Centre Pour l'Etude des Interactions Biologiques Entre la Santé et l'Environment (CINBIOSE), Université du Québec à Montréal, Canada. messing.karen@uqam.ca
Primary school teachers in Québec suffer psychological distress, as shown by the Québec Health Survey (M. Gervais, 1993; Santè Québec, 1995). The authors applied and extended the French model (F. Guérin, A. Laville, F. Daniellou, J. Duraffourg, & A. Kerguelen, 1991) of analysis of work activity to observing classroom teaching (14 women in 10 classrooms for a total of 48 hr 24 min) to identify stressful elements. The authors observed a rapid sequence of actions, eye fixations of short duration, little physical or mental relaxation, multiple simultaneous activities, and uncomfortable temperature and humidity levels. Teachers use many strategies to teach, to create a learning environment, and to maintain attention in classrooms under adverse conditions. Examination of these strategies led to recommendations to improve relations between the teachers and their supervisors and to make the classroom an easier place to teach.
To compare the abductor muscle function and trochanteric tenderness in patients operated with hemiarthroplasty using the direct lateral (DL) or posterolateral (PL) approach for displaced femoral neck fracture.
Prospective cohort study.
A secondary teaching hospital.
We enrolled 183 hips operated with hemiarthroplasty for displaced femoral neck fracture using the DL or PL approach.
Preoperatively, we evaluated the Harris hip score (HHS) and European Quality of Life-5 Dimensions (EQ-5D). At 1 year postoperatively, lucid patients were clinically examined to evaluate the Trendelenburg sign, abductor muscle strength with a dynamometer, and trochanteric tenderness with an electronic algometer. The 1-year HHS and EQ-5D were documented.
The primary outcome was the incidence of postoperative Trendelenburg sign, whereas the secondary outcomes included patients' reported limp, abductor muscle strength, trochanteric tenderness, HHS, and EQ-5D.
There were 48 patients (24 in the DL group and 24 in the PL group) who attended the 1-year clinical follow-up. The 2 groups were comparable (P > 0.05). The DL group showed a higher incidence of the Trendelenburg sign (9/24 vs. 1/24, P = 0.02) and limp (12/24 vs. 2/24, P = 0.004). Further analysis with logistic regression showed the surgical approach to be the only factor that resulted in the increment. No differences regarding HHS, EQ-5D, abductor muscle strength, algometer pressure pain threshold, and radiologic measurements were found (P > 0.05).
The incidence of the Trendelenburg sign and limp were significantly higher in the DL approach although this seemed not to influence abductor muscle strength or the incidence of trochanteric tenderness or compromise the clinical outcome.
Therapeutic Level III. See Instructions for Authors for a complete description of levels of evidence.
Canada does not have enough aboriginal nurses and aboriginal nursing faculty. Consequently, there is an inadequate number of nurses to meet both on- and off-reserve and community health care staffing needs. In 2002, Health Canada asked the Canadian Association of University Schools of Nursing to facilitate a national task force that would examine aboriginal nursing in Canada. The task force engaged in an extensive literature review, conducted a national survey of nursing programs, and explored recruitment and retention strategies. In 2007, the association prepared an update on the current status. In this article, the authors review the progress made during the intervening five years in the recruitment, retention and education of aboriginal nursing students.
Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.
The academic half-day (AHD) appears to have become widespread in Canadian neurology residency programs, but there is little published information about the structure, content, or impact of the AHD.
A written questionnaire was sent to the directors of all active Canadian adult and child neurology residency programs.
All 21 program directors responded. An AHD was operating in 15/15 adult and 5/6 child neurology programs. The AHD typically lasts three hours, and occurs weekly, 10 months per year. Most of the weekly sessions are lectures or seminars, usually led by clinicians, with about 90% resident attendance. Course-like features (required textbook, examinations) are present in many AHDs. There is a wide range of topics, from disease pathophysiology to practice management, with considerable variation between programs.
Almost all Canadian neurology programs now have an AHD. Academic half-days are broadly similar in content and format across the country, and residents now spend a substantial portion of their training attending the AHD. The impact of the AHD on how residency programs are organized, and on the learning, clinical work, and professional development of residents merits further study.
To evaluate and compare the preferences and attitudes of Ontario ophthalmologists and ophthalmology residents toward screencasting as an educational tool with potential use for continuing medical education (CME) events.
Cross-sectional study.
Eighty of 256 participants completed the survey.
The surveys were sent to participants by email, with follow-up via telephone. Study participants were urban and rural Ontario ophthalmologists, registered with the Canadian Ophthalmological Society, and University of Toronto ophthalmology residents. Pre-recorded online presentations-screencasts-were used as the main intervention. Online surveys were used to measure multiple variables evaluating the attitudes of the participants toward screencasting. This data was then used for further quantitative and qualitative analysis.
Over 95% of participants replied favourably to the introduction and future utilization of screencasting for educational purposes. Rural ophthalmologists were the most enthusiastic about future events. Practising in rural Ontario was associated with a higher interest in live broadcasts than practising in urban centres (p
