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BackgroundCannabis is the most widely used illicit substance, and multiple treatment options and avenues exist for managing its use. There has been an increase in the development of clinical practice guidelines (CPGs) to improve standards of care in this area, many of which are disseminated online. However, little is known about the quality and accessibility of these online CPGs. ObjectiveThe purpose of study 1 was to determine the extent to which cannabis-related CPGs disseminated online adhere to established methodological standards. The purpose of study 2 was to determine if treatment providers are familiar with these guidelines and to assess their perceived quality of these guidelines. MethodsStudy 1 involved a systematic search using the Google Scholar search engine and the National Drugs Sector Information Service (NDSIS) website of the Alcohol and Other Drugs Council of Australia (ADCA) to identify CPGs disseminated online. To be included in the current study, CPGs needed to be free of charge and provide guidance on psychological interventions for reducing cannabis use. Four trained reviewers independently assessed the quality of the 7 identified guidelines using the Appraisal of Guidelines for Research and Evaluation (AGREE II) tool. Study 2 assessed 166 Australian cannabis-use treatment providers’ (mean age = 45.47 years, SD 12.14) familiarity with and opinions of these 7 guidelines using an online survey. Treatment providers were recruited using online advertisements that directed volunteers to a link to complete the survey, which was posted online for 6 months (January to June 2012). Primary study outcomes included quality scores and rates of guideline familiarity, guideline use, and discovery methods. ResultsBased on the AGREE II, the quality of CPGs varied considerably. Across different reporting domains, adherence to methodological standards ranged from 0% to 92%. Quality was lowest in the domains of rigor of development (50%), applicability (46%), and editorial independence (30%). Although examination of AGREE II domain scores demonstrated that the quality of the 7 guidelines could be divided into 3 categories (high quality, acceptable to low quality, and very low quality), review of treatment providers’ quality perceptions indicated all guidelines fell into 1 category (acceptable quality). Based on treatment providers’ familiarity with and usage rates of the CPGs, a combination of peer/colleagues, senior professionals, workshops, and Internet dissemination was deemed to be most effective for promoting cannabis use CPGs. Lack of time, guideline length, conflicts with theoretical orientation, and prior content knowledge were identified as barriers to guideline uptake. ConclusionsDevelopers of CPGs should improve their reporting of development processes, conflicts of interest, and CPGs’ applicability to practice, while remaining cognizant that long guidelines may deter implementation. Treatment providers need to be aware that the quality of cannabis-related CPGs varies substantially.

A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.

This study explored the gaming principles that fitted well in the theory of learning in good computer games and attempted to incorporate those principles into mathematics education. A qualitative dominant mixed methods approach was employed, in which qualitative interviews [eight students, six teachers and eight parents] and quantitative surveys [students, n = 174] were administered concurrently to explore the participants' thoughts and beliefs about mathematics education and computer games. Initially, gaming principles were identified and compared with the existing mathematics classroom setting. Then, a gamified approach was proposed. Data collected has indicated that the current mathematics education tends to be exam-oriented, predominantly product-focused, emphasizes drill-and-practice, without instant feedback, where mistakes are not welcomed and there is an absence of story. On the other hand, students learn differently when playing computer games. Gameplay is process-focused and involves problem-based learning, where instant feedback is provided. Computer games work on the principle of failing forward and often include stories. By applying the gaming principles into mathematics education, the authors propose mathematics education to be process-focused, problem-based, and promote an attitude of learning from mistakes, and suggest an introduction of storytelling into classroom activities.

Aims: The potential harm associated with medication errors is widely reported, but data on actual harm are limited. When actual harm has been measured, assessment processes are often poorly described, limiting their ability to be reproduced by other studies. Our aim was to design and implement a new process to assess actual harm resulting from medication errors in paediatric inpatient care. Methods: Prescribing errors were identified through retrospective medical record reviews (n = 26 369 orders) and medication administration errors through direct observation (n = 5137 administrations) in a tertiary paediatric hospital. All errors were assigned potential harm severity ratings on a 5‐point scale. Multidisciplinary panels reviewed case studies for patients assigned the highest three potential severity ratings and determined the following: actual harm occurrence and severity level, plausibility of a link between the error(s) and identified harm(s) and a confidence rating if no harm had occurred. Results: Multidisciplinary harm panels (n = 28) reviewed 566 case studies (173 prescribing related and 393 administration related) and found evidence of actual harm in 89 (prescribing = 22, administration = 67). Eight cases of serious harm cases were found (prescribing = 1, administration = 7) and no cases of severe harm. The panels were very confident in 65% of cases (n = 302) where no harm was found. Potential and actual harm ratings varied. Conclusions: This harm assessment process provides a systematic method for determining actual harm from medication errors. The multidisciplinary nature of the panels was critical in evaluating specific clinical, therapeutic and contextual considerations including care delivery pathways, therapeutic dose ranges and drug–drug and drug–disease interactions. [ABSTRACT FROM AUTHOR]

This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a qualitative interview (six mathematics teachers, eight students) were administered to concurrently at two secondary schools in Malaysia. Data collected has shown that there is no direct and explicit connection between the two learning contexts. In computer games, pupils could learn: (a) multitasking, (b) land navigation, (c) teamwork, (d) bottom-up approach to problem solving, and (e) concentration skills. However, it is understandable that a mathematics education (a) is single-tasking, e.g. solves problems step-by-step, (b) uses graphic representation, (c) involves collaborative learning, (d) follows top-down approach to problem-solving, and (e) could use multiple sensory modalities to ameliorate learning.

This article explores how motivation in computer games could be integrated into mathematics education. The scope of the study was confined to four motivation dimensions, namely challenge, control, complexity and collaboration. A phenomenology study was conducted with the purpose to obtain a common understanding of nine teachers and 11 students about mathematics education, particularly focusing on teaching practices and learning difficultiesin mathematical problem-solving. Qualitative interviews have revealed that the existing mathematics education is built on drill-and-practice approach with Polya's problem-solving technique, i.e. exam-oriented, rote memorization and the use of predefined strategies. This approach to learning has failed to motivate students to learn (affective) and failed to develop an understanding and creativity (cognitive/metacognitive). Looking from a gaming perspective, mathematics problems should be challenging and complex, and students should be given control to carry out a plan. And finally, collaboration should be encouraged to enable reflective learning.

In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children's experiences in school show that a child's academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu's notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children's mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.

Although the high level of achievement experienced by British-Chinese pupils in schools is well documented, the Chinese community in the UK is a relatively under-researched ethnic group. There is only patchy information on ways in which British-Chinese parents and children engage with education. It is often presumed the success of Chinese pupils is due to conformist cultural practices leading to the enactment of effective cultural capital. In this paper we examine support strategies adopted by professional and non-professional British-Chinese parents of young people in secondary schools in the East Midlands of England. Through demographic and qualitative interview data we look at how British-Chinese parents support their children's educational achievement. Our study suggests that the parents adopt similar strategies to those seen in British and North American parents, yet with some significant class nuances related to cultural divergence. This suggests that class influence is less rigorous than other analyses, being supplanted by cultural dispositions.

Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition to the development of cognitive skills, children showed increased confidence and modes of communication and interaction and that these were associated with the varied activities and routines established within the early years settings. Some variations in terms of frequency and quality of interactions, activities and practice were identified in settings; however, interpersonal support for learning and development was consistent across settings.

Cannabis is the most frequently used illicit drug by Australian secondary school students yet there is scant research investigating school staff responses to student cannabis use. As such, this study surveyed 1,692 school staff who attended "Generation Next" seminars throughout Australia. The self-complete survey identified that the majority of school staff had discussed cannabis use at least once in the past year, although teachers were less likely to report having cannabis-related discussions compared to other school staff. Staff drug education training was consistently associated with an increased prevalence of cannabis-related discussion and assistance. These findings highlight a need for drug education among school staff and particularly among teachers.

The high prevalence of cannabis use by Australian secondary school students makes schools an ideal setting for the delivery of substance use prevention programs. Although efficacious school-based cannabis prevention programs exist, there is scant research investigating the perceived role legitimacy and role importance of school staff. As such, this study surveyed a sample of 1,691 Australian school staff by utilizing "Generation Next" seminars which are attended by professionals working with young people. The self-completed survey identified that, despite elevated contact with students relative to other school staff, teachers reported the least role importance and legitimacy of all school staff. Further, teachers reported the lowest level of staff drug education training, which was an important predictor of an increased feeling of role importance and legitimacy among school staff.

This interview-based qualitative study is concerned with the recruitment of secondary teachers in Malawi. This study shows a range of perspectives for pursuing a teacher training course: failure to follow a desired career, springboard to other careers, to upgrade, and teaching out of vocation. It shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers. Teacher educators and policy makers need to consider the perspectives of trainee teachers to reduce resource wastage and support trainee teachers appropriately.

Data gathered in a study of palatability ("liking") and familiarity ratings of alcoholic and nonalcoholic beverages by 350 subjects from 12 to 30 years of age included the usual number of drinks consumed. Blind ratings of palatability and familiarity for the beverages were tested for association with immoderate drinking (more than four for males, two for females). Palatability ratings were combined in a principal components analysis to determine whether any component scores were related to such drinking. Liking for the spirits used in the ready-to-drink beverages was related to immoderate drinking in participants under 18 years of age, while liking for the ready-to-drink beverages themselves was not. Liking for beer was related to immoderate drinking in males under 18. The principal components analysis suggested that males who drank immoderately preferred pungent (bitter or acrid) beverages, while females who drank immoderately did not. The associations of palatability ratings with immoderate drinking were substantial and consistent with familiarity ratings, but were found among the least palatable beverages. The results are related to previous studies of beverage preference in underage, heavy drinkers. It is concluded that relative palatability is not an overriding factor in the choice of beverages among underage drinkers who drink beyond the recommended limits. (Contains 6 tables.)