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2. Perioperative Anesthesia Lean Implementation IS Associated With Increased Operative Efficiency in Posterior Cervical Surgeries at a High-Volume Spine Center

Author

Ammanuel, Simon G, Chan, Andrew K, DiGiorgio, Anthony M, Alazzeh, Mohanad, Nwachuku, Kelechi, Robinson, Leslie C, Lobo, Errol, and Mummaneni, Praveen V

Subjects
Reproductive Medicine, Biomedical and Clinical Sciences, Clinical Research, Cervical vertebrae, Surgery, Quality improvement, Lean six sigma, Anesthesia
Abstract

OBJECTIVE:Lean management strategies aim to increase efficiency by eliminating waste or by improving processes to optimize value. The operating room (OR) is an arena where these strategies can be implemented. We assessed changes in OR efficiency after the application of lean methodology on perioperative anesthesia associated with posterior cervical spine surgeries. METHODS:We utilized pre- and post-lean study design to identify inefficiencies during the perioperative anesthesia process and implemented strategies to improve the process. Patient characteristics were recorded to assess for differences between the 2 groups (group 1, prelean; group 2, post-lean). In the pre-lean period, key steps in the perioperative anesthesia process were identified that were amenable to lean implementation. The time required for each identified key step was recorded by an independent study coordinator. The times for each step were then compared between the groups utilizing univariate analyses. RESULTS:After lean implementation, there was a significant decrease in overall perioperative anesthesia process time (88.4 ± 4.7 minutes vs. 76.2 ± 3.2 minutes, p = 0.04). This was driven by significant decreases in the steps: transport and setup (10.4 ± 0.8 minutes vs. 8.0 ± 0.7 minutes, p = 0.03) and positioning (20.8 ± 2.1 minutes vs. 15.7 ± 1.3 minutes, p = 0.046). Of note, the total time spent in the OR was lower for group 2 (270.1 ± 14.6 minutes vs. 252.8 ± 14.1 minutes) but the result was not statistically significant, even when adjusting for number of operated levels. CONCLUSION:Lean methodology may be successfully applied to posterior cervical spine surgery whereby improvements in the perioperative anesthetic process are associated with significantly increased OR efficiency.

Published
2020

4. Corporate Tax Disclosure.

Author

Hoopes, Jeffrey L., Robinson, Leslie, and Slemrod, Joel

Subjects
ACCOUNTING, DISCLOSURE in accounting, FINANCIAL disclosure, DISCLOSURE laws, INTERNAL revenue
Abstract

Policies that require, or recommend, disclosure of corporate tax information are becoming more common throughout the world, as are examples of tax-related information increasingly influencing public policy and perceptions. In addition, companies are increasing the voluntary provision of tax-related information. We describe those trends and place them within a taxonomy of public and private tax disclosure. We then review the academic literature on corporate tax disclosures and discuss what is known about their effects. One key takeaway is the paucity of evidence that many tax disclosures mandated with the aim of increasing tax revenue have produced additional revenue. We highlight many crucial unanswered questions, answers to which would inform future tax legislation and financial accounting rule making. [ABSTRACT FROM AUTHOR]

Published
2024
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10. The influence of cultural diversity on student learning interactions : a qualitative study of rapport management in an undergraduate problem based learning group

Author

Robinson, Leslie, Harris, Ann, and Avis, James

Subjects
616.07, LB2300 Higher Education
Abstract

The aim of this research was to determine whether cultural diversity had any impact on the quality of learning interactions used in Problem Based Learning (PBL). This qualitative, interpretive study followed one culturally diverse group of 11 students on their first year of an undergraduate Diagnostic Radiography programme. Data comprised video footage of 10 PBL tutorials, and individual and focus group interviews, collected over the period of one academic year between 2007 and 2008. A Grounded Theory (GT) approach was used to manage the data and construct the argument. Interactions were explored using Discourse Analysis (DA), employing the constructs of Face, Politeness and Rapport Management (RM) to understand how students managed the communicative demands of PBL to achieve their learning goal. The study found that PBL requires students to engage in face-threatening behaviours to a greater extent than more traditional learning methods, because it expects the students to discuss subjects of which they have little prior knowledge and then puts student centre-stage for planning learning objectives and delivering the learning to others. Members of culturally diverse learning groups may have difficulty in finding a common strategy of communication for PBL because their differences make it difficult to predict how they will be judged by others in the group. Furthermore, reducing social distance, which would overcome this dilemma, is more difficult in groups where the individuals are culturally diverse. Age diversity, as an influential factor, featured highly in the group studied. A Sociopragmatic Interactional Principle (SIP) of equity-autonomy predominated in the group’s interactions as a result of these issues. This ethos meant that the students opted for superficial learning interactions which were confirmative rather than critical. It appears the strength of Face Threatening Acts (FTAs) in PBL is extremely high for such a group and that the impact of socialisation for reducing social distance, inhibited because of cultural diversity, has an influential role in reducing the impact of face. The findings of this study can be used by tutors to understand the communicative demands made on students in PBL. Face threat might be lessened either by giving students more freedom to feel they are in control of the PBL tutorial rather than being constrained by notions of the ‘right’ and the ‘wrong’ way to participate, or conversely, providing a more structured process to legitimise FTAs. The developing ethos of the group may help to identify which of these approaches is most suitable to the needs of the group. The study also highlights the importance of promoting off-task social engagement for PBL groups, especially culturally diverse groups where members do not normally socialise outside the tutorial.

Published
2011

15. Age Difference and Face-Saving in an Inter-Generational Problem-Based Learning Group

Author

Robinson, Leslie

Abstract

This study used grounded theory methodology to investigate whether learning in a problem-based learning (PBL) group was influenced by student demographic diversity. Data comprised observations, in the form of video footage, of one first-year PBL group carried out over the period of an academic year, along with student interviews. Using the concepts of "face" and face-threatening acts to critically explore student interactions, it appeared that inter-generational issues could reflect and create positions of power. At interview, all individuals constructed themselves as similar to or different from others in the group first and foremost by age, suggesting this is a primary concern for students. The data also highlighted many occasions, linked to generational difference, where students failed to share knowledge and experiences or to engage critically in deep exploratory learning. This finding has not been reported previously in the PBL literature.

Published
2016
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18. Saving Face: Managing Rapport in a Problem-Based Learning Group

Author

Robinson, Leslie, Harris, Ann, and Burton, Rob

Abstract

This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication with regard to the concepts of face, sociality rights and interactional goals. Problem-Based Learning requires students to engage in potentially face-threatening interactions as they discuss subjects of which they have little prior knowledge, placing them in situations that require negotiation using face-saving strategies in order to meet objectives to share their learning with others. The study described within this article focuses on the key role of the Problem-Based Learning chair and shows how failure by the chair to manage rapport effectively can influence the quality of group learning. The findings suggest that educators need to understand the complex interactional demands students have to face in undertaking Problem-Based Learning and support students to overcome these difficulties considering the three bases of rapport management.

Published
2015
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24. Abstract B017: Epigenetic age in peripheral blood among children, adolescent, and adult survivors of childhood cancer

Author

Plonski, Noel-Marie, primary, Chen, Cheng, additional, Dong, Qian, additional, Qin, Na, additional, Shelton, Kyla C., additional, Finch, Emily, additional, Easton, John, additional, Mulder, Heather, additional, Zhang, Jinghui, additional, Neale, Geoffrey, additional, Walker, Emily, additional, Wang, Hui, additional, Krull, Kevin, additional, Ness, Kirsten K., additional, Hudson, Melissa M, additional, Robinson, Leslie L., additional, Li, Qian, additional, Williams, AnnaLynn, additional, and Wang, Zhaoming, additional

Published
2023
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32. Contributors

Author

Abecassis, Isaac Josh, primary, Agarwal, Vijay, additional, Agarwalla, Pankaj K., additional, Ahuja, Christopher S., additional, Alalade, Andrew Folusho, additional, Alli, Saira, additional, Aquilina, Kristian, additional, Armonda, Rocco A., additional, Baird, Lissa, additional, Bales, James W., additional, Bambakidis, Nicholas C., additional, Barrow, Daniel L., additional, Bauer, David F., additional, Beecher, Jeffrey S., additional, Bell, Randy S, additional, Belli, Antonio, additional, Benzel, Edward C., additional, Bonow, Robert H., additional, Bracale, Umberto Marcello, additional, Browd, Samuel R., additional, Bulsara, Ketan, additional, Cadotte, David W., additional, Cappabianca, Paolo, additional, Cavallo, Luigi Maria, additional, Chan, Alvin Y., additional, Chen, Roc Peng, additional, Chiarelli, Peter A., additional, Choudhri, Omar, additional, Chowdhary, Michelle, additional, Chu, Jason, additional, Cirivello, Michael J., additional, de Araújo Coimbra, Pablo Picasso, additional, Collins, Kelly L., additional, Daartz, Juliane, additional, de Divitiis, Oreste, additional, Deinsberger, Wolfgang, additional, Dekker, Simone E., additional, Dewan, Michael C., additional, Di Maio, Salvatore, additional, Ding, Dale, additional, Ellenbogen, Richard G., additional, Ene, Chibawanye, additional, Fehlings, Michael, additional, de Carvalho, Flávio Leitão, additional, Fink, James R., additional, Fink, Kathleen R. Tozer, additional, Fridley, Jared, additional, Ghobrial, George M., additional, Gleeson, Michael, additional, Goel, Atul, additional, Gokaslan, Ziya L., additional, Goodrich, James Tait, additional, Grant, Gerald A., additional, Gross, Bradley A., additional, Gruss, Joseph, additional, Halasz, Lia, additional, Hanak, Brian W., additional, Hankinson, Todd C., additional, Harrop, James S., additional, Heilman, Carl B., additional, Heller, Robert S., additional, Hoffer, S. Alan, additional, Hofstetter, Christoph P., additional, Hyam, Jonathan A., additional, Impastato, Kate, additional, Isik, Semra, additional, James, Greg, additional, Jha, R. Tushar, additional, Jones, Kristen E., additional, Jowdy, Patrick K., additional, Kalb, Samuel, additional, Keating, Robert F., additional, Kelly, Cory M., additional, Kitchen, Neil D., additional, Ko, Andrew L., additional, Koch, Matthew J., additional, Kondziolka, Douglas, additional, Kuo, Chao-Hung, additional, Larson, A. Noelle, additional, Lawton, Michael T., additional, Lee, Amy, additional, Levitt, Michael R., additional, Levy, Elad I., additional, Loeffler, Jay S., additional, Lucas, Timothy H, additional, Magge, Suresh N., additional, Marchan, Edward M., additional, Marsh, Henry, additional, Mason, Alexander M., additional, Mastorakos, Panagiotis, additional, McCracken, D. Jay, additional, Midha, Rajiv, additional, Morton, Ryan P., additional, Mueller, Kyle, additional, Mullin, Jeffrey P., additional, Nadi, Mustafa, additional, Nakaji, Peter, additional, Nerva, John D., additional, Niazi, Toba N., additional, Ojemann, Jeffrey G., additional, Oyelese, Adetokunbo, additional, Oyesiku, Nelson M., additional, Patel, Anoop P., additional, Peterson, Eric C., additional, Polly, David W., additional, Quach, Helen, additional, Rajan, Shobana, additional, Ravanpay, Ali, additional, Robinson, Leslie C., additional, Rocha, Ricardo, additional, Royce, Trevor J., additional, Rutka, James T., additional, Sekhar, Laligam N., additional, Selman, Warren, additional, Shah, Ashish H., additional, Shallwani, Hussain, additional, Sharma, Deepak, additional, Sharma, Mohan Raj, additional, Silbergeld, Daniel L., additional, Silva, Dulanka, additional, da Silva, Harley Brito, additional, Silveira, Luke, additional, Smith, Edward, additional, Solari, Domenico, additional, Soliman, Hesham, additional, Somma, Teresa, additional, Starke, Robert M., additional, Straus, David C., additional, Teo, Charles, additional, Toma, Ahmed, additional, Tseng, Yolanda D., additional, Tubbs, R. Shane, additional, Vakharia, Kunal, additional, Villa, Alessandro, additional, Wait, Scott D., additional, Walcott, Brian P., additional, Wathen, Connor, additional, Wellons, John C., additional, Wilson, Mark, additional, Wolf, Amparo, additional, Xu, Linda, additional, Yang, Tong, additional, Young, Christopher C., additional, and Zrinzo, Ludvic, additional

Published
2018
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36. Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

Author

Higgins, Robert, Hogg, Peter, and Robinson, Leslie

Abstract

This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic radiography students to evaluate their experiences. The students undertook a weeklong set of activities to facilitate their understanding of the effects of X-ray exposure factor settings on image quality and patient radiation dose. A mixed methods approach using a group interview with the students in conjunction with a student evaluation form was used to assess their experiences. Analysis of both sets of data revealed a positive student learning experience, although the student perception of the purpose of RiTe needed to be more explicit. RiTe has now become integrated into the level 4 curriculum. Further work is planned to better examine the student holistic experience of RiTe.

Published
2013
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