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Writing about writing (WAW) pedagogy is becoming a dominant approach to teaching writing, yet lacks descriptive empirical studies. In response to this deficit, we surveyed postsecondary instructors using WAW in the US and Canada to discover how they define WAW conceptually (what they think) and operationally (what they do). We used grounded theory to code data and inform our analysis of surveys, interviews, and course materials, including reading and writing assignments. Participants defined WAW as a movement, a pedagogical approach, and a subject matter whereby students read disciplinary literature in writing studies, use writing to investigate and understand writing and writing processes (especially their own), and develop metacognition about writing (including for transfer). The course subject or focus was writing itself, disciplinary content of writing studies (including research), and students' own reflective awareness. Instructors used a range of readings to teach disciplinary content and research methods in writing studies. Classroom activities included practicing and reflecting on writing and researching writing. Assignments focused on the topic of writing including rhetorical analysis and real-world writing tasks, often emphasizing reflection and metacognition.

Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressions of survivance. Creative arts have sustained Indigenous ways of knowing, being, doing, and healing through attempted cultural genocide. Research has shown that art engages youth in life skill-building, learning, emotional regulating, and spiritual healing, supporting art as an intervention for wellness. Culturally-based artistic expression and the process of creating promotes wellness among Indigenous youth. As primary sites of assimilation and colonialism, educational institutions have a responsibility to enact reconciliation through culturally-rooted arts-based approaches to wellness. School psychologists are wellpositioned to support these approaches. This study took place in Kainaiwa in Southern Alberta and explored Niitsitapi artists' and educators' perspectives on the impacts of culturally-rooted arts-based interventions with Niitsitapi middle school students in the classroom. Over 2 days, professional Indigenous artists shared their art practices with students at a middle school in Kainai First Nation in Alberta. We had research conversations with 12 Niitsitapi community members involved in the event using a decolonizing, community-based approach. Indigenous storywork was used to understand research conversations, highlighting information and guidance for school psychologists to inform their engagement with Indigenous students and community members in schools. Findings emphasized art as healing, particularly given its connection to culture. Further, cultural engagement through art supports student wellness and educational engagement. Art can be used to empower voice, overcome deficit narratives, create new stories, and cope with disharmony. Art can also engage youth in discovery and learning, providing an alternative to a lecture style of learning, increasing enjoyment in the classroom experience. These findings have practical implications for future interventions and the integration of art pedagogically. This paper offers recommendations that highlight stark distinctions between culturally-rooted art practice and conventional Eurocentric art approaches in education.

This study aimed to understand the lived experience of department chairs in a Canadian university context. Guided by phenomenological inquiry, 21 individual interviews of experienced academic chairs were analyzed. Findings focus on the rewards and challenges of the position, advice for professors interested in taking on this role, and the systemic issues that impact change. Results highlight the importance of preparatory training and ongoing institutional support, including the deliberate building of a chair community. This paper includes a call to action which will be of interest to Deans and other senior administrators, faculty leaders, those contemplating the chair role, and those involved with institutional governance.

Varsity athletes face an array of stressors, including balancing academic obligations with athletic competitions. Student-athletes appraising a situation as a "challenge" or "threat" directly impacts coping responses. Objective: To investigate whether pre-season self-reported mental toughness and self-regulation strategies predicts post-season stress, mental health, group cohesion, and satisfaction in varsity athletes. Participants: Sixty-seven varsity athletes from a U-Sport Canadian university. Methods: Athletes completed pre- and post-season measures of mental toughness, emotion regulation, self-control, group cohesion, and satisfaction. Multiple mediation models were employed during analyses. Results: Pre-season emotion regulation was a significant mediator for the relationships between mental toughness and post-season ratings of perceived stress, perceived mental health, and group cohesion. Self-control was not a significant mediator. Conclusions: Emotion regulation plays a significant role in an athlete's experience of perceived stress, mental health issues, and their ratings of group cohesiveness. Research on student-athlete health may benefit from examining emotion regulation training techniques.

Since 2015, the United Nations Education, Scientific and Cultural Organization has posited physical literacy as a central tenet and pedagogical reform initiative of quality physical education. An assessment of physical literacy is, therefore, becoming an increasingly important aspect of physical education in schools. Internal and external threats to assessment instrument validity are always important considerations in assessment tool development, but this paper identifies why particular attention needs to be paid to the content validity of one such instrument being used by physical educators and researchers. Specifically, this paper interrogates the content validity claims of the Canadian Assessment of Physical Literacy--Version 2 and discusses why greater attention needs to be paid to the content validity of this instrument if pedagogical reform in physical education is not to be undermined.

Background: Although physical literacy is explicitly defined and integrated into Canadian provincial physical education curricula, limited empirical evidence substantiates the development of physical literacy in elementary physical education. Despite physical education curricular expectations, developing and assessing physical literacy in students may be difficult for teachers with little to no background in physical literacy or physical education. Purpose: The primary purpose was to explore the effect of a curricularly linked physical literacy enriched intervention in elementary school physical education. A secondary purpose involved an examination of the intervention's effects on sex differences. Design: A quasi-experimental controlled intervention trial with a matched comparison group was used to determine the impact of a curricular-based physical literacy enriched physical education intervention on students' development of physical literacy. Teachers (n = 6) and students (n = 131) from four Saskatchewan elementary schools participated in either a PLitPE (experimental) condition or a usual practice (control) condition. The PLitPE intervention was created using learning principles consistent with physical literacy and Self-Determination Theory. PLitPE instructional elements were developed with input from thirteen teachers who were members of the local school division's physical education professional learning community. An embedded professional development model was used where a mentor teacher was present to facilitate and support the implementation of the PLitPE intervention. The Physical Literacy Assessment for Youth tools were used to assess motor competence (PLAYfun), student self-description (PLAYself), and movement participation (PLAYinventory). Each domain of physical literacy (physical competence, psychological, and behavioural) was evaluated using these tools. Results: Significant differences, favouring PLitPE over control, were observed for average motor competence (M = 49.4, M = 40.0, p < 0.001, PLAYfun), movement vocabulary (M = 10.3, M = 7.5, p < 0.001, PLAYfun), environmental participation (M = 423.9, M = 390.1, p < 0.05, PLAYself), and a reduction of sex differences on average motor competence and movement vocabulary. Statistically significant relationships with low to fair correlations between PLAYfun and PLAYself variables existed. Conclusions: This study provides empirical evidence supporting physical literacy enriched physical education. PLitPE developed the psychological domain (affective and cognitive) and significantly improved physical competence, however, the intervention did not manifest in improved behaviour. Concerning sex differences, the intervention yielded an equal and substantive improvement in both males and females in the intervention group. Future studies should consider the addition of reflective approaches, as well as the construction of positive challenges for children.

Anecdotal data suggest great variation in breadth and depth of skeletal muscle coverage between undergraduate human anatomy (HA) and anatomy and physiology (A&P) courses. This manuscript is the second in a series (Reynolds A, Goodwin M, O'Loughlin V. D. "Adv Physiol Educ" 46: 309-318, 2022. doi:https://doi.org/10.1152/advan.00084.2021) that methodically assesses skeletal muscle content coverage across undergraduate HA and A&P courses. The authors developed an online skeletal muscle coverage survey and collected 342 responses worldwide, 156 from instructors of HA courses and 186 from A&P course instructors. Demographic results showed that HA courses are primarily taught at 4-year baccalaureate institutions, have relatively larger class sizes, and are more likely to use human (vs. animal) prosections or dissections. In contrast, A&P courses are primarily taught at community colleges, have relatively smaller class sizes, and are more likely to use animal (vs. human) dissections. HA courses tend to require their students to learn all skeletal muscle aspects (i.e., identification, action, attachments, innervation), whereas A&P courses tend to focus on muscle identification or action only. The proportions of courses that require identification of large, superficial skeletal muscles are similar between the two course types. However, HA courses are more likely to require their students to identify deeper and smaller muscles, including more distal appendicular muscles and pelvic muscles. These differences likely are due, in part, to the more anatomical focus of HA courses and the slightly different student populations between these courses. These findings provide much-needed information about muscular system coverage between HA and A&P courses and may guide instructor discussions about curricula. [For the first article in the series, "General Trends in Skeletal Muscle Coverage in Undergraduate Human Anatomy and Anatomy and Physiology Courses," see EJ1347509.]

Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family's health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the "second wave" of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand (N = 2,310; 1,288 female; M[subscript age] = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15-18 years) generally reported higher stress indicators as compared to males and younger (age 12-14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect.

Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence.

An increased focus on standardized testing of students has had the unintended effect of eroding curriculum time allocated to physical education (PE). The empirical literature on increasing the proportion of total curriculum time allocated to PE was reviewed and a series of meta-analyses conducted to estimate the mean effect of doing so on student learning. After combining results across six studies that were absent of additional intervention, we found pooled effect sizes of 0.41 standard deviations on student learning across cognitive, affective and psychomotor learning outcomes. The evidence for the meta-analyses came from PE programmes implemented in primary and secondary schools from four Organization of Economic Cooperation and Development countries. Although findings affirmed that increasing the proportion of curriculum allocation to PE had no detrimental effect on student learning, further analyses illustrated the disparity of learning effects across the three learning domains.

Purpose: The purpose of this study was to examine the convergent validity of the PLAYfun tool, a physical literacy-based measure of movement competence, by examining its association with objectively measured physical activity in a sample of children and youth. Method: Participants included 110 children between the ages of seven to 14 years attending a stratified random sample of 27 afterschool programs across the province of Ontario, Canada. The PLAYfun tool was administered to the participants on one occasion at their afterschool program and then they were asked to wear a pedometer for seven consecutive days to measure their physical activity levels. A series of multiple linear regression models were used to examine the association between PLAYfun scores and physical activity, while controlling for age, sex, and time of year (season) in which the data were collected. Results: On its own, the PLAYfun average score accounted for close to 13% of the variance in physical activity, R = 0.36, R[superscript 2] = 0.13, p < 0.001. The PLAYfun average score was also a significant independent predictor of physical activity, b (SE) = 145.98 (53.46), p < 0.01, when controlling for age, sex, and season in which the data were collected, R[superscript 2] = 0.30, F (4, 105) = 11.04, p < 0.001. Conclusion: Results from the present study indicate that the PLAYfun tool is a significant predictor of objectively measured physical activity, supporting the convergent validity of the tool.

An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students' motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that the faculty members leading these initiatives for the first time were surprised by the amount of work required for planning and implementing them. This was in contrast to the perceptions of more experienced faculty who spoke with certainty about the workload and associated demands of organizing these initiatives. Further, more experienced faculty members implied that their personal desire to continue to lead international initiatives diminished each year. Attrition was explained by the increasing work demands of these projects. Experienced faculty also raised concerns about underprepared faculty who participate in global experiences with students. Findings suggest a need for faculty development, mentorship, and preparation programs as a means for improving the overall experience for students and faculty.

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn to develop courses and partnerships in counternormative ways. This article reports on an approach to investigating and generating faculty learning--in our case about the threshold concept of reciprocity--through a group self-study process that included a new-to-the-field interview method developed for Decoding the Disciplines (Pace & Middendorf, 2004) followed by individual and then group reflection. Our self-study resulted in new perspectives and new awareness related to the value of examining the concept of reciprocity and the role of group dialogue in generating learning--although the specific nature of these changes was somewhat different for each of us--and analysis shows that that the Decoding interview and the multidisciplinary nature of our group were important in developing the trust necessary for this study to generate learning. We suggest that further collaborative inquiry within and across different service-learning and community engagement contexts could yield new insights about the value of using and integrating methods from self-study and ethnography for faculty professional development and research on faculty learning and could advance our collective understanding of the dynamics of co-learning and co-generation of knowledge within but also transcending SLCE.

Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education.

Economic freedom is generally associated with higher average income levels, but does it benefit the very poor as well? Does it help them to escape their disadvantaged position? Does it reduce the probability of falling into low-income status? This paper deals with those questions using longitudinal data from Canada regarding the duration of low income spells, as well as entries and exits from low-income status from 1992 to 2020. Aggregated at the provincial level and inside a panel regression approach, these different indicators of low-income status are negatively related (i.e., less poverty) with the Fraser Institute's Economic Freedom of North America (EFNA) index. [ABSTRACT FROM AUTHOR]

Using the Canadians Censuses of 2001, 2006, 2016, and the National Household Survey of 2011, this article compares intra-household specialization patterns of married and cohabiting couples by gender composition of households. Household specialization is operationalized in several ways. The first set of measures captures the earnings differentials between spouses, while the second set of measures relies on labour supply. In line with previous studies, we often find a lower level of intra-household specialization for both male-male and female-female couples, compared with their heterosexual counterparts. However, the difference with heterosexuals is much larger for female-female couples. When the most recent dataset is split by income level, it appears that the specialization gaps are largely driven by the more affluent households. We also find considerable heterogeneity in the patterns when the sample is split by generational status. [ABSTRACT FROM AUTHOR]

Student readiness continues to be an issue among the professoriate (Cramer, 2010; Greenberg, 2010; Kelley, 2010). Enrolment growth trends in Canadian universities suggest this concern may remain prevalent for some time (Overall, 2011). At the secondary level, government bodies have developed and implemented policies and standardized assessment instruments with the expressed means of improving accountability and student academic proficiency. Despite these efforts, there does not appear to be a perceived change in the readiness of students attending tertiary institutions. The purposes of this study were to determine the current state of alignment between high school and university learning outcomes and assessment standards, and outline policies/factors that would establish or strengthen this alignment.

In 2004 twin sisters Amy and Jesse Pasternak competed for the prospect of playing high school hockey, vying for the boys' team rather than the girls'. The sisters' opportunities were negated by the Manitoba High School Athletic Association (MHSAA). This paper examines the 2006 decision by the Manitoba Human Rights Commission and a 2008 judgment by the provincial Court of Queen's Bench regarding an application for judicial review. We argue that these decisions imply that Canadian high school governance bodies should study gender equity policies and the judicial decisions surrounding similar high school challenges in the United States. This ultimately has implications for future such circumstances. (Contains 1 footnote.)

Why do nursing and health studies graduate students who are enrolled in online programs decide to withdraw? The qualitative study reported in this paper investigated students' self-identified reasons for withdrawing from an online graduate program in nursing and health studies. The focus of the study was Athabasca Universities' Centre for Nursing and Health Studies (CNHS) online graduate program. Data were collected from program students who initiated withdrawal between the years 1999-2004. Using Rovai's (2002) Composite Persistence Model as a framework for analysis, themes identified from withdrawing students' notice of withdrawal letters are discussed. The major reasons for leaving can be placed into two categories, personal reasons (often related to life or work commitments) and program reasons (usually related to learning style and fit with career). These findings, and the resulting analysis, have implications for online program design and delivery and student support programs. With a better understanding of student reasons for leaving a program of studies, it will be possible to explore which program elements might be altered to improve the experience of online learning. (Contains 1 table.)

Establishing gender equity in Canadian inter-university athletics has been a challenging endeavor for policymakers. The problem of crafting and implementing an effective policy has taken considerable time and continues to be a difficult task for administrators. However, success in this undertaking is important to higher education because such policy provides an environment of opportunity and fairness for participants. Furthermore, its establishment in post-secondary athletics demonstrates a natural promotion of tenets central to tertiary institutions. This paper investigates whether U.S. Title IX athletic gender equity policy could be adapted for use in Canadian higher education. This focus is relevant to Canadian inter-university athletics because American Title IX legislation has been in place for over thirty years and has withstood challenges in the legislative, judicial, and executive branches of government. A discussion of how U.S. policy directives might be implemented in the Canadian environment and whether an adaptation may be in the contexts of a partial exercise rather than a wholesale application is put forth. (Contains 1 table.)

Introduction: The use of osimertinib in the first-line (1L) setting is an effective treatment option for sensitizing EGFR-mutations (EGFRm+) and has significantly altered the standard of care practice for EGFRm+ disease in Canada. Unfortunately, acquired resistance to osimertinib is almost universal, and outcomes are disparate. Post-progression treatment patterns and the outcome of real-world Canadian EGFRm+ patients receiving 1L osimertinib were the focus of this retrospective review. Methods: The Glans-Look Lung Cancer Research database was used to identify and collect demographic, clinical, treatment, and outcome data on EGFRm+ patients who received 1L osimertinib in the Canadian province of Alberta between 2018 and 2022. Results: A total of 150 patients receiving 1L osimertinib were identified. In total, 86 developed progressive disease, with 56 (65%) continuing systemic therapy, 73% continuing osimertinib, and 27% switching to second-line (2L) systemic therapy. Patients were similar both in clinical characteristics at 1L osimertinib initiation and patterns of treatment failure at progression; those continuing 1L osimertinib post-progression had a longer time to progression (13.5 vs. 8.8 months, p = 0.05) and subsequent post-osimertinib initiation survival (34.7 vs. 22.8 months, p = 0.11). Conclusions: The continuation of osimertinib post-progression is an effective disease management strategy for select real-world EGFRm+ patients, providing continued clinical benefit, potentially due to different underlying disease pathogenesis. [ABSTRACT FROM AUTHOR]

Background: In Canada, individuals with gynecologic reproductive organs (ovaries, fallopian tubes, uterus) over the age of 70 comprise a large proportion of epithelial ovarian cancer patients. These patients often have co-morbidities, polypharmacy, or decreased functional status that may impact treatment initiation and tolerance. Despite this, there is limited evidence to guide treatment for older patients diagnosed with ovarian epithelial carcinoma. Methods: This is a retrospective study with data from Manitoba, Canada. The data were obtained from the Manitoba Ovarian Cancer Database, the Manitoba Cancer Registry, and electronic health records. All individuals with epithelial ovarian, fallopian tube, or peritoneal cancer diagnosed between 2009 and 2018 were identified. Patients aged > 70 at the time of diagnosis were included in the study cohort. Results: Four hundred and forty individuals were included. The majority had advanced stage disease (56%). Moreover, 59% of patients received no chemotherapy. Of the patients who received chemotherapy, 20% received <2 cycles and 21% required a dose reduction due to toxicity. Univariable and multivariable analysis identified advanced stage (p < 0.001), treatment modality (p < 0.001), and advanced age at diagnosis (p < 0.001) with poorer overall survival. Conclusions: Our study demonstrated a high rate of chemotherapy dose reduction and discontinuation in the elderly epithelial ovarian cancer population. Further research is needed to identify risk factors for treatment discontinuation and intolerance in this population. [ABSTRACT FROM AUTHOR]

To explore individuals with spinal cord injury (SCI) experiences with and perceptions towards teleSCI services during the COVID-19 global pandemic in British Columbia, Canada. Using maximum variation sampling, we invited selected individuals from a larger quantitative dataset (n = 71) to partake in an interview. In total, 12 individuals participated in the study. Interviews were recorded and transcribed verbatim. Interview transcripts were then coded and analysed by team members using qualitative descriptive analysis. Individuals with an SCI perceived teleSCI services to be convenient, accessible, affordable, and an effective way to access some healthcare services during the COVID-19 pandemic. However, in-person healthcare was still needed by many participants to effectively manage and treat their SCI-associated secondary conditions. Our findings suggest that, in a post-pandemic world, the SCI community would benefit from blended models of healthcare delivery that leverage telecommunication technologies to increase accessibility to healthcare while still providing in-person care for assessments and treatments. Individuals with an SCI perceived teleSCI services to be convenient, accessible, affordable, and an effective way to access some healthcare services during the COVID-19 pandemic. However, in-person healthcare was still needed and desired by those with an SCI to effectively manage and treat their SCI-associated secondary conditions. In a post-pandemic world, individuals with an SCI would benefit from blended models of healthcare delivery that leverage telecommunication technologies to increase accessibility to healthcare, while still providing in-person care for those requiring ongoing treatment and management of secondary conditions associated with the patient's SCI. TeleSCI services offer the potential to allow healthcare professionals and SCI specialists to collaborate (digitally) with patients at the same time. This patient-centered approach could not only help healthcare professionals strategize effective remedies to better manage secondary conditions associated with SCI but could result in overall better-quality care received by those within the SCI community. [ABSTRACT FROM AUTHOR]

Introduction: Incontinence impacts the quality‐of‐life of people suffering from the disease. However, there is limited information on the prevalence of incontinence due to the stigma, lack of awareness, and underdiagnosis. Objective: This study aims to conduct a systematic review and meta‐analysis of overactive bladder (OAB) and nonobstructive urinary retention (NOUR). Methods: The authors conducted a systematic review following the PRISMA guidelines using Embase, MEDLINE, and PubMed databases to identify the relevant publications in the English language. Two reviewers independently assessed the articles and extracted the data. Review papers were assessed for content and references. A meta‐analysis of proportions was conducted using the RStudio software. To address the age heterogeneity, a subanalysis was conducted. Pooled data were overlayed on the Canadian population and a sample of 10 populous countries to estimate the number of people suffering from incontinence. Results: Twenty‐eight and eight articles were selected for OAB and NOUR, respectively. The pooled prevalence of OAB in men and women was 12% (95% CI: 9%–16%) and 15% (95% CI: 12%–18%), respectively. The estimated prevalence of NOUR was 15.6%–26.1% of men over 60 and 9.3%–20% of women over 60. The subanalysis pooled prevalence of OAB in men and women was 11% (95% CI: 8%–15%) and 12% (95% CI: 9%–16%), respectively. We estimated that 1.4–2.5 million women and 1.3–2.2 million men suffer from OAB in Canada. Conclusion: Urinary incontinence is an under‐reported and underdiagnosed prevalent condition that requires appropriate treatment to improve a patient's quality‐of‐life. [ABSTRACT FROM AUTHOR]

The American eel (Anguilla rostrata) has long been regarded as a panmictic fish and has been confirmed as such in the northern part of its range. In this paper, we tested for the first time whether panmixia extends to the tropical range of the species. To do so, we first assembled a reference genome (975 Mbp, 19 chromosomes) combining long (PacBio and Nanopore and short (Illumina paired‐end) reads technologies to support both this study and future research. To test for population structure, we estimated genotype likelihoods from low‐coverage whole‐genome sequencing of 460 American eels, collected at 21 sampling sites (in seven geographic regions) ranging from Canada to Trinidad and Tobago. We estimated genetic distance between regions, performed ADMIXTURE‐like clustering analysis and multivariate analysis, and found no evidence of population structure, thus confirming that panmixia extends to the tropical range of the species. In addition, two genomic regions with putative inversions were observed, both geographically widespread and present at similar frequencies in all regions. We discuss the implications of lack of genetic population structure for the species. Our results are key for the future genomic research in the American eel and the implementation of conservation measures throughout its geographic range. Additionally, our results can be applied to fisheries management and aquaculture of the species. [ABSTRACT FROM AUTHOR]

The aim of the present study was to assess smokers' level of agreement with smoking-related risks and toxic tobacco constituents relative to inclusion of these topics on health warning labels (HWLs). 1000 adult smokers were interviewed between 2012 and 2013 from online consumer panels of adult smokers from each of the three countries: Australia (AU), Canada (CA) and Mexico (MX). Generalized estimating equation models were estimated to compare agreement with smoking-related risks and toxic tobacco constituents. For disease outcomes described on HWLs across all three countries, there were few statistical differences in agreement with health outcomes (e.g. emphysema and heart attack). By contrast, increases in agreement where the HWLs were revised or introduced on HWLs for the first time (e.g. blindness in AU and CA, bladder cancer in CA). Similarly, samples from countries that have specific health content or toxic constituents on HWLs showed higher agreement for that particular disease or toxin than countries without (e.g. higher agreement for gangrene and blindness in AU, higher agreement for bladder cancer and all toxic constituents except nitrosamines and radioactive polonium in CA). Pictorial HWL content is associated with greater awareness of smoking-related risks and toxic tobacco constituents.

Despite the proliferation of nudge research in the last few decades, very little published work aims to nudge the behavior of policymakers. Here we explore the impact of a well-established nudge on policymakers in the Northwest Territories of Canada. In a pre-registered randomized controlled trial, we emailed an invitation to policymakers (N = 263) to attend an online briefing on gendered impacts of policy. In the treatment condition (N = 133), the invitation contained personal stories of two women whose lives were disproportionally impacted by public policies more than men. In the control condition (N = 130), the invitation did not contain such stories. After the briefing, we sent all participants in both conditions a link to a public pledge that they could sign. The pledge was to lead and advocate for equity-oriented policymaking. Contrary to our prediction, there was a small backfiring effect where policymakers in the treatment condition (3.0%) were less likely to attend the briefing than the control condition (7.7%). However, two policymakers (1.5%) in the treatment condition signed the public pledge compared to one (0.8%) in the control condition. The current findings reveal the limits of using personal stories as a nudge to influence policymakers. We discuss insights gained from this experiment and follow-up debriefings with policymakers on how to improve future behavioral interventions designed to nudge policymakers. [ABSTRACT FROM AUTHOR]

The aging cohort of persons living with human immunodeficiency virus (HIV) in Canada has reached a critical point, with nearly half now 50 years age or older. Older persons living with HIV have specific needs which can be effectively addressed by geriatric specialists. However, the recognition of HIV care as a domain of geriatrics is recent, resulting in a lack of clinical recommendations and modern care models for delivering geriatric care to this population. Virtual care has been demonstrated to reduce existing barriers to accessing HIV care in some populations but before it can be adapted to geriatric HIV care a critical first step is to acknowledge and understand disparities in socioeconomic circumstances, technology access and ability and cultural differences in experiences. This protocol marks the initial step in a comprehensive program of research aimed at co-designing, implementing, and evaluating culturally-appropriate virtual geriatric care for diverse older adults living with HIV. The study employs qualitative methods with older adults living with HIV to lay the groundwork, to inform the future development of a virtual model of geriatric care. We will explore the perspectives of diverse groups of older persons with HIV on (1) The value and necessity of culturally-tailored virtual interventions for geriatric HIV care; and (2) Recommendations on how best to engage older persons with HIV in the future co-design of a virtual model of geriatric HIV care. Ultimately, a more culturally-appropriate approach to care will foster a more inclusive and supportive healthcare system for all individuals affected by HIV including those who are aging. Researchers can utilize this research protocol to employ qualitative co-design and participatory methods with diverse older adults living with HIV. [ABSTRACT FROM AUTHOR]

Rationale: Conversion practices (CPs) refer to organized attempts to deter people from adopting or expressing non-heterosexual identities or gender identities that differ from their gender/sex assigned at birth. Numerous jurisdictions have contemplated or enacted legislative CP bans in recent years. Syntheses of CP prevalence are needed to inform further public health policy and action. Objectives: To conduct a systematic review describing CP prevalence estimates internationally and exploring heterogeneity across country and socially relevant subgroups. Methods: We performed literature searches in eight databases (Medline, Embase, PsycInfo, Social Work Abstracts, CINAHL, Web of Science, LGBTQ+ Source, and Proquest Dissertations) and included studies from all jurisdictions, globally, conducted after 2000 with a sampling frame of sexual and gender minority (SGM) people, as well as studies of practitioners seeing SGM patients. We used the Hoy et al. risk of bias tool for prevalence studies and summarized distribution of estimates using median and range. Results: We identified fourteen articles that reported prevalence estimates among SGM populations, and two articles that reported prevalence estimates from studies of mental health practitioners. Prevalence estimates among SGM samples ranged 2%-34% (median: 8.5). Prevalence estimates were greater in studies conducted in the US (median: 13%), compared to Canada (median: 7%), and greater among transgender (median: 12%), compared to cisgender (median: 4%) subsamples. Prevalence estimates were greatest among people assigned male at birth, whether transgender (median: 10%) or cisgender (median: 8%), as compared to people assigned female at birth (medians: 5% among transgender participants, 3% among cisgender participants). Further differences were observed by race (medians: 8% among Indigenous and other racial minorities, 5% among white groups) but not by sexual orientation. Conclusions: CPs remain prevalent, despite denouncements from professional bodies. Social inequities in CP prevalence signal the need for targeted efforts to protect transgender, Indigenous and racial minority, and assigned-male-at-birth subgroups. [ABSTRACT FROM AUTHOR]

A range of maladaptive behaviors, including irritability and aggression, are often encountered in autism spectrum disorder. Challenges in complex clinical decision making and management exist, and off-label antipsychotic prescribing is increasing in Canada. A literature review of various treatments, limited to randomized controlled trials in the pediatric population, was used to develop an algorithm for evaluating and managing irritability and aggression in autism spectrum disorder within a Canadian context, which is supported by expert consensus. Holistic consideration of biomedical, psychiatric, psychosocial, environmental, and developmental factors that affect behavior is emphasized. The algorithm highlights the multifactorial contributors to irritability and aggression in autism spectrum disorder and reserves the use of antipsychotic medication for managing the most severe and refractory cases. A comprehensive evaluation of the drivers of behavior when addressing irritability and aggression in autism spectrum disorder is crucial to identify treatable contributors and institute appropriate management. [ABSTRACT FROM AUTHOR]

Plant disease resistance genes are widely used in agriculture to reduce disease outbreaks and epidemics and ensure global food security. In soybean, Rps (Resistance to Phytophthora sojae) genes are used to manage Phytophthora sojae, a major oomycete pathogen that causes Phytophthora stem and root rot (PRR) worldwide. This study aims to identify temporal changes in P. sojae pathotype complexity, diversity, and Rps gene efficacy. Pathotype data was collected from 5121 isolates of P. sojae, derived from 29 surveys conducted between 1990 and 2019 across the United States, Argentina, Canada, and China. This systematic review shows a loss of efficacy of specific Rps genes utilized for disease management and a significant increase in the pathotype diversity of isolates over time. This study finds that the most widely deployed Rps genes used to manage PRR globally, Rps1a, Rps1c and Rps1k, are no longer effective for PRR management in the United States, Argentina, and Canada. This systematic review emphasizes the need to widely introduce new sources of resistance to P. sojae, such as Rps3a, Rps6, or Rps11, into commercial cultivars to effectively manage PRR going forward. Rps genes are used to manage the major soybean pathogen Phytophthora sojae, which causes Phytophthora stem and root rot (PRR). Here, the authors show that widely used Rps genes are no longer effective for managing PRR in the United States, Canada and Argentina. [ABSTRACT FROM AUTHOR]

Background: Tar spot of corn is a significant and spreading disease in the continental U.S. and Canada caused by the obligate biotrophic fungus Phyllachora maydis. As of 2023, tar spot had been reported in 18 U.S. states and one Canadian Province. The symptoms of tar spot include chlorotic flecking followed by the formation of black stromata where conidia and ascospores are produced. Advancements in research and management for tar spot have been limited by a need for a reliable method to inoculate plants to enable the study of the disease. The goal of this study was to develop a reliable method to induce tar spot in controlled conditions. Results: We induced infection of corn by P. maydis in 100% of inoculated plants with a new inoculation method. This method includes the use of vacuum-collection tools to extract ascospores from field-infected corn leaves, application of spores to leaves, and induction of the disease in the dark at high humidity and moderate temperatures. Infection and disease development were consistently achieved in four independent experiments on different corn hybrids and under different environmental conditions in a greenhouse and growth chamber. Disease induction was impacted by the source and storage conditions of spores, as tar spot was not induced with ascospores from leaves stored dry at 25 ºC for 5 months but was induced using ascospores from infected leaves stored at -20 ºC for 5 months. The time from inoculation to stromata formation was 10 to 12 days and ascospores were present 19 days after inoculation throughout our experiments. In addition to providing techniques that enable in-vitro experimentation, our research also provides fundamental insights into the conditions that favor tar spot epidemics. Conclusions: We developed a method to reliably inoculate corn with P. maydis. The method was validated by multiple independent experiments in which infection was induced in 100% of the plants, demonstrating its consistency in controlled conditions. This new method facilitates research on tar spot and provides opportunities to study the biology of P. maydis, the epidemiology of tar spot, and for identifying host resistance. [ABSTRACT FROM AUTHOR]

Challenges exist for the management of diabetes care in First Nations populations. RADAR (Reorganizing the Approach to Diabetes through the Application of Registries) is a culturally appropriate, innovative care model that incorporates a disease registry and electronic health record for local care provision with remote coordination, tailored for First Nations people. This study assessed the effectiveness of RADAR on patient outcomes and diabetes care organization in participating communities in Alberta, Canada. It revealed significant improvements in outcomes after 2 years, with 91% of patients achieving a primary combined end point of a 10% improvement in or persistence at target for A1C, systolic blood pressure, and/or LDL cholesterol. Qualitative assessment showed that diabetes care organization also improved. These multimethod findings support tailored diabetes care practices in First Nations populations. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide evidence-based guidance on the management of a positive human papilloma virus (HPV) test and to provide guidance around screening and HPV testing for specific patient populations. The guideline was developed by a working group in collaboration with the Gynecologic Oncology Society of Canada (GOC), Society of Colposcopists of Canada (SCC), and the Canadian Partnership Against Cancer. The literature informing these guidelines was obtained through a systematic review of relevant literature by a multi-step search process led by an information specialist. The literature was reviewed up to July 2021 with manual searches of relevant national guidelines and more recent publications. The quality of the evidence and strength of recommendations were developed using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework. The intended users of this guideline include primary care providers, gynecologists, colposcopists, screening programs, and healthcare facilities. The implementation of the recommendations will ensure an optimum implementation of HPV testing with a focus on the management of positive results. Recommendations for appropriate care for underserved and marginalized groups are made. [ABSTRACT FROM AUTHOR]

This study uses metaphor analysis to examine the meanings of retirement for a group of 35 retired Canadian executives and managers. Our analysis identified eight metaphors relating to the meanings of retirement. The findings provide us with a range of insights into the experience of retirement, from loss of purpose and identity to liberation from the constraints of work to retirement being constructed as a new beginning or renaissance. Based on the accounts given by each manager, metaphors were collated and compared across retirees to reveal four distinct configurations that conceptualize retirement as exploring new horizons, searching for meaning, contributing on your own terms and putting your feet up. We discuss the implications of these metaphor configurations for understanding the consumer and producer-oriented meanings of retirement and challenge dominant career constructions of retirement as disengagement and decline. Our findings reveal that retirement appears to be better understood by incorporating future-focused and agentic forms that contribute to different types of identity work in retirement. (Contains 2 tables.)

Purpose: A crucial aspect of a school's capacity to promote and sustain change and improvement in student learning is the depth, breadth and endurance of both its formal and informal leadership. Shortages of willing leaders, however, have forced governments around the world to expend a considerable amount of time, effort, and money to fill up the leadership "pipeline" with qualified candidates for leadership positions. This paper aims to address these issues. Design/methodology/approach: This paper uses the examples of school districts in Ontario, Canada, in England and in the eastern United States to look beyond the common practice of merely filling up "pipelines" with credentialed leaders to an examination of the development of leadership "pools" and "reservoirs" of leadership capacity through distributed forms of leadership. Findings: It is found that there has been a subtle but important shift in thinking over the past few years. Where once money spent on leadership recruitment and development was considered a cost, it is now viewed as an investment and as a result some school authorities have shifted focus from "replacement planning" in which specific people are identified to fill certain jobs, to a "succession management" approach which involves building an organization's leadership capacity by identifying, recruiting, and developing a "pool" of high-potential individuals for both current and future roles. Originality/value: The paper shows that developing this pool depends in large measure on the "reservoir" of leadership capacity in an organization and perhaps most importantly, the willingness of potential leaders to come forward.

The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL + WB), web-based tutorials only (WB), and conventional classroom tutorials (C). Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL + WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students' learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students. (Contains 3 tables and 1 figure.)

This article has its origins in exit surveys of 1335 graduate students (283 PhD and 1052 Master's) conducted at a mid-sized Canadian university from 1996 to 2005. The article explores the relationship between the perceived effectiveness of graduate supervision and the disciplinary background of graduate students. Students are categorized into four key groups: domestic, international, hard disciplines (pure/applied), and soft disciplines (pure/applied). The conclusions provide evidence that students, especially international students and those in soft disciplines, require a personal and holistic style of supervision to obtain maximum benefit from their graduate studies. (Contains 3 tables.)

The purpose of this article is to discuss four assumptions commonly held in relation to persistence and or attrition rates at institutions of post secondary education: that persistence is positive, that persistence is an indicator of a program's ability to satisfy student need, that persistence is lower in distance education programs and that comparisons of persistence rates have meaning. The assumptions are explored in relation to the literature and to the data generated by the first complete cohort of graduate students in the Centre for Nursing and Health Studies at Athabasca University. We further propose formulae to address both persistence and attrition in online educational programs and present the variations in rates that can be produced. (Contains 3 tables.)

This article asks whether a school improvement programme in three provinces in Canada could have any implications for schools in England. Based on experience in a failing school that "turned around", a key feature of the programme was its emphasis on developing respectful social relationships at the same time as strengthening the teaching of curriculum subjects. We summarise the key features of the programme. Next, we discuss questions arising from projects in schools in very diverse provinces in Canada. Finally, we discuss the potential implications for the development of more positive relationships, and improvements in educational progress, in schools in England. (Contains 1 figure.)