Provision Of Autonomy Research Articles

How intrinsically motivating are swimming instructors/lessons in the Netherlands? An observational study through the lens of self-determination theory.

It is desirable that (more) children continue swimming after having completed their swimming lessons to preserve their swimming skills and water safety, and as part of an active, healthy lifestyle. This may be encouraged by stirring children's intrinsic motivation for swimming during swimming lessons. However, it is currently unknown how intrinsically motivating swimming lessons are in Western countries. This study examined to what extent swimming instructors in the Netherlands cater to the basic needs of autonomy, competence, and relatedness, which, according to Self-Determination Theory (SDT), promote intrinsic motivation. Additionally, it examined whether an SDT-based teaching program prompts instructors to better meet these needs, and to what extent the teaching program, the education and experience of the instructor, and the group size predict the employment of SDT in swimming lessons. A total of 128 swimming lessons given by equally many instructors were observed in the Netherlands and rated on a modified version of the SDT teaching style scale to assess autonomy, competence, and relatedness support. The swimming lessons referred to four teaching programs, one of which was explicitly based on SDT. Instructors exhibited autonomy-thwarting, weakly competence-supportive, and relatedness-supportive behaviors. The SDT-based teaching program scored higher on the provision of autonomy, competence, and relatedness in lessons. This finding was significant for autonomy. Teaching program was the only significant predictor of SDT employment by instructors. Further improvement is desirable in catering to the basic needs, particularly autonomy, which can be achieved by deliberately implementing the principles of SDT into teaching programs for swimming.

Missing Voices: What Early Career Hospitalists View as Essential in Hospital Medicine-Focused Education.

Acknowledging that a successful career in hospital medicine (HM) requires specialized skills, residency programs have developed hospital medicine-focused education (HMFE) programs. Surveys of Internal Medicine residency leaders have described HMFE curricula but are limited to that specialty and lack perspectives from early career hospitalists (ECHs) who recently completed this training. As such, we surveyed multispecialty ECHs to evaluate their preferences for HMFE and to identify gaps in standard residency training and career development that HMFE can bridge. The objectives of our study were to describe multispecialty ECH needs and preferences for HMFE and to identify gaps in standard residency training and career development that HMFE can bridge. From February to March 2021, ECHs (defined as hospitalists within 0-5 years from residency) were surveyed using the Society of Hospital Medicine's listserv. Respondents identified as having participated in HMFE or not during residency (defining them as HMFE participants or non-HMFE participants). From 257 respondents, 84 (33%) ECHs met inclusion criteria. Half (n = 42) were HMFE participants. ECHs ranked clinical hospitalist career preparation (86%) and mentorship from HM faculty (85%) as the most important gaps in standard residency training and career development that HMFE can bridge. Other key components of HMFE included exposure to quality improvement, patient safety, and high-value care (67%); provision of autonomy through independent rounding (54%); and preparation for the job application process (70%). Multispecialty ECHs describe HMFE as positively influencing their decision to pursue a hospitalist career and increasing their preparedness for practice. HMFE may be particularly well suited to foster advanced clinical skills such as independent rounding, critical thinking, and self-reflection. We propose an organizing framework for HMFE in residency that may assist in the implementation and innovation of HMFE programs nationwide and in the development of standardized HMFE competencies.

A Study on Examining Autonomy Provision in Higher Education

Autonomy is the backbone of higher education in India. It encourages the colleges to innovate practices and achievement of excellence. Institutional autonomy denotes the power and capabilities of educational institutes to set their policies for teaching and learning, research, admission procedure, fee structure, evaluation procedure, and implementation. The college should practice autonomy at the grassroots level to address the need of the hour. An attempt has been made to analyze the history of college autonomy from ancient India totodays’UGC’srevised guidelines. Major recommendations of committees and commissions, their objectives, their implementation, drawbacks, and reasons have been discussed.

Recruitment and retention into longitudinal health research from an adolescent perspective: a qualitative study

BackgroundHigh quality longitudinal studies investigating changes in health behaviours over the transition into early adulthood are critical. However, recruiting and retaining adolescents is challenging. This study explored adolescents’ perspectives of signing up to and continuing involvement in a hypothetical longitudinal health research study.MethodsForty-eight individuals (15-20y) participated in nine in-person focus groups about recruitment and retention in research. Participants were (a) school students in the last year of compulsory school (Year 11, 15-16y), (b) school/college students in Sixth Form (Year 13, 17-18y), (c) Further Education students studying after secondary education, but not higher education (16-18y) and (d) young adults not in education, employment, or training (18-20y) across England. Thematic analysis resulted in seven themes.ResultsDriving factors for sign-up included social connection e.g., joining with peer groups, personalised feedback, and incentives, primarily financial. Key barriers were lack of interest, the perception of commitment, and timing of recruitment. Young people preferred recruitment processes via social media with messages tailored to their motivations, monthly data collection of maximally 20–30 min, and hybrid data collection with some in-person contact with a consistent, non-judgemental researcher. The provision of autonomy, choice, and financial incentives were perceived to promote retention.ConclusionsAdolescent recruitment and retention strategies need to align with contemporary interests and motivations. Studies should involve adolescents early to develop a planned, systematic approach to participant sign-up and follow-up. Effective and ineffective recruitment and retention strategies should be reported as part of study findings. Future research should trial how perceived barriers to study engagement can be overcome.

ENJOYMENT AND PLEASURE RESPONSES FOR VARIED COOL-DOWN DURATIONS

PURPOSE: Assess the impact of cool-down duration with and without autonomy for selecting duration on perceptions of pleasure and enjoyment both immediately and 24 hours after exercise. METHODS: 12 participants (6 females, 6 males; BMI = 24 + 4; age = 23 + 6) completed 4 continuous, intense exercise trials after maximal exercise testing. All trials included a 2-minute warm-up followed by 20 minutes of continuous heavy exercise 10% above ventilatory threshold. Sessions were identical except for cool-down duration (1-minute, 5-minutes, 10-minutes), with an additional session allowing for self-selection of cool-down duration. Variables of interest were remembered pleasure, forecasted pleasure, and enjoyment. RESULTS: Repeated measures ANOVA revealed no differences in remembered pleasure, forecasted pleasure post exercise and forecasted pleasure 24 hours post exercise between trials (p = .883, .675, and .540). There also were no differences in enjoyment post exercise (p = .849). Exploratory analysis of effect size differences revealed relatively small differences (Cohen’s d < .2). CONCLUSIONS: Findings suggest pleasure-related responses are not significantly impacted by cool-down duration or the provision of autonomy. These preliminary findings support the perspective that responses during the recovery are secondary to the experiences of the main session of exercise. Data collection is ongoing and analysis of a larger sample may yield different outcomes, but findings at this point suggest cool-down duration is not an important consideration from a psychological perspective in the construction of exercise recovery.

STAKEHOLDERS IN EDUCATION

The purpose of the present study is to explore the identity, importance, and goals of stakeholders involved in the school. Stakeholders refer to groups of people affected by the success or failure of an organization, who include individuals, public groups, governmental and private organizations, institutions, and associations. Stakeholders such as parents, teachers, community leaders, civic organizations and students, should therefore be encouraged to get involved in the school, and participate in various programs that will improve the school and the students’ achievements. In the context of education, a skilled school principal will find ways to harness the interests and ability of different people to contribute to the educational institution, and create a school climate in which this can occur. It is important that the school administration involves stakeholders in the decision-making process, in order to improve the performance of the school. School performance and its success is affected also by the stakeholders’ capability to use efficiently human and material resources at their disposal for the school benefit. Google Scholar database was searched and papers published in the last 15 years were analysed. The review findings show that stakeholder’s participation can improve teaching and learning, efficiency in school management, raising motivation and commitment among staff, and foster open communication with various actors. In order to benefit the school, especially in a period characterized by accountability, competitive education market and limited government resources, the school principal must empower, provide information and train different stakeholders. The principal is the main actor capable to build bridges between all stakeholders, through provision of autonomy and support, in order to improve decision-making and implementation processes, designed to raise the quality of the school and the students.

Executive functions and self-efficacy in children with developmental dyslexia and parental attitudes of their mothers

Aim: The aim of this study was to compare executive functions and self-efficacy in children with dyslexia and/or dysorthography relative to healthy controls, as well as the intensity of parental attitudes in their mothers. Method: Three groups of children: with developmental dyslexia and dysorthography (n = 49), with isolated dysorthography (n = 51), and without deficits (n = 59) underwent psychological assessment with the Stanford-Binet 5 Intelligence Scale, the Battery for diagnosing academic failure in pupils aged 10-12, the Battery for the diagnosis of cognitive performance in children aged 10-12 and the Personal Competence Scale. Their mothers completed the Parenting Attitudes Scale. Results: Monitoring time was longer in children with dyslexia and dysorthography compared to controls. Similarly, phonological and categorical fluency was poorer among children with dyslexia and dysorthography relative to the remaining two groups. No intergroup differences were observed in terms of self-efficacy, strength and persistence. The excessively demanding attitude was more frequent in mothers of healthy controls compared to those of children with dyslexia and dysorthography. No significant differences were found in the intensity of the attitude of acceptance, provision of autonomy, over-protectiveness or inconsistency in the investigated mothers. Conclusions: Due to deficits within phonological and categorical verbal fluency and a longer monitoring speed, children with dyslexia and dysorthography require stimulation within these executive domains. Among the strengths of children with developmental dyslexia and/or dysorthography are self-efficacy, strength and perseverance similar to those found in their healthy peers.

Organizations in the knowledge economy. An investigation of knowledge-intensive work practices across 28 European countries

PurposeThis paper aims to investigate whether the shift towards the knowledge economy (e.g. an increasing reliance in knowledge in the production of goods and services) is related to the work practices of organizations (aimed at the provision of autonomy, investments in training and the use of technology).Design/methodology/approachThe analyses are based on data about over 20,000 companies in 28 European countries. National level indicators of knowledge intensity are related to the work practices of these organizations. Multilevel analysis is applied to test hypotheses.FindingsThe results show that there is a strong and positive relationship between the knowledge intensity of the economy and the use of knowledge intense work practices.Originality/valueTo the best of our knowledge, this is one of the first papers to test whether knowledge intensity at the national level is related to the work practices of organizations.

Federalism Practice in Nepal: Does it Move in the Expected Course?

This study examines how far Nepal's current practice of federalism has progressed toward people's aspirations, based on power separation, public trust, power equalization, and intergovernmental relationships. Primary data was collected on purposively 72 key informant interviews, which were then triangulated by the KII response. Finding demonstrates that functions and authorities were devolved in accordance with the principle of separation of powers at all three levels of government. However, the constitutional provisions were completely disregarded, and power was centralized by an unholy alliance of political leadership and bureaucracy. Second, people expected the democratic government to take a welfare approach to ensure greater pluralism and alliances, but special interests of politicians for their election constituencies, as well as identity-based issues, caused havoc in the effective operation of federalism. Third, the provision of three tiers of power-sharing mechanisms was based on coexistence, cooperation, and coordination. However, the federal government appears hesitant to support sub-national governments due to the centralized mindset of bureaucrats and politicians. Fourth, the constitution has focused on intergovernmental relations, but such relationships fail due to imbalances in vertical and horizontal relationships, fiscal dependency, and the bureaucracy's power-seeking attitude. In the end, two key questions for the discussions are raised. First, the institutionalization of accountability at the local level is it a true commitment, or is it merely an ivory tower? Second, the provision of autonomy has been used as a means of transformation or simply as a bargaining tool at the local level?

ORGANIZING FOR AUTONOMY: A COMBINED CONTINGENCY AND AGENCY PERSPECTIVE

This article aims at explaining work autonomy using contingency theory and agency theory. While prior research relies on individual level data (sometimes across nations), the present analysis specifically aims at understanding work autonomy as a management decision at the organizational level. Data were collected among 670 private companies in the Netherlands using a survey. The companies represent a cross section of the Dutch economy. The data are analyzed using regression analysis. The factors derived from contingency theory and agency theory turn out to predict the use of work autonomy. More generally, they can be understood as internal and external fit factors and the agency problems associated with them. These contingency factors include task characteristics, organizational size, organizational governance, and external developments. Whereas work autonomy is often viewed as a matter of organizational design, much of the empirical work relied on individual level data. As a result, little is known about organizational factors related to the provision of autonomy of workers. For actors involved in organizational practices (e.g. managers and consultancy), the article offers a number of suggestions for managing autonomy. This article specifically focuses on the organizational level by examining data collected among companies.

Job autonomy and knowledge hiding: the moderating roles of leader reward omission and person–supervisor fit

PurposeIn this paper, the moderating roles of leader reward omission and person–supervisor fit in the relationship between job autonomy and knowledge hiding are investigated.Design/methodology/approachUsing a sample of 248 employees in a two-wave survey, we performed a hierarchical regression analysis to test the hypotheses.FindingsThe results revealed that employees with high job autonomy were less likely to engage in knowledge hiding. Moreover, when employees experienced leader reward omission, the negative relationship between job autonomy and knowledge hiding was weakened, and this interesting effect varied by person–supervisor fit.Research limitations/implicationsThis study does not explore the mediating mechanism by which job autonomy affects employee knowledge hiding. Moreover, as this research was conducted in a Chinese context, the generalizability of our findings is unclear.Practical implicationsThis research has fulfilled its practical aims by providing advice on knowledge-relevant job characteristic factors that can be used to stage interventions regarding the provision of autonomy in jobs, and by carefully considering how to create interdependence between jobs without pushing people to engage in knowledge-hiding behaviors. Furthermore, it is important for leaders to help employees identify work goals and directions and not engage in reward omission.Originality/valueThis study contributes to theoretical advancements in the field of knowledge hiding by revealing boundary conditions that mitigate or enhance the impact of job autonomy on knowledge hiding.

Todays' digital natives: an exploratory study on students' engagement and satisfaction towards virtual classes amid COVID-19 pandemic

PurposeThis paper aims to study the perception of school students towards online classes via virtual meeting applications and to unravel the teachers' preparedness and students' preparedness for running synchronous online classes and its impact on student's engagement and their satisfaction during the period of lockdown due to COVID-19.Design/methodology/approachOn the basis of focused group discussions with teachers and students of top 10 private CBSE affiliated schools (National capital Region, Delhi, India), survey instrument was constructed. Further, 489 valid responses were finally analysed through partial least square (PLS) method and structural model was tested.FindingsAll the six independent variables such as teachers' structured approach, teachers' technical readiness, teachers' self-efficacy, students' technical readiness, students' autonomy and students' self-efficacy influenced students' engagement and satisfaction towards synchronous online classes significantly. The result of the structural model also reveals that students' engagement is a significant predictor of students' satisfaction.Research limitations/implicationsThe paper outlines the scope for future research in ascertaining more critical success factors other than satisfaction and engagement. Scope of this research suggests inclusion of not only schools but framework is also important for college and university level educational bodies. Data collection was confined to students only whereas viewpoint of teachers and parents may also be included.Originality/valueThis study devised a collaborative form of learning where both the parties learnt while making continuous interactions and also co-created value in terms of new skills. Provision of autonomy given to students can't be overlooked as an important indicator for his/her preparedness. As a result, students feel motivated to get engaged in the whole process which makes them satisfied and will be able to identify the learning outcomes equal to or greater than in physical classroom settings.

Public administration of the process of autonomy of medical institutions in the context of health care reform

The main mechanisms of state management of the process of autonomy in the field of health care are considered in the article; the legislative provision of autonomy of medical institutions in Ukraine is investigated; the mechanism of transformation of CHC from a budgetary institution into a municipal non-profit enterprise is considered; an analysis of the financing of the health care system of Ukraine was conducted; directions of improvement of the state management of process of autonomy of medical establishments in the conditions of reforming of system of public health services are developed. Proposals for improving public administration in the process of autonomy of medical institutions are formed in three areas: improving public administration in the organizational and legal direction; improvement of public administration in the direction of personnel policy of autonomous medical institutions; improvement of public administration in the direction of resource provision through the introduction of public-private partnership. In the organizational and legal direction, a model of state management of the process of autonomy of medical institutions has been developed, the main stakeholders of the process and their role at each stage of autonomy have been identified. In the direction of personnel policy, changes and updated requirements for the management and medical staff of health care facilities have been identified. The main vectors of professional development of medical staff have been formed, which are a mandatory requirement in the conditions of reforming the medical sector. In the context of health care reform and the autonomy of medical institutions, cooperation between state and municipal medical institutions and business is important. The current practice of interaction between the state and business is reviewed, forms of cooperation with different degrees of private sector involvement are proposed. The state partner bears subsidiary liability for the obligations of such enterprise or business company in accordance with the agreement concluded within the framework of public-private partnership.

Decentralization of the Ukrainian authorities: concept, introduction, results of its stag (2014–2018)

The purpose of the paper is to highlight the process of decentralizing power in Ukraine, using historical methodology. First of all, dialectics, that is, the fragmentation of the process in the unity of its contradictions, and the principle of historicism, which requires comprehension of the essence of a particular historical period and the discovery of its immanent features.Subject of democratic reforms in Ukraine is extremely important, so this topic is widely studied by experts in the field of public administration, economics, law, sociology. Among the most topical ones is the problem of introducing and implementing a modern decentralization reform in Ukraine. Most publications contain analysis of problems and recommendations for reform. However, unfortunately, we must note that some publications of our colleagues is not so much scientific as information and propaganda. In addition, the problem is still beyond the control of historical science. Including the fact that this reform is not yet completed, only the first stage has passed. It is believed that historians have not yet come the time to analyze current processes and current phenomena. Because we believe that the processes of modern democratic reforms in Ukraine are no less interesting and relevant to historians than for specialists from other humanities. Strength and social health of the state are determined not only by the respective qualities of state administration, but also by the inclusion of the society itself, the strengthening of local self-government, the involvement of the energy of the entire population, the creation of civil society. That is why the most urgent tasks to be solved in the course of the development of the Ukrainian state were the task of developing local self-government and decentralization of power. Unfortunately, the relevant attempts made during 1990-2013 were half-hearted and generally unsuccessful because of the reluctance of the central government to give real rights and powers to local self-government, territorial communities. Starting in 2014, a decentralized government reform is being introduced in Ukraine, the first phase of which was completed in 2018. At this stage, emphasis was placed on the creation of united territorial communities and the provision of certain economic and financial autonomy. The Ukrainian authorities categorically rejected any proposals on federalization and regionalization, that is, the provision of autonomy to regions and the real strengthening of regional authorities. At the same time, she showed extraordinary activity, determination and persistence in creating united territorial communities. At the same time, despite the promised voluntary, central authorities sometimes used various direct and covert coercive methods. Overall, the goal was achieved. However, the strengthening of the independence of the communities of large cities has, in practice, strengthened the local elites, which became more authoritative and influential than the nation-wide politicians, who were mostly characterized by incompetence and abuse of their powers for their own enrichment. As a result, in Ukraine there was a threat of federalization, which the central government fears. Large cities can become the basis for such federalization in the face of a fall in confidence in the central government. Local government democracy could be more obvious in the event of a decentralization reform on all fronts: the constitutional and legal provision of self-government, the creation of executive committees of regional and district councils with the proper authority, governors' election, the establishment of appointed commissioners and prefects with strictly supervisory functions, such as it is accepted in most developed countries of the world. Obviously, such measures can not in any way endanger the unity, unity of the state, if the state is truly authoritative, strong and legal. After all, in the state - as in a separate team: if it is headed by a true leader, every employee is a creative person, and not an obediently gray performer.

AUTONOMY AND VARIATION IN HIGH-INTENSITY INTERVAL TRAINING: IMPACTS ON POST-EXERCISE ENJOYMENT, SELF-EFFICACY, AND INTENTION

Benefits associated with high-intensity interval training (HIIT) are established and research demonstrates that HIIT is well-tolerated in a variety of populations, protocols, and modalities. However, relatively little is known about the impact of variation and self-selection of work intervals on post-exercise perceptions. PURPOSE: The purpose of this study was to determine the impact of autonomy and variation on exercise enjoyment and both self-efficacy for and intention to repeat HIIT exercise. METHODS: Twenty-one physically active participants (12 male, 9 female; mean BMI = 27 + 3; mean age = 28 + 6) completed three, 20-minute HIIT trials after completion of maximal testing. All experimental trials included a total of 10 minutes of work and 10 minutes of recovery. Work and recovery were conducted at 90% and 10% of peak work, respectively. Trials included: a standard interval bout with repeating 60-sec work and recovery segments (Traditional), an interval bout with a mix of predetermined 30-, 60-, 90-, & 120-second segments (Varied), and a bout with a self-selected number of 30-, 60-, 90-, & 120-second segments (Autonomous). In-task affective valence and enjoyment were measured four times during work and recovery. Data was analyzed using dependent t-tests. RESULTS: Enjoyment measured via questionnaire post-exercise revealed no significant differences between the three trials (P > 0.05) suggesting similar levels of enjoyment for all trials. All three trials were deemed to be enjoyable exercise sessions (scores ranging from 95-100 on the 18-126 scale). Self-efficacy for completing HIIT (measured on a 0-100 scale) was greater for the Autonomous trial compared to the Varied trial (77% vs. 70%; P < 0.05) and intention to exercise (measured on a 1-7 scale) was not different across trials, but there was a trend towards Autonomous HIIT producing stronger intentions than Varied HIIT (4.3 vs. 3.7; P < 0.10). CONCLUSIONS: Findings indicate that each trial of HIIT was enjoyable and produced relatively positive ratings for exercise self-efficacy and intention. These findings suggest that provision of autonomy during HIIT exercise sessions can produce more desirable psychological responses for self-efficacy and possibly exercise intention.

Державотворча та дипломатична діяльність Лонгина Цегельського в добу Української революції (1917-1921 рр.)

У даній статті простежено фopмyвання світогляду й особистості Л. Цeгельcькoго, показано громадсько-політичну діяльність відомого політика, юриста, дипломата Лонгина Цегельського на тлі суспільних процесів у Західній Україні, Наддніпрянщині. Cистемно переосмислено напрацювання українських і зарубіжних істориків, з’ясовано стан і ступінь наукової розробки зазначеної проблематики. Охарактеризовано його місце у національному русі галичан на початку XX ст., висвітлено державотворчу діяльність в Українській Національній Раді та уряді ЗУНР, а також у складі уряду Директорії УНР. З’ясовано роль Л. Цегельського у партійно-політичному житті, реалізації ідеї соборності українських земель.

Savvy Surrogates and Rock Star Parents: Compensation Provisions, Contracting Practices, and the Value of Womb Work

Abstract:What is the value of surrogate labor and risks, and how is it negotiated by participants as they contract within an unsettled baby market? This article presents novel data on compensation, fee, and bodily autonomy provisions formalized in surrogacy contracts, and the experiences of actors embedded in exchange relations, as they emerge in a contested reproductive market. It combines content analysis of a sample of thirty surrogacy contracts with 115 semi-structured interviews conducted in twenty states across the United States of parties to these agreements, attorneys who draft them, counselors, and agencies that coordinate matches between intended parents and surrogates. It analyzes the value of services and medical risks, such as loss of a uterus, selective abortion, and “carrier incapacity,” as they are encoded into agreements within an ambiguous field. Surrogacy is presented as an interactive social process involving law, markets, medicine, and a variety of cultural norms surrounding gender, motherhood, and work. Contracts have actual and symbolic power, legitimating transactions despite moral anxieties. Compensation transforms pregnancy into a job while helping participants make sense of the market and their “womb work” given normative flux. Contracts are deployed by professionals without informed policies that could enhance power and reduce potential inequalities.

Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation.

BackgroundAccording to self‐determination theory, teachers can support their students’ engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure.AimsThis study aimed to investigate the degree to which teachers’ perceptions of student‐specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students’ motivation.SampleTwenty‐four elementary school teachers and their students (n = 506) participated in this study.MethodTeachers completed a short questionnaire assessing their perceptions of autonomy support and structure for each student. Students completed two questionnaires assessing perceptions of need support and their motivation. Multilevel analyses were conducted.ResultsThe results showed that the within‐classroom variation in both teacher perceptions and student perceptions of need support was considerably larger than the between‐classroom variation. Teacher perceptions of student‐specific autonomy support were positively associated with students’ autonomous motivation and negatively with students’ controlled motivation. However, teacher perceptions of student‐specific structure were positively associated with students’ controlled motivation.ConclusionsThese findings suggest that teachers differentiate in need support. The positive association between teacher perceptions of structure and students’ controlled motivation might suggest that teachers may offer structure in controlling rather than autonomy‐supportive ways. Furthermore, the relations between need support and students’ motivation differed between the class‐level and the within‐class (student) level highlighting the need for disentangling the effects of need‐supportive teaching at different levels and adopting a multilevel approach.

Trainee perception of cognitive load during observed faculty staff teaching of procedural skills.

Although teachers impact learners' cognitive load, how specific teaching activities affect intrinsic, germane and extraneous load during procedural skills training is unknown. We sought to characterise teaching activities used in the exemplar procedural setting of colonoscopy, and to explore how they were enacted and how learners perceived them as affecting intrinsic, germane and extraneous cognitive load. We observed 10 colonoscopies performed by eight different gastroenterology fellows and supervised by 10 different attending physicians at two hospitals, and recorded the teaching activities observed, as well as details of when they were used and how they were enacted. After the colonoscopy, each fellow completed the Cognitive Load Inventory for Colonoscopy to quantify intrinsic, germane and extraneous load. We then interviewed each fellow to determine how he or she perceived teaching as affecting cognitive load. Qualitative data were subjected to content analysis. Instances of germane load-promoting activities were correlated with measured germane load. We observed 515 instances of teaching activities. The intensity of teaching varied substantially, ranging from 0.7 to 3.3 activities per minute, as did the pattern of teaching activities used by different attending physicians. Little teaching occurred immediately before or after a procedure. Fellows usually perceived teaching as affecting cognitive load in ways that promoted learning, particularly by reducing intrinsic load and increasing germane load. Fellows strongly perceived that the provision of autonomy promoted germane load. Conversely, fellowsperceived that excessive teaching increased extraneous load. Instances of germane load-promoting teaching activities correlated moderately with measured germane load. Teaching in the exemplar procedural setting of colonoscopy affected learners' cognitive load in mostly beneficial ways, yet even 'good' teaching activities had detrimental effects when used excessively. Teachers of procedures should consider learner experience, task complexity and environmental factors to modulate the modality, content and intensity of teaching to promote balanced cognitive load and learning. Teaching more reservedly during the procedure and taking advantage of pre- and post-procedure opportunities may help.

Batch Assembly of SU-8 Movable Components in Channel Under Mild Conditions for Dynamic Microsystems:Application to Biohybrid Systems

Movable components in a microchannel are expected to develop dynamic microfluidics and new microfluidic applications. Biological motors are promising for the removal of external control units and provision of autonomy to microsystems. However, these components in a microchannel have not been widely used because of the lack of an easy-to-use method. This paper reports first the batch assembly of movable components in a microchannel under mild conditions for dynamic microsystems and second, an integration with biological motors, Vorticella . We studied the pattern formation of dextran film with different shapes to use it as a sacrificial layer. Photopolymer components were fabricated on a patterned dextran film and then a polymer component on a dextran film was directly assembled in a microfluidic chip. An injection of water dissolved the dextran and transported a movable component by a fluid force. This fabrication process was further applied to demonstrate the motion conversion of a movable component by Vorticella . Cells of Vorticella were patterned around magnetic blocks in a microchannel using a magnetic force. Finally, a movable component was integrated with Vorticella to convert its motion. Our developed technologies open the possibility of fabricating a wide range of dynamic microsystems.