In this literature review, the effects of computer-mediated instruction on the learning of students with mild and moderate disabilities are synthesized from 1996 onward that extends our previously published synthesis for the period 1987-1995. Empirically based findings are reviewed and discussed in the basic skills areas of reading, writing, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and discussed regarding traditional teaching methodologies in special education as well as changes in the instructional ecology and expectations for students created by the inclusion movement and reforms in general education. Limitations found in the reviewed studies are described and future directions for research in special education technology for students with high incidence disabilities are identified.During the last two decades, special educators have adapted and evaluated computer-mediated instruction (CMI) to assist students with disabilities. Early research efforts focused primarily on the benefits of computer software for the mildly handicapped and adaptive devices for those with physical and sensory 201
Background
Warfarin is a widely used oral anticoagulant. Determining the correct dose required to maintain the international normalised ratio (INR) within a therapeutic range can be challenging. In a previous trial, we showed that a dosing algorithm incorporating point-of-care genotyping information (‘POCT-GGD’ approach) led to improved anticoagulation control. To determine whether this approach could translate into clinical practice, we undertook an implementation project using a matched cohort design.
Methods
At three clinics (implementation group;
n
= 119), initial doses were calculated using the POCT-GGD approach; at another three matched clinics (control group;
n
= 93), patients were dosed according to the clinic’s routine practice. We also utilised data on 640 patients obtained from routinely collected data at comparable clinics. Primary outcome was percentage time in target INR range. Patients and staff from the implementation group also provided questionnaire feedback on POCT-GGD.
Results
Mean percentage time in INR target range was 55.25% in the control group and 62.74% in the implementation group; therefore, 7.49% (95% CI 3.41–11.57%) higher in the implementation group (
p
= 0.0004). Overall, patients and staff viewed POCT-GGD positively, suggesting minor adjustments to allow smooth implementation into practice.
Conclusions
In the first demonstration of the implementation of genotype-guided dosing, we show that warfarin dosing determined using an algorithm incorporating genetic and clinical factors can be implemented smoothly into clinic, to ensure target INR range is reached sooner and maintained. The findings are like our previous randomised controlled trial, providing an alternative method for improving the risk-benefit of warfarin use in daily practice.
Electronic supplementary material
The online version of this article (10.1186/s12916-019-1308-7) contains supplementary material, which is available to authorized users.
Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an effective research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided from a study that used concept maps to investigate the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction. Support for concept maps as a research tool to evaluate learning and growth in knowledge are provided with specific procedures for creating a concept map quality scoring system.
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