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This essay highlights the value of an applied methodology course in program evaluation in the education doctorate program by exploring several benefits that it offers to enhance a doctoral student's ability to solve complex problems of practice. Observations and recommendations are made based on designing and teaching two cohorts of EdD students in a program evaluation course. Improvement science is referenced throughout to highlight how the two may complement each other, not to place a higher value on one or the other. How and where program evaluation and improvement science appear to have possible areas of overlap, along with a brief overview of the major differences, are discussed. The author maintains that both program evaluation and improvement constitute a tremendous capacity to provide the ideas, tools, and approaches to prepare students to be the change agents they hope to aspire to be in their present and future roles as scholarly practitioners.

This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis.

The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students. [ABSTRACT FROM AUTHOR]

This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis. [ABSTRACT FROM AUTHOR]

Specifically, when the 10th rib touched the 9th rib, the patient experienced sudden and striking pain. Thoracic and intercostal pain are very common and may be due to different causes: heart problems, costochondritis, thoracic surgery, neuritis, neoplasms, diabetic thoracic neuropathy, pleuritic diseases, post-toracotomy pain syndrome (PTPS), herpes zoster, and so on.[1] This wide range of pathologies makes differential diagnosis difficult, but combining the clinical history and the physical evaluation with the use of imaging, including ultrasound, CT and MRI can make it easier. [Extracted from the article]

Objective: To evaluate the impact of the lockdown measures, consequent to the outbreak of COVID-19 pandemic, on the quality of pre-hospital and in-hospital care of patients with acute ischemic stroke. Methods: This is an observational cohort study. Data sources were the clinical reports of patients admitted during the first month of lockdown and discharged with a confirmed diagnosis of stroke or TIA. Data were collected in the interval ranging from March 11th to April 11th 2020. As controls, we evaluated the clinical reports of patients with stroke or TIA admitted in the same period of 2019. Results: The clinical reports of patients eligible for the study were 52 in 2020 (71.6 ± 12.2 years) and 41 in 2019 (73.7 ± 13.1 years). During the lockdown, we observed a significant increase in onset-to-door time (median = 387 vs 161 min, p = 0.001), a significant reduction of the total number of thrombolysis (7 vs 13, p = 0.033), a non-significant increase of thrombectomy (15 vs 9, p = 0.451), and a significant increase in door-to-groin time (median = 120 vs 93 min, p = 0.048). No relevant difference was observed between 2019 and 2020 in the total number of patients admitted. Conclusions: Due to the COVID-19 pandemic and lockdown measures, the stroke care pathway changed, involving both pre-hospital and in-hospital performances. [ABSTRACT FROM AUTHOR]