Podcasts about research practice

In this episode, we're digging deeper into imposter syndrome. First, a reminder from last episode that you do not have a syndrome if you have these imposter feelings. You are not broken. Further, imposter feelings are not just a problem with self-esteem. This is a common misconception. Self-esteem is actually just a small contributor to these very real and uncomfortable feelings. That's why we'll focus on six key factors that can contribute to imposter feelings and some practical advice for addressing each one. It's likely you'll resonate with at least one of the factors, offering a great place to focus your attention to reduce imposter feelings. Joy Lab and Natural Mental Health are community-supported. When you buy through the links below, we may earn a commission. That support helps keep the Joy Lab podcast free for all!   Sources and Notes: Joy Lab Program: Take the next leap in your wellbeing journey with step-by-step practices to help you build and maintain the elements of joy in your life. Your Joy Lab membership also includes our NMH Community! Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. Access here. Langford, J., & Clance, P. R. (1993). The imposter phenomenon: Recent research findings regarding dynamics, personality and family patterns and their implications for treatment. Psychotherapy: Theory, Research, Practice, Training, 30(3), 495–501. Access here.  More episodes on uncertainty: Getting Comfy with Not Knowing (ep. 162) Mental Health & The Male Hubris, Female Humility Effect (ep. 157) Seeing the Goodness in Others, Yourself, & The World (ep. 66) You Are That Vast Thing You See with Great Telescopes (ep. 18) The Surprising Benefits of Not Knowing (ep. 16) Take the Multidimensional Introversion-Extroversion Scales. Tran, N. (2023). From imposter phenomenon to infiltrator experience: Decolonizing the mind to claim space and reclaim self. Peace and Conflict: Journal of Peace Psychology, 29(2), 184–193. Access here.  Number of doctoral degrees earned in the United States from 1949/50 to 2031/32, by gender. Where to shop: Our partner store, Fullscript: Here you can find high-quality supplements and wellness products. Except for our CBD Gummies, any product links mentioned in the show notes will require an account. Sign up for free. Resilient Remedies: Shop our line of trusted, high-quality CBD gummies. Subscribe to our Newsletter: Join us over at NaturalMentalHealth.com for exclusive emails, updates, and additional strategies. Check out our favorite resilience-boosting reads at Bookshop.org. Please remember that this content is for informational and educational purposes only. It is not intended to provide medical advice and is not a replacement for advice and treatment from a medical professional. Please consult your doctor or other qualified health professional before beginning any diet change, supplement, or lifestyle program. Please see our terms for more information. If you or someone you know is struggling or in crisis, help is available. Call the NAMI HelpLine: 1-800-950-6264 available Monday through Friday, 10 a.m. – 10 p.m., ET. OR text "HelpLine" to 62640 or email NAMI at helpline@nami.org. Visit NAMI for more. You can also call or text SAMHSA at 988 or chat 988lifeline.org. Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. Access here. Tran, N. (2023). From imposter phenomenon to infiltrator experience: Decolonizing the mind to claim space and reclaim self. Peace and Conflict: Journal of Peace Psychology, 29(2), 184–193. https://doi.org/10.1037/pac0000674  Langford, J., & Clance, P. R. (1993). The imposter phenomenon: Recent research findings regarding dynamics, personality and family patterns and their implications for treatment. Psychotherapy: Theory, Research, Practice, Training, 30(3), 495–501. Access here. Number of doctoral degrees earned in the United States from 1949/50 to 2031/32, by gender.

Imposter syndrome is a myth. Well, mostly anyway. We'll unpack this concept of imposter syndrome, or rather, imposter phenomenon, emphasizing that the common perception of it as a 'syndrome' is misleading. In this first part of our two-part series, you'll get a historical overview of this phenomenon, which starts with the work of Dr. Pauline Clance and Dr. Suzanne Imes' research in the 1970s. Most importantly, we'll bust some myths around the "who" and "why" of this phenomenon, hitting on the facts that imposter feelings are universal and not solely linked to self-esteem or specific demographics. The takeaway is this: if we want to address our imposter feelings, we need to look at them more holistically and consider evidence-based strategies to reduce them. Those practical steps will be explored in part 2 of this series.  Joy Lab and Natural Mental Health are community-supported. When you buy through the links below, we may earn a commission. That support helps keep the Joy Lab podcast free for all! Sources and Notes: Joy Lab Program: Take the next leap in your wellbeing journey with step-by-step practices to help you build and maintain the elements of joy in your life. Your Joy Lab membership also includes our NMH Community! Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. Access here. Langford, J., & Clance, P. R. (1993). The imposter phenomenon: Recent research findings regarding dynamics, personality and family patterns and their implications for treatment. Psychotherapy: Theory, Research, Practice, Training, 30(3), 495–501. Access here. Tran, N. (2023). From imposter phenomenon to infiltrator experience: Decolonizing the mind to claim space and reclaim self. Peace and Conflict: Journal of Peace Psychology, 29(2), 184–193. Access here.  Number of doctoral degrees earned in the United States from 1949/50 to 2031/32, by gender. Where to shop: Our partner store, Fullscript: Here you can find high-quality supplements and wellness products. Except for our CBD Gummies, any product links mentioned in the show notes will require an account. Sign up for free. Resilient Remedies: Shop our line of trusted, high-quality CBD gummies. Subscribe to our Newsletter: Join us over at NaturalMentalHealth.com for exclusive emails, updates, and additional strategies. Check out our favorite resilience-boosting reads at Bookshop.org. Full transcript Please remember that this content is for informational and educational purposes only. It is not intended to provide medical advice and is not a replacement for advice and treatment from a medical professional. Please consult your doctor or other qualified health professional before beginning any diet change, supplement, or lifestyle program. Please see our terms for more information. If you or someone you know is struggling or in crisis, help is available. Call the NAMI HelpLine: 1-800-950-6264 available Monday through Friday, 10 a.m. – 10 p.m., ET. OR text "HelpLine" to 62640 or email NAMI at helpline@nami.org. Visit NAMI for more. You can also call or text SAMHSA at 988 or chat 988lifeline.org.

In our 12th episode, Katia Halabi and Raji Jayaraman explain and discuss research-practice partnerships (RPPs) and share their experiences. Katia is a practitioner and head of the TVET (technical and vocational education and training) component of a project commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) and implemented by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) in Rwanda with co-funding by the European Union. Raji is a researcher and professor of economics at ESMT Berlin as well as the co-director of the Forward Society Lab. We explore the characteristics of RPPs, and how such a partnership is implemented in an ongoing project in Rwanda. We delve into the role of quantitative data and rigorous evidence in policymaking and of course discuss how this is linked to financing impact with taxpayers' money. Links ·       The Forward Society Lab Time stamps On some podcast players, you should be able to jump to the section by clicking: (01:24) – Raji and Katia introduce themselves (02:11) – Raji explains what a research-practice partnership (RPP) is (02:47) – The role of rigorous evidence to inform policy decisions (03:44) – Katia shares her motivation as a practitioner to engage in an RPP (05:00) – The matchmaking exercises that brough practitioners and researchers together (07:22) - Katia explains the context of the project she is working on in Rwanda (09:43) – Raji explains what is evaluated in this RPP: whether training makes a difference for both teachers' pedagogy as well as students' learning outcomes (10:37) - The role of randomization to generate rigorous evidence (12:56) - Katia describes the motivation of the Rwanda government to learn from the RPP (14:32) – Raji on the necessity for research to speak to concerns of citizens and marginalized communities (17:36) – Katia on why the use of taxpayers' money should be evaluated (21:09) – Raji shares examples of things that cannot be evaluated through an RCT (randomized control trial) (23:47) – Success factors for collaboration between researchers and practitioners (29:04) – What happens after an RPP (32:35) – Differences between countries when it comes to research informing policy (35:32) – RPPs are not exclusive to development cooperation (36:43) – The role of AI for research   Contact For feedback on the show or to suggest guests for future episodes, contact us at scifi@esmt.org      

The COVID-19 pandemic has led to one of the most public incidences of a phenomenon known as sloppy science, or slodderwetenschap in Dutch. Professor Michael Lissack, from the College of Design and Innovation at Tongji University in China, and Brenden Meagher from non-profit Jhpiego explain the concept of slodderwetenschap and advise how good research design and rigorous interrogation can work together to prevent sloppy science. Read more in Research Outreach Read the original research: doi.org/10.1016/j.sheji.2021.10.001

Dr. Linda Chu discusses MRI advances in musculoskeletal imaging with Dr. Darryl Sneag and Dr. Ek Tsoon Tan.  MRI Advancements in Musculoskeletal Clinical and Research Practice. Sneag et al. Radiology 2023; 308(2):e230531.  

James N. Kirby, Ph.D., is a Senior Lecturer, Clinical Psychologist, and the Co-Director of the Compassionate Mind Research Group at the University of Queensland. He has broad research interests in compassion, but specifically examines factors that facilitate and inhibit compassionate responding. He also examines the clinical effectiveness of compassion focused interventions, specifically in how they help with self-criticism and shame that underpin many depression and anxiety disorders. James also holds a Visiting Fellowship at the Center for Compassion and Altruism Research and Education at Stanford University and is an Honorary Member of the Compassionate Mind Foundation UK. In 2022 he authored Choose Compassion, and in 2020 he co-edited Making an Impact on Mental Health. He serves as an Associate Editor for two international journals Mindfulness and Psychology & Psychotherapy: Theory, Research & Practice.

Malika Pritchett and Shahla Ala'i-Rosales join us to talk about their paper, Social Justice is the Spirit and Aim of an Applied Science of Human Behavior: Moving from Colonial to Participatory Research Practices   Show Notes Remember to join us on Facebook to suggest articles to review and questions for authors. https://www.facebook.com/BApractice Acknowledgments Host and Executive Producer: Cody Morris, Ph.D., BCBA-D, LBA https://salve.edu/users/dr-cody-morris Assistant Producers Jesse Perrin Hannah Grey Organizational Support ABAI https://www.abainternational.org/welcome.aspx Behavior Analysis in Practice Editor, Stephanie Peterson, Ph.D., BCBA-D, LBA https://www.abainternational.org/journals/bap.aspx Music Cruising Altitude by Jim Carr and his band New Latitude http://www.newlatitudemusic.com Link to Article Social Justice is the Spirit and Aim of an Applied Science of Human Behavior: Moving from Colonial to Participatory Research Practices | SpringerLink Links from Talk The Belmont Report | HHS.gov References   Benjamin, R. (2019). Assessing risk, automating racism. Science, 366(6464), 421–422. https://doi.org/10.1126/science.aaz3873. Fawcett, S. B., Schultz, J. A., Collie-Akers, V., Holt, C. M., & Watson-Thompson, J. (2016). Community development for population health and health equity. In P. Erwin & R. Brownson (Eds.), Scutchfield and Keck's principles of public health practice (4th ed., pp. 443–460) Cengage Learning. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/s0140525x0999152x. Heward, W. L., Critchfield, T. S., Reed, D. D., Detrich, R., & Kimball, J. W. (2022). ABA from a to z: Behavior science applied to 350 domains of socially significant behavior. Perspectives on behavior science, 45(2), 327–359. https://doi.org/10.1007/s40614-022-00336-z Maparyan, L. (2012). The womanist idea. Routledge. Pritchett, M., Ala'i-Rosales, S., Cruz, A. R., & Cihon, T. M. (2021). Social justice is the spirit and aim of an applied science of human behavior: Moving from colonial to participatory research practices. Behavior Analysis in Practice, 15(4), 1074–1092. https://doi.org/10.1007/s40617-021-00591-7 Schwartz, I. S., & Kelly, E. M. (2021). Quality of life for people with disabilities: Why applied behavior analysts should consider this a primary dependent variable. Research and Practice for Persons with Severe Disabilities, 46(3), 159–172. https://doi.org/10.1177/15407969211033629 Wolf M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203    https://link.springer.com/article/10.1007/s41252-023-00352-3

How can state laws improve civic education, and how can research-practice partnerships support the enactment of these state laws?  This episode explores how an ambitious Illinois civic education law, passed in 2015, is being enacted with the help of a research-practice partnership.  I speak with Kei Kawashima-Ginsburg and Mary Ellen Daneels, who are leading this partnership, which has helped tens of thousands of educators strengthen their civics-oriented teaching. Kei is the Director of CIRCLE, the Center for Information and Research on Civic Learning and Engagement, and Mary Ellen is the Director of the Illinois Civics Hub and the Illinois Democracy Schools Network. In our conversation, we discuss how their work is helping teachers enact best practices in civic education, including service learning, simulations, and discussions of controversial issues.Episode ResourcesIllinois Civics HubOnline Civic Ed Professional DevelopmentCIRCLE (Center for Information and Research on Civic Learning & Engagement)Research-Practice Partnership NetworkESD Podcast ResourcesBrett Levy's Open-Access Research Articles (Free Downloads)Education for Sustainable Democracy Facebook Page (Please Like!)YouTube Channel for Education for Sustainable Democracy (Please Subscribe!)Brett Levy's Twitter Page: Handle @brettlmlevyEducation for Sustainable Democracy HomepageRelated Episodes of ESDBuilding a Movement for Civic Education, with Michael Rebell (Teachers College, Columbia University)The Civically Engaged Districts Project, with Beth Rubin (Rutgers) and NJ District Administrators (New Brunswick Public Schools)Youth Exploring Public Issues & Taking Action, with Jill Bass (Mikva Challenge)Students Addressing Public Issues through Action Civics, with Scott Warren (Generation Citizen)Support the show

The Optimal Path is a podcast about product decision-making from the team at Maze. Each episode brings in a product expert and looks at the stories, ideas, and frameworks they use to achieve better product decision-making—and how you can do the same.You can connect with Gabriel on Twitter (@gabrielvaldivia) or check out his website.Resources mentioned:The Browser CompanyTeam Human by Douglas RushkoffHow to Do Nothing by Jenny OdellFollow Maze on social media:Twitter: @mazedesignHQInstagram: @mazedesignHQLinkedIn: https://www.linkedin.com/company/mazedesignTo get notified when new episodes come out, subscribe at maze.co/podcast. See you next time!

L​ily Ryan on cyber security and personal protection in the digital world​, Hoang Tran Nguyen & Sebastian Henry-Jones on 'House of Mother Tongue, House of Other Tongue' and Simon Robinson from design and research practice OFFICE.// Acknowledgement of Country// Headlines// ​Lilly Ryan is a software security consultant and board member of Digital Rights Watch. Last week we heard from Lilly Ryan about cyberattacks, reform, and biometrics. Today she joins us again to speak about cybersecurity and personal protection in the digital world!​//​​​Hoang Tran Nguyen is an artist working in social practice to address overlapping cultural histories, politics of place and the role of the art-worker.​ ​Sebastian Henry-Jones is a curator and writer led by an interest in DIY thinking; whose practice is informed by striving for a personal ethics with sincerity, generosity, honest communication and learning at its core. Today, Seb and Hoang join us to explore the context that has informed the project ‘house of mother tongue, house of other tongue', currently showing across and in-between ​Footscray Community Arts and ​West Space. You can find details for the Vietspeak Symposium here.​​//​Simon Robinson, architect and a managing director of the not-for-profit design and research practice OFFICE, joins us today to discuss OFFICE's 'https://www.office.org.au/project/retain-repair-reinvest/' project. This ongoing project has involved developing proposals for public housing refurbishment and retention as an alternative to the Victorian Government's Big Housing Build plans to demolish and rebuild these estates.//  Songs// Big Girls - Pricie​​​//Ezinna - B wise, Sampa the Great, Milan Ring//Smile - IZY// ​Where are you from? - Naavikaran//​By the Moon - Punko//

Malini Leveque is VP of User Insights and Research at SAP. A huge multinational software company, SAP has over 100,000 employees. In this episode, Malini shares how she's leading product teams throughout the organization using big data, analytics, and live user insights to drive actions that generate real business value.Help us improve the show and suggest future topics or guests! Click here to take our quick survey.

Links mentioned in this episode:Rocky Mountain Arts and STEM Think TankSupporting Teachers with STEM and Arts Integration in the Classroom**Listeners, take note: this is not a STEAM podcast series, but a series of episodes focused on STEM and the arts.Today's host Heather Francis, with co-host Tina McCulloch, introduces a series on STEM and the Arts. This podcast is important because teachers need practical, applicable examples of what STEM plus the arts or the arts plus STEM look like in the classroom. The experts and teachers in this and future episodes offer insight and experience to our listeners.Dr. Heather Leary is today's guest and is a professor in the Instructional Psychology and Technology department at Brigham Young University. This episode explores the distinctions of STEM and the arts, and discusses Dr. Leary's collaborative STEM and arts project.Tina is an elementary school teacher with 13 years of experience who integrates the arts into her classroom because the arts create connection, are part of her teaching persona, and help students “recognize the interconnectedness of our learning.” Dr. Leary has a bachelor's degree in fine arts and began her career as a photographer. Over time, her STEM-focused personal and professional lives overlapped (doing research, working with classroom teachers, and doing professional development). STEM offers a powerful, systemic way to consider content, think about critical thinking and problem solving: STEM is a holistic and simultaneously fun, creative, and engaging approach to learning.Definition of STEM + Arts — Reaching for TransdisciplinarityIntegrating STEM with the arts helps teachers move towards transdisciplinarity, or emphasizing the natural connections and overlap from arts into science, arts into math, and arts into technology. Arts + STEM ←→ STEM + ArtsThe relationship between STEM and the arts is symbiotic: the relationship goes both ways. Classroom teachers can integrate the arts into STEM-based content, and arts teachers can include science, math, engineering and technology into their lessons. Arts educators do just as much as STEM in art classrooms, and not in a superficial way, but in a powerful way—these connections show up in very deep, problem-solving ways, compelling teachers and students to think critically. The arts aren't limited to just visual arts, but include all the art forms—theatre, music, dance, visual—and choosing an appropriate artform can support students as they work through problems.As a dance math teacher, Heather Francis describes an example of a classroom application for using dance as a way to teach mathematical patterning to build the skill of mathematical visualization. In practical terms, students' math problem might be: given the length of a flagpole's shadow, calculate the length of a flagpole. Students likely have difficulty understanding that a flagpole has a shadow. Teachers can choose the artforms of visual art and/or dance: students can draw a flagpole and include its shadow, and/or perform shadow dances. This practice of artform-based patterning translates into larger applications, when students have their own interesting problem due to their experience with an art process informing their mathematical learning and the math informing their creative expression. Supporting Utah Elementary Teachers' Implementation of SEEd The SEEd standards are the new science standards for Utah elementary schools. The greatest influence in the classroom is the teacher, so effective professional development for teachers really spreads to the students. Dr. Leary describes how her research-practice collaboration with Provo teachers is influenced by the district's emphasis on STEM education. STEM + the arts are mutually inclusive. Together with Dr. Leary, the arts and classroom teachers are exploring and defining what SEEd-focused teaching looks like using STEM and the arts. They have identified the following needsTeachers need to understand the SEEd standards.Teachers need collaboration to create arts adaptations to SEEd-focused lesson plans.Teachers need continued support as they work to implement the STEM and arts lesson plans.Teachers ask questions like these:How can I integrate this using _____art form?What are the standards I am responsible for?When do the SEEd standards overlap with the arts standards?In order to build capacity for teachers and develop students' skills and knowledge, Dr. Leary and the classroom and arts teachers collaborate to design and implement lesson plans, and collect data from these classrooms. This research-practice partnership is unique because it brings together teachers from different schools and different grade levels. Tina McCulloch works with Dr. Leary both as a classroom teacher and as a graduate student project manager, experiencing the project from both lenses.Their project is a design-based research project. In design-based research, the practitioner and the researcher work together. The practitioner's experience changes over time, and is used as a foundational place for theory development, resource creation, future research questions, and necessary shifts for application and practice. Considering the needs of classroom teachers is essential for a participant like Tina, who participates in this research as a practitioner (teacher) and researcher.Lessons Learned from the STEM + Arts Research Practice PartnershipThis research collaboration began in 2019, with Dr. Leary initiating conversations with three classroom teachers and one art teacher. These simple but powerful conversations, which offered these educators time and space to think deeply about the intersection of STEM and art, and what they could do, created an impetus for more collaboration.Teacher & Arts Educator Collaboration is Key to Create Meaningful STEM + Arts Student Learning Experiences Dr. Leary describes how teachers are really hungry to learn how they can do more transdisciplinary work. Teachers want to be able to teach in a very authentic, real-world, holistic way: when students walk out into their communities, they hear things, see things, and interact with things, and can start to form a larger, comprehensive perspective and picture of the world: “The world isn't just math, or just science, or just engineering, or just art or just technology, right? All of the disciplines are necessary for something to happen.”This STEM + arts research work is designed to help teachers create that learning environment, that curiosity, that transdisciplinary approach to seeking information. STEM + the arts is a way to do that; it's an iterative way to teach: learning by doing, making mistakes, creating a growth mindset with curious thinking and skills development.Cross Grade-Level Communication About Arts and Science MattersElementary SEEd standards are designed so that third grade aligns with fifth grade; fourth grade aligns with sixth grade. Teachers from these aligned grades talk to each other with these questions in mind:As a sixth-grade teacher, what do fourth graders learn that I can expect to build on?What should students know by fifth grade?As a fifth-grade teacher, how can I support your work with third-grade students?Cross grade-level communication is essential for building teacher collaboration and laying a foundation for efficient teaching and supporting student success in their inquiries.District support also means that teachers who have never talked with their arts coach, or art educator, or the science educators, are now having productive and meaningful conversations and input about long-term planning and overall learning goals. The Arts Help Create Meaning in Inquiry-Based LearningA teacher in Provo District has a master's degree in STEM. At first, her approach to the new SEEd standards looked like this: “I know all about how to do the engineering process and how to have this phenomenon in my classroom.” Soon, she realized, “they [my students] need something more.” As a member of the STEM + arts research partnership, she understood that the ‘something more' was the arts, but she had no idea how to implement the shift toward the arts. As she continued learning about arts integration, and because of the arts skills she learned because of her involvement with the partnership, she said, ““Now I can do a little bit more.” When Tina came into her classroom, she said, “Look what my kids did!”They had done some watercolor painting of clouds. She said, “Because you were willing to show me what wet-on-wet looks like, and how to put some dry brush in there, and then how to sponge some parts off, we have this wall where the kids can talk about their cloud formations and they refer to it all the time.” The best part? The students want more. They are asking when the class will be doing the next arts-integrated activity. Because of this small success, this teacher has an intrinsically-motivated drive to learn more and invest more fully in deep learning through STEM + arts.Together, Teachers Create Grassroots Momentum for Artful LearningMore on this idea of reciprocal symbiosis: Teachers are creating momentum by gaining new dispositions and realizing opportunities to access the full capacity of their school's arts educator through artful conversations, opening the door to an arts-integrated curriculum: when classroom teachers get support from the art educator in their school, they work together to build a strong foundation of positive momentum for both other teachers and the art educator. These relationships and conversations are effective because they create multi-lateral momentum and movement: not just change from the top-down, but also—and more importantly—a bottom-up and multidirectional ribbon of change that creates sustainable longevity. Just like STEM + Arts ←→Arts + STEM, teachers + arts educator ←→ arts educator + teachers. District Support is Essential for Sustainability and Building Teacher CapacityIn order to create longevity, support for the teachers, and grassroots change in pedagogical practice, Provo City School District had to be included: the district needed more effective ways of teaching STEM content (because of the updated SEEd standards), and teachers were starved for holistic ways to effectively teach to students' curiosity. These related needs created an ideal environment for research and conversations among administrators and teachers about the how.The district provides essential backbone support by assisting with dissemination—reaching a much broader audience than just three classroom teachers and one art teacher—which creates an added element of sustainability: a  district-supported partnership system that facilitates teacher growth and student achievement. Because district resources and personnel are built into the infrastructure of the research project,teachers are more likely to collaborate with each other;teachers are getting support from peers and administrators; andteachers are more willing to try new strategies, practices, and take risks and get better and better at new arts + STEM skillsA few years into this process, progress is evident because teachers have tried new approaches and lesson plans, they are learning and growing, and ready to share their experiences with other teachers, creating change at a district level.Benefits of STEM + Arts Research This research partnership's structure is unique because it covers both sides of the design-based research experience: the practitioner (teacher) side—what works in the classroom? How can we improve student learning and teacher practice by integrating STEM+Arts?; and, the research side—how is what teachers are experiencing useful for future design-based research projects?  What can we change about the structure of these conversations to improve efficacy for teachers?Tina emphasizes how an informal learning setting—like this podcast—is an opportunity for a teacher to listen to it in the car on the way to school and maybe become inspired; maybe hear something; maybe go to the show notes and think, “I am going to dip my toe in. I am going to be brave, and I'm going to try something new.” Our hope and passion is that STEM + Arts ←→Arts + STEM series allows teachers a little bit of freedom to innovate, because the intersections of STEM + Arts really  build critical-thinking, problem-solving, and collaboration skills. These are 21st century skills. We encourage other teachers to walk alongside us as we work to support students to be producers and creators. Join the Rocky Mountain Arts + STEM Think Tank: Our STEM + Arts Learning CommunityThe collaboration between Dr. Leary and the teachers in Provo district is an open space: join the conversation now! The Rocky Mountain Arts + STEM Think Tank meets monthly, and is hoping to expand to include any teacher.Goals for monthly conversations include:Tried-and-true classroom lesson plans/teaching techniques presented by teachersQuestion time/collaboration timePlanning time/collaboration timeReport back on trying something new in the classroom: refine, revisit, revise.Reach out to Dr. Heather Leary (Heather.Leary@byu.edu) or Tina McCulloch (tinamc@provo.edu) if you're interested in joining the think tank!Future episodes Look forward to hearing from:Mr. Dance offers his experiences helping teachers integrate dance into science and mathematics.A classroom-teacher-turned-art-teacher integrates STEM into art and helps classroom teachers improve their art knowledge.A district arts coach shares ways he supports art educators to understand how classroom teachers are using SEEd standardsParticipants from the research partnership share how feelings and stories about this year's STEM + Arts ←→ Arts + STEM journey.Stay tuned for next time, and follow us on social media @everychildeveryart.Please subscribe to the Artful Teaching podcast on your favorite platform: Amazon, Google, Spotify, Pandora. We would love to have you as a subscriber. You can also subscribe to our blog or our newsletter or updates on our Native American Curriculum Initiative. We love sharing our tips and tricks for arts integration in the classroom with youFollow us and find more arts integration resources:Native American Curriculum Initiative Mailing ListBYU ARTS Partnership NewsletterAdvancingArtsLeadership.comSubscribe on Apple PodcastsSubscribe on SpotifySubscribe on Amazon Music InstagramFacebookPinterest Don't forget to peruse the bank of lesson plans produced by the BYU ARTS Partnership in dance, drama, music, visual arts, media arts, and more. Search by grade level, art form, or subject area at www.education.byu.edu/arts/lessons.

Kevin Newton is Manager of UX Research Practice at LinkedIn; in this episode, he shares insights on how he's scaling a research team at a large and growing company. His team is also working on a unique effort to quantify what it means to have a “simple” user experience, and its relationship to LinkedIn's metrics and revenue. 

In this podcast Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer, Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital summarizes available outpatient and inpatient treatments for COVID-19, and answers questions from attendees of our May 12th, 2022 webinar, “Navigating the Wake of COVID.” This podcast was recorded on June 15th, 2022. *Note: For the most up to date information, please visit our Coronavirus (COVID-19) Resource page.

Listen to this interview of Dave Harris, a writing coach who uses principles from design to help authors develop writing practices. We talk about his book, Literature Review and Research Design: A Guide to Effective Research Practice (Routledge, 2019), and the ongoing conversation that is research. Dave Harris : "And one of the important elements of thinking of your research as a conversation with your community of scholars is that the gaps in the literature are, to some extent, the things that others have left unsaid. So, we're in this conversation, and one person mentions an idea and they mention three factors of that idea, and there's a fourth factor that they didn't mention — well, that's your gap in the literature, and you jump in and you say, 'Well, we also want to talk about this fourth factor.'" Clear your thoughts with Dave! Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Listen to this interview of Dave Harris, a writing coach who uses principles from design to help authors develop writing practices. We talk about his book, Literature Review and Research Design: A Guide to Effective Research Practice (Routledge, 2019), and the ongoing conversation that is research. Dave Harris : "And one of the important elements of thinking of your research as a conversation with your community of scholars is that the gaps in the literature are, to some extent, the things that others have left unsaid. So, we're in this conversation, and one person mentions an idea and they mention three factors of that idea, and there's a fourth factor that they didn't mention — well, that's your gap in the literature, and you jump in and you say, 'Well, we also want to talk about this fourth factor.'" Clear your thoughts with Dave! Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Dave Harris, a writing coach who uses principles from design to help authors develop writing practices. We talk about his book, Literature Review and Research Design: A Guide to Effective Research Practice (Routledge, 2019), and the ongoing conversation that is research. Dave Harris : "And one of the important elements of thinking of your research as a conversation with your community of scholars is that the gaps in the literature are, to some extent, the things that others have left unsaid. So, we're in this conversation, and one person mentions an idea and they mention three factors of that idea, and there's a fourth factor that they didn't mention — well, that's your gap in the literature, and you jump in and you say, 'Well, we also want to talk about this fourth factor.'" Clear your thoughts with Dave! Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Welcome to this episode of Best Friend Therapy, where we chat about what's on our minds, to get deeper in our minds.This week we're talking about Imposter Syndrome and why, if you've ever felt like the odd one out, you're in good company.Join us on an Inception-like head-scratcher as we experience Imposter Syndrome whilst talking about Imposter Syndrome in an attempt to make the episode "good enough", learn why tennis remains Elizabeth's Achilles heel and why Emma will never have a job as a pizza chef. ---Malcolm Gladwell talks about 10,000 hours of practice is his fantastic book, 'Outliers'.https://www.amazon.co.uk/Outliers-Story-Success-Malcolm-Gladwell/dp/0141036257Emma and Elizabeth talk about the original study into Imposter Phenomenon, for which the reference is: Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.Brene Brown speaks about belonging versus fitting in within her book 'The Gifts of Imperfection'. shorturl.at/bmxIXThe School of Life has produced a great video on Imposter Syndrome: https://www.youtube.com/watch?v=eqhUHyVpAwE---Best Friend Therapy is hosted by Elizabeth Day and Emma Reed Turrell, produced by Chris Sharp. To contact us, email contact@bestfriendtherapy.co.uk---Social Media:Elizabeth Day @elizabdayEmma Reed Turrell @emmareedturrellBest Friend Therapy @best.friend.therapy

Let's face it, the last 2 years have been the most challenging for our profession and for all of healthcare. Anne Dabrow Woods, Chief Nurse of Wolters Kluwer, Health Learning, Research & Practice, speaks from the heart, answering the question, “Why do I love the nursing profession?”

Dr. Janet Patterson, Research Speech-Language Pathologist at the VA Northern California Healthcare System, speaks with Rob Cavanaugh of the University of Pittsburgh, about dosage in delivering aphasia treatments, and about the difference between dosage in research settings and dosage in clinical settings.       In today's episode you will hear about: The concept of voltage drop, its definition, and how it applies to aphasia rehabilitation, Opportunity cost and factors that affect the ability to deliver a treatment protocol with fidelity to the research evidence, and Mindful clinical decision-making to assure delivery of the best and most efficient treatment possible within existing clinical parameters.     Janet Patterson: Welcome to this edition of Aphasia Access Podversations, a series of conversations about community aphasia programs that follow the LPAA model. My name is Janet Patterson, and I am a Research Speech-Language Pathologist at the VA Northern California Healthcare System in Martinez, California. Today I am delighted to be speaking with my friend and an excellent researcher, Rob Cavanaugh, from the University of Pittsburgh. Rob and I have had several conversations about aspects of aphasia rehabilitation, beginning when he was a Student Fellow in the Academy of Neurologic Communication Disorders and Sciences. Our conversation today centers on a topic we both have been thinking about, dosage and aphasia treatment.    As Rob and I start this podcast, I want to give you a quick reminder that this year we are sharing episodes that highlight at least one of the gap areas in aphasia care identified in the Aphasia Access White Paper, authored by Dr. Nina Simmons-Mackie. For more information on this White Paper, check out Podversations Episode 62 with Dr. Liz Hoover, as she describes these 10 gap areas, or go to the Aphasia Access website.    This episode with Rob Cavanaugh focuses on gap area 4 - Insufficient intensity of aphasia intervention across the continuum of care. Treatment intensity is not a singular concept, but rather has several components to it, including decisions about dosage. Much has been written about intensity in aphasia rehabilitation, however, as yet there is no clear and convincing argument about what, exactly, is the best intensity for delivering an aphasia treatment to an individual with aphasia. I hope our conversation today can begin to shed some light on this topic.    Rob Cavanaugh is a third year Ph.D. candidate in the Department of Communication Sciences and Disorders at the University of Pittsburgh. Before moving to Pittsburgh, he worked as a clinical speech-language pathologist in Charlotte, North Carolina, in outpatient and inpatient rehabilitation settings. His research interests focus on identifying implementation gaps in aphasia rehabilitation, improving patient access to therapy services through technology, improving treatment outcomes, and advancing statistical methods used in aphasia research. Rob received his master's degree in Speech and Hearing Sciences from the University of North Carolina at Chapel Hill. He is currently doing interesting work at Pitt, and I look forward to our conversations, Rob, today and in the future. Welcome, Rob to Aphasia Access Podversations.   Rob Cavanaugh: Thanks Janet, it's great to be here, and I'm really excited to talk about dosage and aphasia treatment.    Janet: Great! I think the only thing I'm going to have to worry about Rob, is keeping us contained because we could probably talk for days on this subject, and our listeners would get tired of hearing us.    Rob: That is definitely true.   Janet: Today, as I said, Rob, I'd like to talk to you about dosage and aphasia treatment.  You and your colleagues recently published a paper in AJSLP that compared dosage in research papers and dosage in clinical practice. The team did great work, and I think it's an impressive paper. As we try to create an effective and efficient treatment program for our clients with aphasia, one of the elements we consider is dosage of the treatment we select. Simply defined, dosage can be thought of as the amount of treatment provided at one time, how often that treatment is provided, and the length of time the treatment lasts. We sometimes hear the terms session length, frequency and duration. Would you agree with that definition, Rob?    Rob: Thanks, Janet. I'm really excited about this work, and I want to take a minute to acknowledge the research team on this project before we really get into dosage because it really was a big team effort. Christina Kravetz is a clinical speech language pathologist here in Pittsburgh, Yina Quique, who is now a postdoctoral fellow at Northwestern, Lily Jarold who is now working on her clinical master's degree at the University of South Carolina, and Brandon Nguy who I think you had on an Aphasia Access Podversations a couple weeks ago to talk about his presentation and some of his work analyzing demographic trends in these data. I should also acknowledge our funding sources, which include the School of Health and Rehabilitation Sciences here at Pitt, and the National Center for Advancing Translational Sciences.   I think that's a good definition to get us started talking about dosage. We know that the amount of treatment is most often reported in terms of time, how many minutes in a treatment session, or how often sessions occur, or how many total sessions are there. But perhaps I can add one more dimension to our discussion about dosage, which is that it's not just how much treatment occurs in terms of time, but also what the treatment is made up of, what are the activities that we're doing within the treatment? How many times do we do them in a session? Or how many times do we do the activities per hour of treatment? As much as I'd like to think of dosage and aphasia treatment as an analogy to taking an antibiotic, such as when you have strep throat or some infection, you take 250 milligrams twice a week for two weeks. Dosage in aphasia rehabilitation is probably not that straightforward, right? Our treatments are complex and holistic and answering questions like how much of something gets really tricky really quickly.   Janet: I can imagine, and you know, when we first started talking about dosage several years ago, people used exactly that analogy. It's hard to appreciate that analogy because therapy is not this little unit of a pill or a tablet, it's a complex interaction between people. When we think about dosage, sometimes as clinicians we can decide dosage for our treatment, but sometimes it may be imposed upon us by an external source, such as our workplace or healthcare funder. And while it's important that we take guidance from the literature to determine dosage, I am not sure that that always happens. Rob, you are both an aphasia clinician and an aphasia researcher, how did you get interested in thinking about dosage as it relates to aphasia treatment?   Rob: I am a clinician by training, and that's really the viewpoint with which I started. Like you mentioned, I worked primarily in outpatient rehab settings, where most of the individuals who came into our clinic were home from the hospital, and they were working to recover from a recent stroke or traumatic brain injury or brain cancer, or some similar life-changing event. I think you're right, that practical dosage in a clinical setting like this is some combination of the clinical decision-making that we do as expert speech-language pathologists, and then all of these real-world constraints around us such as insurance, clinician availability, or the client's ability get to the clinic on a regular basis. I was fortunate to have excellent mentors and I'm going to acknowledge them. MaryBeth Kerstein, and Lisa Hunt and Missy Davis at Carolinas Rehab, were expert clinicians for me as a novice coming in. They really knew how to navigate their clinic, what they wanted to do from a clinical standpoint, and then what they were looking at in the insurance paperwork, and what to do when the patient said, “Well, I can only get here once a week”. My interest in dosage really comes from the perspective of, I've got this treatment, and it requires a lot of dosage and I want to fit it into a very narrow window of time. As a clinician you're grateful to have twice weekly sessions for six or eight weeks, and then you read a treatment study and it said that it provided treatment for 20 or 30, or even 60 hours. That's really hard to do in practice. So you know, we want to be confident that if I'm going to go with a treatment, if I'm going to choose it, I'm not wasting someone's time because I don't have enough of it for the treatment to be effective. And I'm also not wasting time by doing too much of it.   Janet: That's so important to think about Rob. You also mentioned something else, patient characteristics. Can an individual get to the clinic as much as they need to? Are they motivated to participate in this treatment? Those pieces must factor into your decision as well.   Rob: Sure, and you know, I think about some of our really high intensity treatments. Here at the Pittsburgh VA, we recently completed an ongoing study of semantic feature analysis which provides 60 hours of SFA. That's a lot of time to be doing a single treatment and so certainly motivation is a really important piece that we have to fit into the conversation about dosage.   Janet: As an aside, I'm sure you know, we're doing some investigation into motivation and what it means and how it works and how we can best use it in treatment, but it certainly is part of the decisions that you make when you when you select a treatment. I am glad that you're thinking about these pieces, because they're all focused on getting the most effective, efficient treatment that we can for a patient, and you're right, not wasting time or resources.    In your recent publication, Rob, you approach the topic of treatment dosage by identifying the gap between the dosage reported in research studies and the dosage used in clinical practice. By the way, the link to that paper is at the end of these Show Notes. It appeared in AJSLP so our listeners can access that paper and read your work for themselves. In that paper, you and your colleagues use the term voltage drop to describe this difference between research and clinical application. Will you explain the term voltage drop to us and describe how you see its relevance to aphasia treatment?   Rob: Sure, so voltage drop is this idea that when you take an intervention that worked in a controlled research setting, and we saw some good results, and then you implemented that scale in the real world. You give it to clinicians and while they might use it in their clinical practice, there can be a reduction in how effective that intervention is, right? The real world is messy, it's often hard to implement the research protocol with high fidelity, or there are good reasons to alter the protocol for individual situations, but we don't know how those alterations might affect the outcomes – this is voltage drop. This idea has been around in the implementation science literature for quite some time. I actually first heard this term on another podcast called Freakonomics, which is very different from what we're talking about today. It was in the context of how do you scale up social interventions like universal pre-kindergarten, and the challenges that come with finding something that works in one situation and trying to bring it to the whole country? And I thought, “Oh, this is exactly what I've been worrying about in our clinical practice world.” How do we take something that works in a small, controlled setting and make it work in larger settings throughout the country, in clinical settings? The term voltage drop seemed like a great way to motivate the conversation in our paper about dosage. If we can't implement the same dosage in clinical practice that we see in research, we could see a voltage drop in our treatment effectiveness for people with aphasia.   Janet: Right. I like that that term. Rob, as I was listening to you talk about this term voltage drop, it reminded me of phases in research, where you start out by demonstrating that the technique works in a research environment, and then moving it to a clinical environment to see exactly how it does work. I also thought about how we as clinicians need to be mindful that when we implement a treatment, if we can't meet the conditions in the research treatment, if we aren't taking into consideration this potential voltage drop as we implement treatment, we may not be doing the best job for patients. Does that make sense to you?   Rob: Yeah, I think it's a really hard balance as a clinician. You might have treatment which you feel like would be particularly helpful for someone. But the literature says this treatment has been implemented for 30 or 40 or 60 hours in the research lab and you're looking at the paperwork for this person which says that they have 20 visits, and you're wondering how you're going to make that work? Should you use a different treatment that doesn't seem to have as much dosage in the literature, or should you try to fit that treatment into what you have with that person? I think those are questions we don't have good answers to yet and clinicians struggle with all the time.   Janet: Which leads me to my next question for you. As clinicians recognizing the situation, how should we use this concept of voltage drop as we determine an individual's candidacy for a particular aphasia treatment technique, and determine treatment dosage in our own clinical settings? That's a loaded question, by the way!   Rob: That's a great question. I think this area of research has a long way to go before we really have any definitive answers. I think this idea of voltage drop right now perhaps is just something that can play a role in our clinical decision-making process when we go about implementing the aphasia treatment literature with our clients on a daily basis. For example, we often deviate from the evidence base in ways we think will improve our treatment outcomes, right? We personalize our treatment targets so that they're motivating and relevant for our client's goals. We might integrate multiple treatment approaches together or provide two complimentary approaches at the same time to address multiple goals. These adjustments reduce how closely our practice matches the evidence base for a treatment, but hopefully they improve the outcomes. On the other hand, we often have to make these compromises that we're talking about and deviate from published protocols because of practical constraints in ways that could reduce effectiveness. Not being able to even approximate a published treatment's dosage because of insurance or clinician availability or transportation has the potential to reduce treatment effectiveness. I think these factors probably should play a role in whether or not we choose a particular treatment approach. Maybe we use the difference in the published dosage versus what face to face time we know we're going to have to make a determination about how much home practice we suggest the person do. Or maybe we say there's just too big of a difference in what I know I can do with this person, and I need to think about other treatment options.    I'd also like to add maybe an important caveat here, which is that I don't know of any aphasia treatment, and I would love for somebody to email me and tell me what study I haven't read yet, but I don't know of any literature that has established an optimal dosage for even an average person with aphasia, and certainly none that say if you see a person with aphasia with a certain profile you need to provide at least X minutes of this treatment for it to be effective. Most of our evidence base tells us about the average effect size across participants for a single dosage. And it's really hard to extrapolate this information to make decisions about an individual person with aphasia.   Janet: I think you're absolutely right, Rob. I have not read a paper about optimal dosage for any kind of a treatment either. And one of the things that I was thinking about as you were talking is that I want to assure clinicians that we're in a messy world here trying to figure out dosage and intensity. I want clinicians to be able to continue to walk through their clinical decision-making without trying to figure out how all these pieces fit together in treatment. The words that came to my mind, as you were talking about strategies that clinicians might use as they decide whether they want to use a particular treatment or not, is mindful clinical decision-making. If you choose a treatment knowing that you cannot deliver the number of sessions that are listed in the research literature, then what are you balancing or what are you giving up in order to implement that treatment? It's mindful decision-making, as you apply a treatment. Does that make any kind of sense to you in terms of looking at dosage?   Rob: Yep. I think that makes a lot of sense. It brings up this idea to me of opportunity cost, right? Imagine a decision tree of things or directions you could go as a clinician, and every branch of that tree that you could take means that you don't get to take the other branch. This could be a paralyzing decision-making process if you try to incorporate too much, but maybe dosage is one of those key elements that you say, “I'm going to prioritize, making sure dosage is at least approximate. Maybe I can't get 30 hours, but I can get close, so I feel confident that's not going to limit my treatment's effectiveness.”   Janet: I think it is important to pay attention to dosage. Don't just proceed with random assumptions about dosage but pay attention to it as you're deciding to implement a treatment.   We've talked a lot about the background and the importance of dosage and mindful clinical decision-making from a clinical perspective. I hope our readers know by this time that that the comments you're making are based in science, so I want to talk for a little bit about your paper in AJSLP, if we can. I mentioned already that the reference is listed below in Show Notes that accompany this podcast, and our listeners can also find it by searching the ASHA publications website, and also your University of Pittsburgh website, on the Communication Sciences and Disorders page and the Language and Cognition Lab page. You have two methods in this paper, analyzing hospital billing data, and also conducting a scoping review of the literature. Without delving too far into the details, will you tell us about these methods and how they allowed you to then examine the research-practice dosage gap?9   Rob:  Sure, I'm happy to summarize. I learned, you know, halfway through this project that I bit off quite a quite a bit of research. It was a pretty large project for me as a doctoral student! Our driving research purpose for this study was to estimate how well the typical dosage that was provided in clinical practice approximated what was provided in the research literature. There are two elements here, what's typical in clinical practice and what's typical in research. In particular, I was interested in outpatient clinical practice, because this is often the last stop in our rehabilitation medical model for people with aphasia, and it's where my clinical experiences had mostly been. To estimate dosage in clinical practice, we looked at billing data from a large regional provider in western Pennsylvania. Every time an SLP sees a client they have to bill a specific code to the insurance company for that visit. These codes are attached the electronic medical record and we were able to use resources in Pitt's Department of Bioinformatics to extract these billing codes. We counted them all up for people with a diagnosis of stroke and aphasia who were seen by a speech-language pathologist. We looked to see how many were there? How often do they occur? Over how many weeks did they occur? We don't, of course, know the extent to which these specific providers match the rest of the US or certainly not international clinics, but we felt like this was a good start, given the lack of information in the literature.    Then on the research side, we wanted to estimate the typical dosage for studies that had been published recently. If we looked back 30 years, we'd probably still be reading research articles, so we used a scoping review format because our research question was really focused broadly on dosage rather than the specific study designs, the quality of the studies, or the outcomes, we just wanted an estimate of the dose. I have to give a shout out here to Rose Turner, the librarian on our team at Pitt, who guided this aspect of the study, I strongly recommend anyone use a librarian for reviews like this, we could not have done it without her. We started with over 4500 study records which matched our search terms and we whittled them down to 300 articles.   Janet: That's a lot of work, Rob.    Rob: It was definitely a lot and I will say we have a team, right? This was not me, this was a team effort. We ended up with about 300 articles, which essentially describe the aphasia treatment literature over the past 10 years or so. These were not studies that were provided in the hospital, these are mostly community-based treatment studies. They didn't have any extras, like the people receiving treatment weren't also receiving a specific medication or some kind of brain stimulation, it was just behavioral treatment. We pulled the dosage out of these studies and then we compared them to what we found from our billing data.   Janet: I read the paper a few times, and I'm not unfamiliar with a scoping review or with gathering data from clinical records. I found myself as I was reading that paper thinking this must have taken you years and years and years, which of course, I know it didn't, but your team really has, I think, produced a great paper that is going to be a good foundation for us to think about dosage.   That's a wonderful summary of the methods you used and anybody who reads your paper will appreciate the summary that you just gave. What messages did you glean from the data that you collected? I am thinking of the specific research conclusions, and also messages that maybe might help us as clinicians?   Rob: Sure, so I don't think it's a surprise to any clinician out there that there was a meaningful gap in dosage between the research studies we looked at and the billing data. This was particularly true for the number of treatment hours. Research studies provided on average about 12 more hours of treatment than we found in the clinical billing data. That's per episode of care. Think about a person who comes into the clinic, has an evaluation, receives a number of treatment sessions, and is discharged. On average, that episode of care has about 12 hours less than your typical research study. This largely confirmed our hypothesis going in that we would see a gap here. Interestingly, clinical practice seemed to provide treatment over a longer period of time. The total number of weeks was longer than what was typically done in research studies. You might take a conclusion away that in at least outpatient clinical practice, treatment might be a little bit more distributed over time and less intensive than treatment provided in our research literature.    I think it's important to highlight that this is a really rough comparison of dosage, right? Billing data are not really specific to the clinician patient interaction. It's just the code that the clinician punches into their software when they're done. We've glanced over some important aspects here that we just weren't able to look at. For example, dose form, or how many times each element of a treatment was completed, is not something our study was able to look at. These are some of the most important aspects of treatment, and what I try to do as a clinician, such as goal setting, and counseling and education, the time working on our communication goals outside of impairment focused tasks. Those elements aren't often part of treatment studies, but they're absolutely part of clinical practice, and they take a lot of time. That's an unaccounted-for difference that could mean that we've underestimated this gap and dosage. On the other hand, clinicians often assign home practice; we work on something in the face-to-face session and then I say, great, you've done an amazing job, I want you to practice this 20 minutes a day until the next time you come in, something like that. We didn't have a way of tracking home practice in our study. Perhaps home practice is an effective way of making up this dosage gap. But we're not able to understand what role it might play based on these data.   Janet: I think you're right about that, and it makes a whole lot of sense. This is a start in our direction of trying to really understand more carefully what dosage means. Does it mean this large thing? Does it mean very specifically, how many times are we delivering the active ingredient in a specific therapy? There's so much more that we need to know, and I think you have figured out by now that I think dosage matters, I think it matters a lot. I think it matters a lot more than we've ever really paid attention to. I know also, and you've certainly described this, every day in clinical practice we make decisions about an individual's candidacy for rehabilitation, including that what we think as clinicians is the best match between a treatment, a patient's personal and aphasia characteristics that they bring to the rehabilitation enterprise, and the likelihood of an optimal outcome. If we get it wrong, because of a mismatch in dosage, we may not successfully translate research into practice, and we may not make that much of a difference in our patient's life, or at least we may not make as much difference as we hope to. In the case of a potential mismatch, how do you see that affecting our clients, their families, and our healthcare system, because we do have to think about all of these pieces of the aphasia rehabilitation enterprise.     Rob: I think you're right you know, this is just a start. When I started my doctoral program at Pitt Dr. Evans and I were working on grants, and we would always write a statement like, treatment services are limited, and then I'd go try to find the citation for that line, and it's hard to find. Dr. Simmons-Mackie's White Paper is fantastic and provides a little bit of evidence to that regard but there aren't a lot of numbers. So, I think you're right that this is not the end of the story, I'm hopeful this study is a start. I think if you buy into this idea that too much of a gap in dosage could result in voltage drop in our treatment effectiveness and poor outcomes, I'm concerned that our ability to help people with aphasia and their families recover and adjust and thrive with their new reality is diminished in real world clinical practice. That's a big concern for me, and that's the reason that I am a speech-language pathologist and working with people with aphasia. I think that's something we need to understand better as a field. I'm also aware that when somebody decides to come to treatment, they're dedicating time and energy to themselves and trusting us as clinicians that we know how to best use their time and energy. The time spent coming into the clinic or doing home practice could just as easily be spent with family or friends or in other fulfilling activities, so I want to be respectful of their time.    With regard to how this could affect our health care system, I don't know that I have a great answer for you. Sometimes I wonder whether the current medical model is really a good fit for chronic conditions like aphasia. The gap in dosage might just be one manifestation of the challenges that clients and families and clinicians face every day, in figuring out how to make affordable and effective and motivating treatment options available for people long term. That's got to be a priority for us moving forward, because I'm not sure that our current model really fills that need.   Janet: Rob, I agree with you on that, and I'm thrilled that you and your colleagues are making this initial attempt to try to figure out how we can best match the treatment and the clients in terms of dosage, to achieve the optimal outcome that we possibly can.   You know, Rob, that I think that this conversation is fascinating, and we could talk all day. My belief is you and your team have just scratched the surface about treatment delivery information that we must be mindful of, in both our research and our clinical practice. A lot today that we've talked about really relates to clinical practice, but I imagine there are just as many thoughts or concerns or cares that we need to take when engaging in a research protocol to evaluate the success of a treatment.    Rob, as we draw this interview to a close, what pearls of wisdom or lessons learned do you have for our listeners, both researchers and clinicians, about dosage and aphasia rehabilitation, bridging the research-practice dosage gap, and reducing the voltage drop as we implement aphasia treatment.   Rob: Yeah, it's a tall order.   I don't think there's a quick fix, certainly, but I I'm going to summarize and expand on some of our recommendations from the paper. One thing that's important, I think, as we move forward is that, as researchers, we need to be really thoughtful about our selection of dose. As you mentioned, with regard to the stage of research, maybe our selection of dosage in early-stage research reflects our underlying research questions and issues of statistical power and funding constraints. For later stage research that's starting to think about clinical outcomes, we need to provide a clear justification for deviating from a dosage that's not attainable in clinical settings. In the same vein, I think as researchers we can do more to provide easily accessible and hopefully free materials to clinicians to facilitate home practice and to augment the limited face-to-face time that clinicians might have with their clients. Software and app development are getting there, and I think they're improving how easy it is to do home practice. To me a treatment study that you want to be out in the real world is only going to be successfully done if you really give clinicians easy access to tools where they can implement it. I know, just like many clinicians know, their time is really limited particularly between seeing patients, and so I don't want to make them do a whole lot of work to implement my intervention.    The second recommendation from our paper is that we need more research on the role of dose. We've talked about one challenge in this line of work, which is that dosage requirements are probably a function of an individual's language profile, almost certainly a function of their individual language profile, and their individual circumstances. If you compare one dose to another in some group trial, it only gives you so much information about what dose is best for a given individual. I think this is a problem our field is going to have to solve. Our lab is working on one solution that we're really excited about, which is to base treatment dosage not on the number of minutes, or how often you see someone, but on their real time performance on individual treatment items, like their ability to produce a specific sentence in script training or name a word, if you give them a picture. Our lab is not really thinking about dosage in terms of treatment time, right now we're thinking about dosage at the item level individually for each person. We're finding some strong preliminary evidence that complex algorithms can tailor item level dosage to real time performance and can make treatment potentially more effective and more efficient in terms of how much we can do in a period of time. But we have a lot more work to do, establishing this in a larger sample size and making sure that it translates well to clinical practice.    This brings me to the last recommendation, which is we need more research that looks at how can we implement our research in clinical practice. I believe there was a paper that came out in AJSLP recently (Roberts et al., 2021) which found that 1% of studies published in the Asha journals were implementation focused. I think that number is too low. We need more implementation-focused research that has contributions from all stakeholders, people with aphasia and their families and clinicians and researchers. It's going to take a team working together to ensure that we can translate our evidence base to clinical practice without voltage drop. I think that's where I would love to see our field headed.    Janet: Rob, I love the recommendations from your paper and the way that you just described them. It's exciting to be in this time in our field, where people like yourself and your team are thinking about the idea that we've got some great therapies, now how do we deliver them in ways that are sensitive to the needs of the clinician and the needs of the client and delivered in a mindful way of clinical decision-making.    Thank you for all of those recommendations and for your work. You're going to do more, right?   Rob: Thank you for having me. Yes, there will be more.   Janet: This is Janet Patterson, and I'm speaking from the VA in Northern California, and along with Aphasia Access, I would like to thank my guest, Rob Cavanaugh, for sharing his knowledge and experiences with us as he and his colleagues investigate treatment parameters, including dosage, in aphasia rehabilitation. We look forward to seeing many additional articles on this topic from Rob and his colleagues.    On behalf of Aphasia Access, we thank you for listening to this episode of The Aphasia Access Conversations Podcast. For more information on Aphasia Access, and to access our growing library of materials, please go to www.aphasiaaccess.org. If you have an idea for a future podcast topic, please email us at info@aphasiaaccess.org. Thank you again for your ongoing support of Aphasia Access.       References and links from this episode:   University of Pittsburgh Department of Communication Sciences and Disorders Language Rehabilitation and Cognition Lab https://lrcl.pitt.edu  @pittlrcl    University of Pittsburgh  Department of Communication Sciences and Disorders @PittCSD      Cavanaugh, R., Kravetz, C., Jarold, L., Quique, Y., Turner, R., & Evans, W. S. (2021). Is There a Research–Practice Dosage Gap in Aphasia Rehabilitation? American Journal of Speech-Language Pathology. https://doi.org/10.1044/2021_AJSLP-20-00257   Roberts, M. Y., Sone, B. J., Zanzinger, K. E., Bloem, M. E., Kulba, K., Schaff, A., Davis, K. C., Reisfeld, N., & Goldstein, H. (2020). Trends in clinical practice research in ASHA journals: 2008–2018. American Journal of Speech-Language Pathology, 29(3), 1629–1639. https://doi.org/10.1044/2020_AJSLP-19-00011

In this episode, we are changing things up! Cathy interviews Dr. Laurel Young along with podcast co-host and business partner, Adrienne Pringle. This episode focuses on bridging gaps between music therapy research and practice, focusing specifically, on a project that Laurel and Adrienne collaborated on together, entitled Lived Experiences of Singing in a Community Hospice Bereavement Support Group. A little more about Dr. Young and Adrienne: Dr. Laurel Young is a certified music therapist and psychotherapist with over 25 years of diverse clinical experience, authored several publications, presented internationally, and served on the CAMT and Canadian Music Therapy Fund Boards. She is an Associate professor of music therapy at Concorida University and is a research member of Concordia's PERFORM Centre, Concordia's Arts in Health Research Collective (AHRC), and the Centre for Research and Expertise in Social Gerontology (CREGÉS) and currently serves as the Associate Director of engAGE: Concordia's Centre for Research on Aging. Adrienne Pringle is the Director of Beyond the Studio and Co-Founder of the Sing it Girls! Program, along with the Co-host of the Canadian Music Therapy Podcast. She is a Registered Psychotherapist and Certified Music Therapist (MTA) with over 20 years of experience working as a therapist, educator, lecturer, researcher, clinical supervisor, and performer. If you are looking for a music therapist, please visit www.beyondthestudio.ca To join the discussion online, please use hashtag #CanadianMusicTherapy

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/middle-eastern-studies

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/art

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/israel-studies

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin’s The General’s Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, editor of The General's Stork (Sternberg Press, 2020) speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms, London, which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory. Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

In this podcast, Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer, Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, answers questions from attendees of our May 6th, 2021 webinar, “Lessons Learned: Calming the COVID-19 Storm.” This podcast was recorded on May 13th, 2021. Questions related to staffing, safety, and nurse well-being are addressed. *Note: For the most up to date information, please visit our Coronavirus (COVID-19) Resource page.

In this podcast Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer, Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, and Collette Hendler, RN, MS, MA, CIC, Editor-in-Chief for Lippincott Solutions and Certified Infection Preventionist, answer questions from attendees of our May 6th, 2021 webinar, “Lessons Learned: Calming the COVID-19 Storm.” This podcast was recorded on May 13th, 2021. Questions related to managing COVID-19 across care settings are addressed. *Note: For the most up to date information, please visit our Coronavirus (COVID-19) Resource page.

Research/Practice edited by Anthony Downey I'm good at love, I'm good at hate, it's in between I freeze / Michael Rakowitz The General's Stork / Heba Y. AminRachel Armstrong Published by Sternberg Press, 2019, 2020 ISBN 9783956794766, 9783956794780 In 2013, Egyptian authorities detained a migratory stork for espionage. This incident is the focus of Heba Y. Amin's The General's Stork, an ongoing project that investigates the politics of aerial surveillance. It is also the subject of the most recent book in the Research/Practice edited by Anthony Downey. Research/Practice focuses on artistic research and how it contributes to the formation of experimental knowledge systems. Drawing on preliminary material such as diaries, notebooks, audiovisual content, digital and social media, informal communications, and abandoned drafts, the series examines the interdisciplinary research methods that artists employ in their practices. In their often speculative and yet purposeful approach to generating research, what forms of knowledge do artists produce? Anthony Downey, speaks with Pierre d'Alancaisez about the work of Heba Y. Amin and her exhibition at the Mosaic Rooms which he curated and the epistemic implications of cartographic imaging and computer vision for our understanding and command of territories. Downey also discusses I'm Good at Love, I'm Good at Hate, It's in Between I Freeze, a volume in the series that follows the artist Michael Rakowitz as he attempts to restage a concert by the singer Leonard Cohen that never took place in the occupied Palestinian territory.

A key element of a strong customer experience practice is experience research. However, establishing, scaling, and evolving an experience research practice is no easy task. In this episode, we are joined by Senior Analyst Kelly Price to discuss the key elements of a good research practice and hallmarks of a truly advanced practice. Click the […] The post 245: Build A Strong Experience Research Practice appeared first on The CX Cast ® by Forrester.

Prof. Dedee Murrell has worked with the EADV on numerous projects, most recently with her efforts working with a team of experts to publish the “Updated S2K guidelines on the management of pemphigus vulgaris and pemphigus foliaceus initiated by the EADV" in the JEADV. Given her profound experience with autoimmune blistering diseases, we take the opportunity to discuss how she balances her passion for research and practice while also creating and managing the Australasian Blistering Diseases Foundation (ABDF) with one of her research fellows.

In this podcast, Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, provides updates on managing COVID-19 in the ICU, including new recommendations on dexamethasone and convalescent plasma. Anne also discusses management of COVID-19 patients who develop sepsis and how their care differs from standard sepsis management. *Note: this podcast was recorded on September 2, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page.

Tune into the 5th episode of the CCYSC AWAAZ with Dr. Maithreyi R in conversation with Dr. Vidya Subramanian as they discuss the former's research on low-cost schooling in Bihar, her experience of observing life skills education programs, and disciplinary frameworks. Dr. Maithreyi R is a Senior Adolescent research Consultant at Karnataka Health Promotion Trust, Bangalore. Dr. Vidya Subramanian is an Assistant Professor at the Centre for Education, Innovation and Action Research, Tata Institute of Social Sciences, Mumbai. Edited by Pooja Agarwal (student, School of Education Studies, Ambedkar University Delhi) Music: Little Idea by Scott Holmes (scottholmesmusic.com) / CC BY-NC

Today on the podcast I'm talking with Dr. Sarah Gulish, PhD of FFlat-books about all things research, practice, and publishing. I loved this conversation with Sarah because I identify with her on so many points, from thinking about how teachers should be sharing their work and being in community with one another, as well as how we wish music education research was more accessible to music teachers in the classroom. The work that she's doing with her company, FFlat, is truly inspiring, and I know you'll enjoy listening to her journey and her “why” as much as I loved talking to her about it. To check out more information about Flat and the resources they provide for teachers, as well as their upcoming summit, click the links in today's show notes. What you'll learn in this episode: Sarah's story and why she started her company, F Flat Books Why there's a disconnect between research and practice The importance of honoring and caring for authors who are sharing their work with the world. Links in today's episode: Find out more about Fflat and their resources hereRegister for the FABSS Summit August 14 & 15 hereCheck out the resource Sarah & Victoria Boler created hereToday's episode of The Anacrusic Podcast is sponsored by my FREE Music Teacher 5 Day Challenge, Power Up Your Lesson Planning. Click here to sign up and be the first to know when the doors are open.For today's full episode notes & transcript, click here.To chat with other music teachers and share Ideas and strategies for all things #musicteacherlife, join the Anacrusic Insiders Community here.

Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, and Collette Hendler, RN, MS, MA, CIC, Editor-in-Chief for Lippincott Solutions and certified by the Certification Board of Infection Control and Epidemiology, Inc. as an Infection Preventionist, answer questions related to oxygenation and prone positioning of COVID-19 patients. These questions were submitted by attendees of the webcast, Calming the COVID-19 Storm: Delivering Effective Clinical and Nursing Care, which took place on May 7, 2020.  This podcast covers the following questions: Can you explain why COVID-19 patients go into acute hypoxemic respiratory failure and ARDS? What is silent hypoxemia? How do you manage they symptoms of shortness of breath and anxiety in a non-intubated patient? I heard the goal is to not intubate the patient; is this true? How do you optimize oxygenation in patients before they are intubated and placed on the ventilator? We had several questions about positive end expiratory pressure, or PEEP. Can you talk about the role of PEEP please? Is there an average or maximum level of PEEP that is recommended? If you have a patient who has COPD, is your management of the ventilator any different? Do you recommend proning a nonintubated patient? What is the trigger to start proning patients with ARDS? I know you said that CPR can be performed with the patient prone. Isn't it difficult to do CPR with the patient prone? How do you do CPR in a proned patient? Can a laryngeal mask airway, or LMA, be used to oxygenate a patient with COVID-19? Have they tried administering surfactant as they do in the NICU for respiratory distress syndrome? *Note: this podcast was recorded on May 19, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page, where you'll find links to the on-demand webcast (earn 1 free contact hour!), CDC and WHO, plus free access to our point-of-care tools and more.

Anne Dabrow Woods, DNP, RN, CRNP, ANP-BC, AGACNP-BC, FAAN, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, and Collette Hendler, RN, MS, MA, CIC, Editor-in-Chief for Lippincott Solutions and certified by the Certification Board of Infection Control and Epidemiology, Inc. as an Infection Preventionist, answer questions related to managing multiorgan dysfunction in COVID-19 patients. These questions were submitted by attendees of the webcast, Calming the COVID-19 Storm: Delivering Effective Clinical and Nursing Care, which took place on May 7, 2020.  This podcast covers the following questions: I have heard that the inflammatory response is responsible for the multi-system effects of COVID. What is the cytokine storm? I heard that patients with COVID-19 develop a coagulopathy and have excessive clotting. How do you manage their clotting and why is this so important? Do COVID-19 patients also have bleeding issues besides clotting issues? I hear patients are discharged on anticoagulation; how long are they on lovenox and what is the dose? Have you noticed COVID positive patients going into a new onset rapid a fib? If a patient presents with heart failure due to COVID, will the ejection fraction be affected? Is there a role of aspirin in the early stages of covid-19? Can you review the difference of CRRT, SLEDD and PIRRT? How do you keep the circuit from clotting? Is peritoneal dialysis helpful for acute kidney injury associated with COVID-19 or only CRRT or hemodialysis? Do you have any information about the use of Actemra in COVID-19? *Note: this podcast was recorded on May 19, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page, where you'll find links to the on-demand webcast (earn 1 free contact hour!), CDC and WHO, plus free access to our point-of-care tools and more.

This podcast is an interview with Dr. Anne Dabrow Woods, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital, and Collette Hendler, RN, MS, MA, CIC, Editor-in-Chief for Lippincott Solutions and Certified Infection Preventionist. Anne and Collette share their expertise on acute respiratory distress syndrome, or ARDS, and how what we are seeing with COVID-19 patients differs from the ARDS clinicians are used to seeing and managing. We also discuss prone positioning – what it means, how it works, and managing patients. *Note: this podcast was recorded on April 14, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page, where you'll find links to the CDC and WHO, plus free access to our point-of-care tools and more.

Design Research - Day 1 More and more organisations realise that strong design teams and robust UX research practice are critical for success. However, it is a challenge to shift existing org structures, mindsets and workflows to scale design and research activities. In this talk, Chris and Benson will share the key insights from the research on UX Research practices and how to best operationalise and scale your research team to maximise efficiency and support product strategy.

This podcast is an interview with Dr. Anne Dabrow Woods, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital. Our discussion covers topics such as personal protective equipment (PPE) – both availability of resources and the time necessary to put on full gear to protect ourselves, decisions on supportive care when faced with ventilator shortages, and the lack of social support for patients when visitors are restricted. Dr. Woods closes with inspirational words on resiliency and recovery when this crisis is over. *Note: this podcast was recorded on March 26, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page, where you'll find links to the CDC and WHO, plus free access to our point-of-care tools and more.

This podcast is an interview with Dr. Anne Dabrow Woods, Chief Nurse of Wolters Kluwer Health Learning, Research & Practice, adjunct faculty for Drexel University, and a critical care nurse practitioner for Penn Medicine, Chester County Hospital. The discussion is around COVID-19 and the resulting surge of patients overwhelming the healthcare system. In some areas, hospitals have increased their bed capacity to accommodate more patients, which brings up the question – who will care for these patients? Dr. Woods shares specific recommendations for strategies to increase staff quickly, including alternative staffing and onboarding models. *Note: this podcast was recorded on March 26, 2020. For the most up to date information, please visit our Coronavirus (COVID-19) Resource page, where you'll find links to the CDC and WHO, plus free access to our point-of-care tools and more.

To get beyond stagnating CX quality, organizations need to modernize how they do customer research — using it to guide better tactical and strategic decisions across the firm. But even those that have managed to spread an appetite for better research often struggle. In this episode, Forrester analyst Kelly Price explains how to overcome the […] The post 193: The Ingredients For An Effective UX And Design Research Practice appeared first on The CX Cast ® by Forrester.

From little things big things grow – Scaling a design research practice by UX Australia