Aditya Johri and Barbara M Olds, eds, Cambridge Handbook of Engineering Education Research, Cambridge University Press, 2014, ISBN: 978-1-107-01410-7

Cambridge Handbook of Engineering Education Research

The recommendation that patients having a total hip replacement should receive pharmacological thromboprophylaxis is based on the belief that fatal pulmonary embolism is common, and that prophylaxis will decrease the death rate. To investigate these assumptions we performed a meta-analysis of all studies on hip replacement which included information about death or fatal pulmonary embolism. A total of 130 000 patients was included. The studies were so varied in content and quality that the results of our analysis must be interpreted with some caution. The fatal pulmonary embolism rate was 0.1% to 0.2% even in patients who received no prophylaxis. This is an order of magnitude lower than that which is generally quoted, and therefore the potential benefit of prophylaxis is small and may not justify the risks. To balance the risks and benefits we must consider the overall death rate. This was 0.3% to 0.4%, and neither heparin nor any other prophylactic agent caused a significant decrease. Our study demonstrates that there is not enough evidence in the literature to conclude that any form of pharmacological thromboprophylaxis decreases the death rate after total hip replacement. For this reason guidelines which recommend their routine use to prevent death after hip replacement are not justified.

Thromboprophylaxis and death after total hip replacement

Social network analysis (SNA) is becoming a prevalent method in education research and practice. But criticism has been voiced against the heavy reliance on quantification within SNA. Recent work s...

https://journals.sagepub.com/doi/pdf/10.3102/0091732X20903311

Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research.

We performed a crossover study to evaluate the haemodynamic effect of active dorsal to plantar flexion and seven pneumatic compression devices in ten patients who had a total knee arthroplasty. Using the Acuson 128XP/10 duplex ultrasound unit with a 5MHz linear array probe, we assessed the augmentation of peak venous velocity and venous volume above and below the junction of the greater saphenous and common femoral veins in order to study both the deep and superficial venous systems.The pneumatic compression devices evaluated included two foot pumps (A-V Impulse System and PlexiPulse Foot), a foot-calf pump (PlexiPulse Foot-Calf), a calf pump (VenaFlow System) and three calf-thigh pumps (SCD System, Flowtron DVT and Jobst Athrombic Pump). The devices differed in a number of ways, including the length and location of the sleeve and bladder, the frequency and duration of activation, the rate of pressure rise, and the maximum pressure achieved. A randomisation table was used to determine the order of the tes...

http://www.bjj.boneandjoint.org.uk/content/jbjsbr/80-B/6/1057.full.pdf

Venous haemodynamics after total knee arthroplasty

We performed a crossover study to evaluate the haemodynamic effect of active dorsal to plantar flexion and seven pneumatic compression devices in ten patients who had a total knee arthroplasty Using the Acuson 128XP/10 duplex ultrasound unit with a 5MHz linear array probe, we assessed the augmentation of peak venous velocity and venous volume above and below the junction of the greater saphenous and common femoral veins in order to study both the deep and superficial venous systems The pneumatic compression devices evaluated included two foot pumps (A-V Impulse System and PlexiPulse Foot), a foot-calf pump (PlexiPulse Foot-Calf), a calf pump (VenaFlow System) and three calf-thigh pumps (SCD System, Flowtron DVT and Jobst Athrombic Pump) The devices differed in a number of ways, including the length and location of the sleeve and bladder, the frequency and duration of activation, the rate of pressure rise, and the maximum pressure achieved A randomisation table was used to determine the order of the test conditions for each patient The enhancement of peak venous velocity occurred primarily in the deep venous system below the level of the saphenofemoral junction The increases in peak venous velocity were as follows: active dorsal to plantar flexion 175%; foot pumps, A-V Impulse System 29% and PlexiPulse 65%; foot-calf pump, PlexiPulse, 221%; calf pump, VenaFlow, 302% and calf-thigh pumps, Flowtron DVT 87%, SCD System 116% and Jobst Athrombic Pump 263% All the devices augmented venous volume, the greatest effect being seen with those incorporating calf compression The increases in ml/min were found in the deep venous system as follows: foot pumps, A-V Impulse System 96 and PlexiPulse Foot 167; foot-calf pump, PlexiPulse, 381; calf pump, VenaFlow, 262; calf-thigh pumps, Flowtron DVT 615, SCD System 347 and Jobst Athrombic Pump 823 Active dorsal to plantar flexion generated 85 ml for a single calf contraction

Venous haemodynamics after total knee arthroplasty: EVALUATION OF ACTIVE DORSAL TO PLANTAR FLEXION AND SEVERAL MECHANICAL COMPRESSION DEVICES

Background: Grounded theory has evolved to become one of the most prominent qualitative approaches in social science research. However, this methodology has been adopted in a variety of ways across the engineering education landscape, reflecting and amplifying debates surrounding the nature and quality of grounded theory research. This can be problematic for novice researchers and those new to the methodology and may potentially limit its application and theoretical contributions to the field. Purpose: In this theoretical manuscript, we reflect on the evolution of grounded theory and its core tenets to implore engineering education to think about the ways we can collectively conceptualize, interpret, and implement this methodology. By gaining a greater understanding of the paradigmatic underpinnings and practices of grounded theory, scholars in engineering education will be better equipped to assess the affordances and limitations of this approach and identify when, why, and how it is appropriate for implementation in their work. Scope: First, we discuss the historical and paradigmatic underpinnings of three grounded theory traditions: classic, pragmatic, and constructivist grounded theory. Second, we describe the difference between implementing grounded theory methodology versus applying grounded theory methods. Third, we compare and clarify points of confusion often encountered in conducting grounded theory studies. Lastly, we offer a reconceptualized perspective of grounded theory and implications for expanding its use in the engineering education community. Discussion/Conclusions: We encourage engineering education researchers to position grounded theory as a living methodology that not only generates new theory, but also bridges past and current research by deepening methodological and theoretical connections across contexts. Reconceptualizing grounded theory allows us to more intentionally account for evolving cultural nuances that influence the engineering education experience as to further broaden participation in the field and the impacts of our work.

/pdf/new-perspectives-for-implementing-grounded-theory-1kzrr87771.pdf

New Perspectives for Implementing Grounded Theory

Little attention has been paid to the processes that are involved in making sense of the role dissonance between sources of data has played in the development of theoretical insight. This methodolo...

Embedding the dialogic in mixed method approaches to theory development

BackgroundThe COVID-19 pandemic resulted in a sudden increase in the need to effectively use telehealth in all realms of health care communication, including the delivery of bad news.MethodsA singl...

Telehealth Training for Surgeons to Empathetically Deliver Bad News Via Video-Mediated Communication.

This Complete Research paper explored the identities of first-year engineering students through qualitative inquiry using an arts-based approach. In this study, first-year engineering students from a remedial spatial visualization class were tasked with sketching themselves. We used the sketches to uncover a holistic representation of how the students choose to identify themselves. To analyze these drawings, we used a theoretical coding approach employing Gee’s four categories of identity (nature-identity, institution-identity, discourse-identity, and affinityidentity). We coded all relevant features of the sketches to the appropriate category. Second-tier codes were then developed based on the specific characteristics of each of Gee’s four categories of identity. Participant reflection statements were coded using the same approach. Once participant drawings and reflection statements were coded, we examined the codes and categories to identify emergent themes.

Sketching with Students: An Arts-informed Qualitative Analysis of First-year Engineering Students

The drive for broader participation in science, technology, engineering, and mathematics (STEM) has resulted in a growing interest in out-of-school programs that bring enriching educational experiences to children from ethnic and racial groups that are traditionally underrepresented, particularly children from low-income households. Ideally, such programs would have clear strategies for recruiting students from low-income communities, thereby minimizing barriers to participation, such as transportation and cost. Although many local organizations are clear in their purpose, strategies that maximize access have not been widely tested, and effective practices are not always evident. Notably, there are few national-scale outreach programs designed to provide out-of-school engineering experiences for children in low-income communities. In an effort to diverge from this trend, the National Society of Black Engineers (NSBE) has provided engineering experiences to over 20,000 children since 2007 through the Summer Engineering Experience for Kids (SEEK) program, which is hosted in cities across the nation. In providing this magnitude of outreach, SEEK has developed a model for effectively increasing access to high-quality out-ofschool engineering learning opportunities for youth in low-income communities. The aim of this paper is to 1) provide a detailed overview of the strategies used by NSBE that increase the likelihood of reaching students from low-income households via SEEK, and 2) examine the challenges in leading large-scale outreach efforts and lessons learned over time. Introduction As science, technology, engineering, and mathematics (STEM) fields continue searching for ways to diversify, there is growing interest in programs that bring engineering experiences to children from underrepresented ethnic, racial, and socioeconomic groups. However, a steady stream of federal investment has yet to mitigate one of greatest challenges facing STEM—reaching and engaging people from groups that are traditionally underrepresented (Byars-Winston, 2014; Gonzalez & Kuenzi, 2012; Ntiri, 2001). Because addressing this challenge is contingent upon the early engagement of young and diverse learners (Rohrbaugh & Corces, 2011), there is an urgent need for accessible, often out-of-school, STEM opportunities (Genalo, Bruning, Adams, 2000). While national interest in attracting underrepresented youth to STEM has amplified, so too has the awareness that effective outreach must address barriers that hinder access for underrepresented populations (Ntiri, 2001). These challenges include, but are not limited to, accessibility of application materials, transportation, and cost for participants (Ntiri, 2001). Although, presumably, those aiming to reach underrepresented youth at a community level (e.g., educators, organizations) incorporate a number of strategies to address issues of access, few organizations have effectively addressed these barriers at a large scale. Consequently, strategies that maximize access have not been widely tested, and effective practices are not well documented. The purpose of this paper is to provide a detailed overview of strategies used by the National Society of Black Engineers (NSBE) to reach over 20,000 children since 2007 in cities across the nation through its Summer Engineering Experience for Kids (SEEK) program. Additionally, this paper highlights the challenges in doing so and details lessons that NSBE has learned over time.

Maximizing Accessibility: Providing Summer Engineering Experiences for Racially, Ethnically, and Economically Underrepresented Youth

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