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Background: Calls to action addressing the interconnections between physical (in)activity and the climate crisis are increasing. The current study aimed to investigate public support for policy actions that potentially have co-benefits for physical activity promotion and climate change mitigation. Methods: In 2023, a survey through the Angus Reid Forum was completed by 2507 adults living in Canada. Binary logistic regressions were conducted. Separate models were created to reflect support or opposition to the 8 included policy items. Several covariates were included in the models including age, gender, political orientation, physical activity levels, income, urbanicity climate anxiety, and attitudes surrounding physical activity and climate change. The data were weighted to reflect the gender, age, and regional composition of the country. Results: Most individuals living in Canada strongly or moderately supported all actions (ranging from 71% to 85%). Meeting the physical activity guidelines, higher self-reported income, and scoring high on personal experience of climate change were associated with higher odds of supporting the policy actions related to climate actions. Conclusions: Most adults living in Canada support policies that align with the recommended policy actions related to physical activity and climate change. National campaigns enhancing awareness and understanding of the bidirectional relationship between physical activity and climate change are warranted, and these should consider the consistent demographic differences (eg, gender, age, and political orientation) seen in public support for physical activity-related policies. [ABSTRACT FROM AUTHOR]

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution's vision and mission.

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as co-inquirers in a Scholarship of Teaching and Learning (SoTL) project. Through online surveys and interviews, first-year teacher candidates and faculty involved in the blended peer mentoring program identified four key benefits: new perspectives and expansion of ideas, positive and encouraging reinforcement, supportive connection with second-year students, and probing questions to think more deeply. Conversely, three major challenges were uncovered with the use of digital technologies to support this blended approach to peer mentoring: lack of email notification from the institution's learning management system (LMS) with regards to the peer mentors' online contributions, the impersonal nature of online peer mentoring, and the limited number of peer mentors. The major recommendation from this study was to create a blended program assignment to provide all second-year teacher candidates with the opportunity to learn how to serve as peer mentors to students just entering the teacher education program. [This article contains a student response by Steven Prediger.]

This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size (N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists.

A talking face provides redundant cues on the mouth that might support language learning and highly salient social cues in the eyes. What drives children's looking toward the mouth versus eyes of a talking face? This study reports data from 292 children who viewed faces speaking English, French, and Russian. We investigated the impact of children's age (5 months to 5 years) and language background (monolingual English, monolingual French, bilingual English-French), and the speaker's language (dominant, nondominant, or nonnative) relative to children's native language(s). Data from 129 bilingual adults were also collected for comparison. Five-month-olds showed balanced attention to the eyes and mouth, but children up to 5 years tended to be most interested in the mouth. In contrast, adults were most interested in the eyes. We found little evidence for different patterns of attention for monolinguals versus bilinguals, or to a native versus a nonnative speaker. Using percentile scores, monolinguals with larger productive vocabularies looked more at the mouth, while bilinguals with larger comprehension vocabularies looked marginally less at the mouth, although both effects were small and not as robust with raw vocabulary scores. Children showed large but stable individual variability in their face scanning patterns across different speakers. Our results show that the way that children allocate their attention to talking faces continues to change from infancy through the preschool years and beyond. Future studies will need to go beyond looking at bilingualism, speaker language, and vocabulary size to understand what drives children's in-the-moment attention to talking faces.

The purpose of this study was to assess the proximal and distal outcomes of a career development training programme for refugees that was developed based on the Hope-Action Theory (HAT). Adopting an experimental design, proximal outcomes such as self-efficacy, hope-action competencies, job search clarity, and career adaptability were assessed three times; and distal outcomes including employment status, job-seeking activities, career growth, hopeful career state, work engagement, and job satisfaction were assessed once at nine months. We used a two-way mixed effects analysis of covariance and a serial mediation analysis. The programme was effective in developing hope-action competencies, general self-efficacy, and job search clarity. The experimental group participants exhibited higher hopeful career state and work engagement. A serial mediation model of the HAT-based intervention predicting job satisfaction was found. Limitations and future directions are discussed.

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

This paper presents a landmark study of equity, diversity and inclusion (EDI) in the field of sports analytics. We developed a survey that examined personal and job-related demographics, as well as individual perceptions and experiences about EDI in the workplace. We sent the survey to individuals in the five major North American professional leagues, representatives from the Olympic and Paralympic Committees in Canada and the U.S., the NCAA Division I programs, companies in sports tech/analytics, and university research groups. Our findings indicate the presence of a clear dominant group in sports analytics identifying as: young (72.0 %), White (69.5 %), heterosexual (89.7 %) and male (82.0 %). Within professional sports, males in management positions earned roughly $30,000 (27 %) more on average compared to females. A smaller but equally alarming pay gap of $17,000 (14 %) was found between White and racialized management personnel. Of concern, females were nearly five times as likely to experience discrimination and twice as likely to have considered leaving their job due to isolation or feeling unwelcome. While they had similar levels of agreement regarding fair processes for rewards and compensation, females "strongly agreed" less often than males regarding equitable support, equitable workload, having a voice, and being taken seriously. Over one third (36.3 %) of females indicated that they "strongly agreed" that they must work harder than others to be valued equally, compared to 9.8 % of males. We conclude the paper with concrete recommendations that could be considered to create a more equitable, diverse and inclusive environment for individuals working within the sports analytics sector. [ABSTRACT FROM AUTHOR]

The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course interviews the study participants indicated that digital technologies could be used to effectively support such a triad-approach only if students were more actively involved in the assessment process and the course instructor placed a greater emphasis on formative assessment practices.

Invasive alien species (IAS) cause major environmental and economic damage worldwide, and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member institutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively affects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada. (Contains 1 table.)

Given the crucial role played by universities in a knowledge-based society, understanding how and under what conditions online learning (OL) can improve access to graduate studies is of the highest importance to today's growing global economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level, online learning (OL) has been minimal, especially among regular faculty. This paper presents an adapted form of OL, especially designed for traditional universities, with initial data from studies underway in two Canadian universities. Finally, an emerging network of researchers interested in the role of online learning within mainstream higher education is presented. (Contains 1 figure and 4 tables.)

Background: Every physician in Ontario needs to know how to fill out a Form 1 in order to legally hold a person against their will for a psychiatric assessment. These forms are frequently inaccurately filled out, which could constitute wrongful confinement and, in extreme circumstances, could lead to fines as large as $25,000. Training people to fill out a Form 1 accurately is a large task, and e-learning (Internet-based training) provides a potentially efficient model for health human resources training on the Form 1. Objective: In this study, we looked at the efficacy of an e-learning module on the Form 1 by comparing baseline knowledge and skills with post-test performance. Methods: Seven medical students and fifteen resident physicians were recruited for this study from within an academic health sciences setting in Hamilton, Ontario, Canada (McMaster University). The intervention took place over one hour in an educational computing lab and included a pretest (with tests of factual knowledge, clinical reasoning, and demonstration of skill filling out a Form 1), the e-learning module intervention, and a post-test. The primary outcome was the change between pre- and post-test performance. A scoring system for grading the accuracy of the Form 1 was developed and two blinded raters marked forms independently. Participants were randomly assigned to one of two sequences of assessments (A then B vs B then A), with a balanced design determining which test the participants received as either the pretest or post-test. Inter-rater reliability was determined using the Intraclass Correlation. Repeated measures analysis of variance was conducted. Results: The Intraclass Correlation (ICC) as the measure for inter-rater reliability was 0.98. For all outcome measures of knowledge, clinical reasoning, and skill at filling out the Form 1 there was a statistically significant improvement between pretest and post-test performance (knowledge, F(1,21) 54.5, p less than 0.001; clinical reasoning, F(1,21) 9.39, p=0.006; Form 1 skill, F(1,21) 15.7, p=0.001). Further analysis showed no significant differences or interactions with other variables such as between raters, the order of assessment, or trainee type. Conclusions: Under laboratory conditions, this e-learning module demonstrated substantial efficacy for training medical students and residents on the theory and practice of filling out the Form 1 of the Mental Health Act. e-Learning may prove to be an efficient and cost-effective medium for training physicians on this important medico-legal aspect of care. Further research is required to look at the longer-term impact of training and broader implementation strategies across the province for medical trainees and practicing physicians. (Contains 1 table and 1 figure.)

Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the "global obesity epidemic" and the closely related "global pandemic of physical inactivity," and that these so-called "crises" operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention--After the School Bell Rings (ASBR)--that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n = 10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.

Using an engagement in research approach this article explores the landscape of blended learning in higher education over the last decade by comparing the results of a critical literature review by Vaughan to an instrumental case study that identified key factors that led to the implementation of a blended learning initiative in one medium sized Canadian university. Findings indicate that although students still prefers the time flexibility of blended learning, there are major differences between undergraduate and graduate students and their motivation for choosing this pedagogy. Professors also find increased teacher-student interactions using a blended learning format but acknowledge more support for course redesign and better professional development and training. From an administrator's viewpoint, one of the main challenges occurred at the individual faculty level in trying to communicate the definition of blended learning to professors. As a way of looking forward, interviews with experts from various Ontario universities and a survey of university personnel from across the country provided some initial insights. A discussion situates the findings using the theoretical lens of andragogy, self directed learning, the community of inquiry framework, and points to a possible range of additional research questions for blended learning.

Recent reforms in Polish education, Canadian interest in cooperative education, and differences in government involvement in Polish vs. Canadian education motivate the current comparative study of Polish post-secondary vocational schools (PVSs) and Canadian community colleges (CCs). While PVSs and CCs may initially appear equivalent (e.g., both provide training in specific skill sets), important differences are manifested when the institutions are examined from the perspective of two concepts associated with information technology: "accessibility" and "accountability" of information. A comparative analysis of categories under each concept yields substantial differences between PVSs and CCs in terms of both accessibility (e.g., varied programs of study and course schedules, online application, curriculum comprehensiveness) and accountability (e.g., federal institutional accreditation, surveys of stakeholder groups, unity in program standards). (Contains 2 figures and 5 notes.)

The purpose of this article is to compare the teaching of religion in government-run primary and secondary educational institutions in Poland and Canada (Ontario and Quebec). The theoretical framework for this work is supplied by the general idea that the school is an organization and social institution. It is concluded that religious instruction in schools is a contentious matter in both Poland and Canada.

The aim of this article is to compare the teaching of religion in government-run primary and secondary educational institutions in Poland and Canada (Ontario and Quebec). The theoretical framework for this work is supplied by the general idea that the school is an organization and social institution. It is concluded that religious instruction in schools is a contentious matter in both Poland and Canada. (Contains 3 notes.)

This article compares Polish and Canadian primary and secondary education in terms of systems, curriculum, governance and teacher education. It is motivated by the recent changes in Polish schooling. The theoretical framework for the work is supplied by the general notion of the school as an organization and social institution. Citizenship education and the integration of technology in teaching and learning are of concern to educators in Poland and Canada.

This study compares Polish post-secondary vocational institutions with Canadian community colleges using an information technology conceptual framework. The research concentrated upon programs in information technology delivered by one Polish school Cracow School of Information Technology and two Canadian community colleges Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). It is recommended that additional research be carried out, in the future, involving a larger number of institutions. (Contains 8 figures and 3 notes.)

The purpose of this brief note is to compare non-formal education in Poland and Canada in terms of accessibility, and it is motivated by the fact that learning is a lifelong process because of rapid advances in technology. The theoretical framework for this commentary is supplied by the general idea that non-formal learning provides a social function. (Contains 1 note.)

The aim of this study is to compare Polish post-secondary vocational institutions with Canadian community colleges. The research concentrates upon programs in tourism and information technology delivered by the two following Polish schools: "Policealne Studium Zawodowe" (Cracow, Poland), Cracow School of Information Technology; and three Canadian community colleges: Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). The theoretical framework for this study is supplied by the general idea of the school as an organization and social institution. It is recommended that additional research be carried out, in the future, involving a larger number of institutions. (Contains 2 endnotes.)

The purpose of this article is to compare institutions of higher learning in Poland and universities in Canada using an information technology conceptual framework consisting of three parts: participation, feedback and partnership. (Contains 15 notes.)

This article compares Polish post-secondary vocational (grammar) schools with Canadian community colleges. Recent changes in Polish schooling and Canadian government initiatives drive this work. Accessibility, governance and programs are discussed. The theoretical framework for this comparison was supplied by the notion of the school as an organization and social institution. Our work suggests that it is necessary for educators in both Canada and Poland to respond to the needs of of an aging population and to come to terms with the impact that globalization has on labour force needs. (Contains 22 endnotes.)

The aim of this study was to compare Canadian community colleges with post-secondary vocational schools in Poland. The comparison concentrated upon programs in nursing, tourism and information technology delivered by the following three Polish schools Krakowska Szkola Medyczna, (Cracow, Poland), Policealne Studium Zawodowe, (Cracow, Poland), Cracow School of Information Technology and four Canadian community colleges Red Deer, (Red Deer, Alberta) Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). Two research approaches were used in this study: qualitative and quantitative mixed research methodologies. Moreover, the theoretical framework was supplied by the general notion of the school as an organization and social institution. The investigators tried to answer the following research questions. (1) Are post-secondary vocational institutions meeting the requirements of the labor market as well as Canadian community colleges? The predicted answer was "no" because it is easier for colleges to form articulation agreements with schools of higher education than it is for their Polish counterparts. Community colleges in Canada are part of the same post- secondary system of schooling as schools of higher education whereas post-secondary vocational institutions are not--they are part of a secondary school scheme. Articulation agreements allow learners to begin their vocational or academic training in one institution and continue it in another. Labor market requirements are better addressed with comprehensive course transfer agreements. (2) Do Canadian college students have a higher perception of their programs than their Polish post-secondary vocational school counterparts? The predicted answer was "yes" because colleges are higher up in the school structure "pecking order" than post-secondary vocational schools in Poland: post-secondary as opposed to secondary. It was hypothesized that college learners ought to place more value on their programs than their Polish counterparts. The results of our investigation partially supported the predicted answer "no" for question 1--Centennial College's program in tourism has more articulation agreements than their Polish counterpart (Policealne Studium Zawodowe). The predicted answer "yes" was fully confirmed, with regard to question 2. (Contains 12 figures and 8 notes.)

The aim of this study was to compare Polish post-secondary vocational institutions with Canadian community colleges using an information technology theoretical framework consisting of three parts: participation, feedback and partnership. The research concentrated upon programs in nursing, tourism and information technology delivered by the three following Polish schools: "Krakowska Szkola Medyczna" (Cracow, Poland), "Policealne Studium Zawodowe" (Cracow, Poland), "Cracow School of Information Technology"; and four Canadian community colleges: Red Deer (Red Deer, Alberta), Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). No individual or group commissioned this research study; therefore, the investigators were unrestricted in conducting this work. Since this study consisted of a close examination of only seven programs, the results obtained are limited in their scope and applicability. The findings are perhaps more important to the participating Polish post-grammar vocational institutions than to the Canadian colleges because of the changes that are expected to occur in Poland's postsecondary vocational school system by the end of 2005. It is recommended that additional research be carried out in the future involving a larger number of institutions.(Contains 1 table.)

This article compares Polish post-secondary vocational (grammar) schools with Canadian community colleges. Accessibility, governance and programs are discussed. The theoretical framework for this comparison was supplied by the notion of the school as an organization and social institution. We found that it is necessary for educators in both Canada and Poland to respond to the needs of an aging population and to come to terms with the impact that globalization has on labour force requirements. (Contains 43 endnotes.)

Over the last two decades, patient engagement in cancer research has evolved significantly, especially in addressing the unique challenges faced by adolescent and young adult (AYA) cancer populations. This paper introduces a framework for meaningful engagement with AYA cancer patient research partners, drawing insights from the "FUTURE" Study, a qualitative study that utilizes focus groups to explore the impact of cancer diagnosis and treatment on the sexual and reproductive health of AYA cancer patients in Canada. The framework's development integrates insights from prior works and addresses challenges with patient engagement in research specific to AYA cancer populations. The framework is guided by overarching principles (safety, flexibility, and sensitivity) and includes considerations that apply across all phases of a research study (collaboration; iteration; communication; and equity, diversity, and inclusion) and tasks that apply to specific phases of a research study (developing, conducting, and translating the study). The proposed framework seeks to increase patient engagement in AYA cancer research beyond a supplementary aspect to an integral component for conducting research with impact on patients. [ABSTRACT FROM AUTHOR]

Non-industrial wood ash may be an effective forest soil nutrient supplement but its use in Canada is largely restricted because of unknown concentrations of trace metal contaminants. Sugar maple (Acer saccharum Marshall) is particularly sensitive to low soil calcium (Ca) levels, and though maple syrup is of great economic importance in Canada, it is unknown how wood ash could affect sap chemistry. Non-industrial wood ash (NIWA; 6 Mg·ha−1) applied to experimental plots in Muskoka, Ontario was rich in Ca (27%), while metal concentrations were well below provincial regulatory limits. One-year post-application, significant increases were observed in the treated plots in the soil pH and base cations (Ca, K, and Mg) in the surface soil horizons, and metal concentrations in the litter. Sap yield in the control plots was significantly lower in the first-year post-application than in the second year, but no other differences were found. In both tapping years, sap sweetness remained similar and differences in nutrient and metal concentrations between treatments were generally small and inconsistent. Foliar chemistry remained largely unchanged 1 year following application, except for K that was twice as high in the treated plots. Ultimately, NIWA is unlikely to significantly alter sugar maple sap chemistry, indicating that it is a viable nutrient supplement that can enhance soil fertility in sugar bushes with no impact on sap sweetness. [ABSTRACT FROM AUTHOR]

The heat-related health burden is expected to persist and worsen in the coming years due to an aging global population and climate change. Defining the breadth and depth of our understanding of age-related changes in thermoregulation can identify underlying causes and strategies to protect vulnerable individuals from heat. We conducted the first systematic quantitative literature review to provide context to the historical experimental research of healthy older adults – compared to younger adults or unhealthy age matched cases – during exogenous heat strain, focusing on factors that influence thermoregulatory function (e.g. co-morbidities). We identified 4,455 articles, with 147 meeting eligibility criteria. Most studies were conducted in the US (39%), Canada (29%), or Japan (12%), with 71% of the 3,411 participants being male. About 71% of the studies compared younger and older adults, while 34% compared two groups of older adults with and without factors influencing thermoregulation. Key factors included age combined with another factor (23%), underlying biological mechanisms (18%), age independently (15%), influencing health conditions (15%), adaptation potential (12%), environmental conditions (9%), and therapeutic/pharmacological interventions (7%). Our results suggest that controlled experimental research should focus on the age-related changes in thermoregulation in the very old, females, those with overlooked chronic heat-sensitive health conditions (e.g. pulmonary, renal, mental disorders), the impact of multimorbidity, prolonged and cumulative effects of extreme heat, evidence-based policy of control measures (e.g. personal cooling strategies), pharmaceutical interactions, and interventions stimulating protective physiological adaptation. These controlled studies will inform the directions and use of limited resources in ecologically valid fieldwork studies. [ABSTRACT FROM AUTHOR]

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

Field tests the First Nations Career-Life Planning Model to determine its viability, practicality, and cultural appropriateness. First Nations youth, family, and community members provided feedback on the model. Comments and feedback are categorized into five themes that support and suggest ways of improving the model. (Author/MKA)

The purpose of this student-faculty partnership research study was to evaluate the effectiveness of a blended four-year Bachelor of Education Elementary Program at a Canadian university using the National Survey of Student Engagement (NSSE) framework. Data was collected from the first graduating cohort of students from the B.Ed. program in partnership with four Undergraduate Student Research Assistants (USRA). The students in this study completed online surveys and participated in focus groups at the end of their first and fourth years in the program. The study participants provided recommendations for improving the quality of the program based on the five NSSE benchmarks and the use of digital technologies. The main recommendations that emerged from this study were that student and faculty interactions, outside of the classroom, could be enhanced through the use of web-based conferencing tools to support "virtual" office hours. Course assignments that incorporate peer mentoring activities through the use of social media applications could provide richer opportunities for active and collaborative learning. Creating more intentional connections between academic coursework and field placements through the use of Google applications could help to strengthen the relationship between theory and practice in the program. Enriching educational experiences could be expanded through the use of social media applications to promote and communicate student led academic and social events. A supportive campus environment could be improved by the development of a digital "road map" and co-curricular record for the program.

Typically, only a minority of applicants to health professional training are invited to interview. However, pre-interview measures of cognitive skills predict for national licensure scores (Gauer et al. in "Med Educ Online" 21 2016) and subsequently licensure scores predict for performance in practice (Tamblyn et al. in "JAMA" 288(23): 3019-3026, 2002; Tamblyn et al. in "JAMA" 298(9):993-1001, 2007). Assessment of personal and professional characteristics, with the same psychometric rigour of measures of cognitive abilities, are needed upstream in the selection to health profession training programs. To fill that need, Computer-based Assessment for Sampling Personal characteristics (CASPer)--an on-line, video-based screening test--was created. In this paper, we examine the correlation between CASPer and Canadian national licensure examination outcomes in 109 doctors who took CASPer at the time of selection to medical school. Specifically, CASPer scores were correlated against performance on cognitive and "non-cognitive" subsections of both the Medical Council of Canada Qualifying Examination (MCCQE) Parts I (end of medical school) and Part II (18 months into specialty training). Unlike most national licensure exams, MCCQE has specific subcomponents examining personal/professional qualities, providing a unique opportunity for comparison. The results demonstrated moderate predictive validity of CASPer to national licensure outcomes of personal/professional characteristics three to six years after admission to medical school. These types of disattenuated correlations (r = 0.3-0.5) are not otherwise predicted by traditional screening measures. These data support the ability of a computer-based strategy to screen applicants in a feasible, reliable test, which has now demonstrated predictive validity, lending evidence of its validation for medical school applicant selection.

Typically, only a minority of applicants to health professional training are invited to interview. However, pre-interview measures of cognitive skills predict for national licensure scores (Gauer et al. in "Med Educ Online" 21 2016) and subsequently licensure scores predict for performance in practice (Tamblyn et al. in "JAMA" 288(23): 3019-3026, 2002; Tamblyn et al. in "JAMA" 298(9):993-1001, 2007). Assessment of personal and professional characteristics, with the same psychometric rigour of measures of cognitive abilities, are needed upstream in the selection to health profession training programs. To fill that need, Computer-based Assessment for Sampling Personal characteristics (CASPer)--an on-line, video-based screening test--was created. In this paper, we examine the correlation between CASPer and Canadian national licensure examination outcomes in 109 doctors who took CASPer at the time of selection to medical school. Specifically, CASPer scores were correlated against performance on cognitive and "non-cognitive" subsections of both the Medical Council of Canada Qualifying Examination (MCCQE) Parts I (end of medical school) and Part II (18 months into specialty training). Unlike most national licensure exams, MCCQE has specific subcomponents examining personal/professional qualities, providing a unique opportunity for comparison. The results demonstrated moderate predictive validity of CASPer to national licensure outcomes of personal/professional characteristics three to six years after admission to medical school. These types of disattenuated correlations (r = 0.3-0.5) are not otherwise predicted by traditional screening measures. These data support the ability of a computer-based strategy to screen applicants in a feasible, reliable test, which has now demonstrated predictive validity, lending evidence of its validation for medical school applicant selection.

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child's first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, pre- and post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child's transition to school.

Social-ecological models suggest that a strategy for increasing population physical activity participation is to reconstruct the "social climate" through changing social norms and beliefs about physical activity (PA). In this study, we assessed whether the PA social climate in Canada has changed over a five-year period after controlling for sociodemographic factors and PA levels. Replicating a survey administered in 2018, a sample of adults in Canada (n = 2,507) completed an online survey assessing social climate dimensions, including but not limited to descriptive and injunctive norms. Descriptive statistics were calculated, and binary logistic regressions were conducted to assess the associations of sociodemographic factors and year of the survey with social climate dimensions. Results suggest some social climate constructs are trending in a positive direction between 2018 and 2023. Physical inactivity was considered a serious public health concern by 49% of respondents, second to unhealthy diets (52%). Compared to those who participated in the 2018 survey, participants in 2023 were less likely to see others walking or wheeling in their neighbourhood (OR = 1.58, 95% CI: 1.41, 1.78), but more likely to see people exercising (OR = 0.82, 95% CI: 0.73, 0.92) and kids playing in their neighbourhood (OR = 0.75, 95% CI: 0.66, 0.85). No changes were reported between 2018 and 2023 in individuals' perceptions of whether physical inactivity is due to individual versus external factors (OR = 0.99, 95% CI: 0.87, 1.13). The findings of this work indicate a modest positive shift in some measured components of the social climate surrounding PA although attributing causes for these changes remain speculative. [ABSTRACT FROM AUTHOR]

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and perceptions of SEL in school cultures. Follow-up interviews with 11 ITDHHs provided a deeper perspective on how these teachers prioritize and teach SEL skills within their unique teaching role. Overall, the findings revealed that ITDHHs overwhelmingly recognized the need to provide SEL support to their students, and very often provided direct teaching of SEL skills. However, they did not necessarily feel adequately prepared, nor supported by their schools, in terms of teaching SEL. Implications of the findings for professional preparation and practice are discussed.

Objective: Attention-deficit/hyperactivity disorder (ADHD) is a common condition that often persists into adulthood, although data suggest that the current diagnostic criteria may not represent how the condition presents in adults. We aimed to use qualitative methods to better understand ADHD symptomatology in young adults, especially regarding attentional and emotional dysregulation. Methods: Nine focus groups involving young adults (aged 18–35 years; N = 43; 84% female; 86% US and Canada) with diagnoses of ADHD were conducted. Participants were asked about their perceptions of the current diagnostic criteria and how their symptoms have presented and changed over time. Data were analyzed using an interpretive phenomenological analysis framework. Results: Most participants reported that the diagnostic criteria did not accurately capture their experiences with ADHD. They reported struggling with attention dysregulation, including hyperfocusing, and emotional dysregulation, including rejection-sensitive dysphoria. Many participants believed that their changing environments and behavioral adaptations influenced how their symptoms presented into adulthood. Conclusion: Current diagnostic criteria for ADHD may not capture the range of symptoms present in young adults. More research is needed to characterize attentional and emotional dysregulation in this population. [ABSTRACT FROM AUTHOR]