Eva Lundqvist

Measurement of transplanted pancreatic volume using computed tomography: reliability by intra- and inter-observer variability.

Background Unlike other solid organ transplants, pancreas allografts can undergo a substantial decrease in baseline volume after transplantation. This phenomenon has not been well characterized, as there are insufficient data on reliable and reproducible volume assessments. We hypothesized that characterization of pancreatic volume by means of computed tomography (CT) could be a useful method for clinical follow-up in pancreas transplant patients. Purpose To evaluate the feasibility and reliability of pancreatic volume assessment using CT scan in transplanted patients. Material and Methods CT examinations were performed on 21 consecutive patients undergoing pancreas transplantation. Volume measurements were carried out by two observers tracing the pancreatic contours in all slices. The observers performed the measurements twice for each patient. Differences in volume measurement were used to evaluate intra- and inter-observer variability. Results The intra-observer variability for the pancreatic volume measurements of Observers 1 and 2 was found to be in almost perfect agreement, with an intraclass correlation coefficient (ICC) of 0.90 (0.77-0.96) and 0.99 (0.98-1.0), respectively. Regarding inter-observer validity, the ICCs for the first and second measurements were 0.90 (range, 0.77-0.96) and 0.95 (range, 0.85-0.98), respectively. Conclusion CT volumetry is a reliable and reproducible method for measurement of transplanted pancreatic volume.

Vascular reconstruction using allogeneic homografts in a renal transplant patient with pseudoaneurysm and infected vascular prosthesis

Vascular reconstruction using allogeneic homografts in a renal transplant patient with pseudoaneurysm and infected vascular prosthesis

Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing

ABSTRACT Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasized by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which are compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching has been changed is in making science more applied than before, where applied not only means the application of science knowledge to practical technical issues, but also to moral and political issues.

Expressions of agency within complex policy structures: science teachers’ experiences of education policy reforms in Sweden

ABSTRACT We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers’ differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6–9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers’ knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher’s enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers’ responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in ‘implementing’ reform practices.

Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses.

One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.