Lecture Evaluation Research Articles

Students’ attitudes towards accents in English-medium instruction: The role of cosmopolitan and motivation orientations

English-medium instruction (EMI) has become a key aspect of internationalisation agendas in higher education, which are also increasingly promoting cosmopolitanism and global citizenship. Within EMI programmes, however, lecturers' non-native English accents can pose challenges for students' content understanding and influence their evaluations of lecturers and education quality. Motivation, whether instrumental or integrative, can also be crucial for EMI and students' (language) learning. Despite this, limited attention has been given to how students' cosmopolitan and motivation orientations may shape their attitudes towards English accents used in EMI. This quantitative exploratory study, conducted at a university of applied sciences in the Netherlands, therefore aimed to gain insights into 1225 students' attitudes towards Dutch-English and standard English accents in EMI, and the potential predictors of these attitudes. The findings revealed that students had more positive attitudes towards standard English accents, but those with higher cosmopolitan orientations also had more positive attitudes towards Dutch-English accents. To further investigate these attitudes and understand changes in students’ motivation and cosmopolitan orientations, future studies should employ longitudinal and mixed-methods research designs. The findings from such research, along with this study, can guide higher education institutions in adjusting their policies to create more meaningful and inclusive EMI experiences.

Perceptions of women in authority positions: The role of warmth and competence

Background Warmth has been shown to disproportionately affect how we perceive women socially, resulting in different standards for men and women in authority roles that emphasize competence. Methods We conducted two studies to determine whether warmth-related traits play a more central role in the evaluations of female lecturers than in their male counterparts such that women are disproportionately “punished” in perceivers’ eyes for lacking warmth, but not rewarded for possessing it. In Study 1, we assessed university students’ ratings of their male and female lecturers’ warmth and competence traits and compared them with their overall evaluations of those lecturers. In Study 2 we followed this up by analysing the warmth- and competence-related word frequency in Rate My Professor reviews of male and female lecturers. Results We found that when lecturers received low warmth ratings, this rating was much more integral to how female lecturers were evaluated on other dimensions than it was for male lecturers, while at high levels of warmth there was no gender difference. This provided some support for the idea that women are “punished” for lacking warmth traits while men are not. In study 2, we found that references to several warmth-related traits followed a pattern where reviews of men and women did not differ on the positive end of the trait spectrum, but women were more likely than men to be referred to with words on the negative end of the same spectrum, once again suggesting that women may be more likely than men to be punished for lacking warmth (but not necessarily praised for possessing it). Conclusions Overall, these studies provide some support for the idea that women in authority are viewed disproportionately negatively for lacking warmth and set the basis for future research into the role of warmth in evaluating high-status women.

Persepsi Mahasiswa terhadap Pelaksanaan Perkuliahan Secara Daring di UIN Mahmud Yunus Batusangkar

This research aims to find out about student perceptions in carrying out the online lecture process by knowing aspects of access, media and implementation of evaluation in online lectures at UIN Mahmud Yunus Batusangkar, the impact of the Covid outbreak that has hit the world. Apart from the many negative impacts, there are also Positive impacts include the impact on the world, namely starting to get used to and become literate with virtual applications as media used in the online learning process such as zoom meetings, Google meetings, Google Classroom, Google Forms, WhatsApp groups, learning management systems (LMS), LMS used by UIN Batusangkar supports the learning process called e-campus and other media that support the online learning process. All of these media are also used by students and lecturers to support the learning process at UIN Mahmud Yunus Batusangkar. This research uses a quantitative approach with a survey method. The data source in this research is 585 students spread across 15 study programs. The data collection technique in this research is by conducting an online survey via Google Form. The results of the research show that students' perceptions regarding access to the implementation of the lecture process were 72.79% in the Good category. The data obtained by students regarding the media used in the online lecture process was 70.32% in the Good category. Student perceptions of online lecture evaluations were 68.04% in the Good category. The overall student perception of online lectures at UIN Batusangkar is 70.38% with a Good classification.

교원양성기관 역량 강화 기제로서의 수업품질개선보고서(CQI) 활용 가능성 탐색

The purpose of this study is to provide practical help for the improvement of the quality of teachers' education in preparation for the competency diagnosis of teacher education institutions and to support the voluntary development of teachers' competencies at A University. The subjects of the study were 304 CQI of curricula(2022-1) and the research questions were the core contents of lecture evaluations of students, satisfaction and dissatisfaction factors of teacher education curricula perceived by teachers. As a result of the analysis, it was confirmed that the quality of classes is improving based on key words, it was confirmed that students' demands for various teaching methods are increasing; third, the teacher satisfaction factors were psychological factors and the dissatisfaction factors were still poor educational environments. Therefore, it is necessary to develop a CQI questionnaire that focuses on strengthening the capacity of teacher training and to collaborate with and support relevant departments to improve the quality of teaching.

An Action Research Study of Digital Storytelling Project-Based Course

This study is an action research study of a digital storytelling project-based course. The purpose of this study is to explore the way of implementing a digital storytelling project-based courses in order to make a local improvement rather than making a generalization. This paper reports the procedure of the Multimedia-Assisted English Education course, which was offered to the English language education majors for fifteen weeks in the spring semester in 2020 and its pedagogical effects in terms of the students’ competence both quantitatively and qualitatively. Quantitative and qualitative data collected included students’ general English proficiency test scores (Quick Placement Test, or QPT), virtual class recordings, group activity notes, mind maps, learning journals, student and instructor reflection notes, lecture evaluations, videos of a digital storytelling project, peer evaluations, self assessments, video critiques (Lacy, 2018), transcripts of students conversations (open channels), and core competency surveys conducted at the beginning and end of the semester. Due to the COVID-19, all the classes were delivered online, which made it possible to explore on-line interaction and collaboration among seventeen students in a non-face-to-face situation. In the course of completing a digital storytelling project in a group of 8-9 students, students were reported to enhance collaborative problem-solving and mutual communication competencies.

Online Learning Evaluation of Drug Information Service Lectures : Study on Learning Process, Learning Outcomes, and Student Perceptions

Online Learning Evaluation of Drug Information Service Lectures : Study on Learning Process, Learning Outcomes, and Student Perceptions

강의평가 하위교원을 위한 교수지원 강의컨설팅 사례 분석

The purpose of this study is to investigate whether mandatory instructional consulting can enhance the quality of university courses and to identify the instructional traits of professors who obtain low lecture evaluation ratings. First, as a result of quantitative analysis employing survey data, lecture evaluation scores, and expert feedback results gathered from participating instructors, the efficacy of mandatory instructional consulting in enhancing practical classes was confirmed. Next, the educational characteristics of faculty were confirmed through an analysis of lecture consulting reports, expert feedback results, and qualitative data obtained from individual interviews with participating faculty and consultants, using an open coding technique. Insufficient interaction with students appeared as a common feature in class, but it was confirmed that some of the characteristics could be sufficiently improved through lecture consulting. In addition, their generally have a sincere and passionate attitude toward their classes, and they believe that there are no major issues with their teaching.

EXAMINING STUDENTS’ EVALUATION OF SIGNIFICANT TEACHING CRITERIA AT THE MALAYSIAN DEFENCE UNIVERSITY

This paper used an exploratory factor analysis (EFA) method to inquire about student evaluations of teaching (SET) among a batch of foundation students. A total of 504 students completed the lecturer evaluation questionnaire at the end of the semester. The current study was prompted by several factors, including teaching quality, lecturer characteristics, personal traits, knowledge evaluation and students’ ratings which provided the impetus for the present study. Lecturers were evaluated using a Likert scale ranging from one to five, with the numbers labelled very poor, poor, medium, good, and excellent, respectively. Two phases of exploratory factor analysis conducted in the study to determine whether the importance ratings students regarded formed separate domains with the mean and the standard deviation of the questionnaire results. The first phase of exploratory factor analysis (Study 1) evaluated 23 criteria attributes listed by Vevere and Kozlinskis (2011). The attributes are seven personal trait items; 11 knowledge transfer items, followed by five knowledge evaluation items. Besides, participants were also asked to indicate any additional attributes they considered important to be possessed by their lecturers, the strand of the course they were enrolled in, and their gender. The purpose of the second study (Study 2) is to provide a contrast to the first study based on the data with an improved version of the SET instrument and with a different cohort of students. We discovered that all the proposed attributes of a lecturer were important to the students, and the categories proposed by Vevere and Kozlinskis (2011) for evaluating lecturers did not correspond to the importance of categories evaluated by the students.

Evaluasi Pelaksanaan Perkuliahan dan Hasil Belajar Mahasiswa pada Pembelajaran Daring dan Luring di Fakultas Ilmu Olahraga Unesa

The purpose of this study will examine the evaluation of student learning and learning outcomes in online and offline learning at the Faculty of Sports Science. The research method used is comparative, which is to compare the results of lecture evaluations and learning outcomes. Sampling technique with purposive sampling, with a total of 274 students. Data analysis techniques using t-tests. The results showed that the average implementation of online learning was in the good category (56.2%) and the average offline learning was in the good category (59.1%). Conclusion There is no significant difference in the implementation of online learning and the learning outcomes of online and offline learning in Faculty of Sports Science Universitas Negeri Surabaya students.
 Key word: Evaluation, Learning, online, offline, learning outcomes

A Study of the Applicability and Purpose of Students Evaluation of Lecturers in Colleges of Education in Nigeria

The National Commission for Colleges of Education (NCCE) which is the supervisory agency for Colleges of Education in Nigeria in its current Minimum Standards provided an instrument for the evaluation of lecturers by students. This study raised five research questions and hypotheses to address some aspects of the applicability of the NCCE Instrument for Students Evaluation of Lecturers (ISEL). A mixed method approach was used and the sample comprised of 260 students and 48 lecturers from Colleges of Education in Nigeria. The instruments used were ISEL, Students Evaluation of Lecturers in Colleges of Education Questionnaire (SELCEQ) and pre evaluation briefing on ISEL (PREBISEL). Descriptive statistics, T test, χ2 and one way ANCOVA were used to answer research questions and test hypotheses. Findings revealed that students and lecturers agreed that students can objectively evaluate their course lecturers and such evaluation will be useful. It was also established that lecturers whose students score higher marks in their courses receive higher students’ evaluation rating than lecturers whose students score lower marks. Pre evaluation briefing had no significant effect on students’ evaluation of their lecturers. It is recommended that Colleges should put ISEL to full use, and the NCCE should monitor its implementation and emphasize it in accreditation processes. The process of administration and reporting of ISEL should be developed and standardized with consideration for a mixed method approach.

문제중심학습(PBL) 수업 모형 적용 사례 분석

Objectives The purpose of this study is to analyze the case of applying a problem-based learning (PBL) class model conducted with non-face-to-face online classes in the COVID-19 pandemic situation.
 Methods To this end, the language guidance subject, a major subject in children's studies at D University, was conducted as a non-face-to-face problem-based learning (PBL) class in the 2020-1 and 2021-1 semesters, and data were collected through the learner's lecture evaluation score and satisfaction evaluation score.
 Results As a result of applying the non-face-to-face PBL class model, it was confirmed that the lecture evaluation score and satisfaction evaluation score improved overall by supplementing the problems found in the PBL class operation for the 2020-1 semester.
 Conclusions The results of this study show the need to expand the application of PBL in university classes to enhance capabilities such as motivation, deep learning, and self-directed learning necessary in the era of the 4th industrial revolution. In addition, the results of this study, which conducted PBL classes as non-face-to-face online classes in a situation where face-to-face classes are impossible due to COVID-19, provide basic data for the development of a new model of university classes in the post-COVID era.

Instructor factors associated with medical students’ lecture evaluation: a longitudinal analysis

Purpose: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Methods: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Results: The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.Conclusion: The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.

A Review on Human–Computer Interaction Education Based on Active Learning using the DEMATEL Method

The objective of the study was to explore how web lectures could be used to enhance the learning experience in an introductory human-computer interaction course. The researchers introduced web lectures as a method to deliver lecture material prior to class, allowing more interactive learning activities during in-class sessions instead of passive listening. A quasi-experiment was conducted over a 15-week semester, involving 46 students who were divided into two sections of the same course. One section utilized web lectures, while the other followed traditional lectures. To ensure fairness, several control measures were implemented, including the same instructor for both sections and blind grading. The findings revealed that the section using web lectures achieved significantly better grades compared to the section with traditional lectures. Moreover, students in the web lecture section reported increasingly positive attitudes towards this approach throughout the course. This research provides a twofold contribution: firstly, it demonstrates a new way of utilizing existing technology to enhance learning outcomes, and secondly, it presents a comprehensive, quasi-experimental evaluation of web lectures in the specific context of the course. Various undergraduate courses incorporate the field of human-computer interaction (HCI) and emphasize a theoretical approach that encompasses the entire process of creating effective interfaces for end users. However, instructors encounter difficulties in keeping students engaged during the introduction of these concepts and encouraging practical experience in HCI. The aim of this study is to propose a teaching and learning method that enhances student retention and promotes a deeper understanding of HCI. This method consists of two components. The first part focuses on explaining the theoretical concepts of the discipline, while the second part involves implementing problem-based learning (PBL) within The DEMATEL method involves a systematic process of analyzing the relationships between different factors or variables in a system. It aims to uncover the cause-and-effect chains and understand the influence and impact each factor has on others. By employing DEMATEL, decision-makers can gain insights into the interdependencies among factors and determine which components play a significant role in shaping the system's behaviour. This method facilitates a comprehensive evaluation of the relationships, allowing for a more informed decision-making process. This model provides a clear representation of the complex system, highlighting the critical components and their influence on other factors. By visualizing and understanding the cause-effect chains, decision-makers can make informed choices and develop effective strategies for system improvement. Stability (ST), Speed (SP), System integration (SI), Aesthetic visualization (Av), Friendliness other learner (UF), interactive GUI(IG), interface flexibility (IF), User interaction with (IWS) Human–Computer Interaction Education Based on Active Learning Methods IWS is got the first rank whereas is the system integration is having the lowest rank. Human–Computer Interaction Education Based on Active Learning Methods IWS is got the first rank whereas is the system integration is having the lowest rank.

The New Professionalism Character in Education: Framing the Management Issue

Professional character development necessitates a variety of outcome-based evaluation strategies. This article suggests modifying the concept and substance of the lecturer evaluation system to improve professional lecturer characteristics. Qualitative research using the grounded approach, technological data mining, and experience Data analysis on MPI professional practice at IAIN Lhokseumawe utilizing analytic research. The study's research boundaries represent instructors' professional competency in the aims of the Tri Dharma of higher education. The results of the study revealed that the new subject offered by the MPI IAIN Lhokseumawe. To begin, lessons learned about professional traits based on religious beliefs and job evaluations have implications for classroom instruction, research, and community outreach. Second, the identification of empirical indicators of professionalism outcome attainment is identified by performance assessment reports and procedures for building a culture of professionalism that is regarded as ideal for formalization through a reward and punishment system. Third, professional growth in higher education is accomplished by strategic evaluative personal skills, substantial education, institutional training, job autonomy, and adherence to an ethical code. When the principle of professionalism is studied, the practical implication will be the establishment of a global management professional who will contribute qualitatively to the demands of the industrial world and raise the growth of the global economy as a whole.

‘건반화성’ 교과목의 온라인 활용 수업 사례 연구

Objectives This study sought to explore effective teaching directions through the case of using non-face-to-face online class Zoom in a keyboard subject class that combines theory and practice. At the same time, the purpose is to analyze the satisfaction of learners by conducting various questionnaires, and according to the results, to present a model of music lessons in which theory and practice are combined in the future. Methods In conducting the 2021-1 Keyboard Hwaseong subject class at S University in Seoul, we tried non-face-to-face online classes using various lesson methods centered on learners, and analyzed the results of three types of questionnaires and final lecture evaluations among 14 students for these teaching methods. Results First, the disadvantages of face-to-face classes have been solved through online classes. Second, we designed online classes such as flip learning and discussion discussions that learners can actively participate in. Third, the use of various online learning tools such as paddlelets and quiz anne attracted the interest of learners. Fourth, through individual and team practice activities online, self-coaching, peer coaching, and instructor coaching were carried out. Fifth, learners' opinions were collected through online learning counseling and fully reflected in the next class. Sixth, it was found through surveys and final lecture evaluations that if various teaching methods are used in online classes, the satisfaction of learners can be high enough. Conclusions By reinforcing the shortcomings of face-to-face classes in subjects that combine theory and practice, and by trying various methods of teaching cases that utilize the strengths of non-face-to-face classes, it was possible to suggest an efficient non-face-to-face class direction that can increase learners' participation and lecture satisfaction.

The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.

A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms

In addition to the linguistic diversity of South African nationals, the growing number of international students from other countries, especially from Africa, has made language-related issues in South African university classrooms more complex. The teaching-learning process is very challenging with linguistically heterogeneous learners with different symbols and meanings that influence the way they learn and could be a source of exclusion and a barrier to effective learning outcomes. Hence, this paper aims to shed light on strategies and practices contributing to engendering inclusive pedagogy in diverse classroom settings, especially in multilingual university classrooms. To address this, this literature review used secondary sources collected through an in-depth review of academic journals, books, and doctoral dissertations using Google Scholar. The textual analysis showed that enablers of inclusive pedagogy in South African multilingual higher education classrooms include translanguaging, continuous lecturer professional development on inclusivity, use of audio-visuals, continuous evaluation of lecturers and inclusive policies, providing learners with requisite skills, lecturers’ knowledge of learners’ diversity, and lecturer’s self-awareness and preparedness to deal with linguistically diverse learners. This resulted in a potential conceptual framework for inclusive pedagogy in multilingual South African higher education undergraduate university classrooms. The results have implications for language policy, practice, and research.

Evaluasi Strategi Dalam Manajemen Pengendalian Mutu Pembelajaran Program Studi PGMI Fakultas Tarbiyah IAIN Kediri

Various strategies are carried out by tertiary institutions including study programs in them to improve and control the quality of learning in order to increase the competitiveness of institutions. The purpose of this study is to clarify the evaluation of the strategy carried out by the PGMI Study Program, Faculty of Tarbiyah IAIN Kediri in controlling the quality of learning. The research method used in this study is a qualitative approach to the type of case study design. For the data collection method is done by observation, interviews and documentation. The results of the study show that the design of strategies related to the quality of the study program is written on the Vision and Mission Objectives of the Strategy (VMTS) of the study program. The implementation of this strategy was carried out during lectures taking into account the academic guidelines of the PGMI Study Program. Strategy evaluation is carried out by monitoring and evaluating learning at the beginning, middle and end of the semester. The forms of evaluation activities are study program meetings, Management Review Meetings (RTM), Student Lecturer Evaluations (EDOM) and Internal Quality Audits (AMI). The conclusion from the evaluation of this strategy shows that the quality control of PGMI Study Program learning has been carried out properly. Implementation of learning is in accordance with the curriculum, learning support activities have been carried out according to the planned program and learning facilities have begun to be improved.

PERANCANGAN SISTEM EVALUASI DOSEN OLEH MAHASISWA (EDOM) UNIVERSITAS MUHAMMADIYAH JAMBI BERBASIS WEBSITE

Jambi Muhammadiyah University participates in evaluating lecturers. However, the evaluation process carried out was still manual, namely using paper, where the paper containing the questionnaire was circulated to students and not all students filled out and collected the questionnaire again. Assessment procedures in this way are considered less effective and efficient. This procedure has many weaknesses including the use of a lot of paper in each questionnaire distribution, the calculation of the assessment requires a longer time, and the possibility of calculation errors due to human error. Therefore an information system is needed that can overcome this problem so as to increase the effectiveness and efficiency of the process of assessing and evaluating lecturer performance. The system is built using the PHP programming language and as a database using MySQL. The method used in this study uses the waterfall method with the stages of needs analysis, system design, system implementation and system testing. The design of this system uses data collection techniques, namely observation, interviews, and document review. The expected results in this study are a website-based Lecturer Evaluation Information System that can facilitate related parties in measuring the quality standards of lecturer quality at the University of Muhammadiyah Jambi.

Efficacy of the Implementation of Brain Herniation Codes at a Tertiary Medical Center (P1-7.005)

<h3>Objective:</h3> To reduce time to imaging and intervention for brain herniation codes through provider education. <h3>Background:</h3> Brain herniation is a life-threatening event that occurs when compensatory mechanisms are overcome by increasing intracranial pressure. At Thomas Jefferson University Hospital, we implemented a brain herniation code (BHC) alert in 2019 to help quickly mobilize resources and provide care for these patients. However, healthcare providers (HCP) were not aware of this system and thus underutilized. We aim to study the “time to intervention” and outcomes of BHC patients before and after teaching sessions with HCP. We hypothesize that the implementation of BHC with HCP education at TJUH will improve efficiency of clinical care as well as clinical outcomes. <h3>Design/Methods:</h3> We retrospectively evaluated “time to intervention” for BHC patient charts at TJUH between 2019 to 2021. We then provided educational sessions to HCP with a pre and post lecture evaluation. Statistical analysis was performed using Graphpad Prism v9. Pre and post survey results were compared using paired analysis corrected for multiple comparisons. <h3>Results:</h3> Preliminary data found six BHC patients before education sessions. The average time to CTH was 39.8 + 6.02 minutes and the average time to administering hyperosmolar therapy was 56.6 + 26.23 minutes. We found a statistically significant difference in pre and post test scores in non-neurology residents (p&lt;0.001, n=20) and Neurology residents (p=0.046, n=12) following our teaching session. Non-neurology providers scored significantly better on 3 questions directed at recognizing impending herniation and 1 question about brain herniation protocol (p&lt;0.05, n=20). Neurology residents scored significantly better on 1 question about protocol (p &lt; 0.05, n = 12) post teaching session. <h3>Conclusions:</h3> We found focused teaching had improved general knowledge and comfort regarding BHC. We continue to collect post education data to see if there is an improvement in “time to intervention” and patient outcomes. <b>Disclosure:</b> Dr. Lee has nothing to disclose. Dr. Gee has nothing to disclose. Dr. Pynes has nothing to disclose. Dr. Curran has nothing to disclose. Dr. Hsu has nothing to disclose. Dr. Gal has nothing to disclose. Dr. Newman has nothing to disclose. Dr. Fletman has nothing to disclose. Dr. Gupta has nothing to disclose. Dr. Yellin has nothing to disclose. Dr. Buslov has nothing to disclose. Dr. Lee has nothing to disclose. Dr. Navarathna has nothing to disclose. Dr. Vibbert has nothing to disclose. Dr. Shah has nothing to disclose.