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1. The effect of non-pharmacologic strategies on prevention or management of intensive care unit delirium: a systematic review

   https://doi.org/10.12688/f1000research.25769.1  

   Cupka, Julie S; Hashemighouchani, Haleh; Lipori, Jessica; Ruppert, Matthew M.; Bhaskar, Ria; Ozrazgat-Baslanti, Tezcan; Rashidi, Parisa; Bihorac, Azra (January 2020, F1000Research)

   null (Ed.)

   Background: Post-operative delirium is a common complication among adult patients in the intensive care unit. Current literature does not support the use of pharmacologic measures to manage this condition, and several studies explore the potential for the use of non-pharmacologic methods such as early mobility plans or environmental modifications. The aim of this systematic review is to examine and report on recently available literature evaluating the relationship between non-pharmacologic management strategies and the reduction of delirium in the intensive care unit. Methods: Six major research databases were systematically searched for articles analyzing the efficacy of non-pharmacologic delirium interventions in the past five years. Search results were restricted to adult human patients aged 18 years or older in the intensive care unit setting, excluding terminally ill subjects and withdrawal-related delirium. Following title, abstract, and full text review, 27 articles fulfilled the inclusion criteria and are included in this report. Results: The 27 reviewed articles consist of 12 interventions with a single-component investigational approach, and 15 with multi-component bundled protocols. Delirium incidence was the most commonly assessed outcome followed by duration. Family visitation was the most effective individual intervention while mobility interventions were the least effective. Two of the three family studies significantly reduced delirium incidence, while one in five mobility studies did the same. Multi-component bundle approaches were the most effective of all; of the reviewed studies, eight of 11 bundles significantly improved delirium incidence and seven of eight bundles decreased the duration of delirium. Conclusions: Multi-component, bundled interventions were more effective at managing intensive care unit delirium than those utilizing an approach with a single interventional element. Although better management of this condition suggests a decrease in resource burden and improvement in patient outcomes, comparative research should be performed to identify the importance of specific bundle elements. 

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2. Mastery Learning in Undergraduate Engineering Courses: A Systematic Review

   Perez Leon, C.; Verdin, D. (August 2022, Zone 1 Conference of the American Society for Engineering Education)

   This theory paper focuses on understanding how mastery learning has been implemented in undergraduate engineering courses through a systematic review. Academic environments that promote learning, mastery, and continuous improvement rather than inherent ability can promote performance and persistence. Scholarship has argued that students could achieve mastery of the course material when the time available to master concepts and the quality of instruction was made appropriate to each learner. Increasing time to demonstrate mastery involves a course structure that allows for repeated attempts on learning assessments (i.e., homework, quizzes, projects, exams). Students are not penalized for failed attempts but are rewarded for achieving eventual mastery. The mastery learning approach recognizes that mastery is not always achieved on first attempts and learning from mistakes and persisting is fundamental to how we learn. This singular concept has potentially the greatest impact on students’ mindset in terms of their belief they can be successful in learning the course material. A significant amount of attention has been given to mastery learning courses in secondary education and mastery learning has shown an exceptionally positive effect on student achievement. However, implementing mastery learning in an undergraduate course can be a cumbersome process as it requires instructors to significantly restructure their assignments and exams, evaluation process, and grading practices. In light of these challenges, it is unclear the extent to which mastery learning has been implemented in undergraduate engineering courses or if similar positive effects can be found. Therefore, we conducted a systematic review to elucidate, how in the U.S., (1) has mastery learning been implemented in undergraduate engineering courses from 1990 to the present time and (2) the student outcomes that have been reported for these implementations. Using the systematic process outlined by Borrego et al. (2014), we surveyed seven databases and a total of 584 articles consisting of engineering and non-engineering courses were identified. We focused our review on studies that were centered on applying the mastery learning pedagogical method in undergraduate engineering courses. All peer-reviewed and practitioner articles and conference proceedings that were within our scope were included in the synthetization phase of the review. Most articles were excluded based on our inclusion and exclusion criteria. Twelve studies focused on applying mastery learning to undergraduate engineering courses. The mastery learning method was mainly applied on midterm exams, few studies used the method on homework assignments, and no study applied the method to the final exam. Students reported an increase in learning as a result of applying mastery learning. Several studies reported that students’ grades in a traditional final exam were not affected by mastery learning. Students’ self-reported evaluation of the course suggests that students prefer the mastery learning approach over traditional methods. Although a clear consensus on the effect of the mastery learning approach could not be achieved as each article applied different survey instruments to capture students’ perspectives. Responses to open-ended questions have mixed results. Two studies report more positive student comments on opened-ended questions, while one study report receiving more negative comments regarding the implementation of the mastery learning method. In the full paper we more thoroughly describe the ways in which mastery learning was implemented along with clear examples of common and divergent student outcomes across the twelve studies. 

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3. Teaching the E in STEM: A Synthesis of the Engineering Teaching Self-Efficacy Literature.

   Haines, S; Menon, D; Wieselmann, J; Asim, S (January 2023, Association for Science Teacher Education)

   Preservice teacher preparation programs and inservice professional development enhance science teaching self-efficacy. Research has shown that elementary teachers often have low self-efficacy for teaching science and engineering. However, there is less evidence surrounding engineering teaching self-efficacy. In this systematic review of literature, we explored the research question: What does the existing literature on self-efficacy reveal about fostering elementary teachers’ engineering teaching self-efficacy? We (1) synthesize the existing research on engineering teaching self-efficacy and (2) describe trends in research and uncover gaps that exist, including recommendations for future research. Among the 117 articles included in our full systematic review of science and engineering teaching self-efficacy, only 13 empirical studies focused specifically on engineering teaching self-efficacy. With a dearth of studies in both preservice and inservice contexts, there is a need for additional research on engineering teaching self-efficacy. In particular, longitudinal studies that track change over time and measure lasting effects of interventions. Further, detailed explorations of the factors that impact engineering teaching self-efficacy across multiple contexts are needed. Findings from these studies will help STEM educators to inform the design of preservice teacher education programs as well as inservice professional development opportunities. 

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4. Interventions to Mitigate Fatigue Induced by Physical Work: A Systematic Review of Research Quality and Levels of Evidence for Intervention Efficacy

   https://doi.org/10.1177/0018720819876141  

   Lu, Lin; Megahed, Fadel_M; Cavuoto, Lora_A (October 2019, Human Factors: The Journal of the Human Factors and Ergonomics Society)

   ObjectiveWe present a literature review on workplace physical fatigue interventions, focusing on evaluating the methodological quality and strength of evidence. BackgroundPhysical fatigue is a recognized workplace problem, with negative effects on performance and health-related complaints. Although many studies have focused on the mechanisms and consequences of fatigue, few have considered the effectiveness of interventions to mitigate fatigue. MethodA systematic review of the workplace safety literature for controlled trials of physical fatigue interventions was conducted. Data on intervention type, subject characteristics, targeted tasks and body locations, outcome measures, and study design were extracted. The methodological quality for each study was evaluated using the PEDro scale, and the level of evidence was based on quality, amount, and consistency. ResultsForty-five controlled trials were reviewed, examining 18 interventions. We categorized those interventions into individual-focused ( N = 28 studies, nine interventions), workplace-focused ( N = 12 studies, five interventions), and multiple interventions ( N = 5 studies, four interventions). We identified moderate evidence for interventions related to assistive devices and task variation. There was moderate evidence supporting no fatigue attenuation for the garment change category of interventions. The interventions in the remaining categories had limited to minimal evidence of efficacy. The heterogeneity of the included trials precludes the determination of effect size. ConclusionThis review showed a lack of high levels of evidence for the effectiveness of most physical fatigue interventions. ApplicationDue to a lack of high levels of evidence for any category of reviewed physical fatigue interventions, further high-quality studies are needed to establish the efficacy of others. 

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5. Intervention Effects on Language in Children With Autism: A Project AIM Meta-Analysis

   https://doi.org/10.1044/2020_JSLHR-19-00167  

   Sandbank, Micheal; Bottema-Beutel, Kristen; Crowley, Shannon; Cassidy, Margaret; Feldman, Jacob I.; Canihuante, Marcos; Woynaroski, Tiffany (May 2020, Journal of Speech, Language, and Hearing Research)

   null (Ed.)

   Purpose This study synthesized effects of interventions on language outcomes of young children (ages 0–8 years) with autism and evaluated the extent to which summary effects varied by intervention, participant, and outcome characteristics. Method A subset of effect sizes gathered for a larger meta-analysis (the Autism Intervention Meta-analysis or Project AIM) examining the effects of interventions for young children with autism, which were specific to language outcomes, was analyzed. Robust variance estimation and metaregression were used to calculate summary and moderated effects while controlling for intercorrelation among outcomes within studies. Results A total of 221 outcomes were gathered from 60 studies. The summary effect of intervention on language outcomes was small but significant. Summary effects were larger for expressive and composite language outcomes compared to receptive language outcomes. Interventions implemented by clinicians, or by clinicians and caregivers together, had summary effects that were significantly larger than interventions implemented by caregivers alone. Participants' pretreatment language age equivalent scores positively and significantly moderated intervention effects, such that effects were significantly larger on average when samples of children had higher pretreatment language levels. Effects were not moderated by cumulative intervention intensity, intervention type, autism symptomatology, chronological age, or the proximity or boundedness of outcomes. Study quality concerns were apparent for a majority of included outcomes. Conclusions We found evidence that intervention can facilitate improvements in language outcomes for young children with autism. Effects were largest for expressive and composite language outcomes, for children with initially higher language abilities, and for interventions implemented by clinicians or by caregivers and clinicians combined. However, quality concerns of included studies and borderline significance of some results temper our conclusions regarding intervention effectiveness and corresponding moderators. 

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