Academic literature on the topic 'Specialist studies in education, n.e.c'

Introduction. Changes in material and technical conditions and the introduction of high-tech methods in the field of health care, as in any other industry, indicates the need to study the work process of specialists in order to make organizational decisions to optimize their activities. Purpose of the study: to establish the norms of time for laboratory research and the structure of working time costs for specialists with higher education engaged in clinical laboratory diagnostics. M a t e r i a l a n d m e t h o d s . As part of the implementation of the action plan (“road map”) for the approval of standard sectoral labor standards in the health sector in 2016–2020. With the involvement of the main specialists of the Ministry of Health of the Russian Federation in the pilot regions of the country, photo-timing studies and an expert assessment of the working process of specialists with higher education engaged in laboratory diagnostics were carried out. Photo-timing research and expert assessment of the workflow of specialists with higher education engaged in laboratory diagnostics were carried out using specially developed maps of technological operations, on the basis of which statistical data processing was carried out and the costs of working time of specialists were determined. Calculations of time norms were carried out taking into account the performance of laboratory studies using automated and semi-automated workflow technologies and semi-automatic methods. To assess the data obtained, analytical research and analytical calculation methods were used, as well as expert (based on the experience of leading specialists in laboratory diagnostics) and statistical (data from forms of federal statistical observation № 30) methods. The study involved highly qualified specialists with at least five years of experience in this industry. R e s u l t s . It was found that in the structure of working time costs of specialists with higher education, engaged in laboratory diagnostics, more than half of the working time (54.3%) is occupied by the main activity, work with medical documentation takes up to 14.5% of the working time. The minimum time in the structure of working time costs falls on other activities (4.1%). C o n c l u s i o n . The average duration of various types of laboratory research has been established, which will allow rationally planning the volume of activities and calculating the number of specialists with higher education to perform clinical laboratory research using modern technologies in the labor process.

Introduction People who inject drugs (PWID) and opioid agonist treatment (OAT) patients have an increased hepatitis C (HCV) prevalence. Studies among these populations show promising HCV treatment results, which is essential to reach the WHO goal of eliminating HCV as a major public health threat by 2030. Objectives To introduce psychiatrist-led HCV treatment at an OAT clinic and to investigate HCV treatment results, i.e. sustained virological response at 12 weeks post treatment (SVR12) and numbers of reinfections. Methods Prima Maria OAT clinic in Stockholm, provides OAT for 450 patients. The majority have a history of injection drug use. Baseline HCV prevalence (January 2018) was retrospectively investigated through medical charts. In January 2018, psychiatrist-led HCV treatment (with consultation support from infectious diseases specialists) was introduced at the clinic. Prospective treatment results, numbers of reinfections and incidence rates between January 2018 and April 2021 were further investigated. Results Baseline data (n=418), showed that 46% were not tested for HCV. Of those tested (n=225), 64% had a chronic HCV infection. By January 2021, 104 HCV treatments were initiated. 97/97 (100%) were HCV RNA negative at end-of-treatment. 78/88 (89%) reached SVR12. Overall, 2 reinfections were noted after SVR12 corresponding to a reinfection rate of 3.5/100 PY. Numbers of HCV treatment did not decrease during the COVID-19 pandemic. Conclusions To enhance the HCV treatment cascade, targeted HCV diagnosis efforts are needed. Bringing HCV treatment to OAT clinics enhance the HCV care cascade. HCV treatment education for psychiatrists/addiction specialists makes HCV treatment more sustainable, as specifically noted during the COVID-19 pandemic. Disclosure This study was partly funded by Gilead Nordic Fellowship 2020. The funders had no role in study design, data collection and analysis, decision to publish or preparation of the poster/manuscript.

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90–103. https://doi.org/10.1016/j.lcsi.2017.03.002 Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The Role of Parent Psychopathology in Emotion Socialization. Journal of Abnormal Child Psychology, 44(4), 731–743. PubMed. https://doi.org/10.1007/s10802-015-0062-3 Capurso, M., & Ragni, B. (2016). Bridge Over Troubled Water: Perspective Connections between Coping and Play in Children. Frontiers in Psychology, 7, 1953. https://doi.org/10.3389/fpsyg.2016.01953 Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237. https://doi.org/10.1080/01933922.2016.1197350 Chilingaryan, K., & Zvereva, E. (2020). Edutainment As a New Tool for Development. JAEDU- International E-Journal of Advances in Education, 16, 9. Chiu, M. M., & Chow, B. W. Y. (2011). Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences. Journal of Cross-Cultural Psychology, 42(3), 516–533. https://doi.org/10.1177/0022022110381115 Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860 Crescenzi-Lanna, L., & Grané-Oró, M. (2016). An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight = Análisis del diseño interactivo de las mejores apps educativas para niños de ceroa ocho años. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dandashi, A., Karkar, A. G., Saad, S., Barhoumi, Z., Al-Jaam, J., & El Saddik, A. (2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165 Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4 Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S.-A., Ivarsson, A., & Lindkvist, M. (2019). Social-emotional problems among three-year-olds differ based on the child’s gender and custody arrangement. Acta Paediatrica (Oslo, Norway: 1992), 108(6), 1087–1095. PubMed. https://doi.org/10.1111/apa.14668 Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887 Guran, A.-M., Cojocar, G. S., & Dioşan, L. S. (2020). Developing smart edutainment for preschoolers: A multidisciplinary approach. Proceedings of the 2nd ACM SIGSOFT International Workshop on Education through Advanced Software Engineering and Artificial Intelligence, 20–26. https://doi.org/10.1145/3412453.3423197 Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Measuring Social and Emotional Development in Early Childhood, 45, 8–18. https://doi.org/10.1016/j.appdev.2016.02.003 Hamada, M., & Tsubaki, M. (2021). Relationship Analysis between Children Interests and Their Positive Emotions for Mobile Libraries’ Community Development in a Tsunami Area. Qualitative and Quantitative Methods in Libraries, 31. Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment. Early Education & Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hurlock, E. B. (2001). Developmental Psychology. McGraw-Hill Education. https://books.google.co.id/books?id=DiovBU8zMA4C Maitner, A. T., Mackie, D. M., Pauketat, J. V. T., & Smith, E. R. (2017). The Impact of Culture and Identity on Emotional Reactions to Insults. Journal of Cross-Cultural Psychology, 48(6), 892–913. https://doi.org/10.1177/0022022117701194 Marcelo, A. K., & Yates, T. M. (2014). Prospective relations among pre-schoolers’ play, coping, and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology, 35(3), 223–233. https://doi.org/10.1016/j.appdev.2014.01.001 McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302 Mohd Yusof, A., Daniel, E. G. S., Low, W. Y., & Ab. Aziz, K. (2014). Teachers’ perception of mobile edutainment for special needs learners: The Malaysian case. International Journal of Inclusive Education, 18(12), 1237–1246. https://doi.org/10.1080/13603116.2014.885595 Mok, M. M. C. (2019). Social and emotional learning. Educational Psychology, 39(9), 1115–1118. https://doi.org/10.1080/01443410.2019.1654195 Munirah. (2018). Urgensi Pengembangan Sosial dan Emosional Anak Usia Dini. Irfani, 14(1), 19–27. Nasser, I., Miller-Idriss, C., & Alwani, A. (2019). Reconceptualizing Education Transformation in Muslim Societies: The Human Development Approach. The Journal of Education in Muslim Societies, 1(1), 3–25. JSTOR. Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227 Nurmalitasari, F. (2015). Perkembangan Sosial Emosi Pada Anak Usia Prasekolah. Psikologi UGM, 23(2). https://doi.org/10.22146/bpsi.10567 Okan, Z. (2003). Edutainment: Is learning at risk? Br. J. Educ. Technol., 34, 255–264. Pojani, D., & Rocco, R. (2020). Edutainment: Role-Playing versus Serious Gaming in Planning Education. Journal of Planning Education and Research, 0739456X2090225. https://doi.org/10.1177/0739456X20902251 Protassova, E. (2021). Emotional development in the educational preschool programs of Soviet and Post-Soviet Times. Russian Journal of Communication, 13(1), 97–109. https://doi.org/10.1080/19409419.2021.1884338 Purwanto, S. (2019). Unsur Pembelajaran Edutainment dalam Quantum Learning. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 2(2). https://doi.org/10.30659/jspi.v2i2.5149 Ren, L., Knoche, L. L., & Edwards, C. P. (2016). The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. Early Education and Development, 27(7), 875–895. https://doi.org/10.1080/10409289.2016.1151719 Rose-Krasnor, L. (1997). The Nature of Social Competence: A Theoretical Review. Social Development, 6, 111–135. Rusydi, N. A. (2018). Pengaruh Penerapan Metode Edutainment Dalam Pembelajaran Terhadap Hasil Belajar IPS Murid SD Kartika XX-1. Dikdas Matappa: Jurnal Ilmu Pendidikan Dasar, 1(2). https://doi.org/10.31100/dikdas.v1i2.281 Shodiqin, R. (2016). Pembelajaran Berbasis Edutainment [Edutainment-Based Learning]. Jurnal Al-Maqayis, 4(1). https://doi.org/doi:http://dx.doi.org/10.18592/jams.v4i1.792 Sprung, M., Münch, H. M., Harris, P. L., Ebesutani, C., & Hofmann, S. G. (2015). Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 255–265. https://doi.org/10.1080/1045988X.2021.1898319

For researchers, early childhood educators, and art educators, the contribution of this article is to expand meaning in drawing activities. Perspective in reading pictures using visual culture theory, especially visual grammar. This study aims to share knowledge and experiences in reading early childhood pictures from different perspectives. This research method uses a qualitative descriptive approach through visual material data collection techniques and analysis of three metafunctions. The objects of research are three pictures of children aged 7-8 years, namely the works of winners of the I-III children's painting competition held by PP-IPTEK TMII in 2018. Aspects of the representation structure, interaction system, and composition of each image are analyzed. The research findings conclude that the ideational function of the three images shows a narrative structure of representation and raises the discourse of resistance to the actual situation. The interpersonal function of the three images places the image maker in the real world and as an object of display impersonally. The textual functions of the three images position social life on other planets as a reflection of hope for real social life.Keywords: children's drawings, visual culture, visual system, three metafunctions References: Butler, S., Gross, J., & Hayne, H. (1995). The Effect of Drawing on Memory Performance in Young Children. Developmental Psychology, 12. https://doi.org/10.1037/0012-1649.31.4.597 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. de Lautour, N. (2020). The Visual Arts and Children’s Thinking and Theorising in Early Childhood. Www.Elp.Co. Nz/Articles, 13. Driessnack, M., & Furukawa, R. (2012). Arts-based data collection techniques used in child research. Journal for Specialists in Pediatric Nursing, 17(1), 3–9. https://doi.org/10.1111/j.1744-6155.2011.00304.x Elliot W, E., & D. Day, M. (2004). Handbook of Research and Policy in Art Education (1st Edition). Routledge. Everts, H., & Withers, R. (2006). A Practitioner Survey of Interactive Drawing Therapy as Used in New Zealand. 16. Freedman, K. J., & Stuhr, P. L. (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. Funch, B. S. (1996). The aesthetic experience as a transcendent phenomenon. Nordisk Psykologi, 48(4), 266–278. https://doi.org/10.1080/00291463.1996.11863884 Gernhardt, A., Rübeling, H., & Keller, H. (2013). “This Is My Family”: Differences in Children’s Family Drawings Across Cultures. Journal of Cross-Cultural Psychology, 44(7), 1166–1183. https://doi.org/10.1177/0022022113478658 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 Jolley, R. P. (2009). Children and Pictures: Drawing and Understanding. Wiley. https://books.google.co.id/books?id=QpGS9s9zqMoC Kellogg, R. (1973). Misunderstanding Children’s Art. Art Education, 26(6), 7–9. https://doi.org/10.1080/00043125.1973.11652137 Knight, L. (2008). Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood. Contemporary Issues in Early Childhood, 9(4), 306–316. https://doi.org/10.2304/ciec.2008.9.4.306 Kress, G. R., van Leeuwen, T., & Van Leeuwen, D. H. S. S. T. (1996). Reading Images: The Grammar of Visual Design. Routledge. https://books.google.co.id/books?id=vh07i06q-9AC Kucirkova, N. (2017). IRPD—A framework for guiding design-based research for iPad apps. British Journal of Educational Technology, 48(2), 598–610. https://doi.org/10.1111/bjet.12389 Lowenfeld, V. (1949). Creative and Mental Growth. Macmillan. https://books.google.co.id/books?id=x7tRAQAAMAAJ Mamur, N. (2012). The Effect of Modern Visual Culture on Children’s Drawings. Procedia - Social and Behavioral Sciences, 47, 277–283. https://doi.org/10.1016/j.sbspro.2012.06.651 Moerdisuroso, I. (2017). Social Semiotics and Visual Grammar: A Contemporary Approach to Visual Text Research. International Journal of Creative and Arts Studies, 1(1), 80. https://doi.org/10.24821/ijcas.v1i1.1574 Nielsen, A. M. (2012). Forskeres arbejde med oplevelser af børns tegninger som forskningsmetode [The researcher’s work with children’s experiences of drawing as a research method]. Psyke & Logos. Papadakis, S., & Kalogianakis, M. (2020). A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children. In Mobile Learning Applications in Early Childhood Education (pp. 1–19). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch001 Quaglia, R., Longobardi, C., Iotti, N. O., & Prino, L. E. (2015). A new theory on children’s drawings: Analyzing the role of emotion and movement in graphical development. Infant Behavior and Development, 39, 81–91. https://doi.org/10.1016/j.infbeh.2015.02.009 Santrock, J. W. (2011). Educational Psychology. McGraw-Hill Medical Publishing. https://books.google.co.id/books?id=M8S4kgEACAAJ Vygotski, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian & East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210

Background Breathlessness is a common and distressing symptom of many advanced diseases, affecting around 2 million people in the UK. Breathlessness increases with disease progression and often becomes chronic or refractory. Breathlessness-triggered services that integrate holistic assessment and specialist palliative care input as part of a multiprofessional approach have been developed for this group, offering tailored interventions to support self-management and reduce distress. Objectives The aim was to synthesise evidence on holistic breathlessness services for people with advanced disease and chronic or refractory breathlessness. The objectives were to describe the structure, organisation and delivery of services, determine clinical effectiveness, cost-effectiveness and acceptability, identify predictors of treatment response, and elicit stakeholders’ evidence-based priorities for clinical practice, policy and research. Design The mixed-methods evidence synthesis comprised three components: (1) a systematic review to determine the clinical effectiveness, cost-effectiveness and acceptability of holistic breathlessness services; (2) a secondary analysis of pooled individual data from three trials to determine predictors of clinical response; and (3) a transparent expert consultation (TEC), comprising a stakeholder workshop and an online consensus survey, to identify stakeholders’ priorities. Results Thirty-seven papers reporting on 18 holistic breathlessness services were included in the systematic review. Most studies enrolled people with thoracic cancer, were delivered over 4–6 weeks, and included breathing training, relaxation techniques and psychological support. Meta-analysis demonstrated significant reductions in the Numeric Rating Scale (NRS) distress due to breathlessness, significant reductions in the Hospital Anxiety and Depressions Scale (HADS) depression scores, and non-significant reductions in the Chronic Respiratory Disease Questionnaire (CRQ) mastery and HADS anxiety, favouring the intervention. Recipients valued education, self-management interventions, and expertise of the staff in breathlessness and person-centred care. Evidence for cost-effectiveness was limited and inconclusive. The responder analysis (n = 259) revealed baseline CRQ mastery and NRS distress to be strong predictors of the response to breathlessness services assessed by these same measures, and no significant influence from baseline breathlessness intensity, patient diagnosis, lung function, health status, anxiety or depression. The TEC elicited 34 priorities from stakeholders. Seven priorities received high agreement and consensus, reflecting stakeholders’ (n = 74) views that services should be person-centred and multiprofessional, share their breathlessness management skills with others, and recognise the roles and support needs of informal carers. Limitations The evidence synthesis draws predominantly from UK services and may not be generalisable to other settings. Some meta-analyses were restricted by reporting biases and statistical heterogeneity. Conclusions Despite heterogeneity in composition and delivery, holistic breathlessness services are highly valued by recipients and can lead to significant improvements in the distress caused by breathlessness and depression. Outcomes of improved mastery and reduced distress caused by breathlessness are not influenced by patient diagnosis, lung function or health status. Stakeholders highlighted the need for improved access to person-centred, multiprofessional breathlessness services and support for informal carers. Future work Our research suggests that key therapeutic components of holistic breathlessness services be considered in clinical practice and models of delivery and educational strategies to address stakeholders’ priorities tested. Study registration This study is registered as PROSPERO CRD42017057508. Funding The National Institute for Health Research (NIHR) Health Services and Delivery programme. Matthew Maddocks, Wei Gao and Irene J Higginson are supported by the NIHR Collaboration for Leadership in Applied Health Research and Care (CLAHRC) South London; Matthew Maddocks is supported by a NIHR Career Development Fellowship (CDF-2017-009), William D-C Man is supported by the NIHR CLAHRC Northwest London and Irene J Higginson holds a NIHR Emeritus Senior Investigator Award.

Objectives:The aim of this study was to examine location of systematic reviews of test accuracy in five specialist review databases: York CRD's DARE and HTA databases, Medion (University of Maastricht), C-EBLM (International Federation of Clinical Chemistry), and the ARIF in-house database (University of Birmingham).Methods:Searches were limited to the period 1996–2006. Test accuracy reviews were located using in-house diagnostic search filters and with help from database producers where databases were not confined to test accuracy reviews. References were coded according to disease area, review purpose, and test application. Ease of use, volume, overlap, and content of databases was noted.Results:A large degree of overlap existed between databases. Medion contained the largest number (n= 672) and the largest number of unique (n= 328) test accuracy references. A combination of three databases identified only 76% of test reviews. All databases were rated as easy to search but varied with respect to timeliness and compatibility with reference management software. Most reviews evaluated test accuracy (85%) but the HTA database had a larger proportion of cost-effectiveness and screening reviews and C-EBLM more reviews addressing early test development. Most reviews were conducted in secondary care settings.Conclusions:Specialist review databases offer an essential addition to general bibliographic databases where application of diagnostic method filters can compromise search sensitivity. Important differences exist between databases in terms of ease of use and content. Our findings raise the question whether the current balance of research setting, in particular the predominance of research on tests used in secondary care, matches the needs of decision makers.

P204 Background: Anticoagulation with warfarin is recommended for stroke prevention for many patients with atrial fibrillation (AF). It is important that patients understand the appropriate use of warfarin and are monitored for optimal drug dosing. As part of HCFA’s initiative, we studied data related to these aspects of warfarin use. Methods: Project findings were based on abstracted data from a national sample of Medicare inpatient medical records with a principal or secondary diagnosis of AF (ICD-9-CM code 427.31) and discharged 4/98–3/99. All U.S. states, the District of Columbia and Puerto Rico were sampled using a systematic random approach. Patients included in analysis had documentation of a prescription for warfarin at discharge. Results: Of the 38,925 cases reviewed, 14,237 met the inclusion criteria. Nationwide, 2,274 (unadjusted rate, 16.0%) patient/family/caregivers received warfarin education. The rates varied from 5.7% to 26.9%. Univariate analyses showed that education was provided less frequently to adults 85 years and over (p<0.001, rate=11.1%, OR=0.60, 95% CI=0.53–0.69). Education was provided more frequently to Asians (p<0.001, n=77, rate=32.5%, OR=2.55, 95% CI=1.58–4.11) and Native Hawaiian/Pacific Islanders (p<0.03, n=24, rate=33.3%, OR=2.64, 95% CI=1.13–6.17). Of the 14,237 patients that were prescribed warfarin at discharge, 7,959 (unadjusted rate, 55.9%) had a documented plan for a prothrombin time (PT)/International Normalized Ratio (INR). The rates varied from 21.3% to 67.6%. Univariate analyses showed that a planned PT/INR was documented less frequently for adults 85 years and over (p<0.001, rate=52.6%, OR=0.85, 95% CI=0.78–0.93), African-Americans (p<0.005, rate=50.2%, OR=0.79, 95% CI=0.67–0.93) and Asians (p<0.02, rate=41.6%, OR=0.56, 95% CI=0.36–0.88). Conclusions: Our results suggest that many patients receiving anticoagulation for stroke prevention are not receiving drug education and follow-up monitoring. Important high-risk subgroups were less likely to receive these aspects of anticoagulation management.

Objectives: To evaluate outcomes of a clinical pharmacist specialist (CPS)-managed hepatitis C virus (HCV) treatment clinic (HCVTC) in treating HCV-infected veterans with direct-acting antivirals (DAAs). Methods: We established a CPS-managed HCVTC under a collaborative practice agreement with our infectious disease physician (IDP). A total of 132 veterans were treated between November 1, 2014, and November 30, 2015. The CPS engaged in pretreatment screening, drug selection, patient education, medication counseling, drug therapy monitoring, drug utilization review, addressing issues on drug adherence, and routine and posttreatment follow-up of patients to assess sustained virologic response (SVR) after 12 weeks of treatment. Results: Of 132 patients managed by the CPS, 87 (66%) were treated with ledipasvir/sofosbuvir (LDV/SOF), 29 (22%) with paritaprevir/ritonavir/ombitasvir + dasabuvir (PrOD), and 16 (12%) with sofosbuvir (SOF)-based regimen. The corresponding regimens demonstrated a SVR rate of 92% (n = 80), 100% (n = 29), and 93.8% (n = 15), respectively. We achieved an SVR rate of 94% against HCV genotype 1 (GT-1) and 100% against GT-2 to GT-4. The overall SVR rate was 94% across regimens, showing 93% in treatment-naive patients and 96% in treatment-experienced patients, and 93% in noncirrhotic and 94% in compensated cirrhotic patients. The results were comparable to SVR data reported in pivotal trials for DAAs. Conclusion: The results suggest that CPS could be effectively utilized in drug therapy management of HCV-infected patients treated with DAAs.

People with disability report social support facilitates participation in physical activity. A scoping review explored social support strategies used to facilitate exercise participation for people with disability (aged ≥ 15 years) in community gym settings. Seven electronic databases were searched. Studies were screened for eligibility based on title and abstract followed by full-text review. Data were analysed using content analysis and narrative synthesis. Forty-two articles reporting data from 35 studies were included. Eight types of social support were identified: supervision (n = 30), peer support (n = 21), specialist support (n = 19), orientation (n = 15), education (n = 7), logistical support (n = 6), motivational support (n = 5) and organised social activities (n = 4). Direct supervision was typically provided 1:1 or in small groups by staff experienced working with people with disability. Peer support typically involved support from exercise group participants or a peer mentor. Specialist support was usually provided by a health or exercise professional either directly to people with disability or to the people providing support to them (e.g., trainer). Orientation to the gym environment, equipment and exercise program was usually provided over 1 or 2 sessions. Gym staff may use these strategies to guide the implementation of social supports within their facilities to promote social connectedness and participation for people with disability.

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

The history of civilization and our historical contacts lie not only in archaeological digs. Linguistics studies have both a historical and a powerful modern dimension with a significant impact on the future. The Latvian language is an undoubted national value in Latvia, and it should be valued since birth, at least in this country. It is a means of strengthening thoughts and ideas for children, a means of building their worldview, a stimulus for enriching their knowledge, creative activity, and, ultimately, civic thinking. The facts of language history and the traces of language contacts are also found in children’s language; for example, children are more likely to learn sounds that can be found in most languages of the world, while the sounds specific for each language are more difficult to learn for speakers of other languages. This time, I describe such creative linguistic activities of children that remind us of linguistic relationships and older forms and fit into our historical development. I have already analysed the examples observed in children’s Latvian, which, in adult language, we have transformed throughout history, but which very directly show the common grounds of the Baltic languages. For example, the historical change in vocalism known in Latvian phonetics, the sound change determined by the consonant /n/, is not inherited; it appeared in the Latvian language when in > ī, un > ū, an > o [uo], en > ie as a result of historical changes. When we compare Latvian words with Lithuanian, examples can be found: krītu < krintù, jūtu < juntù, protu < prantù, pieci < penkì, arī rankà > roka, etc. The change kind of lives in Latvian children’s language because we can hear examples of it: tinšu kamolā ‘tīšu kamolā’, pint matus ‘pīt matus’, un pinšu bizi ‘pīšu bizi’, dzint bārdu ‘dzīt bārdu’, uzmint uz kājas ‘uzmīt uz kājas’. These are variations of the change mentioned above, and these families had no relationship or other close contact with Lithuanians. Also, an example of simplification has been observed when, alike to the historical loss of consonant /d/, e.g. nīd-a – nī(d) -st-u, a child made a similar change: līd-a – es pašlaik jau lī(d)-st-u `lienu`. In reference to conversations between children and their parents, this article mentions Lithuanian formant -iuk and Latvian affix -uk- that are used to form masculine diminutives, whether the primary word is masculine or feminine. Problems in pronunciation of Latvian and Lithuanian only opening diphthongs ie and o [uo] not common in other languages are also described along with the reminder of play languages of children speaking Latvian or southern part of Zhemaitian subdialects as a signal that children perceive ie and o [uo] as monophonemes in contrast to biphonemic character of other diphthongs. Children learn languages gradually, first memorising the dominant, most frequently heard elements of language, e.g. maybe: es lasu, tu lasi, es nāku…, but why tu nāc? Why not tu nāki or even tu nāci (pres.), thus demonstrating a naturally perceived once occurred change of the consonant k into c in front of the lost front vowel? Maybe the intensity could be escalated by saying, Tu mani ļoti mīli, bet es tevi mīlu ļotāk! Education is an objective necessity, and language skills are important for learning. The five-year-old Eiženija understands this very clearly: “Jaunība ir jauns bērns. Jaunībā ir jāmācās, jo savādāk paliks vecs un neko nezinās.” (‘Youth is a young child. You have to learn when you’re young, because otherwise [one] will grow old and know nothing.’) This article focuses solely on the results of pre-school speech records and parental surveys and highlights the impact of the linguistic environment as a contributing or preventing factor.

Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.