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Background: A strengths-based lens is essential for the pursuit of health equity among Indigenous populations. However, health professionals are often taught and supported in practice via deficit-based approaches that perpetuate inequity for Indigenous peoples. Deficit narratives in healthcare and health education are reproduced through practices and policies that ignore Indigenous strengths, disregard human rights, and reproduce structural inequalities. When strengths are recognised it is possible to build capacities and address challenges, while not losing sight of the structural factors impacting Indigenous peoples' health. Objective: In this paper, we examine Indigenous strengths-based approaches to policy and practice in healthcare and health professions education when delivered alongside teachings shared by Elders from the Cree, Blackfoot and Métis Nations of Alberta, Canada. Method: Literature and Elders' teachings were used to shift strengths-based approaches from Western descriptions of what might be done, to concrete actions aligned with Indigenous ways. Results: Four pointers for future action adopting a strengths-based approach are identified--enacting gifts: focusing on positive attributes; upholding relationality: centring good relationships; honouring legacy: restoring self-determination; and reconciling truth: attending to structural determinants of health. Conclusion: Identified directions and actionable strategies offer a promising means to advance Indigenous health equity through strengths-based actions that change existing narratives and advance health equity.

With the increased reliance on technology, computer programming has emerged as an essential skill that is interesting to many audiences beyond merely computer scientists. As a result, many students from various disciplines take first-year computer science courses. This led to classrooms with a lot of diversity in student motivation, backgrounds, learning needs, and educational levels. Teaching the same material to such a diverse group is challenging. The aim of this paper is two-fold. Firstly, we present a flipped-based approach that benefits from the mixed-ability nature of first-year programming courses rather than considering it as a burden. Secondly, we present a study that evaluates the extent to which the proposed approach enhances student learning in such a mixed-ability environment. The study was conducted in a first-year course at the University of British Columbia -- Okanagan, and it was based on three components:1) a survey of 25 Likert items(n = 46), 2) class average grade and pass rate over 6 years (n = 42 + 38 + 56 + 79 + 90 + 74), and 3) student ratings of the course over 5 years (n = 42 + 38 + 56 + 79 + 90). Findings of the survey indicate an overall positive students' impression with no significant difference in the opinions of various student populations. Analyzing the course grades, pass rates, and student ratings confirmed the survey findings and showed an overall improvement in grades, pass-rates, and student satisfaction.

This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as developmental might be seen as a process of alienation. I trace this to the institutional structure of schooling, in which curriculum and pedagogy are alienated from the learner's everyday sense. Next, I examine and critique the Vygotskian "Funds of Knowledge" approach to critical mathematics education, which seeks to overcome alienation by subjecting the curriculum to the needs of the poor communities the school serves. Here, the critical point on alienation in the Vygotskian approach is better argued in Bourdieu's perspective on educational institutions as reproductive of class domination. Finally, the paper discusses the extent to which these critiques pertain to Vygotskian activity theory in general or only to these versions in particular and draws implications for the development of a critical mathematics education perspective in a synthesis of perspectives from Vygotsky and Bourdieu.

Background: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. "Defining a Subject: The Rise and Rise of the New Physical Education?" "British Journal of Sociology of Education" 11: 155-169), sociocultural perspectives and issues (e.g. Cliff, K., J. Wright, and D. Clarke. 2009. "What Does a Sociocultural Perspective Mean in Health and Physical Education?" In "Health and Physical Education: Issues for Curriculum in Australia and New Zealand", edited by M. Dinan-Thomson, 165-182. Melbourne: Oxford University Press; Flory, S. B., Tischler, A., and Sanders, S. 2014. "Sociocultural issues in physical education: Case studies for teachers". New York: Rowman & Littlefield), and critical pedagogy (e.g. Fernandez-Balboa, J. M. 1997. "Physical Education Teacher Preparation in the Postmodern Era: Toward a Critical Pedagogy." In "Critical Postmodernism in Human Movement, Physical Education, and Sport", edited by J. M. Fernandez-Balboa, 121-138. Albany: State University of New York Press; Philpot, R (2015) Critical pedagogies in PETE: An Antipodean perspective. "Journal of Teaching in Physical Education" 34(2): 316-332). Despite this advocacy, we would argue that there are significant differences in how faculty teach about sociocultural issues, and for, social justice. The pedagogical actions through which PETEs do this work is the focus of this paper. Purpose: We investigated the pedagogical approaches and strategies used by PETE faculty to address and educate PSTs about social justice and sociocultural issues related to gender, race, sexuality, (dis)ability, socioeconomic status and religion in their individual PETE programs. In this study, we draw on transformational pedagogy (Ukpokodu, O. 2009. "Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection." "Journal of Praxis in Multicultural Education" 4 (1), Article 4; Ovens, A. 2017. "Transformative Aspirations and Realities in Physical Education Teacher Education (PETE)." In "The Routledge Handbook of Physical Education Pedagogies", edited by C. Ennis, 295-306. New York: Taylor and Francis) as a framework for theorizing the data. Through this study, we highlight the pedagogical practices espoused as those that engender transformative learning. Data collection and analysis: Data for this interpretive qualitative research study was collected primarily through in-depth semi-structured interviews with over 70 PETEs who work in 48 PETE programs across Australia, Canada, England, Ireland New Zealand, Sweden, and the United States. Furthermore, an informational survey was used to gather demographic data of the participants. The participants, all current PETEs, had a wide range of professional experiences, which included the length of time in the profession, the type of institution employed, educational backgrounds and courses taught. Data analysis was completed using the processes of content analysis and the constant comparative method (Corbin, J., and A. Strauss. 2008. "Basics of Qualitative Research". London: Sage). Findings: Three major themes represent the findings. In the first theme, 'Intentional and Explicit Pedagogies,' we provide descriptions of the approaches and strategies used by PETEs in this study that were planned in advance of the learning experiences. In the second theme, 'Teachable Moments,' we provide examples of how PETEs utilized 'teachable moments' in implicit and explicit ways to educate PSTs about sociocultural issues. The third theme, 'Resistance and Constraints' captures the individual challenges PETE faculty faced within their courses if, and when, they teach for equity and social justice. The findings suggest that social justice struggles to find an explicit presence within many PETE programs and that educating PSTs about sociocultural issues and social justice is lacking in many PETE programs.

This paper introduces the concept of leadership communities of practice (COP) as a strategy to enhance succession planning and leadership development within the Canadian healthcare context. Drawing upon Prosci's ADKAR methodology as a foundational change management framework, this paper explores the adaptation of COP, originally developed by Lave and Wenger in 1991, to foster collaborative learning. While COP have a long history in business and education sectors, their formal integration into healthcare, specifically leadership development is relatively recent. This paper highlights the necessity of a robust change management approach to effectively introduce COP as a mechanism to enhance leadership development in healthcare settings, highlighting their potential to facilitate knowledge exchange and support social learning among healthcare leaders. [ABSTRACT FROM AUTHOR]

Independent mobility is an important component of healthy ageing. Public transit may be an affordable way to achieve independent mobility, and yet little is known about older adults' transition to public transit. This paper addresses this research gap by providing an exploration of older adults' experiences transitioning to public transit use, and by comparing these experiences to those of older people who have always travelled using transit. Twenty-four older adults (65+) living in Hamilton, Canada, who use public transit completed semi-structured interviews during which they discussed their experiences when they first began to use transit. These experiences are framed herein with the concept self-efficacy, i.e. how one's belief in their ability to complete a task shapes their ability to complete said task. Results indicate that most older adults acquire skills to transition to public transit, such as trip planning, boarding, knowing where to sit and exiting the bus. These skills are developed through practice. As one gains experience, one becomes more confident in their ability to meet their daily travel needs using transit. Therefore, the transition to public transit as an older adult can be more challenging for those with little experience using public transit. This paper highlights the danger of assuming all older adults will effortlessly take up transit and stresses the importance of older adults gaining experience using public transit. [ABSTRACT FROM AUTHOR]

Students with disabilities are far less likely than their peers to participate in work-integrated learning (WIL). This gap may contribute to the high levels of unemployment for people with disabilities. Unemployment rates compound when accounting for intersectional identities, with disabled people of color experiencing even higher rates of unemployment. Skill development through opportunities such as WIL is critical to ensure equity -deserving groups can transition successfully from post-secondary institutions into the workforce. Without a transparent, collaborative accommodations process in an environment that is actively reducing stigma and ableism, it is likely students with disabilities will continue to be underrepresented in WIL and the workforce after graduation. This paper presents an overview of disability, barriers to participation, and relevant Canadian legislation. The authors then propose an outline for developing a collaborative accommodations process for WIL opportunities. [ABSTRACT FROM AUTHOR]

Post-industrial era can be described as a time of transition from primarily manufacturing of physical goods to service economy, due to technological revolution conversion in the last decades of the 20th century. This decline from industrial manufacturing has led to higher unemployment and demise of traditional craft skills vocational training. Economies of developed world is confronted with the shortage of the skilled industrial trade, as well in qualified home trade service i.e. cabinetmakers, plumbers and electricians. Shrinking availability of trained crafts people requires implementation of more practical apprenticeship programs, ensuring these skills don't get lost. This paper points out the importance of mentoring in manufacturing, as well as for service companies and presents results of survey on mentoring in three medium-sized companies in Canada. [ABSTRACT FROM AUTHOR]

Purpose: Many academic leaders have little formal leadership training, which can result in challenges to effective leadership, succession planning and burnout. This paper aims to explore the leadership skills needed to be an effective senior academic leader in a Canadian medical faculty. Design/methodology/approach: An anonymous voluntary survey of needed leadership skills and supports was sent to 60 senior academic leaders at the University of Alberta. This was followed by interviewing a purposive sample, using open-ended questions based on a multimodal needs assessment of senior academic leaders. The authors used an iterative process to analyze the data; anonymized transcripts were coded and categorized separately by two researchers, and themes were created. Findings: The "ability to influence" was the highest rated needed leadership skill in the survey. The interviewed leaders (n = 12) were unanimous that they felt unprepared at the start of the leadership role. The survey and interviews identified five major themes for leadership skills: Mentoring, Finances, Human Resources, Building Relationships and Protected Time. Networking and leadership courses were identified as major sources of support. Research limitations/implications: Although a single site study, the results were similar to another large Canadian medical faculty (University of Toronto, Lieff et al., 2013). While the survey had a 42% response rate (25/60), the survey responses were echoed in the interviews. Although the purposive sample was small, the interviewed leaders were a representative sample of the larger leadership group. Originality/value: Academic leaders may benefit from a mentorship team/community of leaders and specific university governance knowledge which may help their ability to influence and advance their strategic initiatives. [ABSTRACT FROM AUTHOR]

Both skills and small firms have been increasingly prominent in policy agendas across the world in recent years. Skills are now seen as being crucial to economic prosperity, yet evidence consistently shows much lower levels of training, on average, in small firms than in larger businesses. Policy makers in various countries have sought to address this perceived problem and to stimulate skills development in small firms, but have attempted to do so in different ways and with varying degrees of success. It is this divergence in national skills policies, as well as its causes and implications for skill formation in small firms, that this paper seeks to illuminate. In doing so, it adopts an 'institutional' perspective that advances current understanding of how and why skills policies adopted in different countries appear to have varying effects on small firms. Through employing this institutional analysis, the paper promotes an awareness of how historical, social and economic forces in the 'corporatist' systems, found for example in Germany and Scandinavia, tend to provide a more supportive context for skills development in small firms than the liberal free market systems found elsewhere in the world, such as in the USA, Canada and the UK - which is highlighted as an illustrative case in this paper. [ABSTRACT FROM AUTHOR]

This scoping review explores the professional literature in allied healthcare to determine which self-assessments of mentor skills are the most valid and reliable for use in occupational therapy doctoral capstone programs. The aims of this scoping review include mapping evidence related to mentor assessments in healthcare, exploring implications for occupational therapy doctoral mentor training programs, and identifying common characteristics of mentor self-assessments for occupational therapy programs to consider when developing capstone mentoring resources. Researchers applied and reported via PRISMA Extension for Scoping Reviews (PRISMA-ScR). A librarian and authors formulated keywords and database selections to search PubMed/MEDLINE/PMC, and Embase were searched from across healthcare professions for training outcomes, mentor self-assessment, mentor attributes, and use of researcher-developed assessments. The search was limited to English publications from the last 20 years. Data were extracted for quantitative information regarding study characteristics and qualitative information about mentoring skills. A total of 852 results were delivered across all databases. Nineteen papers met the final eligibility criteria and were included in the data extraction. Populations were included from several healthcare professions, including 11 nursing, four healthcare researchers, one pharmacy, one midwifery, one medicine, and one medical dietetics. Countries included the United States (n = 7), Finland (n = 5), United Kingdom (n = 4), Japan (n = 1), South Africa (n = 1) and Canada (n = 1). The authors identified four valid self-assessment tools, demonstrating III and IV levels of evidence, that may be implemented by occupational therapy programs as they develop resources for mentor programs. Occupational therapy programs can use the mentor attributes found in this scoping review to create their own mentor assessment measures or may choose to use a validated tool. The authors recommend additional research in mentor education and mentor skill acquisition. [ABSTRACT FROM AUTHOR]

Although creative industries and creative talent have traditionally clustered in established global centres such as London and New York, new forms of independent production, digital technologies and mobilities are reshaping this landscape. Drawing on 87 interviews and participant observation, this paper considers whether independent fashion designers in Canada still need to locate in the established centres to realize their ambitions. It explores how these entrepreneurs choose a 'home base' for their operations and demonstrates how they mobilize three forms of mobility (temporary, mediated, virtual) to access opportunities and resources within Canada's fashion system. [ABSTRACT FROM AUTHOR]

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Purpose This paper aims to describe the evolution of Sanokondu, highlighting the rationale, achievements and lessons learnt from this initiative. Sanokondu is a multinational community of practice dedicated to fostering health-care leadership education worldwide. This platform for health-care leadership education was conceived in 2014 at the first Toronto International Summit on Leadership Education for Physicians (TISLEP) and evolved into a formal network of collaborators in 2016.Design/methodology/approach This paper is a case study of a multinational collaboration of health-care leaders, educators, learners and other stakeholders. It describes Sanokondu’s development and contribution to global health-care leadership education. One of the major strategies has been establishing partnerships with other educational organizations involved in clinical leadership and health systems improvement.Findings A major flagship of Sanokondu has been its annual TISLEP meetings, which brings various health-care leaders, educators, learners and patients together. The meetings provide opportunities for dialog and knowledge exchange on leadership education. The work of Sanokondu has resulted in an open access knowledge bank for health-care leadership education, which in addition to the individual expertise of its members, is readily available for consultation. Sanokondu continues to contribute to scholarship in health-care leadership through ongoing research, education and dissemination in the scholarly literature.Originality/value Sanokondu embodies the achievements of a multinational collaboration of health-care stakeholders invested in leadership education. The interactions culminating from this platform have resulted in new insights, innovative ideas and best practices on health-care leadership education. [ABSTRACT FROM AUTHOR]

In response to the numerous challenges resident trainees currently face in their ability to competently acquire the requisite skills, knowledge and attitudes upon graduation, medical educators have looked to a competency-based medical education (CBME) approach as a possible solution. As CBME has already been implemented in many jurisdictions around the world, certain challenges in implementation have been experienced. One important challenge identified relates to how regulatory bodies can either assist or unintentionally hinder implementation. By examining the varied experiences from Canada, the USA and the Netherlands in implementing CBME, this paper identifies how regulatory bodies can support and advance worldwide efforts of furthering its implementation. If regulatory bodies restructure accreditation and regulatory criteria to align with CBME principles, work together in a coordinated fashion to ensure alignment of vital regulatory meaures throughout the training and practice continuum of a physician, and allow for (if not incentivize) individuals and programs to be innovative in adapting CBME to meet their local environments, it is likely that the worldwide implementation of CBME will occur successfully. [ABSTRACT FROM AUTHOR]

Aim: To describe activities and outcomes of a cross-team capacity building strategy that took place over a five-year funding period within the broader context of 12 community-based primary health care (CBPHC) teams. Background: In 2013, the Canadian Institutes of Health Research funded 12 CBPHC Teams (12-Teams) to conduct innovative cross-jurisdictional research to improve the delivery of high-quality CBPHC to Canadians. This signature initiative also aimed to enhance CBPHC research capacity among an interdisciplinary group of trainees, facilitated by a collaboration between a capacity building committee led by senior researchers and a trainee-led working group. Methods: After the committee and working group were established, capacity building activities were organized based on needs and interests identified by trainees of the CBPHC Teams. This paper presents a summary of the activities accomplished, as well as the outcomes reported through an online semistructured survey completed by the trainees toward the end of the five-year funding period. This survey was designed to capture the capacity building and mentorship activities that trainees either had experienced or would like to experience in the future. Descriptive and thematic analyses were conducted based on survey responses, and these findings were compared with the existing core competencies in the literature. Findings: Since 2013, nine webinars and three online workshops were hosted by trainees and senior researchers, respectively. Many of the CBPHC Teams provided exposure for trainees to innovative methods, CBPHC content, and showcased trainee research. A total of 27 trainees from 10 of the 12-Teams responded to the survey (41.5%). Trainees identified key areas of benefit from their involvement in this initiative: skills training, networking opportunities, and academic productivity. Trainees identified gaps in research and professional skill development, indicating areas for further improvement in capacity building programs, particularly for trainees to play a more active role in their education and preparation. [ABSTRACT FROM AUTHOR]

Research pertaining to the experiences and motives of Paralympic athletes who transfer between sports is scant. This study aimed to address this gap through semistructured interviews with Canadian Paralympic coaches (n = 35) and athletes (n = 12). Three higher-order themes of "alternative to retirement," "career extension," and "compatibility" were identified. The subthemes of "psychobehavioral" and "physical and physiological" (from the higher-order theme of alternative to retirement) captured reasons leading to transfer, which are similar to reasons athletes may consider retirement. The subthemes of career extension—"better opportunities" and "beneficial outcomes"—shed light on factors that contributed to the withdrawal of negative experiences and reinforcement of positive outcomes associated with transferring sports. Last, compatibility had three subthemes of "resources," "sport-specific," and "communication," which encapsulated factors athletes should consider prior to their transfer. In conclusion, the participants highlighted the importance of transparent and effective communication between athletes and sports to align and establish realistic expectations for everyone involved. [ABSTRACT FROM AUTHOR]

Self-efficacy is arguably the strongest correlate of physical activity, yet some researchers suggest this is because the construct confounds ability with motivation. We examine a more circumscribed construct, called perceived capability (PC), meant to measure ability but not motivation and propose that the construct will not be related to unskilled physical activities but may be linked to skilled behaviors. The purpose of this paper was to examine whether a PC construct can be stripped of motivation using a vignette approach in both walking and resistance training behaviors. Participants were a random sample of 248 university students, who were then randomly assigned to either answer resistance training or walking behavior questions. Both groups completed a PC measure and reasons for their answer before and after reading a vignette that clarified the phrasing of capability to a literal use of the term. PC was significantly (p < .01) higher post- compared to pre-vignette and the differences were greater (p < .01) for walking than for resistance training. PC had significantly (p < .01) smaller correlations with intention and self-reported behavior post-disambiguation, which resulted in a null relationship with walking but a small correlation with resistance training behavior. When PC was combined with intention to predict behavior, however, there was no significant (p > .05) difference in the amount of variance explained pre- to post-vignette. Thought listing showed that participants did not report capability barriers to walking and over half of the sample construed capability as motivation/other priorities pre-vignette. The findings support use of a vignette approach for researchers who wish to disentangle the assessment of PC from motivation while creating no overall loss in explained variance of physical activity. [ABSTRACT FROM AUTHOR]

Objective: The overall aim of the present paper is to elicit the subjective perceptions and experiences of people with Severe Mental Illness (SMI) involved in a Participatory Video project, with a focus on self-reported impact on recovery. There are 2 subobjectives, namely (a) to document which specific aspects (if any) of Participatory Video project participation are reported to positively influence recovery; and (b) to assess the impact of project involvement on specific dimensions of recovery. Method: In this project, 3 workgroups of people with Severe Mental Illness met approximately twice per week over a 2-year period to make and disseminate educational videos about mental illness. Workgroup participants (n = 20) took part in an in-depth semistructured qualitative interview at project end to understand their experience in the project, especially impact on recovery. Data was analyzed using thematic analysis techniques. Results: At completion, participants had made 26 videos and organized 49 community screenings reaching over 1,500 people. Participants reported that regular involvement in this project fostered their recovery in a variety of ways, imparting multiple psychosocial benefits, which are summarized in 5 themes: (a) skill-acquisition, (b) platform and voice, (c) connectedness, (d) a meaningful focus, and (e) personal development. Conclusions and Implications for Practice: Participatory Video is a powerful group intervention which positively benefits workgroup participants. Importantly, results overlap with other research indicating that grassroots-produced mental health themed videos can educate viewers and reduce public stigma. As such, psychiatric rehabilitation organizations should consider initiating similar projects in their own locales. Impact and Implications: Participatory Video is an innovative group program where marginalized people get together to produce documentary-type videos about their lives, which are then screened at community venues. This study found that regular involvement in a successful Participatory Video program helped foster the recovery of participants with severe mental illness. This suggests that Participatory Video is a recovery-oriented intervention, which could be initiated by mental health services and peer support organizations elsewhere. [ABSTRACT FROM AUTHOR]

• Canada experienced a substantial productivity growth slowdown after 2000. • The slowdown could not be explained by investments in R&D, ICTs and intangibles. • The slowdown was mainly due to the retreat of aggregate technological frontier. • The retreat of technological frontier was driven by large and high-productivity firms. We study the post -2000 productivity slowdown in Canada. Due to data limitation, the causes of the slowdown have not been studied systematically. Unlike most previous studies that focus directly on the actual productivity, in this paper we decompose the actual productivity into two components: technological frontier and technical efficiency. Technological frontier measures the maximum level of productivity potential related to firm-specific technology development while technical efficiency reflects the ability/technique in achieving the potential. Using a constructed rich micro data, we find that Canada's productivity slowdown cannot be largely explained by factors such as R&D, ICTs and intangibles that are considered to be important to productivity. Instead, we show that the productivity slowdown in Canada was mainly due to the retreat of aggregate technological frontier, driven by large and high-productivity firms. [ABSTRACT FROM AUTHOR]

There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student's understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada. [ABSTRACT FROM AUTHOR]

This study aimed to describe how occupational therapists evaluate older adults with cognitive impairments. A descriptive qualitative study design was used. Four focus groups were conducted with 16 occupational therapists working with cognitively impaired older adults in institutional and community care settings. An inductive thematic analysis of the content of the interviews was applied. Occupational therapists described a three-stage assessment process that was predominantly occupation-based, linear and iterative: (a) gathering information from the older adult, their care network and family members to plan the assessment, (b) assessing cognitive impairment and occupational performance using non-standardized observations and standardized tests, and (c) applying clinical reasoning to predict further performance issues and safety. Despite using a predominantly occupation-based assessment process, occupational therapists reported a lack confidence to predict safety. Occupational therapists may require additional knowledge, skills and tools to support them in assessing older adults with cognitive impairments. [ABSTRACT FROM AUTHOR]

Purpose: The objectives of this study were to determine the effects of hearing disability on employment rates; examine how various factors are associated with employment; and identify workplace accommodations available to persons with hearing disabilities in Canada. Material and methods: A population-based analysis was done using the data collected through the 2017 Canadian Survey on Disability (CSD), representing 6 million (n = 6 246 640) Canadians. A subset of the complete dataset was created focusing on individuals with a hearing disability (n = 1 334 520). Weighted descriptive and multivariate logistic regression analyses were performed. Results: In 2017, the employment rates for working-age adults with a hearing disability were 55%. Excellent general health status (OR: 3.37; 95% CI: 2.29–4.96) and daily use of the internet (OR: 2.70; 95% CI: 1.78–4.10) had the highest positive effect on the employment rates. The top three needed but least available accommodations were communication aids (16%), technical aids (19%), and accessible parking/elevator (21%). Conclusion: Employment rates for persons with a hearing disability are lower than the general population in Canada. Employment outcomes are closely associated with one's general health and digital skills. Lack of certain workplace accommodations may disadvantage individuals with a hearing disability in their employment. People with severe hearing disabilities and those with additional disabilities may need additional and more rigorous services and supports to achieve competitive employment. It is important for the government to improve efforts toward inclusive education and develop strategies that promote digital literacy for job seekers with hearing disabilities. Officials concerned with implementing employment equity policies in Canada should focus on finding strategies that enable employees to have supportive conversations with their employers regarding disability disclosure and obtaining required accommodations. [ABSTRACT FROM AUTHOR]

Background: Otolaryngology-Head and Neck Surgery (OHNS) electives provide medical students opportunities for knowledge acquisition, mentorship, and career exploration. Given the importance of electives on medical student education, this study examines OHNS clinical electives prior to their cancellation in 2020 due to the COVID-19 pandemic. Methods: An anonymous 29-question electronic survey was created using the program "Qualtrics." Themes included elective structure and organization, elective clinical and non-clinical teaching, evaluation of students, and the influence of electives on the Canadian Residency Match (CaRMS). The survey was distributed through the Canadian Society of Otolaryngology e-newsletter and e-mailed to all OHNS undergraduate and postgraduate program directors across Canada. Results: Forty-two responses were received. The vast majority of respondents felt that visiting electives were important and should return post-COVID-19 (97.6%). Most said they provide more in-depth or hands-on teaching (52.4% and 59.6%, respectively). However, there was great variability in the feedback, types of teaching and curriculum provided to elective students. It was estimated that 77% of current residents at the postgraduate program that responders were affiliated with participated in an elective at their program. Conclusions: Prior to the cancellation of visiting electives in 2020 due to the COVID-19 pandemic, electives played an important role in OHNS undergraduate medical education and career planning for students wishing to pursue a career in OHNS. Electives also provide the opportunity for the evaluation of students by OHNS postgraduate programs. [ABSTRACT FROM AUTHOR]

Women with intellectual disability experience intimate partner violence at higher rates and tend to remain in abusive relationships longer than non‐disabled women. The purpose of this inquiry was to generate a preliminary set of principles and delineate domains of support as a general guide for social service workers supporting women with intellectual disability through the difficult, often stop‐start process of ending an abusive relationship and creating a desired future. Taking a pragmatic inquiry approach, guiding principles and domains of support were generated through a triangulated engagement with relational theory, relevant published research, and original data gathered through interviews with five experienced social service workers. The results comprise a relational framework for inclusive, trauma‐informed services aimed at fostering the relational autonomy of women with intellectual disability. Enacting relational principles of reflexivity, recognition, solidarity and safety, social service workers can support women with intellectual disability with safety planning, securing basic life needs, strengthening social relationships, acquiring new skills and nurturing self‐affective attitudes of self‐respect, self‐efficacy and self‐esteem. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to assess the feasibility of delivering Art skill-based Rehabilitation Training (ART), a novel upper limb motor training program, to patients with stroke as an adjunct to standard care in an inpatient setting. Design: Feasibility study. Setting: Inpatient stroke rehabilitation unit at a university hospital. Participants: Thirty-eight patients admitted to a stroke rehabilitation unit with upper limb motor impairment were enrolled in the ART program facilitated by trained non-healthcare professionals between December 2017 and June 2021. Intervention: The ART program included nine, one-hour sessions of supervised tracing and freehand drawing tasks completed with both hands. This program was intended to be delivered at a frequency of three times per week over a duration of 3 weeks or for the length of inpatient stay. Main outcome measures: Feasibility outcomes included ART program adherence, acceptability, and safety. Results: Thirty-two (84%) participants with subacute stroke completed the ART program and 30 (79%) were included in the study analysis. Participants completed 93–100% of the ART tasks in a median [IQR] of 8 [6–10] ART sessions over a median [IQR] duration of 15 [7–19] days. ART program facilitators effectively provided upper limb assistance to patients with more severe upper limb impairments. Adherence and acceptability were high and no study-related adverse events occurred. Conclusion: The ART program was feasible to deliver and highly acceptable to patients with stroke. Further research is warranted to explore the impact of ART on upper limb sensorimotor function and use. [ABSTRACT FROM AUTHOR]

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented. [ABSTRACT FROM AUTHOR]

Objective: The aim was to investigate if an extracurricular research skills development program builds the knowledge, attitudes, and skills (KAS) to support evidence‐based practice (EBP). Methods: Twenty nursing students and six mentors in four teams completed small, student‐led research projects over 1 year. Using a mixed‐methods design, the knowledge, attitudes, and practice (KAP) survey was administered at three‐time points, followed by qualitative interviews. A linear mixed‐effects regression model was used to analyze survey data and thematic analysis for qualitative data. Results: The change from the KAP survey from the first to the third time point showed a statistically significant difference following engagement in the program. Qualitative data indicated benefits and challenges to participation for both students and mentors. Mentorship provided students with improved relationships, collaboration, and leadership skills. Students believed the program enhanced their understanding of research and reported increased confidence in using EBP. Conclusion: Offering students innovative first‐hand experiences with research develops research KAS to support EBP. [ABSTRACT FROM AUTHOR]

Background: Medical Assistance in Dying (MAID) was legalized in Canada without a designated period for implementation. Providers did not have access to customary alternatives for training and mentorship during the first 1–3 years after legalization. Objective: To report on how doctors prepared for their first provision of MAID in the early period after legalization in Canada. Design: Qualitative research design within an interpretive phenomenological theoretical framework. We asked participants to describe their experiences preparing for first MAID provision. Analysis of transcripts elicited themes regarding training and information desired by early adopters for provision of newly legalized MAID. Participants: Twenty-one early adopting physician-providers in five Canadian provinces were interviewed. Results: Few formal training opportunities were available. Many early-adopting providers learned about the procedure from novel sources using innovative methods. They employed a variety of strategies to meet their needs, including self-training and organizing provider education groups. They acknowledged and reflected on uncertainty and knowledge gained from unexpected experiences and missteps. Key phrases from participants indicated a desire for early training and mentorship. Limitations: This study included only the perspective of physicians who were providers of MAID. It does not address the training needs for all health practitioners who receive requests for assisted death nor report the patient/family experience. Conclusion: The Canadian experience demonstrates the importance of establishing accessible guidance and training opportunities for providers at the outset of implementation of newly legalized assisted dying. [ABSTRACT FROM AUTHOR]

This article explores the experiences of older adults attending digital literacy training sessions offered by the public library system in one city in Ontario. Semi-structured interviews with 12 older adults (age 60+) demonstrated the significance of societal and internalized ageism in shaping the experiences of participants, as well as the construction of the training as a "safe space" for experimentation. Implications for participants and future public library digital literacy training sessions are discussed, with particular attention to asset-based approaches, the need for skill development, and addressing the effects of ageism on participants. Supplemental data for this article is available online at https://doi.org/10.1080/15228835.2021.1962477. [ABSTRACT FROM AUTHOR]

The global COVID-19 pandemic has resulted in a rapid transition to online teaching for universities during the current and ensuing years. Graduate social work students need advanced knowledge and skills in leadership and supervision to become future leaders in human service organizations. However, social workers are often promoted to management from direct service positions without adequate skills and training and schools of social work may not formally educate students for leadership and administrative positions. Scholarly literature and research about leadership training for social work students, specifically online training, is also scarce. This article examines how two Canadian schools of social work addressed this gap through the development of graduate master of social work courses on leadership and supervision as mandatory components of their curriculum, through on-campus and online formats. Varying course approaches, topics, instructional strategies, assignments, and themes collected and analyzed from online surveys of student feedback are described, emphasizing strengths (satisfaction, relevance, benefits, course design), challenges (content, timing), and lessons learned (importance, new learning, confidence, future roles). Recommendations for similar educational disruptions, future courses, and practice implications, including teaching resources and instructor adaptability to support the rapid transition to online and blended learning formats, are also discussed. [ABSTRACT FROM AUTHOR]

We examine an action research initiative focusing on youths who were born and/or began formal schooling in Canada but raised in homes where the societally dominant language was not extensively spoken. Concepts of place and situation were used as heuristics to extend secondary-level students' problem-solving abilities and literacy engagement and—using activities revolving around youths' locations within family, school, and community ecologies—to stimulate reflection on their personal and socially situated identities. The structure of secondary schooling, including its engagement of placemaking processes, is not conducive to the promotion of pedagogies that beneficially support the learning of this student cohort. [ABSTRACT FROM AUTHOR]

The reporting of students' Learning Skills on the Ontario provincial report card provides educators and families with insight into students' work habits. However, the evaluation process is highly subjective. This study explores teachers' perceptions around student learning across demographic and institutional factors. This exploratory study is the first of its kind in Canada and draws data from the Toronto District School Board (TDSB), the nation's largest public board of education, serving approximately 246,000 students (2017-2018 data). Holding achievement as an independent variable, results indicate widespread differences in teachers' perceptions across student demographic identities and reveals significant implications on postsecondary access. [ABSTRACT FROM AUTHOR]

This study presents spatial models (i.e., thin-plate spatially continuous spline surfaces) of adjusted precipitation for Canada at daily, pentad (5 day), and monthly time scales from 1900 to 2015. The input data include manual observations from 3346 stations that were adjusted previously to correct for snow water equivalent (SWE) conversion and various gauge-related issues. In addition to the 42 331 models for daily total precipitation and 1392 monthly total precipitation models, 8395 pentad models were developed for the first time, depicting mean precipitation for 73 pentads annually. For much of Canada, mapped precipitation values from this study were higher than those from the corresponding unadjusted models (i.e., models fitted to the unadjusted data), reflecting predominantly the effects of the adjustments to the input data. Error estimates compared favorably to the corresponding unadjusted models. For example, root generalized cross-validation (GCV) estimate (a measure of predictive error) at the daily time scale was 3.6 mm on average for the 1960–2003 period as compared with 3.7 mm for the unadjusted models over the same period. There was a dry bias in the predictions relative to recorded values of between 1% and 6.7% of the average precipitations amounts for all time scales. Mean absolute predictive errors of the daily, pentad, and monthly models were 2.5 mm (52.7%), 0.9 mm (37.4%), and 11.2 mm (19.3%), respectively. In general, the model skill was closely tied to the density of the station network. The current adjusted models are available in grid form at ~2–10-km resolutions. [ABSTRACT FROM AUTHOR]

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Purpose: To determine the extent to which Occupational Therapists (OTs) in Nova Scotia (NS) conduct wheelchair skills training, the nature of training and the OTs' perceptions on training. Materials and methods: Anonymous online survey. Results: We received 110 responses from OTs living in NS and involved in direct patient care, 96 (93%) of whom reported helping clients obtain manual wheelchairs. Of the OTs who responded to the question "...do you typically provide wheelchair-skills training...?", 40 (43.5%) answered "Yes, usually" for clients and 40 (46.0%) for caregivers. The median duration of training sessions for clients and caregivers was 30 and 20 min; the median number of sessions was 2 and 1. Regarding the importance of training, 65 (73.9%) OTs answered "Very important" and 22 (25%) "Somewhat important" for clients and 55 (64.0%) answered "Very important" and 29 (33.7%) "Somewhat important" for caregivers. About one-third of OTs considered themselves adequately prepared for the trainer role. A variety of barriers and facilitators to training were identified. Trainers were significantly more likely than non-trainers to consider wheelchair skills training as important (p =.0003 for clients and p =.0039 for caregivers) and to consider themselves adequately prepared for the trainer role (p =.002 for clients and.003 for caregivers). Conclusions: Only a minority of NS OTs usually provide wheelchair-skills training for clients or their caregivers and the training provided is minimal, despite a majority who consider such training to be important. Only about one-third of OTs feel prepared for the training role. Only a minority of Occupational Therapists (OTs) in Nova Scotia, Canada usually provide wheelchair-skills training for clients or their caregivers. The training that is provided is minimal. A majority of OTs consider such training to be important. Only about one-third of OTs feel prepared for the training role. [ABSTRACT FROM AUTHOR]

The purposes of this study were to identify and explore (a) the life skills learning contexts experienced by Canadian junior national team biathletes and (b) the ways in which they learned life skills in these contexts. Nine members of the Canadian junior national biathlon team participated in individual semi-structured interviews. Results of thematic analysis revealed 3 life skills learning contexts: sport, school/work, and family. Participants reported learning life skills by using cognitive processes of observational learning and reflections on experiences. Some athletes reported that life skills learning occurred automatically, which may suggest implicit cognitive learning. Lay Summary: The different contexts in which Canadian junior national team biathletes learned life skills were studied. Nine athletes were interviewed. Athletes learned life skills in sport, school/work, and family contexts. They used cognitive strategies of observational learning and reflecting on experiences. Some athletes thought they learned life skills automatically, which may suggest implicit cognitive learning. [ABSTRACT FROM AUTHOR]

Tilt is a very common term in online poker players' vocabulary, it describes a state where the player is no longer able to make rational decisions because they are overwhelmed by strong emotions. This study aims to explore the relation existing between the frequency of Tilt episodes, the player's perception of these episodes and excessive gambling in online poker. The sample is composed of 291 adult French-speaking online poker players. All participants completed an online self-assessment questionnaire. The results of the classification analysis showed that the sample could be divided into three groups. The first group, named ''players in control'' included low excessive gambling tendencies with low perceived and measured Tilt frequencies. The two other groups showed high measured tilt levels, with perceived tilt levels that were different from the measured levels. Furthermore, these two groups present a moderate usage risk of developing an excessive gambling tendency in a money-based game of chance. These results show the existence of a relation between the player's capacity to perceive tilt and the online poker player's behavior. [ABSTRACT FROM AUTHOR]

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In North America, the psychiatric workforce while relatively large, remains insufficient for the population needs. Specialist training opportunities in psychiatry continues to grow, reflected in both increased recruitment and competitiveness. Furthermore, the iterative process of curriculum development and standardisation of training encourages greater educational consistency. There is an ongoing growth in subspecialty training opportunities, however access varies across centres and curriculum gaps remain. The diverse demographic characteristics and requirements of populations also play a role in educational needs, such as youth mental health, tele-psychiatry, cultural, rural and addictions psychiatry. Advances in science such as genetics, and the use of technologies and digital media also invite innovative approaches to knowledge acquisition. Overall, training needs to be matched by sufficient numbers of experienced and skilful trainers, mentorship and leadership in psychiatry with awareness of physician wellbeing and the risks of burnout. In the USA and Canada, the growing prospect of fellowships in leadership and administration lay important foundations for the growth of psychiatry, driven by high quality education for the mental health professionals and leaders of tomorrow. [ABSTRACT FROM AUTHOR]

Bowen's Family of Origin training is extended to supervisory training in a Western Canada children's mental health setting with new team leaders. The training focused on worker life experiences and how they bring those experiences to the supervisory relationship to influence work with children, youth and families. Participant vulnerability, inherent in the training, provides significant insight for them in their leadership role to reveal awareness of self and other; how awareness of family of origin patterns can reduce stress and increase relationships across the organisation supporting therapeutic alliance. One-on-one interviews were audio recorded and transcribed. Inductive thematic analysis identifies three emerging themes that speak to the awareness of self and other, shifting understandings of the supervisory role, and a parallel process of peer support. Findings are presented using participant quotes, followed by a discussion of implications for supervision within children's mental health. [ABSTRACT FROM AUTHOR]

Centralized Off-Unit Programing With Extended hours (COPE) is a recovery-oriented model of service that aims to address limited occupational engagement and social isolation among inpatient clients with serious mental illness. This study explored the self-reported outcomes of 12 clients using semi-structured interviews and pre- and post- administration of the Personal Recovery Outcome Measure. These outcomes were supported by significant improvements in personal recovery and included sense of choice, occupational engagement, socialization, change in environment, skill learning, and improved sense of wellness. These findings provide preliminary evidence on the COPE model of service and its potential role in promoting personal recovery. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Economics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The seasonal prediction skill and predictability of the Northern Hemisphere storm track anomalies in boreal winter (December–January–February, DJF) is examined using seasonal ensemble reforecasts for 1982–2009 from the ECMWF Integrated Forecast System at two different atmospheric resolutions in Project Minerva. It is found that the predictable signals of storm track variations are associated with the two leading EOF modes of ensemble-averaged DJF variances of the high-pass filtered daily meridional winds at 250-hPa level derived from each of the hindcast ensemble members. These two EOF modes are highly correlated both temporarily and spatially between two sets of reforecasts. The first mode (EOF1) mainly shows a latitudinal shift of the storm tracks over the central-eastern North Pacific and the North America continent. The second mode (EOF2) is primarily the pulsing signal exerting on the mean storm track background of the North Pacific. The model predictive skill is verified against observations. The first mode has higher prediction skills and larger skillful regions than the second one. In particular, the first predictable mode is generated by the ENSO-induced wave train, starting from tropical central Pacific and propagating to North America. The skillful region lies in the North Pacific to the west of California, corresponding to the southern lobe of EOF1. The second predictable mode is generated by the North Pacific Mode, which evokes a distinctive wave train, emanating from the tropical western Pacific and propagating northeastward. Its skillful region of the storm track prediction is confined to a small area of Canada western coastlines. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interprofessional collaboration is recognised as an important factor in improving patient care in intensive care units (ICUs). Competency frameworks, and more specifically interprofessional competency frameworks, are a key strategy being used to support the development of attitudes, knowledge, skills, and behaviours needed for an interprofessional approach to care. However, evidence for the application of competencies is limited. This study aimed to extend our empirically based understanding of the significance of interprofessional competencies to actual clinical practice in an ICU. An ethnographic approach was employed to obtain an in-depth insight into healthcare providers’ perspectives, behaviours, and interactions of interprofessional collaboration in a medical surgical ICU in a community teaching hospital in Canada. Approximately 160 hours of observations were undertaken and 24 semi-structured interviews with healthcare workers were conducted over a period of 6 months. Data were analysed using a directed content approach where two national competency frameworks were used to help generate an understanding of the practice of interprofessional collaboration. Healthcare professionals demonstrated numerous instances of interprofessional communication, role understandings, and teamwork in the ICU setting, which supported a number of key collaborative competencies. However, organisational factors such as pressures for discharge and patient flow, staffing, and lack of prioritisation for interprofessional learning undermined competencies designed to improve collaboration and teamwork. The findings demonstrate that interprofessional competencies can play an important role in promoting knowledge, attitudes, skills, and behaviours needed. However, competencies that promote interprofessional collaboration are dependent on a range of contextual factors that enable (or impede) individuals to actually enact these competencies. [ABSTRACT FROM AUTHOR]

Abstract: Background: Although information literacy skills are recognized as important to the curriculum and professional outcomes of two‐year nursing programs, there is a lack of research on the information literacy skills and support needed by graduates. Objective: To identify the information literacy skills and consequent training and support required of Licensed Practical Nurses (LPNs) in Alberta, Canada. Method: An online survey using a random sample of new graduates (graduated within 5 years) from the registration database of the College of Practical Nurses of Alberta (CLPNA). Results: There was a 43% response rate. Approximately 25–38% of LPNs felt they were only moderately or to a small extent prepared to use evidence effectively in their professional practice. LPNs use the internet and websites most frequently, in contrast to library resources that are used least frequently. Developing lifelong learning skills, using information collaboratively, and locating and retrieving information are areas where LPNs desire more effective or increased training. Conclusion: The results suggest there are significant gaps in the preparedness and ability of LPNs to access and apply research evidence effectively in the workplace. There are several areas in which the training provided by Librarians appears either misaligned or ineffective. [ABSTRACT FROM AUTHOR]