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  • 1
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 23, No. 1 ( 2023-06-20)
    Abstract: A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. Methods This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data. Results We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation. Conclusions The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2023
    detail.hit.zdb_id: 2044473-4
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  • 2
    In: Translational Oncology, Elsevier BV, Vol. 15, No. 1 ( 2022-01), p. 101292-
    Type of Medium: Online Resource
    ISSN: 1936-5233
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2022
    detail.hit.zdb_id: 2443840-6
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  • 3
    In: Journal of Computer Assisted Learning, Wiley, Vol. 38, No. 5 ( 2022-10), p. 1379-1393
    Abstract: Morphological awareness is an important reading‐related skill that predicts students' word reading and reading comprehension. However, existing morphological awareness instructions are mostly delivered by teachers or experimenters. Gamification, which is emerging as an effective approach that enhances learning and motivation, has not yet been widely applied to improve students' reading‐related skills, such as morphological awareness. Gamification is usually implemented in online learning environments where students' self‐regulated learning critically affects their online learning performance. However, few studies have provided self‐regulated learning support in a gamified learning environment. What this paper adds We proposed a self‐regulated gamified approach specifically targeting morphological awareness and compared its effectiveness with gamified learning and non‐gamified learning. The two gamified groups led to significant gain in students' morphological awareness and intrinsic motivation than the non‐gamified group. Only the self‐regulated gamified group led to significant gain in multisyllabic word reading than the non‐gamified group. Implications for practice and/or policy The self‐regulated gamified approach represents an effective way for learning morphological awareness.
    Type of Medium: Online Resource
    ISSN: 0266-4909 , 1365-2729
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 54878-9
    detail.hit.zdb_id: 2015214-0
    SSG: 5,3
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  • 4
    Online Resource
    Online Resource
    Wiley ; 2022
    In:  British Journal of Educational Technology Vol. 53, No. 4 ( 2022-07), p. 952-976
    In: British Journal of Educational Technology, Wiley, Vol. 53, No. 4 ( 2022-07), p. 952-976
    Abstract: Purpose : Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face‐to‐face instruction in terms of cognitive, motivational and affective learning outcomes. Method : We applied a quasi‐experimental design using a sample of 33 students in an intervention group (gamified MA programme) and 49 in a control group (face‐to‐face programme). Both programmes were 8 hours in duration (30 minutes/session for 16 sessions). Students' cognitive, motivational and affective learning outcomes were evaluated before and after delivery of the programmes. We took an exploratory sequential mixed‐methods approach, in which qualitative data from semi‐structured interviews were used to validate the quantitative results. Results : The intervention group performed significantly better than the control group in MA and intrinsic motivation. No differences were found for word reading, reading comprehension or affective engagement. The qualitative analyses of the interview responses revealed in detail the students' perceptions of gamified learning. Conclusion : The findings provide evidence for the beneficial effects of gamified learning experiences in terms of cognitive and motivational outcomes in comparison to face‐to‐face instruction. Practitioner notes What is already known about this topic Morphological awareness (MA) is identified as a crucial reading‐related skill that relates to students' word reading and reading comprehension. However, few studies can be found that have investigated the use of gamification to teach MA. Gamification is emerging as a popular approach to motivate learners and facilitate learning. However, limited evidence has been presented of its effects on students' cognitive, motivational and affective outcomes, and no clear theoretical framework for gamified MA learning designs has been established. What this paper adds In this study, the effects of gamified and face‐to‐face morphology programmes were compared. Self‐determination theory was applied to gamification design and the meta design theory ‘First Principles of Instruction’ was applied in the development of online MA activities. Gamified morphology programme is more effective than a face‐to‐face programme on students' cognitive and motivational outcomes. Implications for practice and/or policy This study advances the pedagogical design of gamified learning, which can be applied to the teaching of reading‐related skills such as MA. Both appropriate uses of game design elements and theory‐driven instructional design are important to the success of gamified learning. Future studies should investigate the design of gamification that encourage collaboration and support low‐achieving students.
    Type of Medium: Online Resource
    ISSN: 0007-1013 , 1467-8535
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 1479099-3
    SSG: 5,3
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  • 5
    In: Annals of Medicine, Informa UK Limited, Vol. 55, No. 1 ( 2023-12-12)
    Type of Medium: Online Resource
    ISSN: 0785-3890 , 1365-2060
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 2028104-3
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  • 6
    In: Environmental Sciences Europe, Springer Science and Business Media LLC, Vol. 32, No. 1 ( 2020-12)
    Abstract: As the longest river in Asia, the Yangtze River flows through the most industrialized cities in China and provides critical ecological services for agriculture, industry, and transportation. Polychlorinated biphenyls (PCBs) have been banned for many years, but trace amounts of PCBs still exist as persistent organic pollutant in drinking water and are an ecotoxicological problem. In this work, we collected water, sediment, and suspended particulate matter (SPM) samples along the Yangtze River, to study the distribution and transport of PCBs for the risk assessment of the Yangtze River as a drinking water source. Results The ΣPCBs concentrations in water, sediment, and SPM ranged in 0.04–11 ng/L, 0.33–69 ng/g, and 0.72–153 ng/L, respectively. The main pollutants were PCB17, 18, 28, 47, and 118 in the Yangtze River. The ff SW value of PCB18 and PCB28 all exceeded 0.50, whereas the ff SW value of PCB47 and PCB118 (except for PCB118 at Y-4) was less than 0.50. The toxic equivalent quantity (TEQ) range of PCBs in water and in sediment was ND–5.55 pg-TEQ/L and ND–2.51 pg-TEQ/g, respectively. Conclusions In both water and sediment, lower chlorinated PCBs are dominant in the middle reaches and higher chlorinated PCBs are dominant at downstream. In contrast, SPM is dominated by tetra-CBs. The ff SW values reveal a net redissolution of lower PCBs from sediments to water but a net sorption of higher PCBs from water to sediment. The PCBs in water and sediment at downstream pose potential ecological risk, but the drinking water does not have a non-carcinogenic risk for humans.
    Type of Medium: Online Resource
    ISSN: 2190-4707 , 2190-4715
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2020
    detail.hit.zdb_id: 2593962-2
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  • 7
    Online Resource
    Online Resource
    Optica Publishing Group ; 2005
    In:  Optics Letters Vol. 30, No. 16 ( 2005-08-15), p. 2098-
    In: Optics Letters, Optica Publishing Group, Vol. 30, No. 16 ( 2005-08-15), p. 2098-
    Type of Medium: Online Resource
    ISSN: 0146-9592 , 1539-4794
    Language: English
    Publisher: Optica Publishing Group
    Publication Date: 2005
    detail.hit.zdb_id: 243290-0
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  • 8
    In: Contrast Media & Molecular Imaging, Wiley, Vol. 11, No. 6 ( 2016-11), p. 467-474
    Abstract: Neuropilin‐1 (NRP‐1) is overexpressed in several kinds of cancer cell and contributes to tumor aggressiveness. Recently, the arginine/lysine‐rich peptide with C‐terminal motifs (R/K)XX(R/K) indicated promising penetrating and transporting capability into NRP‐1 positive cancer cells. In the present study, we describe a 131 I‐labeled C‐end rule motif peptide conjugate, Tyr–tLyp‐1, for NRP‐1 positive tumor targeting and imaging properties. Briefly, a truncated Lyp‐1 peptide was designed to expose its C‐end motif and conjugated to tyrosine for radiolabeling after structural modification. The peptide indicated specific binding to A549 cancer cells at 2 μM concentration, and its binding was dependent on NRP‐1 expression and could be inhibited by other NRP‐1‐binding peptides. In vivo imaging of 131 I‐labeled Tyr–tLyp‐1peptide showed that a subcutaneous A549 xenograft tumor could be visualized using a SPECT/CT scanner. The tumor uptake of 131 I‐Tyr–tLyp‐1 was 4.77 times higher than the uptake in muscles by SPECT/CT software quantification at 6 h post injection. Together, this study indicated that truncated Lyp‐1 peptide could specifically localize in NRP‐1 positive tumors and successfully mediate the 131 I radionuclide diagnosis, indicating promising targeted imaging capability for NRP‐1 positive tumors. Copyright © 2016 John Wiley & Sons, Ltd.
    Type of Medium: Online Resource
    ISSN: 1555-4309 , 1555-4317
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2016
    detail.hit.zdb_id: 2222967-X
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  • 9
    In: Clinical Cancer Research, American Association for Cancer Research (AACR), Vol. 13, No. 9 ( 2007-05-01), p. 2627-2633
    Abstract: Purpose: Mouse double minute 2 (MDM2) is a key negative regulator of the p53 activity. Recently, a polymorphism in the MDM2 intronic promoter, SNP309, was shown to influence MDM2 expression and p53 activity. We examined whether the SNP309 was related to the risk of developing nasopharyngeal carcinoma (NPC) among Chinese populations. Experimental Design: We genotyped the SNP309 in two independent case-control populations in southern China, one is from Guangxi province (including 593 NPC patients and 480 controls) and the other is from Guangdong province (including 239 patients and 286 controls), by PCR direct sequencing. Multivariate logistic regression analysis was used to calculate adjusted odds ratio (OR) and 95% confidence interval (95% CI). Results: We observed that compared with the TT genotype, the genotypes containing G allele (GT + GG genotype) were associated with significant increased susceptibility to NPC in both Guangxi (OR, 1.43; 95% CI, 1.04-1.91) and Guangdong population (OR, 1.53; 95% CI, 1.00-2.36). When these two sample sets were combined, the OR of the GT + GG genotype developing NPC was 1.45 (95% CI, 1.12-1.85) compared with the TT genotype. Furthermore, compared with the TT genotype, the GT + GG genotype was also significantly associated with the advanced lymph node metastasis (OR, 1.84; 95% CI, 1.09-3.05). Conclusions: Our findings suggest that the MDM2 SNP309 may be a risk factor for the occurrence and advanced neck lymph node metastasis of NPC in Chinese population.
    Type of Medium: Online Resource
    ISSN: 1078-0432 , 1557-3265
    RVK:
    Language: English
    Publisher: American Association for Cancer Research (AACR)
    Publication Date: 2007
    detail.hit.zdb_id: 1225457-5
    detail.hit.zdb_id: 2036787-9
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  • 10
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2022
    In:  BMC Medical Education Vol. 22, No. 1 ( 2022-11-29)
    In: BMC Medical Education, Springer Science and Business Media LLC, Vol. 22, No. 1 ( 2022-11-29)
    Abstract: Team cohesiveness and collective efficacy have been construed as important characteristics of a high-functioning team. However, the psychological mechanism through which they promote positive outcomes remains unknown. Understanding this psychological process is important to teachers and programme implementers to yield actionable interventions that can be used to craft effective practices for optimizing team outcomes. This is especially true in interprofessional education (IPE) in medical education, where a team-based approach to patient management is promoted. Drawing from the social-cognitive theory, we examined a hypothesized model where team cohesiveness predicts collaboration outcomes (teamwork satisfaction, overall satisfaction with the team experience, and IPE goal attainment) via collective efficacy. Methods We used data from Chinese medicine, medicine, nursing, and social work students in Hong Kong ( n  = 285) who were enrolled in IPE. They were invited to respond to scales in two time points. We performed mediation analysis using structural equations modelling to test the indirect effect model: team cohesiveness → collective efficacy → outcomes. Results Results of structural equation modelling revealed that collective efficacy fully mediated the relationships between team cohesiveness and all three team outcomes, providing support for the hypothesised model [RMSEA = 0.08, NFI = 0.90, CFI = 0.93, IFI = 0.93, TLI = 0.93]. Team cohesiveness predicted the achievement of collaboration outcomes via collective efficacy. Conclusion The findings demonstrated the important roles of team cohesiveness and collective efficacy in promoting successful team collaboration. Team cohesiveness predicted collective efficacy, and collective efficacy, in turn, predicted collaboration outcomes. This study contributed to theorising the pathways towards successful team collaboration outcomes.
    Type of Medium: Online Resource
    ISSN: 1472-6920
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
    detail.hit.zdb_id: 2044473-4
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