Students can achieve equivalent learning outcomes in a 40 hour simulated placement to those achieved in a 40 hour traditional placement. These findings provide assurance to students, educators and professional accreditation bodies that simulation can be embedded in occupational therapy education with good effect.

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Fatigue occurs in a majority of patients with MS and is generally independent of measurable neurologic disability. Few options for treatment are available. We conducted a double-blind, placebo-controlled, crossover trial for each of two 4-week treatment periods. Forty-six eligible patients entered and five dropped out due to concurrent exacerbations. Nineteen patients (46.3%) experienced excellent or good relief of fatigue with pemoline, and eight patients (19.5%) with placebo (p = 0.06, Fisher's exact test). One-fourth of patients did not tolerate the drug well, and 7% had to discontinue pemoline during the study due to side effects. The most common side effects were anorexia, irritability, and insomnia. Pemoline may be an effective short-term treatment for fatigue associated with MS, but its adverse effects are not well tolerated by many patients.

This study provides the first international comparison into the feelings of competence and preparedness for practice of new graduates of occupational therapy from Australia and Aotearoa/New Zealand. Given the importance of competencies, such as evidence-based practice to the progress of the profession, there is a need to further explore methods to increase feelings of preparedness in these areas.

Executive SummaryThe development of digital information literacy (DIL) has been slow in comparison to changes in information communication technologies, and this remains an issue for the higher education sector. Competency in such skills is essential to full participation in society and work. In addition, these skills are regarded as underpinning the ability to maintain life long learning. Evidence suggests that simple exposure to technology is not sufficient to promote adequate levels of literacy.Why has DIL development been so slow? How can we speed the process up? The purpose of this study was to identify obstacles and supports to fostering the development of DIL to staff and students in higher education.The literature identified a range of obstacles that hindered students' ability to develop their technology related skills. The issue of access and the digital divide that has been of interest to those concerned with social equity continues to generate lively discussion. The students' own beliefs and attitudes to learning new technology can also become barriers to the students' learning progress when they experience low self-efficacy or anxiety about their ability to develop digital skills. Conversely, students who are over-confident regarding their technical proficiency can also be hindered in their ability to develop good digital information skills.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact HPublisher@InformingScience.orgH to request redistribution permiss Three broad strategies were inferred from the learning principles advocated nearly 80 years ago by Dewey as having the potential to support the development of digital information skills. The first of these was collaboration and sharing.ion. Editor: Thomas Connolly Developing Digital Information LiteracyWhile the benefits of collaboration were established decades ago, the advent of the Internet has made this a reality through online communities of practice. Dewey's advocacy of experiential learning has been widely applied on the Internet in the form of bricolage. Finally, personal relevance, the third of Dewey's principles, is an inherent part of the Web 2. 0 tools that personalize online environments to the individual.Using a case study design, four higher education institutions ran 10 two-hour workshops in which participants were given autonomy over their learning and goals and were encouraged to collaborate and to engage in explorative trial-and-error le...