Search

We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of {\alpha}=0.79 for the components and the multi-{\pi}=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems., Comment: to be published in The Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (ACL-IJCNLP 2021)

Social determining factors such as the adverse influence of globalization, supermarket growth, fast unplanned urbanization, sedentary lifestyle, economy, and social position slowly develop behavioral risk factors in humans. Behavioral risk factors such as unhealthy habits, improper diet, and physical inactivity lead to physiological risks, and &ldquo, obesity/overweight&rdquo, is one of the consequences. &ldquo, Obesity and overweight&rdquo, are one of the major lifestyle diseases that leads to other health conditions, such as cardiovascular diseases (CVDs), chronic obstructive pulmonary disease (COPD), cancer, diabetes type II, hypertension, and depression. It is not restricted within the age and socio-economic background of human beings. The &ldquo, World Health Organization&rdquo, (WHO) has anticipated that 30% of global death will be caused by lifestyle diseases by 2030 and it can be prevented with the appropriate identification of associated risk factors and behavioral intervention plans. Health behavior change should be given priority to avoid life-threatening damages. The primary purpose of this study is not to present a risk prediction model but to provide a review of various machine learning (ML) methods and their execution using available sample health data in a public repository related to lifestyle diseases, such as obesity, CVDs, and diabetes type II. In this study, we targeted people, both male and female, in the age group of &gt, 20 and &lt, 60, excluding pregnancy and genetic factors. This paper qualifies as a tutorial article on how to use different ML methods to identify potential risk factors of obesity/overweight. Although institutions such as &ldquo, Center for Disease Control and Prevention (CDC)&rdquo, and &ldquo, National Institute for Clinical Excellence (NICE)&rdquo, guidelines work to understand the cause and consequences of overweight/obesity, we aimed to utilize the potential of data science to assess the correlated risk factors of obesity/overweight after analyzing the existing datasets available in &ldquo, Kaggle&rdquo, University of California, Irvine (UCI) database&rdquo, and to check how the potential risk factors are changing with the change in body-energy imbalance with data-visualization techniques and regression analysis. Analyzing existing obesity/overweight related data using machine learning algorithms did not produce any brand-new risk factors, but it helped us to understand: (a) how are identified risk factors related to weight change and how do we visualize it? (b) what will be the nature of the data (potential monitorable risk factors) to be collected over time to develop our intended eCoach system for the promotion of a healthy lifestyle targeting &ldquo, obesity and overweight&rdquo, as a study case in the future? (c) why have we used the existing &ldquo, UCI&rdquo, datasets for our preliminary study? (d) which classification and regression models are performing better with a corresponding limited volume of the dataset following performance metrics?

Big data promises to spark new discoveries but may also distort clinical research. Large datasets that permit numerous analyses could increase the number of spurious findings and threaten the reproducibility and validity of clinical research. The publication of unreproducible research is incentivized by a scientific culture that rewards novelty over rigor. Introducing preprint publication to clinical research could change the culture. The first clinical preprint platform, medRxiv, allows researchers to publish working papers in advance of peer-review to more easily share preliminary findings. Preprint publishing aims to be fast and frictionless, which fundamentally changes the incentive structure of academic publishing. Preprints offer a relatively weak reward (a preprint publication) for substantially less effort than peer-review publication. By reducing barriers to publication, preprints may help encourage scientists to publish null findings, which could mitigate publication bias. By enabling scientists to share preliminary work and publish evolving versions of manuscripts, preprints may also facilitate "workshopping" of ideas and detailed methodological review. This would better reflect the iterative nature of observational research than peer-reviewed publications, which immutably document the "final" results of a study. Preprint platforms are a timely innovation that may buffer the undesired effects of big data on clinical research.

Clinical guidance is often sought when prescribing drugs for patients with primary mitochondrial disease. Theoretical considerations concerning drug safety in patients with mitochondrial disease may lead to unnecessary withholding of a drug in a situation of clinical need. The aim of this study was to develop consensus on safe medication use in patients with a primary mitochondrial disease. A panel of 16 experts in mitochondrial medicine, pharmacology, and basic science from six different countries was established. A modified Delphi technique was used to allow the panellists to consider draft recommendations anonymously in two Delphi rounds with predetermined levels of agreement. This process was supported by a review of the available literature and a consensus conference that included the panellists and representatives of patient advocacy groups. A high level of consensus was reached regarding the safety of all 46 reviewed drugs, with the knowledge that the risk of adverse events is influenced both by individual patient risk factors and choice of drug or drug class. This paper details the consensus guidelines of an expert panel and provides an important update of previously established guidelines in safe medication use in patients with primary mitochondrial disease. Specific drugs, drug groups, and clinical or genetic conditions are described separately as they require special attention. It is important to emphasise that consensus‐based information is useful to provide guidance, but that decisions related to drug prescribing should always be tailored to the specific needs and risks of each individual patient. We aim to present what is current knowledge and plan to update this regularly both to include new drugs and to review those currently included. publishedVersion

Purpose The purpose of this paper is to provide an overview of the implementation of a peer support volunteer scheme in a high secure setting and to explore the peer support volunteer’s experiences conducting this role, based predominantly on an assertive rehabilitation ward. Design/methodology/approach This paper has outlined the implementation of the peer support volunteer scheme in a high secure setting and has explored the peer support volunteer’s experiences conducting this role and has explored the views of newly transferred patients who have accessed this scheme. The peer support scheme is based predominantly on an assertive rehabilitation ward. The data have been collected through the completion of detailed questionnaires that have been disseminated to participants through the clinical team. Findings This paper has outlined the implementation of a peer support scheme on an assertive rehabilitation ward within a high secure forensic mental health setting. This paper has explored the role and experiences of a peer support volunteer on an assertive rehabilitation ward and has explored the experience from a service recipient’s perspective also through the completion of questionnaires. This paper has explored the overall benefits of peer support within mental health services to both the volunteer, staff members and to a patient newly admitted to the ward, and has identified the skills that the volunteer is able to develop following contribution in to the peer support scheme. Practical implications This paper has acknowledged that there have been challenges introducing this particular scheme into mental health service teams. Challenges have included establishing appropriate boundaries and dilution of the role due to power imbalances, both between the peer support volunteer and the service recipient, but also between the clinical team that supervises the overall peer support scheme (Christie, 2016). The clinical team within this particular ward have been mindful with regards to the approach that has been utilised and has therefore, included the service users within the overall development of the scheme to encompass the recovery principles, but have continued to review the progression as a team and have taken into consideration all aspects of relational security. Originality/value The paper relating to the implementation of the peer support volunteer scheme in a high secure setting has not been published before and is not under consideration for publication with another journal.

Evaluation for the allocation of project-funding schemes devoted to sustain academic research often undergoes changes of the rules for the ex-ante selection, which are supposed to improve the capability of peer review to select the best proposals. How modifications of the rules realize a more accountable evaluation result? Do the changes suggest an improved alignment with the program's intended objectives? The article addresses these questions investigating Research Project of National Interest, an Italian collaborative project-funding scheme for academic curiosity-driven research through a case study design that provides a description of how the changes of the ex-ante evaluation process were implemented in practice. The results show that when government tries to steer the peer-review process by imposing an increasing number of rules to structure the debate among peers and make it more accountable, the peer-review prac- tices remain largely impervious to the change.

The purpose for this research is to test knowledge,number’s client, peer review to audit quality auditors working in KAP East Java. In this research, we use profesionalisme as Control variable. This study population was auditor’s working in KAP East Java of 610 independent auditor. The sampling used in this study purposive sampling method. Source of data is primary data, obtained from distributed questionares directly and email to auditors working in KAP East Java. This study used multiple regretion analysis to analysis data with the help of the program SPSS 22 edition. The results obtained in this study knowledge, number’s client, and peer review has a positive effect on audit quality auditors working in KAP East Java. For control variable, the results obtained is Profesionalisme has a positive effect on audit quality auditors working in KAP East Java. The results of this study are expected to increase the trust of stakeholders to independent auditors on the quality of the audit. High audit quality reduce asymmetric information and information of the financial statement becomes more relevant and reliable as a basis for decision making.Keyword : Knowladge, Number’s Clients, Peer Review, Audit Quality

BackgroundThe vertical drop jump (VDJ) test is widely used for clinical assessment of ACL injury risk, but it is not clear whether such assessments are valid.AimTo examine if sports medicine professionals and coaches are able to identify players at risk of sustaining an ACL injury by visually assessing player performance during a VDJ test.Methods102 video clips of elite female handball and football players performing a baseline VDJ test were randomly extracted from a 738-person prospective cohort study that tracked ACL injuries. Of the sample, 20 of 102 went on to suffer an ACL injury. These 102 videos were uploaded to an online survey. Sports medicine professionals and coaches were invited to assess athlete performance and rate each clip with a number between 1 and 10 (1 representing low risk of sustaining an ACL injury and 10 representing high risk). Receiver operating characteristic analyses were used to assess classification accuracy and between-group differences were analysed using one-way analysis of variance.Results237 assessors completed the survey. Area under the curve values ranged from 0.36 to 0.60, with a mean score of 0.47, which is similar to random guessing. There were no significant differences in classification accuracy between groups (physicians, coaches, certified athletic trainers, researchers or physical therapists).ConclusionAssessors have poor predictive ability (no better than chance), indicating that visual assessment of a VDJ test is a poor test for assessing ACL injury risk in elite female handball and football players.

Background The clinical efficacy of repetitive transcranial magnetic stimulation (rTMS) in treatment resistant patients (at least 4 medication trials) appears to be well accepted and forms the coverage policies and rTMS’s use in many of the largest US payers. However, less is known about rTMS’s use in patients who have undergone ≤1 failed medication trial. The purpose of this analysis was to determine the clinical efficacy of rTMS in patients after ≤1 medication trials. Methods A systematic review of the literature was undertaken to identify all articles which addressed the use of rTMS in ≤1 medication trial. All types of study designs were included and assessed for quality and strength of evidence using: GRADE and CEBM. Searches of peer reviewed articles were undertaken for the year 2000 to the present. All languages were considered. Electronic databases were searched and included: PubMed and EBSCO. Evidence assessment websites were also searched and included: Cochrane, NICE, AHRQ, and ICER. Additionally, the clinical guidelines for specialty societies which use rTMS was searched. Hand searches of the reference sections of identified articles was also undertaken. Results Electronic and other sources identified 165 after duplicates were removed. Twenty two articles were assessed for eligibility and ultimately 10 articles were included in the systematic review and graded. Six articles were graded high quality (CEBM/GRADE: 1c/B) demonstrating that the use of rTMS was clinically efficacious in patients after ≤1 medication trial. Four additional trials demonstrated a positive effect of rTMS in patients after ≤1 medication trial but were of a lower quality. Conclusion The use of rTMS in patients after ≤1 medication trial should be considered. US payers should consider revising their coverage policies to include the use of rTMS in these patients. Electronic supplementary material The online version of this article (10.1186/s12888-018-1989-z) contains supplementary material, which is available to authorized users.

Graphical abstract, Nowadays, the number of traditional Chinese medicine (TCM) guidelines is constantly increasing, but its reporting quality remains unsatisfactory. One of the main reasons is that there is a lack of suitable reporting standard to guide it. In response to this long-standing problem, the Reporting Items for practice Guidelines in HealThcare (RIGHT) Working Group has invited a group of TCM clinical experts, methodologists and epidemiology, and developed the RIGHT Extension Statement for TCM (RIGHT-TCM) through a multi-staged development process, including systematic review, reporting quality evaluation and online Delphi expert consensus. The RIGHT-TCM extends two sections of the RIGHT Statement, includes basic information and recommendations section. Seven strong recommendation sub-items were added to RIGHT Statement and formed the final RIGHT-TCM. The group hopes that the RIGHT-TCM may assist TCM guideline developers in reporting guidelines, support journal editors and peer reviewers when considering TCM guideline reports, and help health care practitioners understand and implement a TCM guideline. This article will introduce its background, development, recommendations and explanation.

Science peer review plays an important role in the advancement and acceptance of scientific information, particularly when used to support decision-making. A model for science peer review is proposed here using a large, multi-tiered case study to engage a broader segment of the scientific community to support decision making on science matters, and to incorporate many of the design advantages of the two common forms of peer review (journal peer review, science advisory panels). This peer review consisted of a two-tiered structure consisting of seven panels (five review panels in Tier 1, two review panels in Tier 2), which focused on safety data for a modified risk tobacco product (MRTP). Experts from all over the world were invited to apply to one or more positions on seven peer review panels. 66 peer reviewers were selected from available applicants using objective metrics of their expertise, and for some panels based upon a consideration of panel diversity with respect to demographic parameters (e.g., geographic region, sector of employment, years of experience). All peer reviewers participated anonymously in which a third-party auditor was used to provide independent verification of their expertise. Peer reviewers were provided electronic links to all review material which included access to publications, reports, omics data, and histopathology slides, with topic-specific panels focusing on topic-specific components of the review package. Peer reviews consisted either of single-round, or multi-round (e.g., modified Delphi) format. Peer reviewer responses to the charge questions were collected via an online survey system, and were assembled into a database. Responses in the database were subject to analyses to assess the degree of favorability (i.e., supportive of the review material), degree of consensus, reproducibility of replicate panels, hidden sources of bias, and outlier response patterns. Conclusions: By careful consideration of science peer review design elements we have shown that: 1) panel participation can be broadened to include scientists who would otherwise not participate; 2) panel diversity can be managed in an unbiased manner without adverse impacts to panel expertise; 3) results obtained from independent concurrent panels are shown to be reproducible; and 4) there are benefits of collecting input from expert panels via a structured format (i.e., survey) to support characterization of consensus, identification of hidden sources of bias, and identification of potential outlier participants.

Nordic-ness and Nordic values clearly are embedded in Norway's conception of its foreign policy role. Nordic cooperation is also important for seeking information about EU policies for non-EU country Norway. While supporting and participating in Nordic Defence Cooperation, Norway's NATO-membership has trumped its relations with the Nordic countries as well as with the EU's Common Security and Defence Policy. A stronger policy of self-interest facilitated by its petroleum economy has also moved Norway further away from traditional Nordic peacekeeping and towards status seeking vis-à-vis key European allies. To what extent may recent global and regional political and strategic developments forge a Nordic «turn» in Norwegian foreign and security policy? What has Nordic cooperation to offer in terms of security and international status for Norway? The Norwegian case suggests that in the field of security and defence, Nordic cooperation is «nice to have» and more important than earlier but not necessary. Need to have or nice to have? Nordic cooperation, NATO and the EU in Norwegian foreign, security and defence policy

Introduction The predominance of English in scientific research has created hurdles for “non-native speakers” of English. Here we present a novel application of native language identification (NLI) for the assessment of medical-scientific writing. For this purpose, we created a novel classification system whereby scoring would be based solely on text features found to be distinctive among native English speakers (NS) within a given context. We dubbed this the “Genuine Index” (GI). Methodology This methodology was validated using a small set of journals in the field of pediatric oncology. Our dataset consisted of 5,907 abstracts, representing work from 77 countries. A support vector machine (SVM) was used to generate our model and for scoring. Results Accuracy, precision, and recall of the classification model were 93.3%, 93.7%, and 99.4%, respectively. Class specific F-scores were 96.5% for NS and 39.8% for our benchmark class, Japan. Overall kappa was calculated to be 37.2%. We found significant differences between countries with respect to the GI score. Significant correlation was found between GI scores and two validated objective measures of writing proficiency and readability. Two sets of key terms and phrases differentiating NS and non-native writing were identified. Conclusions Our GI model was able to detect, with a high degree of reliability, subtle differences between the terms and phrasing used by native and non-native speakers in peer reviewed journals, in the field of pediatric oncology. In addition, L1 language transfer was found to be very likely to survive revision, especially in non-Western countries such as Japan. These findings show that even when the language used is technically correct, there may still be some phrasing or usage that impact quality.

Software architects seek efficient support for planningand designing models at multiple levels of abstraction andfrom different perspectives. For this it is desirable that softwaredesign tools support both informal and formal representation ofdesign, and also support their combination and the transitionbetween them. Furthermore, software design tools should beable to provide features for collaborative work on the design.OctoUML supports the creation of software models at variouslevels of formality, collaborative software design, and multi-modalinteraction methods. By combining these features, OctoUML isa prototype of a new generation software design environmentthat aims to better supports software architects in their actualsoftware design and modelling processes. Demo video URL: https://youtu.be/fsN3rfEAYHw. OctoUML Project URL: https://github.com/Imarcus/OctoUML. © 2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

We contribute to the experimental literature by examining the causal effect of partner choice opportunities on the earnings of different cooperative types. We first elicit cooperative types and then randomly assign subjects to a repeated prisoner's dilemma game, with either mutual partner choice or random matching. In each period, the individual who fails to attain a partner is excluded from the group. The results from three experiments show that mutual partner choice enables cooperators to outperform free riders; cooperators tend to earn more than free riders and are less frequently excluded. Our findings are robust with respect to varying group size and whether subjects are reminded about their entire partner and earnings history or only their recent history. publishedVersion

Aim To introduce and examine a pilot peer observation of teaching (POT) scheme within the Department of Paediatric Dentistry at Glasgow Dental School and its associated outreach centres. Methods All tutors teaching paediatric dentistry were invited to be involved in evaluation of the POT scheme. Participants were randomly paired with a peer, who then observed their teaching and provided constructive feedback. For those consenting to be involved in the evaluation of the scheme, semi-structured, one-to-one interviews were carried out by the principal investigator. Results POT was found by all participants to be a beneficial process, reassuring those of their teaching styles and giving them ideas to adapt their teaching. Conclusion POT is an effective method for engaging chair-side tutors in the reflection and development of their teaching practice via observations and scholarly discussion.

Background: Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Program Evaluation: Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations: Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes. Much of the current literature in this field focuses within general higher education and on the development of rating scales, checklists or observation tools to help guide the process. This study reports findings from a qualitative evaluation of a purely formative peer-supported review of teaching scheme that was implemented for general practice clinical tutors at our medical school and describes tutors' attitudes and perceived benefits and challenges when undergoing observation.

The Peer Supported Development Scheme (PSDS) provides a cross-institutional framework to enable constructive dialogue to develop teaching and learning in order to further the student experience and enable staff to continue their professional development. It built upon and replaced the current peer observation system. Colleagues may explore any activity which relates to learning and teaching. To date 36 case studies have been compiled, these illustrate the diversity of activities covered by PSDS in contrast to the former Peer Observation Scheme. PSDS facilitates sharing best practice and enhances the student experience, putting learning and teaching at the forefront of institutional practice.

The following five papers were presented and peer reviewed for the PIA National Congress in Hobart in March 2011. These papers have been included because the editors feel theyare important and should be available to a broad audience. However please note that theydid not go through the academic peer review process for Australian Planner.

Introduction: This was a cross-sectional study to investigate the agreement between assessments of orthodontic treatment need of the index of complexity, outcome, and need (ICON) and the index of orthodontic treatment need (IOTN). Methods: Five hundred two subjects (253 girls, 249 boys; ages, 11–14 years) participated in this study, including a few who were wearing an orthodontic appliance (1 girl, 5 boys). ICON scores and the aesthetic (AC) and dental health components (DHC) of the IOTN were recorded in those not undergoing treatment. The percentages of subjects needing treatment (ICON score .43) and the different complexity components of ICON were compared between the sexes. Observed percentages of agreement and kappa statistics were used to analyze the agreement between the AC and DHC of the IOTN and also the ICON, and the DHC and AC of the IOTN dichotomized into a yes or no categories of orthodontic treatment need. Results: No sex differences were found between male and female subjects for treatment need (ICON score.43; P .0.05) and treatment complexity (P.0.05). The kappa statistic for diagnostic agreement between the DHC and AC of the IOTN was 0.55 (95% CI, 0.48–0.63). The kappa statistics for diagnostic agreement between the ICON and the AC and the DHC of the IOTN were 0.40 (95% CI, 0.33–0.46) and 0.78 (95% CI, 0.73–0.83), respectively. The observed agreement between the DHC and the AC of the IOTN was 81.8%. Theobserved agreement between theICON andACandDHC ofthe IOTN were 71.3% and89.5%, respectively. Conclusions: In terms of orthodontic treatment need, there was moderate agreement between the ICON and the AC (IOTN), and between the DHC and the AC. There was good agreement between the ICON and the DHC of the IOTN. The ICON is a good substitute for the DHC of the IOTN. (Am J Orthod Dentofacial Orthop 2011;140:233-8)

This paper discusses the value of open and transparent methods for recording systematic database search strategies, showing how they have been applied at the National Institute for Health and Clinical Excellence (NICE) in the United Kingdom (UK). Objective – The objectives are to: 1) Discuss the value of search strategy recording methods. 2) Assess any limitations to the practical application of a checklist approach. 3) Make recommendations for recording systematic database searches. Methods – The procedures for recording searches for Interventional Procedures Guidance at NICE were examined. A sample of current methods for recording systematic searches identified in the literature was compared to the NICE processes. The case study analyses the search conducted for evidence about an interventional procedure and shows the practical issues involved in recording the database strategies. The case study explores why relevant papers were not retrieved by a search strategy meeting all of the criteria on the checklist used to peer review it. The evidence was required for guidance on non-rigid stabilisation techniques for the treatment of low back pain. Results – The analysis shows that amending the MEDLINE strategy to make it more sensitive would have increased its yield by 6614 articles. Examination of the search records together with correspondence between the analyst and the searcher reveals the peer reviewer had approved the search because its sensitivity was appropriate for the purpose of producing Interventional Procedures Guidance. The case study demonstrates the limitations of relying on a checklist to ensure the quality of a database search without having any contextual information. Conclusion – It is difficult for the peer reviewer to assess the subjective elements of a search without knowing why it has a particular structure or what the searcher intended. There is a risk that the peer reviewer will concentrate on the technical details, such as spelling mistakes, without having the contextual information. It is beneficial if the searcher records correspondence on key decisions and reports a summary alongside the search strategy. The narrative describes the major decisions that shaped the strategy and gives the peer reviewer an insight into the rationale for the search approach.

Climate change has mutated from being a physical phenomenon to be studied to an idea to be contested. The sites of adjudication between competing truth claims have therefore moved from the secluded academy and scientific peer review to the vociferous agora and the extended peer community. This move is illustrated here using the case of the shrinking glaciers of Mt Kilimanjaro. Both the British engineer Guy Callendar, in 1944, and the American campaigner Al Gore, in 2006, claimed that the primary cause of this glacial recession was rising world temperature. Both were passionate believers in the reality of human-induced global warming, but they had very different resources at their disposal to advance these beliefs. While Callendar’s claim was revealed only to the editor of the science journal Nature, Gore’s claims were visible to millions through his film An Inconvenient Truth. While the force of Callendar’s claim was weighed and adjudicated by one peer reviewer, the validity of Gore’s claim was tested very publicly in the British courts. Both claims about the cause of Kilimanjaro’s retreating glaciers were found wanting. The paper argues that this simple, but powerful, comparison between identical claims-making drawn from two different eras of science, yet with contrasting processes of truthadjudication, illuminates the different ‘post-normal’ world of science climate change now inhabits. The case study is used to reflect on the role of the extended peer community in establishing and validating scientific knowledge about climate change: who participates, how trust is stabilised and whether science is thereby democratised.

This article describes the development of peer support roles and programmes in Scotland, and includes findings from an evaluation of a peer support worker pilot scheme. The evaluation assessed the impact of the pilot on service users, peer support workers and the wider service system, along with considering the issues involved in implementing peer support programmes.

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented. (http://www.sciencedirect.com/science/article/pii/S0959475209000772)

Based on the demonstrated value of peer reviews in the engineering industry, numerous industry experts have listed it at the top of the list of desirable development practices. Experience has shown that problems (defects) are eliminated earlier if a development process incorporates peer reviews and that these reviews are as effective as or even more effective than testing. It is therefore important for engineering students to peer review each other's work during design projects. However, surprisingly, few engineering courses in universities and colleges include peer-review activities in their design projects. The author thus decided to incorporate peer reviews in the design project of a senior software engineering course in two offerings of the course. The purpose of this article is to present the experimental findings, lessons learned, possible challenges, and recommendations that may be used to promote learning and also the use of peer-review activities in teaching other software, electrical, and computer engineering courses. The results of the experiment show promising signs of using peer review in the design project of the course.

The main drawback of ranking of researchers by the number of papers, citations or by the Hirsch index is ignoring the problem of distributing authorship among authors in multi-author publications. So far, the single-author or multi-author publications contribute to the publication record of a researcher equally. This full counting scheme is apparently unfair and causes unjust disproportions, in particular, if ranked researchers have distinctly different collaboration profiles. These disproportions are removed by less common fractional or authorship-weighted counting schemes, which can distribute the authorship credit more properly and suppress a tendency to unjustified inflation of co-authors. The urgent need of widely adopting a fair ranking scheme in practise is exemplified by analysing citation profiles of several highly-cited astronomers and astrophysicists. While the full counting scheme often leads to completely incorrect and misleading ranking, the fractional or authorship-weighted schemes are more accurate and applicable to ranking of researchers as well as research teams. In addition, they suppress differences in ranking among scientific disciplines. These more appropriate schemes should urgently be adopted by scientific publication databases as the Web of Science (Thomson Reuters) or the Scopus (Elsevier).

In recent years a small number of web-based tools have been proposed to help students learn to write SQL query statements and also to assess students' SQL writing skills. SQLify is a new SQL teaching and assessment tool that extends the current state-of-the-art by incorporating peer review and enhanced automatic assessment based on database theory to produce more comprehensive feedback to students. SQLify (pronounced as squalify) is intended to yield a richer learning experience for students and reduce marking load for instructors. In this paper SQLify is compared with existing tools and important new features are demonstrated.

The objectives of this study were to examine the relationships among 4 indexes that are used to score orthodontic treatment need and outcome, and to determine whether 1 index could replace the other 3. The index of complexity, outcome, and need (ICON), the dental aesthetic index (DAI), the peer assessment rating (PAR) index, and the American Board of Orthodontics objective grading system (ABO-OGS) were studied. The use of the ICON is desirable because it is faster to use than separate indexes for assessing different treatment facets.One hundred pretreatment and posttreatment study models were randomly selected from an accredited graduate orthodontic clinic at University of Illinois at Chicago, Chicago, Ill. The sample was assessed by using the PAR index, the DAI, the ABO-OGS, and the ICON. The data were analyzed descriptively and the relationships evaluated by using the Spearman rank order correlation coefficient.The study showed a significant correlation between the DAI and the ICON with respect to treatment need (r = .5523, P.001). The PAR index and the ABO-OGS had significant correlations with the ICON for treatment outcome (pretreatment PAR vs ICON, r = .6840, P.001; posttreatment PAR vs ICON, r = .3466, P.001; ABO-OGS vs ICON, r = .2654, P.01).The ICON can be used in place of the PAR and the ABO-OGS for assessing treatment outcome and in place of the DAI for assessing treatment need.

Communication skills teaching is known to be effective, but students feel there are discrepancies between how communication skills are taught and how they are assessed.This study examined the effect of using standard assessment criteria during communication skills teaching on students' performance in an end-of-year summative OSCE.Students attending their year 3 communication skills teaching were randomised to one of the following three conditions: the assessment criteria were available for reference on the medical school website; or students received the assessment criteria for use in the discussion and feedback; or each student's performance was graded by him- or her-self, his or her peers, the tutor and the actor using the standard assessment criteria.There was no significant difference in the end-of-year OSCE performance of students who received the three different conditions. Actively using standard assessment criteria during teaching did not therefore improve OSCE performance. There were low but significant correlations between the tutors' assessment and the students' self-assessment and between the tutors' assessment and the peer group's assessment.The congruence between observers in the assessments of role-played consultations using the standard assessment criteria indicates that the criteria may be helpful for summarizing feedback to students.

Objective. Following discussions on peer review by the British Society for Rheumatology, the West Midlands Rheumatology Service and Training Committee established a peer review scheme for the West Midlands in 1998. We report our initial 6 yr of experience, during which all 14 units have been visited. Methods. A rotating programme of visits was organized. Following this first cycle of peer review, questionnaires were sent to all consultants and senior allied health professionals in each visited unit and to all members of each visiting team to evaluate the process. Results. There was clear consensus amongst staff from both visited units and visiting teams that a peer review visit is worthwhile and constructive. It is a good opportunity for education and exchange of ideas between staff and to promote the multidisciplinary team in rheumatology. Most recommendations from the reports were considered necessary. The most frequent recommendations were for an increase in consultants and therapy staff. Appointing further consultants has been successful. Opinion was only divided on whether the reports were viewed seriously by Trusts, whether peer review should be regional or national, and how to accurately assess the quality, as well as the quantity, of care provided. Staff would support further cycles of peer review visits. Conclusions. This has been a successful initiative and a positive learning experience for all staff involved. Specifically, it helped to obtain more staff and secure facilities. We recommend developing this scheme and promoting it to other regions.

Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three embedded writing development interventions were trailed with successive cohorts of postgraduate Nursing students writing a summative 4000 word piece of ARW. The interventions included the use of example texts to make task requirements more explicit, formative peer feedback on draft texts and facilitating increased dialogue between staff and students regarding expectations of this task. Overall the interventions represented a shift towards assessment for learning. Quantitative results showed a decrease in the number of students investigated for plagiarism, a rise in pass rates and mean grades, and an increased uptake of academic supervision over the three cohorts. In addition, complementary findings from a self-selected focus group interview indicated that respondents perceived the writing development activities to be very useful. In particular, the formative peer and tutor review of written drafts, was valued. However, a limitation of this pragmatic mixed method study was that the three cohorts were non-equivalent. Despite this, it is argued that, as ARW is so complex, disciplinary academics should embed explicit guidance and scaffolding in their teaching in order to enhance written reflection and learning. Failure to do so may lead ARW to become an exclusive educational practice leading to unintentional plagiarism and poor written reflection on practice. A‚Â

Many papers in biomedical journals are drafted not by the named authors, but by professional medical writers working under the direction of those authors, usually funded by pharmaceutical companies. Although this practice can improve both the quality and speed of publications, it has attracted controversy as a result of concerns about the inappropriate influence of pharmaceutical companies.To define ethical standards for professional medical writers who prepare papers for publication in medical journals.Guidelines were drafted after a 4-round Delphi consultation among a group of experienced medical writers. The guidelines were then further refined by seeking comments on the draft from a range of interested parties.The guidelines stress the importance of respecting widely recognised authorship criteria, and in particular of ensuring that those listed as named authors have full control of the content of papers. The role of medical writers must be transparent, which normally means a mention in the acknowledgements section, together with a statement about funding. Writers and authors must have access to relevant data while writing papers. Medical writers have professional responsibilities to ensure that the papers they write are scientifically valid and are written in accordance with generally accepted ethical standards.

The world wide web has brought about a paradigm shift in the way medical research is published and accessed. The ease with which a new journal can be started/hosted by publishing start-ups is unprecedented. The tremendous capabilities of the world wide web and the open access revolution when combined with a highly profitable business have attracted unscrupulous fraudulent operators to the publishing industry. The intent of these fraudulent publishers is solely driven by profit with utter disregard to scientific content, peer reviews and ethics. This phenomenon has been referred to as "predatory publishing". The "international" tag of such journals often betrays their true origins. The gold open access model of publishing, where the author pays the publisher, when coupled with a non-existent peer review threatens to blur the distinction between science and pseudoscience. The average researcher needs to be made more aware of this clear and present danger to the scientific community. Prevention is better than cure.

Peer assessment has been used successfully in higher education, with important benefits reported in terms of student learning. However, most of the literature has focused on its use with small groups of students taught by staff who are committed to the peer assessment process. This paper reports the development of peer assessment procedures for use in large classes, using a cyclical process of action, reflection and refined action. The project was carried out in three phases and after each phase changes were made to the procedures in response to student and staff feedback. The development of procedures is discussed in relation to assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures and tutor remarking. Although there are specific difficulties associated with the use of peer assessment in large classes, this study suggests that these are outweighed by the learning benefits for students. Based on the findings of this study, recommendations are mad...

This is the authors’ accepted, refereed and final manuscript to the article. Publisher’s version available at http://dx.doi.org/10.1016/j.leaqua.2014.02.001 Recent research shows that, all else equal, most people prefer likeable colleagues. In this article, two experiments are employed to analyze preferences with respect to (un)likeable ssuperiors. We thereby focus on perceptions of likeability based on appearance rather than as a behavioral characteristic, which allows us to concentrate on the impact of quick, unconscious evaluations in zero-acquaintance situations. The results indicate that, all else equal, managers of higher perceived likeability are less preferred than managers of lower perceived likeability. Such likeability-aversion emerges among male and female respondents, affects male and female managers, and holds both for preferences expressed from the perspective of employees (Experiment 1) or a HR department (Experiment 2). 2, Forfatterversjon

Background While Peer Assisted Learning (PAL) has long occurred informally in medical education, in the past ten years, there has been increasing international interest in formally organised PAL, with many benefits for both the students and institutions. We conducted a systematic review of the literature to establish why and how PAL has been implemented, focussing on the recruitment and training process for peer tutors, the benefits for peer tutors, and the competency of peer tutors. Method A literature search was conducted in three electronic databases. Selection of titles and abstracts were made based on pre-determined eligibility criteria. We utilized the ‘AMEE Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30’ to assist us in establishing the review aims in a systematic review of the literature between 2002 and 2012. Six key questions were developed and used in our analysis of particular aspects of PAL programs within medical degree programs. Results We found nineteen articles that satisfied our inclusion criteria. The PAL activities fell into three broad categories of teacher training, peer teaching and peer assessment. Variability was found in the reporting of tutor recruitment and training processes, tutor outcomes, and tutor competencies. Conclusion Results from this review suggest that there are many perceived learning benefits for student tutors. However, there were mixed results regarding the accuracy of peer assessment and feedback, and no substantial evidence to conclude that participation as a peer tutor improves one’s own examination performance. Further research into PAL in medicine is required if we are to better understand the relative impact and benefits for student tutors.

It is our experience that tutors trained for face-to-face writing centers are not adequately prepared for the challenges they encounter working with online writing centers. The purpose of our article is to provide an overview—especially for administrators, developers, and tutors new to electronic tutoring environments—of the issues and considerations unique to online tutoring that training programs need to address. In our discussion, we hope to engender enthusiasm for online tutoring by discussing three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and creating appropriate roles for online tutors. We offer suggestions about how to address these three aspects in online tutor training, and we suggest that addressing these issues leads to an understanding of the online tutor as a productive peer reviewer.

Well‐developed critical thinking skills are essential to good management, yet the fundamentals of critical thinking are often not taught explicitly to management students. This paper reports on the efficacy of a module designed to develop students’ critical thinking skills in the context of peer evaluation in a second‐year supervisory management unit. The module comprised a lecture and a seminar on the nature of critical thinking, followed by a series of seminars in which students practiced the skills taught. Sixty‐eight student oral literature reviews were delivered and evaluated over the first two semesters in 1997. Each presentation was graded by several small groups of students, with the assistance of a detailed marking guide. Results indicate that tuition in critical thinking strategies and skills may influence both peer/tutor grading agreement, and literature review content.

Peer assessment was introduced into the assessment strategy of two marketing modules on two undergraduate programmes at Manchester Metropolitan University. A questionnaire was used to elicit responses from a sample of 80 students concerning their attitudes to and experience of, the peer assessment exercise. Students felt that the benefits of peer assessment were: the increase in personal motivation as a result of their active involvement in the assessment process; the opportunity to compare and discuss the assignment, and the opportunity to gain knowledge and develop a greater understanding of the assignment content and assessment process. Criticisms included the effects of personal bias on the marks awarded, the interpretation of criteria and the ability of the students to assess. Some students regarded peer assessment as an incentive to perform, while others saw it as an unfair system that lacked objectivity. Over half the sample regarded assessment as solely a role for the tutor. The research ...

This paper discusses a range of peer tutoring initiatives developed within a new University, and focuses on the Peer Assisted Student Support scheme [PASS] that operates in its Business School. It also explores PASS extension to another institution as part of the Department for Education and Employment funded ‘Twinning’ project. The achievements, successes and failures of the scheme over this period have been assessed and some suggestions for further development are offered.

This paper deals with managing the peer review process with an electronic management system (EMS). Our approach uses a WWW-based interface to an Oracle database. We describe different aspects of the EMS, namely the peer review process, report generation, and security. An experimental peer review system was developed for the Fourth International World Wide Web (WWW) Conference, which provided a model to automate the underlying processes that had been driven primarily by pen and paper. This system uses the very technology that the International WWW Conference Committee (IW3C2) promotes, so it is fitting that the conference be automated with a WWW-based system. The experimental system has evolved with the help of many suggestions to provide better support for the WWW5 conference as well. This paper discusses the first experimental system, some lessons learned, and the second more evolved system for the WWW5 conference with emphasis on the latter.

This article traces one university's approaches of peer assessment to develop fair and reliable systems of mark distribution resulting from group projects and to adapt one model to the specific requirements of civil engineering. It is the result of a two and a half years' experience with peer assessment in classes of different combinations of size, entry qualifications and experience. Initially, the methods devised by Goldfinch & Raeside (1990) were used; the relevance and drawbacks of this two‐part method of assessment in the field of civil engineering are discussed and new ideas are proposed. That article had suggested that the model is transferable. It has proved to be the case and in this discipline, that project diaries which the tutor uses to allocate individuals a mark, offer a unique alternative to Part 1 of the assessment process.

As current editor-in-chief and executive editor for the Journal of Cell Biology , we are writing to describe our shared vision for the journal: To enable the swift and painless publication of advances and thought-provoking ideas in a range of fields that inform cell biology, and to promote this high

Errors in image interpretation are a common problem in diagnostic radiology. Although many published articles provide trainees with the means to correctly interpret imaging studies, they do not provide a framework for understanding why and how errors occur. In this article, we propose a classification system that allows categorization of errors, which we hope can serve as a basis for peer review, self-education, and quality improvement programs. Our scheme incorporates elements of a classification system proposed by previous authors but also includes novel categories. In this article, we show the usefulness of our scheme by applying it to a specific, and particularly problematic, diagnosis in emergency radiology, namely that of dural sinus thrombosis.

With the advent of the web, more and more information systems are being built web-centric, and more recently, these systems are leveraging the advantages of online community practice as well. This paper describes a lightweight community-based software code review web solution that allows a user to easily upload source code, review, and vote on peer reviews and reviewers.

Accepted version of an article in Complementary Therapies in Clinical Practice, 17 (2011), 107-112. Also available from the publisher: http://dx.doi.org/10.1016/j.ctcp.2010.08.001 The effect of omega-3 fatty acids on depression is well documented. The purpose of this study was to determine if and how food is used as medicine in psychiatric care, especially how omega-3 fatty acids are used as a supplement in the treatment of depression. This is a pilot study with a qualitative design using questionnaires and interviews among nursing students, tutor nurses and psychiatrists. Three main categories emerged: 1. Nutrition is considered important but few evaluations are made. 2. There was a lack of knowledge of the effects of Omega 3. 3. There was an unclear divisions of responsibility among health personell. A change in knowledge paradigms and clarification of responsibility is called for if food-as-medicine is to take its true place in psychiatric care. It is also necessary to include CAM and holistic perspectives. Further research is needed to determine why health education and health workers do not focus on nutrition therapy in psychiatric care. Further research is also needed to reveal both the patients, the GPs and the CAM practitionaires knowledge and attitude to the use of dietary supplements.

In this paper, we report on a course offering in 2009 within the media arts area where the development of a Flash game was used as a group project for a cohort that included media arts and computing students. A previous offering of this course in this longitudinal study, identified through a factor analysis of questionnaire data, a metric referred to as Difficulty with the development. A disparity in this metric between student groups became evident and efforts have been employed in subsequent iterations of the course to appease these differences A project based instructional methodology has been employed witin this course, and an authentic project sponsored by a credit union was used. Flash was used to develop the game and each group member was responsible the production of an equal section. Game structures like the representation of the game actions and associated scoring, were the responsibility of the whole group; students needed to be engaged with the whole process. Peer review and assessment were embedded within the instructional methodology to ensure that students maintained their engagement. A number of assessment rubrics were used to ensure that all activities were viewed favourably. The end result was an movement on the Difficulty factor and an appeasement of the initial difference. Both cohorts agreed that the instructional methodology was satisfactory. Refereed/Peer-reviewed