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This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of the current state of instruction and dissemination of evidence-based assessment (EBA) and evidence-based intervention (EBI) in school psychology training programs. Four themes emerged from a content analysis of evidence reflecting faculty perspectives about EBAs and EBIs including barriers, facilitators, courses in EBI/EBAs, and supports for EBI/EBA implementation. Faculty provided 991 barrier-oriented comments compared to 276 support-oriented comments. The findings of this study provide insight into faculty notions about the status of evidence-based intervention and assessment in the training of school psychologists, as well as ways to overcome barriers and support a shift toward implementation science in the field.

Coronary angiography is the primary procedure for diagnosis and management decisions in coronary artery disease (CAD), but ad-hoc visual assessment of angiograms has high variability. Here we report a fully automated approach to interpret angiographic coronary artery stenosis from standard coronary angiograms. Using 13,843 angiographic studies from 11,972 adult patients at University of California, San Francisco (UCSF), between April 1, 2008 and December 31, 2019, we train neural networks to accomplish four sequential necessary tasks for automatic coronary artery stenosis localization and estimation. Algorithms are internally validated against criterion-standard labels for each task in hold-out test datasets. Algorithms are then externally validated in real-world angiograms from the University of Ottawa Heart Institute (UOHI) and also retrained using quantitative coronary angiography (QCA) data from the Montreal Heart Institute (MHI) core lab. The CathAI system achieves state-of-the-art performance across all tasks on unselected, real-world angiograms. Positive predictive value, sensitivity and F1 score are all ≥90% to identify projection angle and ≥93% for left/right coronary artery angiogram detection. To predict obstructive CAD stenosis (≥70%), CathAI exhibits an AUC of 0.862 (95% CI: 0.843–0.880). In UOHI external validation, CathAI achieves AUC 0.869 (95% CI: 0.830–0.907) to predict obstructive CAD. In the MHI QCA dataset, CathAI achieves an AUC of 0.775 (95%. CI: 0.594–0.955) after retraining. In conclusion, multiple purpose-built neural networks can function in sequence to accomplish automated analysis of real-world angiograms, which could increase standardization and reproducibility in angiographic coronary stenosis assessment. [ABSTRACT FROM AUTHOR]

327 Background: Delayed assessment of diagnostic imaging (DI) significant actionable findings (AFs) at an oncological center prompted the creation of a safety net system which used technological advancements to improve communication amongst radiologists and patient-facing providers. Significant AFs is an unexpected radiology finding that is not considered imminently life-threatening but for which follow-up action is recommended within a determined timeframe. Due to the robust nature of DI reports significant AFs can be overlooked. The Actionable Finding Vigilance Unit (AFVU) was created to provide a safety net system for the flow of information. Methods: Operationalizing the AFVU required a multidisciplinary approach consisting of executive stakeholders in Patient Safety, Quality, Radiology, and Information Technology amongst others. A list of 24 AFs was created. Stakeholders met weekly to formalize a strategy and execute the planned intervention. Essential elements included: identifying significant AFs for monitoring, obtaining provider buy-in, creating a digital dashboard within the electronic health record, developing a structured DI report for enhanced communication of findings, and implementing registered nurses team for monitoring. The plan – do- study- act methodology was applied. Results: Over a ten-month period, there were a total of 819 findings. 353 significant AFs associated with the pre-determined list for monitoring. Approximately 29% (102/352) required escalation from the AFVU. Patients without a primary physician in the cancer center were considered a vulnerable population. These patients often sought care via the emergency department and were under the oversight of the AFVU. Total volume of significant AFs for this population consisted of 466 findings, 8 % (36/466) required escalation by the AFVU. Conclusions: Utilization of an electronic health record with the capacity to issue immediate electronic notifications to providers, coupled with a digital dashboard for the monitoring all significant AF reported, does create a safety net for providers and patients. The electronic communication of significant AFs is further enhanced using human interaction for case review and follow up. Data highlights the benefit of harmonizing technology with clinician knowledge and workflow as instrumental in promoting safety and reducing risk in healthcare. [ABSTRACT FROM AUTHOR]

In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion , and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices. [ABSTRACT FROM AUTHOR]