% confidence interval 0.48-2.31 points), which corresponded with an effect size of 0.44 standard deviation units. Greater improvement in scores was associated (in order of greatest to least magnitude) with active participation required of the learners, a separate statistics session, fewer topics, less teaching time, fewer learners per tutor, larger overall course size and smaller group size. Clinicians and learners involved in medical publishing improved their score more than other types of learners; administrators and public health professionals improved their score less. Learners who perceived themselves to have an advanced knowledge of EBM and had prior experience as an EBM tutor also showed greater improvement than those who did not. EBM course organizers who wish to optimize knowledge gain should require learners to actively participate in the course and should consider focusing on a small number of topics, giving particular attention to statistical concepts.

Media Reporting of Health Interventions: Signs of Improvement, but Major Problems Persist

BackgroundStudies have persistently shown deficiencies in medical reporting by the mainstream media. We have been monitoring the accuracy and comprehensiveness of medical news reporting in Australia since mid 2004. This analysis of more than 1200 stories in the Australian media compares different types of media outlets and examines reporting trends over time.Methods and FindingsBetween March 2004 and June 2008 1230 news stories were rated on a national medical news monitoring web site, Media Doctor Australia. These covered a variety of health interventions ranging from drugs, diagnostic tests and surgery to dietary and complementary therapies. Each story was independently assessed by two reviewers using ten criteria. Scores were expressed as percentages of total assessable items deemed satisfactory according to a coding guide. Analysis of variance was used to compare mean scores and Fishers exact test to compare proportions. Trends over time were analysed using un-weighted linear regression analysis. Broadsheet newspapers had the highest average satisfactory scores: 58% (95% CI 56–60%), compared with tabloid newspapers and online news outlets, 48% (95% CI 44–52) and 48% (95% CI 46–50) respectively. The lowest scores were assigned to stories broadcast by human interest/current affairs television programmes (average score 33% (95% CI 28–38)). While there was a non- significant increase in average scores for all outlets, a significant improvement was seen in the online news media: a rise of 5.1% (95%CI 1.32, 8.97; P 0.009). Statistically significant improvements were seen in coverage of the potential harms of interventions, the availability of treatment or diagnostic options, and accurate quantification of benefits.ConclusionAlthough the overall quality of medical reporting in the general media remains poor, this study showed modest improvements in some areas. However, the most striking finding was the continuing very poor coverage of health news by commercial current affairs television programs.

Performance of five different electrospray ionisation sources in conjunction with rapid monolithic column liquid chromatography and fast MS/MS scanning

The performances of five different ESI sources coupled to a polystyrene-divinylbenzene monolithic column were compared in a series of LC-ESI-MS/MS analyses of Escherichia coli outer membrane proteins. The sources selected for comparison included two different modifications of the standard electrospray source, a commercial low-flow sprayer, a stainless steel nanospray needle and a coated glass Picotip. Respective performances were judged on sensitivity and the number and reproducibility of significant protein identifications obtained through the analysis of multiple identical samples. Data quality varied between that of a ground silica capillary, with 160 total protein identifications, the lowest number of high quality peptide hits obtained (3012), and generally peaks of lower intensity; and a stainless steel nanospray needle, which resulted in increased precursor ion abundance, the highest-quality peptide fragmentation spectra (5414) and greatest number of total protein identifications (259) exhibiting the highest MASCOT scores (average increase in score of 27.5% per identified protein). The data presented show that, despite increased variability in comparative ion intensity, the stainless steel nanospray needle provides the highest overall sensitivity. However, the resulting data were less reproducible in terms of proteins identified in complex mixtures -- arguably due to an increased number of high intensity precursor ion candidates.

Teaching respiratory physiology to health science students using digital data acquisition systems at a community college

The teaching of complex physiological processes to health science students in a community college laboratory can be challenging because of limited time and resources. Hence, the development of meaningful experiments that effectively demonstrate physiological principles is essential. To enhance the understanding of concepts like airway resistance and lung compliance and how they contribute to respiratory disease, we implemented the use of iWorx digital data acquisition systems linked to laboratory laptop computers. Students attend traditional lectures on respiratory anatomy and physiology prior to the laboratory exercise. In the lab, the students perform pulmonary function tests using an intuitive software interface, followed by derivation of their individual static lung capacities and assessment of their dynamic respiratory performance. Based on student satisfaction surveys and scores on lab quizzes, comprehension and retention of respiratory physiology concepts increased by 86% as compared to previous methods with an average score increase of 15.2 points. These results support the concept that hands‐on laboratory‐based pedagogy improves comprehension of physiological principles.

Web-Based Module to Train and Assess Competency in Systems-Based Practice (Out of Print)

OPEN ACCESSMay 25, 2007Web-Based Module to Train and Assess Competency in Systems-Based Practice (Out of Print) Patricia O'Sullivan, MD, Kathryn Agarwal, MD, Zaldy Tan, MD, Anne Fabiny, MD, David Fobert, Grace Huang, MD, Lori Newman, MA Patricia O'Sullivan, MD Harvard Medical School Google Scholar More articles by this author , Kathryn Agarwal, MD Harvard Medical School Google Scholar More articles by this author , Zaldy Tan, MD Harvard Medical School Google Scholar More articles by this author , Anne Fabiny, MD Harvard Medical School Google Scholar More articles by this author , David Fobert Harvard Medical School Google Scholar More articles by this author , Grace Huang, MD Harvard Medical School Google Scholar More articles by this author , Lori Newman, MA Harvard Medical School Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.619 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: The Accreditation Council for Graduate Medical Education defines systems-based practice as a residents' understanding of the health care system and their ability to efficiently and effectively utilize resources within this system. We developed this module to train medical residents in the delivery of optimal care to patients by helping them navigate the complex maze of health care resources and to make transitions of care more seamless. Methods: We created an interactive, web-based 30-minute module based on the story of an older patient who presents to an emergency room with focal weakness after a recent hospital stay. The key curricular components of this training module are: (1) the basic elements of Medicare and Medicaid, (2) the various levels of post-acute hospital care for older patients, and (3) the role of provider-to-provider and provider-to-patient communication in patient transitions of care, including the critical elements of an effective discharge summary. The vignette has been tailored to be applicable to multidisciplinary trainees. Interactive questions are embedded within the case to emphasize key teaching points while continuing to engage the learners. Results: We piloted this web-based module on trainees of the Harvard Geriatric Medicine Fellowship. Among the 10 fellows who participated, there was an average increase in score between pre- and posttests of 10.6% (from 79% to 90%). The module was well-received by the trainees, and we anticipate a greater improvement in performance among trainees who have never been trained in geriatric medicine. Discussion: Systems-based practice is difficult to teach. By creating and piloting this web-based module we hope to offer residency directors an effective and entertaining interactive tool which may be used in either a didactic or an individual setting. Geriatric medicine offers an ideal forum for such teaching. Educational Objectives By the end of this session, the learner will be able to: Understand the critical elements of an effective discharge summary.Understand how effective discharge communication improves patient outcomes.Familiarize themselves with the basic features of Medicare and Medicaid.Understand how the intensity of intervention and support varies depending on the site of care. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Web Link Access_619.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2007 O'Sullivan et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsWeb-Based ModuleComputer-Based LearningDischarge SummaryUnited States Centers for Medicare and Medicaid ServicesDelivery of Healthcare Disclosures None to report. Funding/Support None to report. Prior Presentations Presented at: the 5th Harvard Medical School, Medical Education Day; November 7, 2006; Boston, Massacheusetts. Loading ...

Matrizes progressivas coloridas de Raven - escala especial: normas para Porto Alegre, RS

O Teste das Matrizes Progressivas Coloridas de Raven destina-se à avaliação do desenvolvimento intelectual de crianças de 5 a 11 anos de idade. O presente trabalho teve como objetivo estabelecer normas para as crianças de Porto Alegre - RS. A amostra foi composta por 779 crianças matriculadas em escolas estaduais, de 4 anos e 9 meses a 11 anos e 9 meses. Foi constatado aumento progressivo nas médias de pontos com o aumento da idade e não foram encontradas diferenças entre meninos e meninas. Na comparação com as crianças de escolas públicas de São Paulo, as médias das crianças de Porto Alegre foram mais altas, mas em geral foram inferiores às das escolas particulares de São Paulo. Foram estabelecidas as normas em percentis para cada faixa etária. Os resultados reforçam a necessidade do estabelecimento de normas distintas para as diferentes regiões do Brasil, principalmente em relação aos testes de inteligência.

An Immersion Approach to Teaching Food Science

ABSTRACT: Introductory Food Science courses are most often lecture‐based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or “hands‐on” learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre‐test and post‐test results shows that none of the students pass the pre‐test and 92% pass the post‐test. In 2002, the average increase in scores from the pre‐test to the post‐test was 65.7 ± 14.7 (n = 22).

A long-term study of knowledge, risk, and ethics for students enrolled in an introductory biotechnology course.

Since 1989, an undergraduate course addressing issues concerning biotechnology in agriculture has been taught annually. To determine the extent to which students were engaged in classroom instruction and assimilated knowledge from the course, students were asked to complete an "Attitudes About Biotechnology" questionnaire. Students were queried about their knowledge of biotechnology, perceptions of risks associated with biotechnology, and ethics and attitudes toward the use of biotechnology in agriculture. Responses to the survey questions were evaluated both pre-and postcourse. Data were collected from 13 classes over a 10-yr period. Inspection of the precourse grade point average and the course grades for these students revealed no trends up or down over the period of this study. Similarly, inspection of the data revealed no effect from problem-based learning, student-facilitated group work, or technology on student attainment of knowledge, perception of risk, or ethical views. For each of the five knowledge questions, the average score increased as a result of taking the course. On two of the knowledge questions, the average score increase for females from pre- to postcourse was greater than for males. Based on our measurements using the postcourse questionnaire, the correlation between perceived and actual knowledge was not significantly different from zero. In two of the four risk questions, there was no change in average score as a result of the course; however, student perception of risk associated with genetic engineering of plants increased. Although average scores for student perception of risk due to the perceived impact of genetically engineered products on people or the environment decreased from pre- to postcourse assessment, the average score was higher (P < 0.01) for females than for males. Males were more accepting of genetic manipulation of cells in a laboratory than were females both pre- and postcourse. Although student knowledge of biotechnology was increased and the perceived risk due to biotechnology was altered, there was no evidence that students altered their ethical position on biotechnology as a result of this course.

Assessment of malocclusion in population groups

An objective method for assessing malocclusion in population groups has been presented. The examination provides for scoring the departure of each tooth from its ideal position in the arch and the summing-up of these scores for a malalignment index. The examination procedure is both rapid and simple in its application. In its preliminary use as an epidemiologic survey tool, the malalignment index has demonstrated a progressive increase in average scores from the ages of 12 to 15 years. The increase is three times as great in the posterior as in the anterior areas of the jaws. In the age groups studied the largest contribution to the total score is made by the mandibular anterior segment, but as age increases the differences become progressively less apparent.