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This study provides a "narrative synthesis" of the findings published in journal articles from a broad range of scientific fields about the impact of extracurricular activities (ECAs) on the academic success and employability of university students. The analysis included 39 articles from the Scopus and Web of Science databases, published over the period 2010-2021. Results show that the vast majority of ECAs have a positive impact on the academic success and employability of university students. ECAs showing a negative impact are residual. In light of these results, higher education institutions should promote activities with an educational purpose outside the strictly curricular objectives and beyond the classroom, fostering a more holistic development of students that combines academic success with a better capacity/preparation to enter the labour market.

Competition among parties is a central feature of democratic politics, but extreme partisanship can undermine democratic practices and institutions. We report the results of a formative curricular intervention involving reflective discussions designed to avoid hyper-partisanship in a training program for anyone--including university students--with political aspirations. The opportunity was provided by an annual Institute for Future Legislators at the University of British Columbia. The program offered weekend boot camps, followed by a parliamentary simulation held in the chambers of the provincial legislature. Data were collected from questionnaires and facilitated reflective discussions. Thematic content analysis of transcriptions of these discussions showed that they enabled participants to gain detachment from their parties, even as their appreciation grew for the complex balancing acts that partisan politicians must continuously perform.

Funded by a Scholarship of Teaching and Learning grant from a University in western Canada, this paper reports on findings from an educational design research study (McKenney & Reeves, 2012) investigating the ways, and the extent to which, particular technological supports and other interventions impacted the acquisition of academic writing skills for Bachelor of Education students working within a blended learning environment. Among the various findings, students emphasized the importance of integrating writing interventions in coordination with one another, as well as introducing a variety of effective pedagogical practices tailored to meet the needs of specific course assignments. Instructors found that by incorporating student feedback into the design and then redesigning the course, they were able to improve students' academic writing abilities without sacrificing course content.

Motivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children's and adolescents' motivation to learn a musical instrument has been studied, the theories that have been adopted to frame this research, the types of quantitative instruments that have been designed or adopted within the research designs, and the types of findings that have documented. A search on "Web of Science," Education Resources Information Center, and "Scopus" was conducted, using the following terms: music, instrument, learn, education, study, and motivation. The initial search identified 447 studies. Twenty of these met the inclusion criteria for investigating any music-related aspect of motivation that was based on the analysis of quantitative data. Results show a limited number of studies that have explored children's motivation in the context of learning a musical instrument and report a special focus on the central role of parents and social background. Implications of these results for music education and the adequacy of questionnaires to children are discussed.

The author explores the technology procurement process in Ontario's publicly funded school districts to determine if it is aligned with relevant research, is grounded in best practices, and enhances student learning. Using a qualitative approach, 10 senior leaders (i.e., chief information officers, superintendents, etc.) were interviewed to reveal the most important factors driving technology acquisition, governance procedures, and assessment measures utilized by school districts in their implementation of educational technology. The data were transcribed and submitted to "computer-assisted NCT analysis" (Friese, 2014). The findings show that senior leaders are making acquisitions that are not aligned with current scholarship, that districts struggle to use data-driven decision-making to support the governance of educational technology spending, and that districts do not have effective assessment measures in place to determine the efficacy of a purchased technology. The study is meant to serve as an informative resource for senior leaders and to present research-based approaches to technology procurement.

In the growing body of research on the practice of training and development, several studies suggest that use of research-based findings in practice is low. The present study was designed to better understand the research-practice gap by exploring these questions: (1) Which published sources in the field are practicing professionals reading? How frequently do they read these materials? (2) Which conferences and meetings do practicing professionals attend? How frequently do they attend these events? (3) In what formats are research content most usable to practicing professionals? (4) What are practicing professionals' general perceptions of research publications and presentations? Key findings point to publications having a wider reach among practicing professionals than conferences and, of those publications, professional magazines have a wider reach than peer-reviewed journals. In terms of the manner in which the content is presented, practicing professionals prefer case studies from the workplace over other types of content. (Contains 3 tables.)

Purpose: This study aims to explore the competencies needed by performance consultants, a particular role identified for training and development professionals. The role was formally named and promoted nearly two decades ago. Two ongoing discussions in the field are the competencies needed by training and development professionals and the role of consulting within the field. Design/methodology/approach: This study identifies the general competencies needed by a performance consultant as reflected in job descriptions for the position. It accomplished this goal by collecting job descriptions for the position from organizations in Canada (the result of a practical arrangement with an organization that would collect the descriptions and remove identifying information before the research team analyzed them), systematically analyzing them using qualitative content analysis techniques and generating a profile of the position, which can be used as a basis for further analysis of the position. Findings: The job title and competencies sought in the job descriptions differ from those proposed in the literature. Specific areas of difference include the title (none of the job descriptions analyzed explicitly used the title performance consultant), role in needs analysis and client relationships, technology competence (the job descriptions sought little, if any, while the literature suggests broad conceptual knowledge) and qualifications (most job descriptions only require a bachelor's degree; many training and development professionals have more education). Research limitations/implications: The profile presented in this paper only represents that used in job descriptions (typically an idealized version) and in a particular national context. But if the results are validated with other methodologies and in other contexts, they suggest that the actual consulting role significantly differs from the one conceptualized in the literature. Practical implications: The findings suggest that the consultant role conceived in the literature differs from the actual job expected by employers, at least as reflected in job descriptions. Research with incumbents in the job is needed to assess whether the inconsistencies are also reflected in the day-to-day work. Social implications: Social implications validate the broad concern that trainers have skills and talents to offer organizations that those organizations do not fully utilize. Originality/value: The paper provides one of the few empirical studies of the job responsibilities of a performance consultant.

Funded by a Scholarship of Teaching and Learning grant from a University in western Canada, this paper reports on findings from an educational design research study (McKenney & Reeves, 2012) investigating the ways, and the extent to which, particular technological supports and other interventions impacted the acquisition of academic writing skills for Bachelor of Education students working within a blended learning environment. Among the various findings, students emphasized the importance of integrating writing interventions in coordination with one another, as well as introducing a variety of effective pedagogical practices tailored to meet the needs of specific course assignments. Instructors found that by incorporating student feedback into the design and then redesigning the course, they were able to improve students' academic writing abilities without sacrificing course content. [ABSTRACT FROM AUTHOR]

Objective: To investigate pedagogical approaches and perceived barriers to teaching about caries-control medications, particularly silver diamine fluoride (SDF), in Canadian undergraduate dental and dental hygiene programs. Methods: In summer 2018, a 9-item questionnaire was distributed to all 10 dental schools and 32 dental hygiene programs in Canada. It enquired about the types of caries-control medications used, teaching methods and perceived barriers to instruction on managing active caries with SDF. Methods: In summer 2018, a 9-item questionnaire was distributed to all 10 dental schools and 32 dental hygiene programs in Canada. It enquired about the types of caries-control medications used, teaching methods and perceived barriers to instruction on managing active caries with SDF. Results: The response rate was 80% (n = 8) from dental schools and 72% (n = 23) from dental hygiene programs. All curricula included information about conventional caries-control medications: fluoride, silver nitrate and povidone iodine. In all programs, instruction regarding SDF was predominantly didactic: 93% of programs presented lectures on SDF and 30% of programs included clinical teaching and use of SDF in primary dentition only. The lack of consensus on clinical protocols outlining the number and frequency of SDF applications to arrest caries was cited by 43% of the programs as a barrier to clinical teaching. Conclusions: There is some variation across Canada in pedagogical approaches to caries-control medications and the inclusion of SDF in curricula. Poorly defined clinical protocols were reported as the main barrier to didactic and clinical use of SDF in undergraduate dental education programs. [ABSTRACT FROM AUTHOR]

Objective: To examine rates of vaccine hesitancy and their correlates among Canadian adults between April 2020 and March 2021., Design: Five sequential cross-sectional age, sex and province-weighted population-based samples who completed online surveys., Setting: Canada., Participants: A total of 15 019 Canadians aged 18 years and over were recruited through a recognised polling firm (Leger Opinion). Respondents were 51.5% female with a mean age of 48.1 (SD 17.2) years (range 18-95 years) and predominantly white (80.8%)., Primary and Secondary Outcome Measures: Rates of vaccine hesitancy over the five surveys (time points) and their sociodemographic, clinical and psychological correlates., Results: A total of 42.2% of respondents reported some degree of vaccine hesitancy, which was lowest during surveys 1 (April 2020) and 5 (March 2021) and highest during survey 3 (November 2020). Fully adjusted multivariate logistic regression analyses revealed that women, those aged 50 and younger, non-white, those with high school education or less, and those with annual household incomes below the poverty line in Canada were significantly more likely to report vaccine hesitancy, as were essential and healthcare workers, parents of children under the age of 18 and those who do not get regular influenza vaccines. Endorsing prevention behaviours as important for reducing virus transmission and high COVID-19 health concerns were associated with 77% and 54% reduction in vaccine hesitancy, respectively. Having high personal financial concerns was associated with 1.33 times increased odds of vaccine hesitancy., Conclusions: Results highlight the importance of targeting vaccine efforts to specific groups by emphasising the outsized health benefits compared with risks of vaccination. Future research should monitor changes in vaccine intentions and behaviour to better understand underlying factors., Competing Interests: Competing interests: KL is a member of the Canadian COVID-19 Expert Advisory Panel (Health Canada); has served on the advisory board or as a consultant for Schering-Plough, Takeda, AbbVie, Almirall, Janssen, GSK, Novartis, Boehringer Ingelheim (BI) and Sojecci; has received sponsorship for investigator-generated research grants from GlaxoSmithKline (GSK) and AbbVie, speaker fees from GSK, Astra-Zeneca, Astellas, Novartis, Takeda, AbbVie, Merck, Boehringer Ingelheim, Bayer, Pfizer, Xfacto and Air Liquide; and has received support for educational materials from Merck, none of which are related to the current article. MV has served on the advisory board for Diabetes Canada and has received sponsorship for investigator-generated research grants from Novo Nordisk, Abbott Diabetes Care and Bausch Health, and consultation and speaker fees from Abbott Diabetes Care, Novo Nordisk, Abbvie, Boehringer Ingelheim and Lifescan, none of which are related to the current article. JP is a member of the Ontario Immunization Advisory Committee (Public Health Ontario) and a member of the Ontario COVID-19 Science Advisory Table. SB is a member of the Health Canada COVID Alert Application Working Group; has served on the advisory board for Bayer and Sanofi; and has received sponsorship for investigator-generated research grants from GSK, Moderna and Abbvie, consultation fees from Schering-Plough, Merck, Astra Zeneca, Sygesa, Bayer, Sanofi, Lucilab and Respiplus, and speaker fees from Novartis, Respiplus and Janssen, none of which are related to the current article., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)