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General education science courses at a Canadian postsecondary institution implemented "Beyond Labz" virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new "Engaged Mathematics Labs" in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from [approximately]200 first year students participating in "Engaged Mathematics Labs" across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.

Traditional, template physics labs are often associated with student dissatisfaction and superficial applications, and are known to leave students with fragmented knowledge. An alternative known as labatorials, a conceptually driven approach to labs, has been proposed. In a number of studies, labatorials have been shown to work well. However, what has been missing is a study comparing labatorials to traditional labs. In this study, labatorials are compared with traditional labs in terms of students' learning experience and the quality of their conceptual learning. Additionally, we identify the scaffolding mechanisms that impact these elements. In the context of Concordia University's introductory experimental mechanics course, we collect data spanning semistructured student and teaching assistant (TA) interviews, class observations, TA surveys, post-test and final exam scores and responses, and student writing products. Upon analysis and triangulation, we find that due to the scaffolding present in labatorials, students typically exhibit a high degree of collaboration and engagement with the material in a low-pressure environment, which allows students to focus on the learning. This is attributed to three primary forms of scaffolding inherent to the design of labatorials: peer scaffolding, instructor scaffolding, and scaffolding by the activity worksheet. In contrast, students in traditional labs have a tendency to rely on step-by-step instructions and focus on avoiding errors, which may inhibit their conceptual learning. These conclusions are supported by the students' differing performance and understanding exhibited in different types of questions; traditional lab students tend to perform better on questions involving standardized processes or simple, memorization-based calculations, while labatorial students tend to perform better on conceptual questions.

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, "Clearly and effectively communicates ideas and information with students" was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. For the TAs, we record data to determine how they adhere to and deliver the lesson plan and how they interact with students during the lab. For the students, we use observations to record the level of student engagement and pretests and post-tests of lab skills to measure learning. We find that the frequency of TA-student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interestingly, the length of interactions is not significantly correlated with student engagement. In addition, we find that student engagement was a better predictor of post-test performance than pretest scores. These results shed light on the manner in which students learn how to conduct inquiry and suggest that, by proactively engaging students, TAs may have a positive effect on student engagement, and therefore learning, in the lab.

This research was conducted with 291 Junior/Intermediate (J/I) pre-service teachers in a ubiquitous laptop Bachelor of Education program at Nipissing University. The authors modeled a lesson using three different teaching styles using flight as the content medium, a specific expectation found in the Ontario Ministry of Education grade six Science curriculum (Ontario Ministry of Education, 1998). The three parts of the lesson were entitled: 1) "Chalk and Talk", which followed a traditional teacher directed teaching style, 2) "A Virtual Lab" where pre-service teachers gather information about flight via an online website from their laptops, and 3) "A Hovercraft Lesson" which engaged the pre-service teachers in four learning stations about hovercrafts, one of which was to experience riding a home-made hovercraft from plywood and a leaf blower. The pre-service teachers participated in the lessons and then completed an online survey that enabled the rating each of the lessons for strengths and weaknesses, engagement, and their motivation toward the topic. Pre-service teachers rated and commented about the lessons in regard to teaching preference, preparation time, and perceived student engagement within a school setting. The online survey gathered both quantitative and qualitative data. The survey informed the authors on the type of learning and teaching style the pre-service teachers preferred and why. It also provided information on the advantages and disadvantages of the three different teaching styles as perceived by the pre-service teachers. Analysis indicates that the pre-service teachers preferred the Hovercraft lesson regardless of the preparation time required or the safety hazards. Previous research indicates that pre-service teachers tend to teach in a style in the classroom as they were taught in a Faculty of Education; therefore, modeling and analyzing various teaching methods is an important component of teacher education. (Contains 6 tables and 3 figures.)

Introduction: Healthcare is increasingly challenged to meet the demands of user involvement and knowledge mobilisation required by the 21st-century patient-centred and knowledge-based economies. Innovations are needed to reduce problematic barriers to knowledge exchange and improve collaborative problem solving. Living labs, as open knowledge systems, have the potential to address these gaps but are underexplored in healthcare., Methods and Analysis: We will conduct the first systematic review of living labs across healthcare contexts. We will comprehensively search the following online databases from inception to 31 December 2020: Scopus, the Cochrane Library (Wiley), Medline (OVID), Embase (OVID), Web of Science, PsycINFO (OVID) and EBSCOhost databases including Academic Search Complete, Business Source Premier, Canadian Reference Centre, CINAHL, MasterFILE Premier, SPORTDiscus, Library & Information Science Source, Library, Information Science & Technology Abstracts, AgeLine, EconLit, Art Full Text, Women's Studies International and Social Work Abstracts. We will search for grey literature using Google advanced techniques and books/book chapters through scholarly and bibliographical databases. We will use a dual-reviewer, two-step selection process with pre-established inclusion criteria and limit to English language publications. Empirical studies of any design examining living lab development, implementation or evaluation in health or healthcare will be included. We will use the Mixed Methods Appraisal Tool (MMAT) for methodological quality appraisal and Covidence software for review management, and we will extract data on pre-established variables such as lab context and technological platforms. We will create evidence tables and analyse across variables such as focal aim and achievement of living lab principles, such as the use of cocreation and multimethod approaches. We will tabulate data for descriptive reporting and narrative synthesis to identify current applications, approaches and promising areas for living lab development across health contexts., Ethics and Dissemination: Ethical approval was not required for this review. This review will inform research into living labs in health environments, including guidance for a living lab in paediatric rehabilitation. Academic publications shared through collaborative networks and social media channels will provide substantive knowledge to the growing tech-health development sector and to researchers, practitioners and organisations seeking enhanced patient/stakeholder engagement and innovations in knowledge translation and evidence-based practice., Prospero Registration Number: CRD42020175275., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

This article provides a comparison and comprehensive analysis of varied approaches to the assessment of sexual interest and behaviours at different international sexual behaviour assessment labs. The assessment protocols are described for four sexual behaviour laboratories: the Royal Ottawa Mental Health Centre's Sexual Behaviours Clinic in Canada; the Medical University of South Carolina's Sexual Behaviours Clinic and Laboratory in the US; the Laboratory of Evolutionary Sexology and Psychopathology in the Czech Republic; and the Laboratory of Forensic Sexology in Russia. An overview of examinee demographics and types of cases assessed is provided for each lab. Assessment protocols, including psychometric measures and objective measures of sexual interest and arousal, such as penile plethysmography or eye-tracking, are also reviewed. The differences across labs may lead to interesting and productive cross-cultural investigations and studies about the efficacy of specific assessment methods. [ABSTRACT FROM AUTHOR]

Video tutorials were designed for students working on a General Chemistry scientific inquiry laboratory in 2008, as a supplement to in-class instruction from a librarian. In 2010, with no opportunity to provide in-class instruction, one of the videos was redesigned and offered to assist students with the exercise. In both years, students were asked to provide feedback on the usefulness of the videos and their willingness to watch library tutorials in general. This study compares feedback from 2008 (533 respondents) to 2010 (850 respondents). The changes in circumstances had little effect on student attitudes towards this mode of teaching. (Contains 3 tables and 1 figure.)

In 2018, Agriculture and Agri-Food Canada developed the Living Laboratories Initiative, a network of agroecosystem living labs, to encourage the adoption and scaling up and out of innovation in climate change adaptation and mitigation in agriculture. This paper explores agroecosystem living labs as new collaborative innovation approaches used as co-production policy tools to co-create solutions to complex agri-environmental issues. It answers the question: How can living labs, especially agroecosystem living labs, help us understand more about the co-production processes between public and private actors? Using a combination of semi-structured interviews and participant observation, this study gathered early-stage insights from various agroecosystem living lab partners in two Canadian agroecosystem living lab sites. It found that starting conditions of partners are informative in the initial stages of living lab implementation. Three lessons are identified for other public sector actors looking to use living labs as co-production tools targeting agroecosystems: first metagovernance is essential to a well-functioning agroecosystem living lab; second, it is useful to regularly reflect on power balances within the living lab and closer self-reflection by the metagovernor is important; lastly, social iteration is a useful "check-in" tool to use in addition to any other innovation iterations in the living lab. [ABSTRACT FROM AUTHOR]

Presents a study which described innovations and shifts in the family skills labs that have been offered since 1995 in the undergraduate family nursing curriculum at the University of Calgary, Alberta. Shift from a strict adherence to role play as a way to teach and hone skills in working with families; Basis of the lab activities; Implication of the student feedback on the changes in the delivery of the family nursing labs.

Describes the implementation of family nursing skills labs on undergraduate nursing students at the University of Calgary in Calgary, Alberta. Theoretical building blocks for the family skills labs; Content and process of the skills labs; Student's response to the program; Expansion on students' repertoire of experiences in therapeutic relationships.

Narrates the author's experiences as observer and subject in research laboratories. Motion sickness study in the Aerospace Medical Research Unit of McGill University in Montreal, Quebec; Tracking of eye movements at the McGill Vision Research Center; Sensorial release in a simulated escape from gravity; Imaginings and reflections on the laboratory experiences.

This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of Prep materials, small-group Collaboration, student Presentations, TopHat Clickers, and Engaged labs (PCPCE) on students' achievement and cognitive engagement from the students' perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic. [ABSTRACT FROM AUTHOR]

The roots of lab on a chip in Canada are deep, comprising of some of the earliest contributions and first demonstrations of the potential of microfluidic chips. In an editorial leading off this special issue, Jed Harrison of University of Alberta reflects on these early days and Canada's role in the field's development (DOI: URL URL="HTTP://DX.DOI.ORG/10.1039/C3LC50522G"10.1039/c3lc50522g/URL). Over the last decade, microfluidics and lab-on-a-chip research efforts grew exponentially – rapidly diffusing across the vast Canadian length scales. [ABSTRACT FROM AUTHOR]

The objectives of this article, Part 2 of a two part series, are twofold: (i) To provide a narrative review of the research evidence authored by faculty of the Canadian Memorial Chiropractic College (CMCC) and; (ii) discussion of the impact this research evidence had on teaching chiropractic manual skills at CMCC and -- theoretically - to the broader chiropractic educational community. Research evidence discussed are in the areas of: Experimental studies linked to biomechanics; Measuring Force -- Integration of Force Sensing Table Technology (FSTT®) into technique labs; Characteristics of injuries sustained by chiropractic students during technique labs; Finding the clinical target for therapeutic intervention and; Recommendations toward a model technique curriculum. The intent of this article is for faculty at current and future accredited educational programs to incorporate this research evidence into their technique curricula and to potentially strengthen the pedagogical approach used to teach chiropractic manual skills. [ABSTRACT FROM AUTHOR]

Purpose: Scientific transparency and rigor are essential for the successful translation of knowledge in clinical research. However, the field of oropharyngeal dysphagia research lacks guidelines for methodological design and reporting, hindering accurate interpretation and replication. This article introduces the Framework for RigOr aNd Transparency In REseaRch on Swallowing (FRONTIERS), a new critical appraisal tool intended to support optimal study design and results reporting. The purpose of introducing FRONTIERS at this early phase is to invite pilot use of the tool and open commentary. Methods: FRONTIERS was developed by collaborating researchers and trainees from six international dysphagia research labs. Eight domains were identified, related to study design, swallowing assessment methods, and oropharyngeal dysphagia intervention reporting. Small groups generated questions capturing rigor and transparency for each domain, based on examples from the literature. An iterative consensus process informed the refinement and organization of primary and subquestions, culminating in the current initial version of FRONTIERS. Results: FRONTIERS is a novel tool, intended for use by oropharyngeal dysphagia researchers and research consumers across disciplines. A web application enables provisional use of the tool, and an accompanying survey solicits feedback regarding the framework. Conclusion: FRONTIERS seeks to foster rigor and transparency in the design and reporting of oropharyngeal dysphagia research. We encourage provisional use and invite user feedback. A future expert consensus review is planned to incorporate feedback. By promoting scientific rigor and transparency, we hope that FRONTIERS will support evidence-based practice and contribute to improved health outcomes for individuals with oropharyngeal dysphagia. [ABSTRACT FROM AUTHOR]

The article reports on the large amount of high-profile scandals in Canada's health care system which involves deceptive medicine laboratory. This incident may serve as a wake up call for the government, wherein both the Canadian Association of Pathologists and the Royal College of Physicians and Surgeons of Canada believe that inadequate investment had resulted to this scandal. This incidents involving incomplete work by the pathologist, which is regrettable situation according to Dr. Jagdish Butany president of CAP, prompting retesting in more than 60,000 cases that ramps in Newfoundland, New Brunswick, Ontario and Manitoba. The article also presents the medical laboratories that undergone review for standardization including the Miramichi Regional Health Authority in New Brunswick. INSET: Pathologists under nationwide microscope.

This article investigates the relationship between partisan foreign policy positions on Israel and the voting behavior of religious minorities in Canada. It discusses Stephen Harper's strong pro-Israeli stance in foreign policy when the Conservatives were in power and focuses on two main explanations accounting for such politicization of Israel, namely moral obligations and political clientelism. These hypotheses are tested using the 1968–2015 Canadian Election Study (CES) surveys and the 2011–2015 Vox Pop Labs election data. The results suggest that the Israeli issue had an impact on the support for the Conservatives among voters from religious minorities. Considering the effect of this foreign policy positions, Jewish Canadians are shown to be more supportive of the Conservatives, while the opposite pattern is observed among Muslim Canadians. The implications of these findings are then discussed. [ABSTRACT FROM AUTHOR]

Simple Summary: Cancer care is being increasingly driven by biomarker testing. Many biomarkers are traditionally measured on a sample from a patient tumor such as a biopsy. More recently, "liquid biopsy" has emerged as a blood test to complement or replace traditional tissue-based testing. In this report, we explore one of the first case series of rapid liquid biopsy performed within a hospital setting. The results include a median 3-day time to results, compared to approximately 14 days using traditional centralized reference labs. Additional details of the cohort are shared to highlight the utility of point of care liquid biopsy. Liquid biopsy is rapidly becoming an indispensable tool in the oncologist's arsenal; however, this technique remains elusive in a publicly funded healthcare system, and real-world evidence is needed to demonstrate utility and feasibility. Here, we describe the first experience of an in-house point of care liquid biopsy program at a Canadian community hospital. A retrospective review of consecutive cases that underwent plasma-based next-generation sequencing (NGS) was conducted. Liquid biopsy was initiated at the discretion of clinicians. Sequencing followed a point of care workflow using the Genexus™ integrated sequencer and the Oncomine precision assay, performed by histotechnologists. Results were reported by the attending pathologist. Eligible charts were reviewed for outcomes of interest, including the intent of the liquid biopsy, results of the liquid biopsy, and turnaround time from blood draw to results available. A total of 124 cases, with confirmed or suspected cancer, underwent liquid biopsy between January 2021 and November 2023. The median turnaround time for liquid biopsy results was 3 business days (range 1–12 days). The sensitivity of liquid biopsies was 71%, compared to tissue testing in cases with matched tissue results available for comparison. Common mutations included EGFR (29%), in 86 lung cancer patients, and PIK3CA (22%), identified in 13 breast cancer patients. Healthcare providers ordered liquid biopsies to inform diagnostic investigations and treatment decisions, and to determine progression or resistance mechanisms, as these reasons often overlapped. This study demonstrates that rapid in-house liquid biopsy using point of care methodology is feasible. The technique facilitates precision treatment and offers many additional advantages for cancer care. [ABSTRACT FROM AUTHOR]

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Introduction: Medical advancements are slow to reach the patient bedside due to issues with knowledge translation from preclinical studies. Multi-laboratory preclinical studies are a promising strategy for addressing the methodological deficiencies that weaken the translational impact of single laboratory findings. However, multi-laboratory preclinical studies are rare and difficult, requiring strong collaboration to plan and execute a shared protocol. In multiteam systems such as these, collaboration is enhanced when members have cohesive ways of thinking about their goals and how to achieve them–that is, when they have "shared mental models". In this research project, we will examine how members of Canada's first multi-laboratory preclinical study build shared mental models and collaborate in the execution of their study. Methods: Six independent labs in Canada will conduct a preclinical study using a common protocol. To investigate mental models and collaboration in this multiteam system we will conduct a longitudinal qualitative study involving interviews at four time points, team observation, and document analysis. We will analyze interview transcripts using deductive coding to produce a matrix analysis of mental model content over time and inductive coding to produce a thematic analysis of members' experiences of collaboration over time. We will also triangulate data sources to "tell the story" of teamwork, capturing events and contextual information that explain changes in mental models and collaboration over time. Discussion: This study will be one of the most comprehensive longitudinal analyses of a real-world multiteam system, and the first within a preclinical laboratory setting. The results will contribute to our understanding of collaboration in multiteam systems, an organizational form increasingly used to tackle complex scientific and social problems. The results will also inform the implementation of future multi-laboratory preclinical studies, enhancing the likelihood of effective collaboration and improved 'bench to bedside' translation. [ABSTRACT FROM AUTHOR]