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Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol (RTOP). A scoring rubric created to support consistent application of the 25 items on the RTOP yields very high inter-rater agreement over multiple observations throughout a 3 y period. Using the adapted RTOP instrument, 66 separate observations of introductory physical geology classrooms at 11 different institutions (four associate's colleges, three baccalaureate colleges, a master's university, and three research universities) were collected, and those observations indicate three categories of instruction: (1) teacher-centered, traditional lecture-dominated classrooms (RTOP < 30) with little student talk and minimal student activity beyond listening and note taking; (2) transitional classrooms with some activities involving brief student discussions centered around right/wrong answers; and (3) student-centered classrooms (RTOP = 50) with considerable time devoted to active learning and student communications to promote conceptual understanding. The progression from teacher-centered to transitional and then to student-centered categories is incremental across all subscales of the RTOP instrument except for propositional knowledge (character of the lesson's content and instructor's command of the material), which only increases between teacher-centered and transitional categories. This means there is no single path to an active learning, student-centered introductory geology classroom. Such learning environments are achieved with a holistic approach to all aspects of constructivist teaching as measured by RTOP. If the instructor incorporates small changes in multiple aspects of their teaching from disseminator of knowledge to supporter of student learning, then the transition to a student-centered classroom becomes an approachable process. Faculty can also use the RTOP and rubric to guide course planning, promote self-reflection of their teaching, and assist in the peer evaluation of other's teaching.

David Budd1, Leah C Burns2, Zhenchao Guo2, Gilbert L’Italien2,3, Pablo Lapuerta11Bristol-Myers Squibb, Princeton, NJ, USA; 2Bristol-Myers Squibb, Wallingford, CT, USA; 3Yale University School of Medicine, New Haven, CT, USABackground: Early screenings involving biomarkers and use of potential disease-modifying therapies (DMTs) may have significant humanistic implications for treatment strategies in Alzheimer’s disease.Methods: Markov models simulated transitions of patient cohorts beginning in predementia, a hypothetical early stage of Alzheimer’s disease marked by objective cognitive impairment/memory complaints without functional impairment, and followed for 10 years. Hypothetical cohorts of 10,000 patients included those who were treated with standard of care (donepezil) upon reaching mild–moderate Alzheimer’s disease, a DMT in predementia, and a DMT in mild-moderate Alzheimer’s disease. Transition probabilities were based on data from the Alzheimer’s Disease Neuroimaging Initiative and published clinical data, and estimated for the hypothetical DMT. In each disease stage (predementia, mild, moderate, or severe), time was computed and costs were estimated using literature review and published data, and published data provided mortality rates. The impact of screening was evaluated using positive predictive value (patients identified as predementia truly at risk for transition to dementia).Results: Earlier treatment yielded modest gains in total life-years; however, the distribution was skewed towards milder disease. Assuming a 25% reduction in the annual risk of progression, treating predementia patients with DMT increased life-years in predementia to mild states on average from 3.2 to 4.2, while life-years spent in moderate-to-severe Alzheimer’s disease decreased from 2.6 to 2.2. Average time in the community increased from 4.4 to 5.4 years, while time in long-term care declined from 1.3 to 0.9 years. This impact grows as the advantage of the novel agent increases. Screening accuracy had significant implications for cost-effectiveness.Conclusion: If screening can accurately identify predementia patients at risk for progression, earlier treatment with DMTs has the potential benefit to patients of prolonging time in milder disease, reducing time spent with more severe disease, increasing time in the community, and reducing time in long-term care.Keywords: Alzheimer’s disease, Markov model, disease-modifying therapy, donepezil, standard of care, predementia

Joint Health and Safety Committee (JHSC) effectiveness has been identified as an area of concern for Ontario's education sector. The JHSC Assessment Tool has been previously tested in hospitals with positive results. This study assessed the feasibility and usability of the JHSC Assessment Tool in the education sector. Members of multi-workplace JHSCs from Ontario school boards used the tool to assess their committees' effectiveness before, during and after a committee meeting with usability testing conducted pre and post meeting. Results suggested that the JHSC Assessment Tool was feasible to use during a regular JHSC meeting, groups were able to come to consensus on the majority of items, and usability scores were high overall. Participant feedback provided insight that informed the development of a version relevant to multi-workplace committees. [ABSTRACT FROM AUTHOR]

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol (RTOP). A scoring rubric created to support consistent application of the 25 items on the RTOP yields very high inter-rater agreement over multiple observations throughout a 3 y period. Using the adapted RTOP instrument, 66 separate observations of introductory physical geology classrooms at 11 different institutions (four associate's colleges, three baccalaureate colleges, a master's university, and three research universities) were collected, and those observations indicate three categories of instruction: (1) teacher-centered, traditional lecture-dominated classrooms (RTOP < 30) with little student talk and minimal student activity beyond listening and note taking; (2) transitional classrooms with some activities involving brief student discussions centered around right/wrong answers; and (3) student-centered classrooms (RTOP ≥ 50) with considerable time devoted to active learning and student communications to promote conceptual understanding. The progression from teacher-centered to transitional and then to student-centered categories is incremental across all subscales of the RTOP instrument except for propositional knowledge (character of the lesson's content and instructor's command of the material), which only increases between teacher-centered and transitional categories. This means there is no single path to an active learning, student-centered introductory geology classroom. Such learning environments are achieved with a holistic approach to all aspects of constructivist teaching as measured by RTOP. If the instructor incorporates small changes in multiple aspects of their teaching from disseminator of knowledge to supporter of student learning, then the transition to a student-centered classroom becomes an approachable process. Faculty can also use the RTOP and rubric to guide course planning, promote self-reflection of their teaching, and assist in the peer evaluation of other's teaching. [ABSTRACT FROM AUTHOR]