Non-teaching Group Research Articles

Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners

This study compared teaching and non-teaching track pre-service EFL teachers’ motivation and self-competency in learning English as an L2. The purpose of this investigation was to examine the effect of prospective status on teaching profession in mediating differences in the criterion measures (motivational intention, L2 self-competency, and attained proficiency). A total of 80 students enrolled in a pre-service teacher education program were measured on motivational intention, ideal and ought-to L2 selves, instrumentality (promotion and prevention) and integrativeness along with L2 self-competency using a questionnaire. The participants also reported on reasons for their selection and non-selection of teaching profession along with perceived difficulties in pursuing a L2 teaching career in a semi-structured interview. The study shows that teaching track students were much stronger in motivational intention and integrativeness, while the non-teaching group was noticeably higher in instrumentality (prevention) and ought-to L2 self. Instrumentality in each group revealed a differing level of functioning where the preventive side served as the strongest predictor of attained proficiency yet only in the nonteaching group. Profession status had a significant main effect on levels of motivational intention, but not on L2 self-competency nor on attained proficiency. Implications of the findings are discussed.

Perfil del médico de familia que accede a plazas con tutoría docente de Medicina Familiar y Comunitaria mediante concurso de traslados en Galicia

ObjectiveTo analyse the profile of Family Doctors who gain access to positions, both to the general quota, as well those reserved for teaching tutors of Family and Community Medicine, by means of a relocation competition. Material and methodsA descriptive observational study was conducted in which 2 comparison groups were established: A Non-Teaching group that did not include Family Doctors who did not request or gain access to tutor positions, and a Teaching group with those that gained access to positions reserved for tutors. The information was obtained from the marks of the relocation competition carried out in Galicia in 2018. A total of 426 General Practitioners that entered the examination were included, of which 301 were female (70.7%) and 125 (29.3%) males. The variables were the obtaining of a position reserved for tutor, gender, and the merits considered in the competition: professional experience, training, scientific publications, and Galician language. The non-parametric statistics tests of Mann-Whitney and Kruskal-Wallis were used, after checking for non-normal distribution. ResultsStatistically significant differences were found in the distribution by gender in favour of males in the Teaching group compared to the Non-Teaching group (P<.01). The Teaching group obtained better results in training and publications. The females obtained statistically significant results in their favour in the training variable, and the males in experience. ConclusionsFor the choice of teaching places in relocation interviews and examinations, publications and training had an important weighting; but, taking the gender perspective into account, a lower percentage of women had gained access to teaching positions due to having lower score in the experience category.

Safety of resident training in the microsurgical resection of intracranial tumors: Data from a prospective registry of complications and outcome

The aim of the present study was to assess the safety of microsurgical resection of intracranial tumors performed by supervised neurosurgical residents. We analyzed prospectively collected data from our institutional patient registry and dichotomized between procedures performed by supervised neurosurgery residents (defined as teaching procedures) or board-certified faculty neurosurgeons (defined as non-teaching procedures). The primary endpoint was morbidity at discharge, defined as a postoperative decrease of ≥10 points on the Karnofsky Performance Scale (KPS). Secondary endpoints included 3-month (M3) morbidity, mortality, the in-hospital complication rate, and complication type and severity. Of 1,446 consecutive procedures, 221 (15.3%) were teaching procedures. Patients in the teaching group were as likely as patients in the non-teaching group to experience discharge morbidity in both uni- (OR 0.85, 95%CI 0.60–1.22, p = 0.391) and multivariate analysis (adjusted OR 1.08, 95%CI 0.74–1.58, p = 0.680). The results were consistent at time of the M3 follow-up and in subgroup analyses. In-hospital mortality was equally low (0.24 vs. 0%, p = 0.461) and the likelihood (p = 0.499), type (p = 0.581) and severity of complications (p = 0.373) were similar. These results suggest that microsurgical resection of carefully selected intracranial tumors can be performed safely by supervised neurosurgical residents without increasing the risk of morbidity, mortality or perioperative complications. Appropriate allocation of operations according to case complexity and the resident’s experience level, however, appears essential.

Variations in practice patterns and resource utilization in patients treated for chronic obstructive pulmonary disease.

Several studies have looked at patient-related variables influencing hospital length of stay (LOS) in patients with acute exacerbations of chronic obstructive pulmonary disease (AECOPD). However, there has been increasing recognition that physician-related factors also play a significant role. This study aims to evaluate differences in practice patterns between teaching and nonteaching services and their effect on LOS in a large community hospital. A retrospective study of 354 patients admitted to Florida Hospital, Orlando, with AECOPD between January 2009 and December 2011. Patients who presented with acute respiratory failure requiring mechanical ventilation were excluded. Practice patterns of interest were use of oral versus intravenous systemic steroids, use of oral versus intravenous antibiotics, and utilization of consultations. Length of stay was significantly lower in the teaching compared with the nonteaching group (2.80 vs. 5.04days, P<.001). There was significantly greater use of oral steroids (85% vs. 8.9%, P<.001), greater use of oral antibiotics (72% vs. 33%, P<.001), and lower utilization of consults (0.3 vs. 1.4 consults per patient, P<.001) in the teaching compared with the nonteaching group. The teaching service was independently associated with decreased LOS in a multivariable regression model. However, after adjustment for the difference in practice patterns between the 2 groups, the teaching service was no longer associated with decreased LOS. Of the practice patterns, only utilization of consults was independently associated with increased LOS. The teaching service had decreased LOS compared with the nonteaching service in patients hospitalized for AECOPD. The observed difference was completely explained by differences in practice patterns between the 2 groups. The study identifies an opportunity for more efficient and cost-effective care of AECOPD patients through streamlining of consultations, use of oral steroids in lieu of IV steroids, and antibiotic stewardship.

Comparison of hospital outcomes and resource use in acute COPD exacerbation patients managed by teaching versus nonteaching services in a community hospital

The impact of teaching versus nonteaching services on outcomes and resource use in patients with acute exacerbation of chronic obstructive pulmonary disease (AECOPD) is unknown. The aim of the study is to evaluate the impact of an internal medicine teaching service compared to a nonteaching service on outcomes and resource use in patients admitted with AECOPD in a community teaching hospital. A retrospective cohort study of patients admitted for a primary diagnosis of chronic obstructive pulmonary disease exacerbation to Florida Hospital Orlando, a large community teaching hospital, between January 1, 2011, and December 31, 2014. Data were extracted from Premier administrative database. Risk adjusted length of stay (LOS), cost of hospitalization, 30-day readmissions, and mortality rate were measured. Risk adjustment for outcomes was based on Premier CareScience methodology. A total of 1419 patients were included, 306 in the teaching group and 1113 in the nonteaching group. Risk adjusted cost and LOS were significantly lower in the teaching group compared to the nonteaching group (observed/expected cost 0.66 vs 1.06, P<.001) and (observed/expected LOS 0.93 vs 1.69, P<.001), respectively. No significant difference was found between the 2 groups in risk adjusted mortality and readmissions (P=.48 and .89, respectively). Use of consults was significantly lower in the teaching groups with 73% vs 31% of the patient in the teaching group had no consults compared to the nonteaching group (P<.001). The teaching service was significantly associated with decreased use of consults after adjustment for other variables (odds ratio, 0.17, 95% CI, 0.15-0.23, P<.001). The teaching service had more favorable outcomes compared to nonteaching services in patients hospitalized for AECOPD. The physician practice model has a major impact on the cost, LOS, and use of consults in patients with AECOPD.

Microscopic lumbar spinal stenosis decompression: is surgical education safe?

Acquiring operative skills in the course of a structured neurosurgery residency training program is vital to safely operating on patients autonomously upon board certification. We tested the hypothesis that the complication rates and outcome of microscopic lumbar spinal stenosis (LSS) decompression done by supervised residents are not inferior to those of board-certified faculty neurosurgeons (BCFNs). Retrospective single-center study performed at a Swiss teaching hospital comparing consecutive patients undergoing surgery for LSS by a supervised neurosurgery resident (teaching cases) to a consecutive series of patients operated on by a BCFN (non-teaching cases). The primary endpoint was occurrence of complications during surgery. Secondary endpoints were patients' clinical outcomes 4 weeks after surgery, categorized into a binary responder and non-responder variable, occurrence of postoperative complications, need for re-do surgery, and clinical outcome until the last follow-up (FU). In a total of n = 471 operations, n = 194 (41.2 %) were teaching cases and n = 277 (58.8 %) non-teaching cases. A longer operation time (single-level procedures: mean 100.0 vs. 83.2 min, p < 0.001) was recorded for teaching cases, while estimated blood loss was equal (single-level procedures: mean 109.9 vs. 117.0 ml, p = 0.409). In multivariate analysis, supervised residents were as likely as BCFNs to have an intraoperative complication (OR 0.92, 95 % CI 0.41-2.04, p = 0.835). They were as likely as BCFNs to achieve a favorable 4-week response to surgery (OR 1.82, 95 % CI 0.79-4.15, p = 0.155). Until final FU, the likelihood for patients in the teaching group to suffer from postoperative complications (OR 1.07, 95 % CI 0.46-2.49, p = 0.864) or require re-do surgery (OR 0.68, 95 % CI 0.31-1.52, p = 0.358) was similar to that of the non-teaching group. Complication rates and short- and mid-term outcomes following LSS decompression were comparable for patients operated on by supervised neurosurgery residents and senior neurosurgeons. Our data thus indicate that a structured neurosurgical hands-on training including LSS decompression is safe for patients.

Anterior cervical discectomy and fusion: is surgical education safe?

Operative skills are key to neurosurgical resident training. They should be acquired in a structured manner and preferably starting early in residency. The aim of this study was to test the hypothesis that the outcome and complication rate of anterior cervical discectomy and fusion with or without instrumentation (ACDF(I)) is not inferior for supervised residents as compared to board-certified faculty neurosurgeons (BCFN). This was a retrospective single-center study of all consecutive patients undergoing ACDF(I)-surgery between January 2011 and August 2014. All procedures were dichotomized into two groups according to the surgeon's level of experience: teaching cases (postgraduate year (PGY)-2 to PGY-6 neurosurgical residents) and non-teaching cases operated by BCFN. The primary study endpoint was patients' clinical outcome 4 weeks after surgery, categorized into a binary responder and non-responder variable. Secondary endpoints were complications, need for re-do surgery, and clinical outcome until the last follow-up. After exclusion of six cases because of incomplete data, a total of 287 ACDF(I) operations were enrolled into the study, of which 82 (29.2 %) were teaching cases and 199 (70.8 %) were non-teaching cases. Teaching cases required a longer operation time (131 min (95 % confidence interval (CI) 122-141 min) vs. 102 min (95-108 min; p < 0.0001) and were associated with a slightly higher estimated blood loss (84 ml (95 % CI 56-111 ml) vs. 57 ml (95 % CI 47-66 ml); p = 0.0017), while there was no difference in the rate of intraoperative complications (2.4 vs. 1.5 %; p = 0.631). Four weeks after surgery, 92.7 and 93 % of the patients had a positive response to surgery (p = 1.000), respectively. There was no difference in the postoperative complication rate (4.9 vs. 3.0 %; p = 0.307). Around 30 % of the study patients were followed up in outpatient clinics for more than once up until a mean period of 6.4 months (95 % CI 5.3-7.6 months). At the last follow-up, the clinical outcome was similar with a 90 % responder rate for both groups (p = 0.834). In total, five patients from the teaching group and eight patients from the non-teaching group required re-do surgery (p = 0.602). Short- and mid-term outcomes and complication rates following microscopic ACDF(I) were comparable for patients operated on by supervised neurosurgical residents or by senior surgeons. Our data thus indicate that a structured neurosurgical education of operative skills does not lead to worse outcomes or increase the complication rates after ACDF(I). Confirmation of the results by a prospective study is desired.

Complications After Lumbar Spine Surgery Between Teaching and Nonteaching Hospitals

Retrospective national database analysis. A national population-based database was analyzed to characterize the perioperative complications of lumbar spine procedures performed at teaching and nonteaching hospitals. Perception biases exist regarding the complications of lumbar spine surgery based upon the hospital teaching environment. Data from the Nationwide Inpatient Sample was queried from 2002-2011. Patients undergoing an anterior lumbar interbody fusion, posterior lumbar interbody fusion, anterior/posterior lumbar fusion, or lumbar decompression to treat lumbar degenerative pathology were identified and separated into cohorts based upon the teaching status of the hospital. Patient demographics, Charlson Comorbidity Index, length of stay, complications, mortality, and costs were assessed. A total of 658,616 lumbar procedures were identified from 2002-2011, of which 367,875 (55.9%) were performed at teaching hospitals. An older patient population comprised the teaching hospital cohort and demonstrated a greater comorbidity burden than the nonteaching group (Charlson Comorbidity Index 2.90 vs. 2.55; P < 0.001). In addition, the teaching hospital cohort was associated with a significantly greater number of multilevel fusion cases (P < 0.001) and incurred a greater mean length of stay (3.7 vs. 3.0 d; P < 0.001). Patients treated at teaching hospitals demonstrated a significantly greater incidence of postoperative pulmonary embolism, deep vein thrombosis, infection, and neurological complications than the nonteaching cohort (P < 0.001). Overall, there were no significant differences in the mean total hospital costs or mortality between the hospital cohorts. Regression analysis demonstrated that teaching status was not a significant predictor of mortality (OR, 1.02; confidence interval 0.8-1.2; P = 0.8). Patients treated in teaching hospitals for lumbar spine surgery incurred a longer hospitalization and a greater incidence of postoperative complications including pulmonary embolism, deep vein thrombosis, infection, and neurological events. These findings may be explained by an increased complexity of procedures performed at teaching hospitals along with an older and a more comorbid patient population. Despite these differences, the teaching status was not a significant predictor of in-hospital mortality after a lumbar spine surgery. 3.

Factors influencing registered nurses teaching breast self-examination to female clients.

A university hospital-based study was conducted to explore factors that influence nurses teaching breast self-examination (BSE) to female clients, using the PRECEDE (Predisposing, Reinforcing, and Enabling factors in Educational Diagnosis and Evaluation) model as an organizing framework. Female registered nurses (N = 140) from adult inpatient and outpatient units completed a questionnaire that included items about frequency of BSE, knowledge of breast cancer screening and BSE technique, health motivation, confidence and competence in performing BSE, and teaching BSE. Data analysis compared the characteristics of nurses who reported teaching BSE with nurses who did not teach. Nurses in the teaching group had more work experience in nursing and were more likely to have a friend with breast cancer than were those in the nonteaching group. The teaching group had more knowledge about breast cancer screening and BSE technique and reported more confidence and competence in performing BSE.

Background and career orientations of women with mathematical aptitude

A “person-thing” career motivation continuum was tested as a model for structuring this investigation of the personal characteristics and career influences of women in mathematics who entered teaching or nonteaching careers. Women mathematicians who chose to teach were hypothesized to be more person-oriented in career development (i.e., they would be more influenced in the development of career interest by people). In contrast, women who chose careers in mathematically oriented fields, until recently considered nontraditional for their sex (engineering, physical science, accounting, economics, computer science), were expected to be more attracted to the “ideas” or “things” of mathematics. This hypothesis was tested in its null form by comparing personality traits and career influences for two groups of university senior women. Each group was composed of 30 subjects who had elected at least 24 semester credit hours in mathematics. Subjects were randomly selected after individuals were first stratified into two groups, according to whether they chose teaching or nonteaching careers in math-related areas. Second order personality traits derived from subjects' responses to Cattell's 16 PF Questionnaire were employed to assess personality differences. A biographical questionnaire was utilized for collecting data relative to career-influence factors. Multivariate analysis of variance and chi square statistical models were employed for data analysis. The two groups differed significantly in overall personality profiles. This difference was related to the nonteaching group's having scored significantly higher (than did the teaching group) on both the creativity and independence personality factors. Related to career influence, the nonteaching women appeared to develop their interests in mathematics somewhat earlier than did their counterparts who chose to teach. Women teachers were more attracted to their careers because of the influence of people engaged in mathematically oriented work. More of the nonteaching women cited influences associated with mathematics, itself, such as books, demonstrations and independent studies, as paramount in their career decision-making. Also, men were seen as more influential in fostering their career development by the non-teaching group, while in contrast, the teachers chose women as more influential in the development of their interests in mathematics. These findings appear to support the “person-thing” hypothesis associated with the development of career interests for women in mathematics.

幼児の論理的思考についての実験的一考察

In this experiment, I Would observe how preschool children will give a solution when they are given subjects in which they have interest. After that, I would characterize logical constructs of thinking in pre-school children. As a different view point from general researches on logical thinking, I would observe how pre-school children really think logically before they consciously operate and adjust already existing systems and axioms of logic. Experiments Subjects: 60 children in kindegrarten (six years old).Materials: 16 colored pictures of animals on white cards (4cm-4cm). These animals are as follows,fishes: a goldfish, ared tai and a loach.birds: a japanese crane, a sparrow, an owl, a duck and a cock. insects: a butterfly, a cicada and a dragonfly. beasts: a monkey, a goat, a rat, a rabbit and a dog.Picture-book is “a living thing” A book of science (2) by Kazuo Mafune. Doshinsha (in Japanese) 1968. This book shows (1) how animals move, and (2) names of parts in animals. For instance,p.2 pictures of a lion, a cat and a dog.“Beasts walk by legs”p.10 picture of a cow.“A beast has a head, a trunk and 4 legs. The body is covered with hairs”Experiment I A. Teaching group. Subjects 30.First, subjects are taught on distinctive features among “fish”,“bird”,“insect” and “beast” in picture- book. First trial subjects must name 16 animals on cards. If they make mistakes, experimenter teaches them correct names. After that subjects classify 16 cards as they consider them to belong to one group or another. When subjects finished classifications, experimenter asked reasons why they classified as they did. For subjects who classified correctly, experiment is stopped. Other subjects must advance to another trial.Second trial: experimenter instructs subjects to classify these 16 cards into “fishes”,“birds”,“insects”, and “beasts”. When they finished, experimenter asked reasons why they classified as they did.ExperimentIIB. Non-teaching group. Subjects 30. Experimenter gave subjects no instructions on these animals. First and second trials are as in first experiment.Results(1) Correct classification on scientific thinking was greater in A group than in B. Though subjects of B group classified correctly, their reasons are based on experience.(2) I would set up some stages of logical thinking which appeared in this experiment.(Table 1)