The purpose of this study was to compare the perceptions of administrators, teachers, and library media specialists regarding the current and ideal roles of media specialists in schools' instructional programs. Randomly selected schools in two of Metro-Atlanta's large urban school systems were asked to participate in this study. Administrators, teachers, and media specialists were asked to complete a two-part questionnaire/survey. The first part of the questionnaire/survey was concerned with personal characteristics and experience in education. The second part dealt with perceptions of media specialists' roles in schools' instructional programs. The instrument, designed by the researcher, was based on the 1988 and 1998 Information Power publications, addressing the media specialists' roles as instructional consultant, as teacher, as information specialist, and as program administrator. The responses were analyzed using the One-Way Analysis of Variance (ANOVA) to determine ifthere were statistically significant differences among the respondents' perceptions of media specialists' roles in schools' instructional programs. If differences were shown, the Scheffe Test was used to identify those differences. These analyses showed significant differences within and among administrators', teachers', and media specialists' perceptions of the current and ideal roles of media specialists in schools' instructional programs. There were differences shown in the current and ideal perceptions within each group, and the analysis revealed that among the groups, it was teachers' perceptions that differed significantly with administrators' and media specialists' perceptions regarding the current and ideal roles of media specialists in instructional programs. The implications point to a possible need for additional training regarding media specialists' roles in administration and teacher education programs, development of more collegial relationships through collaboration in schools, and enhanced leadership and communication skills among administrators, teachers, and media specialists to determine the instructional needs of individual schools. Future studies could include analyses of administrator and teacher education programs regarding the inclusion of media specialists' roles, additional moderators in comparative studies, school systems located in rural communities, and comparisons of mandated media specialist roles with job descriptions.

The primary purpose of this study was to implement and evaluate two instructional programs designed to enhance early literacy skills of pre-kindergarten 4-year-olds enrolled in Head Start. A second goal was to compare literacy task assessment measures of three instructional groups, (1) explicit literacy instruction (ELI; N= 26), (2) shared book reading (SBR; N = 25), and (c) no specialized treatment (NST; N = 29), prior to the onset of treatment and again 15 weeks later. Pre-treatment group differences on measures of early literacy and receptive vocabulary were not significant. Intervention for the ELI group focused on providing explicit, systematic, developmentally appropriate instruction to enhance phonological awareness skills and increase alphabet knowledge. The SBR intervention, which focused on enhancing oral language, involved scaffolding strategies. Children in the two intervention groups received instruction two times per week for 15 weeks. Post-treatment outcome measures obtained for these two groups were compared with each other and also with scores of children in the NST group who received Head Start standard curriculum instruction only. ANOVA results indicated that post-treatment scores for the ELI group were significantly better than those of the other two groups on overall primary literacy measures and for the phonological awareness component, but not for alphabet knowledge. Differences between the SBR and NST groups were not significant for any measures. These results indicate that explicit, systematic early literacy instruction can improve Head Start children's literacy scores. / Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders. / "December 2006." / Includes bibliographical references (leaves 79-90)

Both the No Child Left Behind (NCLB) mandate (2001) and the Individuals with Disabilities Education Improvement Act (IDEA) (2004), call for use of scientifically validated reading instructional practices, curricula, and accountability for successful learning outcomes. This paper highlights one of the reading programs identified as scientifically validated by independent research groups and discusses its implications for classroom teachers. On the other hand, we do not embrace the idea that other reading programs are ineffective. We believe that there is no one single method or program to teach all children effectively. However, we believe that use of programs that have been demonstrated as effective through research may reduce the number of children who are atrisk of failing to read competently.

Isolated aneurysmal degeneration and dissection of the iliac artery, without involving the aorta, are uncommon, with an overall incidence in the general population being as low as approximately 0.03%. Solitary iliac artery aneurysm represents approximately 0.4 to 1.9% of all cases of aneurysmal disease; with involvement of external iliac artery being the least common and extremely rare and present in only 10% of these cases. Risk factors for external iliac dissection resulting from an aneurysm, are similar to that of abdominal aorta aneurysm and include male gender, white race, advancing age, history of smoking, hypertension and known atherosclerotic disease. We present a case of a 70 year old Caucasian male, with a past medical history of well controlled hypertension, dyslipidemia and remote history of smoking, who underwent a contrast enhanced CT Abdomen and pelvis to evaluate a renal cyst. However, was found to have short segment right external iliac artery dissection without distal propagation. He reported no symptoms - denied intermittent leg pain on exertion, lumbosacral pain, lower extremity edema, weakness or numbness/tingling in his legs. Also, denied urinary or bowel complains including urinary retention, pain during defecation and constipation. He reported a 28 pack year history of smoking and had quit smoking 50 years ago. Vital signs were recorded as: blood pressure 114/68 mmHg, pulse rate 66 bpm, respiratory rate 16 breaths/min and body temperature 96.6F. On physical examination, abdomen was soft, non tender, non distended and bowel sounds were present in all four quadrants. No guarding or rigidity was noted. Peripheral pulses were well palpable and equal. Laboratory data including CBC and CMP were within normal limits. ESR and CRP were 12 and In conclusion, this is a rare case of isolated asymptomatic external iliac artery dissection, diagnosed as an incidental finding. The treatment of this condition is unclear because of its rare occurrence. Cases complicated with rupture/ symptomatic patients should be treated surgery or endovascular repair. Asymptomatic patients with smaller size of

Rural communities across the United States suffer from multiple health disparities that range from access to care to awareness of medical information. These disparities are characterized by increased incidence of illnesses, mortality rates, lower quality of life, and lower life expectancy when compared to the general urban population. Several risk factors have been identified that play a direct role in these characteristics. These include geographic isolation, lower socioeconomic status, higher rates of health risk behaviors, and limited job opportunities, and less health education. Hawkins County Tennessee is one such rural community that suffers from these disparities. The leading cause of death in Hawkins County is cardiovascular disease (CVD). Due to the nature of disease, early life long modifiable risk factors play a critical role in its development. Health education and awareness of the disease is also a key factor in the disease's effects in the community. Studies have shown that early life healthcare awareness is an “important determinant of adult health status.” This led us to examine the current state of cardiovascular disease awareness and perception among teens in the community. To examine the current perception of CVD in Hawkins country we created an assessment for ninth grade students attending Cherokee Highschool during their health class block. We also aimed to assess the effectiveness of an interactive interventional educational program targeted at both educating the technical knowledge surrounding CVD and at reducing modifiable risk factors that lead to CVD. The interactive educational program was designed and given to students (n=82; 47 Male 35 Female) across 5 class period in two sections (Cardiovascular health and Nutritional & Physical health) that were taught one week apart. Students underwent a Pre-test/survey that examined four areas of interest: perception & technical knowledge of CVD, perception of physical activity, perception of nutrition and diet, and current family health. After completing the program students were then given an identical post-test/survey. Result means were compared between Pre and Post survey using Independent sample T-test. Analysis showed that technical understanding of CVD and of modifiable risk factor significantly increased across all areas (P

INTRODUCTION: The purposes of this study are to determine whether Thiel-embalmed cadavers are an effective educational tool in teaching medical students to perform knee arthrocentesis, to compare the use of Thiel-embalmed cadavers to formalin-embalmed cadavers in arthrocentesis education, and to determine whether the use of Thiel-embalmed cadavers is potentially generalizable to the instruction of other orthopedic procedures. METHODS: Sixty-eight third-year medical students participated in the study. The participants first completed a pre-survey to assess their prior experience with arthrocentesis procedures and Thiel-embalmed cadavers. Participants then attended an instructional session where the knee arthrocentesis procedure was demonstrated on a Thiel-embalmed cadaver. Participants then individually performed the simulated knee arthrocentesis procedure twice: once on a Thiel-embalmed cadaver and once on a formalin-embalmed cadaver. Success of each attempt was determined through the visualization of aspirated joint fluid. Following the laboratory session, each participant completed a post-survey to determine whether the session improved their perceived confidence in performing knee arthrocentesis, if they preferred the use of Thiel-embalmed cadavers or formalin-embalmed cadavers as a teaching tool, and if they believed simulated practice using Thiel-embalmed cadavers would be effective for learning other orthopedic procedural skills. RESULTS: Sixty-eight students participated in the laboratory session and successfully completed both pre- and post-course surveys. 96% of participants reported that they felt confident performing knee arthrocentesis under physician supervision following their participation in the laboratory session (versus 15% of participants in the pre-survey). 96% of participants reported that the Thiel-embalmed cadavers provided a more realistic teaching model than formalin-embalmed cadavers for learning knee arthrocentesis. 100% of participants believed the incorporation of simulated practice using Thiel-embalmed cadavers is an effective method in teaching students to perform knee arthrocentesis. 100% of participants reported that they would participate in future sessions using Thiel-embalmed cadavers to learn and practice other orthopedic procedural techniques. DISCUSSION: This study used a moderate sample size of third-year medical students to provide data regarding the suitability of using Thiel cadavers in arthrocentesis education. Results indicate that Thiel cadavers are effective tools in teaching medical students to perform knee arthrocentesis, that students preferred the Thiel cadavers to the formalin cadavers, and that the use of Thiel cadavers is a safe, engaging, and high-quality teaching modality for demonstrating proper arthrocentesis procedural technique to medical students. Since this study looked specifically at teaching knee arthrocentesis to medical students, it is uncertain whether the benefits of Thiel cadavers are generalizable to the education of other orthopedic procedures and subject groups such as residents, fellows, and practicing physicians. Further studies should be performed to assess whether Thiel cadavers are beneficial in teaching other orthopaedic procedures and if these benefits extend to other subject groups.

As community pharmacy transitions from a fee-for-service model to a focus on value-based care, the desired skills of pharmacist graduates in contemporary practice is an evolving paradigm. Meanwhile, most student pharmacists pursuing a career in community pharmacy upon graduation rely solely upon their pharmacy school training as preparation for entering practice. Community pharmacy preceptors are stakeholders in a unique position to compare the dichotomy of the current climate of community practice with the preparedness of graduating students to enter this field. Therefore, these preceptors’ perceptions of contemporary practice services and skills essential for new graduates may be useful in identifying methods of educating and assessing PharmD candidates in their preparation to enter the evolving landscape of community practice. The objective of this research was to identify essential skills for new graduates in contemporary community pharmacy as perceived by these current practitioners. To accomplish this, researchers developed an anonymous web-based survey using REDCap which was emailed to active Advanced Pharmacy Practice Experiences (APPE) community preceptors. The survey included 3 sections: (1) preceptor demographics; (2) perceptions of “contemporary” services and an evaluation of services offered at their sites; and (3) essential skills for graduates entering contemporary community practice. Following a 30-day window of the survey being open, 25% of preceptors responded (n = 42). Survey responses provided clarity in comparing the proportionality in services offered versus services viewed as contemporary. This information may be useful in identifying transformations that have already seen implementation in practice compared to emerging areas yet to be implemented. We also found broad consensus in the perceived importance of most skill areas offered in the survey with just a few showing broader discrepancies with a minority of respondents suggesting skills which held less importance. Monitoring fluctuations of these parameters over time may disclose trends in community pharmacy practice transformation, further delineating service areas that are trending toward adoption in contemporary practice. Therefore, continued use of preceptor surveys may offer insights on the incremental progression of community pharmacy curricula.

Enrollment of preschool aged children in childcare centers has risen drastically in the last few decades, and continues to rise. This presents a great opportunity for childcare providers to administer nutrition information to children during this optimal learning phase of their life, because information learned during this phase will influence a child’s behaviors and beliefs towards food for the rest of their life. Even with this opportunity, research has shown that many facilities are not including nutrition information in their curriculum. Barriers are often cost, training, and staffing. This understanding led to piloting this nutrition intervention using the age-appropriate USDA MyPlate eBooks. The aim of this research was to improve nutrition knowledge, beliefs, and behaviors in preschool-aged children, while further evaluating the validity and reliability of a scale designed by Johnson and Malkus to measure these constructs. Twenty-five preschool-aged children from two community childcare facilities were enrolled in the study. A pretest assessing performance on nutrition-related tasks was administered using the scale via iPad technology. During the intervention, this researcher read one new story each week for 6-weeks from the USDA’s Team Nutrition MyPlate eBook series. Topics included Fruits, Vegetables, Grains, Dairy, Protein, and A MyPlate meal. The same assessment was administered post-intervention. Scores for individual subscales and a total score were tallied for each child. Data was analyzed using IBM SPSS Statistics 25. Paired-samples t tests were conducted to determine if the intervention in this sample of preschoolers improved their performance on measures of nutrition knowledge, beliefs, and behaviors. The results indicated that mean scores on the food identification subscale (M= 6.12, SD = .83) were significantly greater post-intervention than pre-intervention (M = 5.12, SD = 1.3), t(24) = 5.22, p < .001. Mean scores on the food group categorization subscale (M= 10.96, SD = 2.5) were significantly greater post-intervention than pre-intervention (M = 8.88, SD = 2.4), t(24) = 4.278, p < .01. Mean scores on the total scale (M = 59.84, SD = 7.15) were significantly greater post-intervention than pre-intervention (M = 55.4, SD = 7.06), t(24) = 3.145, p < .01. Knowledge about the health of foods does not always predict behavior. It was not surprising that in this age group, mean scores on the behavior subscale were not significantly improved by the intervention; pre (M= 11.44, SD 2.70), post (M= 11.32, SD 3.10), t(24) = -0.166, p = 2.58. These results foster the theory that nutrition knowledge in preschool-aged children can be positively influenced with clear and age-appropriate education. It was also clear that affecting behavior is more difficult. When offered less healthy, but tasty, preferred foods, young children are less likely to choose healthy options. This further supports the understanding that the responsibility of adults is to provide healthy foods to children. Future research will include pre-post testing without intervention and comparison of results.

The fields of science, technology, engineering, and math (STEM) lay the groundwork for much of the innovation driving society forward. Despite the contributions of these fields to society, women are chronically underrepresented in STEM careers. Could one cause for this underrepresentation lie in how these subjects are taught in school? The purpose of our study was to explore how methods of presenting educational material may affect retention and motivation of students, especially women. We predict that by increasing the presented communal value of a scientific topic (that is, how the topic can be applied to help others), participants’ retention and scientific motivation will increase. University-enrolled participants completed online pre-tests of content knowledge and motivation, then were randomly assigned to read one of three versions of a brief scientific article: Control (basic information presented), Increased Communal Value, or Increased Communal Value with Related Images. Participants then completed a knowledge and motivation post-test. The results of this study are under analysis. Expected outcomes include a main effect for communal value on outcomes of science motivation and retention, as well as interaction effects for gender (such that communal value impacts females’, more than males’, motivation and retention).

After the COVID-19 pandemic, a rural K-8 school faced unique challenges due to its isolated location. Faculty members reported increased use of social media and other online communication by students. In addition, the staff noticed an increase in bullying, stress, and a greater need for mental health resources. In partnership with Quillen College of Medicine, a group of 5 medical students implemented lessons from the Alberta Health Services Junior High Mental Health Kit curriculum. Overall, the mission was to improve student attitudes and skills related to healthy relationships, stress, mental illness, cyber bullying, substance abuse, and hope. Analysis of research survey data showed that there was a significant change in students’ overall wellness (p=0.04108) and knowledge of healthy strategies to cope with stress (p=0.03709) after the intervention.