Marie-Therese Schultes

Evaluation of competence-based teaching in higher education: From theory to practice

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum.

Efficacy and safety of levomilnacipran, vilazodone and vortioxetine compared with other second-generation antidepressants for major depressive disorder in adults: A systematic review and network meta-analysis

BACKGROUND Second-generation antidepressants dominate the medical management of major depressive disorder (MDD). Levomilnacipran, vilazodone and vortioxetine are the latest therapeutic options approved for the treatment of MDD. This systematic review aims to compare the benefits and harms of vilazodone, levomilnacipran, and vortioxetine with one another and other second-generation antidepressants. METHODS We searched electronic databases up to September 2017 and reviewed reference lists and pharmaceutical dossiers to detect published and unpublished studies. Two reviewers independently screened abstracts and full text articles, and rated the risk of bias of included studies. Randomized controlled trials (RCTs) and controlled observational studies including adult outpatients with MDD were eligible for inclusion. We conducted network meta-analyses on response to treatment using frequentist multivariate meta-analyses models. Placebo- and active-controlled trials were eligible for network meta-analyses. RESULTS Twenty-four studies met our inclusion criteria. Direct comparisons were limited to vilazodone versus citalopram, and vortioxetine versus duloxetine, paroxetine, or venlafaxine XR (extended release). Results of head-to-head trials and network meta-analyses, overall, indicated similar efficacy among levomilnacipran, vilazodone, or vortioxetine and other second-generation antidepressants. Although rates of overall adverse events and discontinuation due to adverse events were similar, RCTs reported several differences in specific adverse events. For most outcomes the strength of evidence was low. LIMITATIONS Limitations are the focus of literature searches on studies published in English, possible reporting biases, and general methodological limitations of network meta-analyses. CONCLUSIONS Overall, the available evidence does not indicate greater benefits or fewer harms of levomilnacipran, vilazodone, and vortioxetine compared with other second-generation antidepressants.

Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics

Parental toy selection and responses to toy play are important factors in children’s gender socialization. Reinforcing play with same-gender-typed toys guides children’s activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents’ judgments about the desirability of different types of toys for their children and how these judgements relate to parents’ gender-typing of toys, gender role attitudes, and demographics (age, education, gender). Results show that parents rated same-gender-typed and gender-neutral toys as more desirable for their children than cross-gender-typed toys. The traditionalism of parents’ gender role attitudes was not associated with their desirability judgments of same-gender-typed toys, but was negatively related to their desirability judgments of cross-gender-typed toys. This indicates that egalitarian parents permit a greater range of interests and behaviors in their children than traditional parents do. Younger parents, parents with lower educational levels, and fathers reported more traditional gender role attitudes than did older parents, parents with higher educational levels, and mothers. However, no differences based on age, educational level or gender were found in parents’ judgments of toy desirability. The present study demonstrates that parents’ judgments about the desirability of toys for their children do not accurately reflect their gender role attitudes. This finding highlights the importance of simultaneously investigating different aspects of parents’ gender-related attitudes in order to gain a better understanding of parental transmission of gender stereotypes.

User testing of an adaptation of fishbone diagrams to depict results of systematic reviews

BackgroundSummary of findings tables in systematic reviews are highly informative but require epidemiological training to be interpreted correctly. The usage of fishbone diagrams as graphical displays could offer researchers an effective approach to simplify content for readers with limited epidemiological training. In this paper we demonstrate how fishbone diagrams can be applied to systematic reviews and present the results of an initial user testing.MethodsFindings from two systematic reviews were graphically depicted in the form of the fishbone diagram. To test the utility of fishbone diagrams compared with summary of findings tables, we developed and pilot-tested an online survey using Qualtrics. Respondents were randomized to the fishbone diagram or a summary of findings table presenting the same body of evidence. They answered questions in both open-ended and closed-answer formats; all responses were anonymous. Measures of interest focused on first and second impressions, the ability to find and interpret critical information, as well as user experience with both displays. We asked respondents about the perceived utility of fishbone diagrams compared to summary of findings tables. We analyzed quantitative data by conducting t-tests and comparing descriptive statistics.ResultsBased on real world systematic reviews, we provide two different fishbone diagrams to show how they might be used to display complex information in a clear and succinct manner. User testing on 77 students with basic epidemiological training revealed that participants preferred summary of findings tables over fishbone diagrams. Significantly more participants liked the summary of findings table than the fishbone diagram (71.8% vs. 44.8%; p < .01); significantly more participants found the fishbone diagram confusing (63.2% vs. 35.9%, p < .05) or indicated that it was difficult to find information (65.8% vs. 45%; p < .01). However, more than half of the participants in both groups were unable to find critical information and answer three respective questions correctly (52.6% in the fishbone group; 51.3% in the summary of findings group).ConclusionsFishbone diagrams are compact visualizations that, theoretically, may prove useful for summarizing the findings of systematic reviews. Initial user testing, however, did not support the utility of such graphical displays.

Shifting Systems of Care to Support School-Based Services

Promoting children’s mental health in education environments has many advantages. In the United States, preschool education and the care of children are not organized or consistent across jurisdictions or income levels. Consequently, the first time society pays attention to the development of children in an organized way is when they enter kindergarten or grade one. Therefore, the investment in promoting children’s mental health, which is critical to child development and to society, can be universally supported by the educational system. The goal of this chapter is to highlight approaches to strengthening educational systems for the promotion of mental health from implementation and scaling research and systems science perspectives. We introduce theoretical and practical frameworks that incorporate both perspectives and deduce strategies for creating enabling contexts for promoting children’s mental health in educational environments.