BackgroundThere is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality.MethodsA partially blinded, randomized, controlled multi-center study (...) was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts.ResultsSixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (−8.5%) and non-mentored (−13.9%) residents (p = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p = 0.001), understanding of manuscripts (3.73 vs 2.87; p = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p = 0.50).ConclusionsWe used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice. (shrink)

Traversing the fields of pedagogy, philosophy, and political theory, this book develops a marxist theory of education that will be useful for academics and activists alike. The second edition includes two additional chapters as well as a new preface and revisions throughout.

This work aims to describe how developments in thinking on evolutionary biology require re-assessment of initial rejection of the relevance and applicability of neo-Darwinian evolution to the Gaia hypothesis.

Iglesias et al. (2025) argue that “some of the aims or ostensible goods of person-span expansion could plausibly be fulfilled in part by creating a digital doppelgänger”—that is, an AI system desig...

Background Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. Research Objective The aim of this research is to (...) explore the influence of a structured self-assessment tool called the ESA “Engagement Self-Assessment” on the alignment and creation of a brave space in a nursing ethics course. Research Design This study used an exploratory, cross-sectional survey design. Participants and Study Setting Data from 39 undergraduate nursing students enrolled in a nursing healthcare ethics & law course using the ESA were recruited. Ethical Considerations Participation was voluntary and informed without coercion. Written consent was obtained prior to participation. Research ethics approval was obtained by the Institutional Research Ethics Board of the recruited participants (Ethics # 2022-23-03). Findings The ESA provided structured self-reflection on the impact of shared vulnerability within a brave space. However, commitment to a brave space was not strongly influenced by the ESA, but rather by a mutual “commitment to others.” Conclusion A teaching tool such as an ESA can be used to facilitate instructor expectations of civil discourse and discussion of difficult topics. Rules of engagement such as those found in brave spaces can help transform fear of vulnerability into authentic growth for learners. A morally supportive learning space can support critical opportunities for ethical development. This study provides insight into how self-assessment and the use of a brave space in nursing ethics education can facilitate a morally supportive learning space. (shrink)

Background: Limited knowledge of the experiences of conflicts of conscience found in nursing literature. Objectives: To explore the individual experiences of a conflict of conscience for neonatal nurses in Alberta. Research design: Interpretive description was selected to help situate the findings in a meaningful clinical context. Participants and research context: Five interviews with neonatal nurses working in Neonatal Intensive Care Units throughout Alberta. Ethical consideration: Ethics approval from the Health Research Ethics Board at the University of Alberta. Findings: Three common (...) themes emerged from the interviews: the unforgettable conflict with pain and suffering, finding the nurse’s voice, and the unique proximity of nurses. Discussion and conclusion: The nurses described a conflict of conscience when the neonate in their care experienced undermanaged pain and unnecessary suffering. During these experiences, they felt guilty, sad, hopeless, and powerless when they were unable to follow their conscience. Informal ways to follow their conscience were employed before declaration of conscientious objection was considered. This study highlights the vital importance of respecting a conflict of conscience to maintain the moral integrity of neonatal nurses and exposes the complexities of conscientious objection. (shrink)

Starting with Houtkoop and Mazeland’s study of discourse units, and touching upon recent studies aimed at detailing unit projection in interaction, this article argues that the drive toward abstract and discrete models for units and unit projection is potentially misleading. While it has been established that to engage in talk-in-interaction, as it unfolds in real time, participants rely on projectable units, research aimed at defining units unintentionally backgrounds the contingency inherent in interaction. A central function of language for collaborative action (...) is the management of simultaneously unfolding facets of action, sound production, gesture, and grammar – produced by multiple participants. This article draws upon classic and current data analyses foregrounding linguistic/interactional practices designed to manage local contingencies. It is argued that attention to participants’ regular methods for managing and exploiting contingencies be incorporated from the outset in our descriptions of language and the nature of unit building in interaction. (shrink)

Decisions about targeting medical assistance in humanitarian contexts are fraught with dilemmas ranging from non-availability of basic services, to massive demographic and epidemiological shifts, and to the threat of insecurity and evacuations. Aid agencies are obliged, due to capacity constraints and competing priorities, to clearly define the objectives and the beneficiaries of their actions. That aid agencies have to set limits to their actions is not controversial, but the process of defining the limits raises ethical questions. In MSF, frameworks for (...) resource allocation are subject to constant reflection and reiteration, and perspectives are sought at all levels, from implementers at the programme level to the operational directors at headquarters. The perspectives of the programmes staff hold considerable weight as they have the knowledge and experience with particular communities to assess the degree of vulnerability and need, and are also the people who ultimately have to give explanations to beneficiaries when changes or closures are going to be instituted. Humanitarian agencies have a responsibility to ensuring that their workers are prepared to reflect on these dilemmas, and challenge the status quo when it costs lives. (shrink)

This paper describes a study conducted in collaboration with a marketing agency and a nonprofit organization providing regional sexual health services, which included advice on, and testing f...

As currently understood and practiced, global development and climate justice appear irreconcilable. In fact, global development has been and remains a key driver of climate inequalities. We hold that this is not an accident, but instead is a result of global development being established within worldwide systems of oppression. We define global development as setting the goals for, and the processes for achieving, what constitutes a good life for all communities, and taking the steps needed to reach those goals. This (...) article provides an outline of how the theories of two moral and political philosophers – Achille Mbembe and Charles Mills – point us in the direction of an ethical framework for the relationship of humans to each other and to the natural world. We examine two contexts that should motivate development practitioners to move from the current development regime toward the direction of a transformational ethical framework built off the work of these philosophers: (i) the perpetual failure of global development practice to foster a humane approach to migration; and (ii) the inability of global development solutions, like SDGs and leapfrogging, to stray from the very problems they are intended to address. (shrink)

Volume 19, Issue 11, November 2019, Page 78-80.

As currently understood and practiced, global development and climate justice appear irreconcilable. In fact, global development has been and remains a key driver of climate inequalities. We hold that this is not an accident, but instead is a result of global development being established within worldwide systems of oppression. We define global development as setting the goals for, and the processes for achieving, what constitutes a good life for all communities, and taking the steps needed to reach those goals. This (...) article provides an outline of how the theories of two moral and political philosophers – Achille Mbembe and Charles Mills – point us in the direction of an ethical framework for the relationship of humans to each other and to the natural world. We examine two contexts that should motivate development practitioners to move from the current development regime toward the direction of a transformational ethical framework built off the work of these philosophers: (i) the perpetual failure of global development practice to foster a humane approach to migration; and (ii) the inability of global development solutions, like SDGs and leapfrogging, to stray from the very problems they are intended to address. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:354 BOOK REVIEWS (continuously) revisable character, he falls back on an account of theology as rhetoric so as to make the best of a bad job. For persuasion is what we use when we know demonstration is hopeless. As a result, Professor Cunningham's study, which could most usefully have "placed" a variety of theologies of past, present, and, prospectively, future on the spectrum of (onto-) logic, poetic, and rhetoric, (...) concludes instead that theology must regard itself as rhetorical or perish! This inevitably narrows the several services theologies of different kinds can perform for the Church. Imagine how biblical studies would be reduced were the exegete only to treat his text as paraenesis, and never as history or as a symbolic world. Nonetheless, on the way from its (as I find) unsatisfactory startingpoint and to its depressing conclusion, Faithful Persuasion has worthwhile points to make about a number of authors (of various periods) and topics, though it might have made them more persuasively (its author's key term) had the intended audience (middle-brow or academic?) been more clearly viewed in advance. AIDAN NICHOLS, O.P. Blackfriars Cambridge, England Church and Culture: German Catholic Theology, 1860-1914. By THOMAS FRANKLIN O'MEARA, O.P. Notre Dame/London: University of Notre Dame Press, 1991. Pp. x + 260. $35.95 (cloth). " In 1925, Baden's Kultusminister, a Protestant, began an address to the Gorresgesellschaft in Heidelberg by describing this era: ' Brave men like Hertling, Schell, Julius Bachem, and Carl Muth, shook the German Catholic world in order to lead it out of its fortress, to lead it again into the midst of the life and activity of the entire people, even when this seemed at first strange and uncomfortable ' " (pp. 159f.). Even to many theologians, the era in question-the last four decades of the nineteenth century through the outbreak of the "Great War"is comparatively unknown. There has been, of course, renewed interest in prominent theological figures like John Henry Newman, but his German-speaking contemporaries are for the most part strangers to the English-speaking world. And this is the first reason why this book is important: it describes a forgotten world of a century or so ago, yet one whose theological problematic was strikingly similar to our own. The " contours " of this period, deftly described in the first part of this book, were both varied and complex. Politically speaking, during the nineteenth century, " Germany " changed from an assortment of BOOK REVIEWS 355 geographically contiguous minor and medium-sized states to an Empire dominated by Prussia. Such a political re.arrangement had ecclesiastical implications: Roman Catholics, who previously had been the majority in places like Bavaria found themselves a persecuted minority during the Kulturkampf under Bismarck. And like many other victims of persecution, Roman Catholics adopted a "fortress mentality"fearful of Berlin, which was influenced by both the Lutheran Reformation and the Enlightenment, and mesmerized by Rome, which was coming under the increasing influence of neoscholasticism in doctrine and ultramontanism in discipline. German Catholic theologians found themselves in a quandary: what direction should they take? Many, like Joseph Kleutgen, took refuge in Rome; a few, like Joseph Schnitzer, found the appeal of Berlin more attractive; still others, however, tried to steer an independent course in dialogue with the culture of their day. The second and major part of this book focuses on five such theologians: Matthias Joseph Scheeben, Alois Schmid, Paul Schanz, Herman Schell, and Carl Braig. Scheeben (1835-88), "the best known and the most read in the first half of the twentieth century " (p. 53), pursued an independent route in seeking a " transcendent synthesis " incorporating both patristic and idealist thought; indeed, his lengthy Mysteries of Christ"ianity continued to enjoy a certain popularity up till the time of Vatican II, though more as a resource for spiritual reading than as a work of systematic theology. Like Newman, Scheeben's thought was sui generis, "and inspired the most divergent evaluations " (p. 65) ; unlike Newman, Scheeben has few disciples today. In contrast to Scheeben, the other four theologians attempted to emerge from the " fortress " of Roman Catholic defensiveness and to engage the historical and philosophical currents of their age. The... (shrink)

We note a range of interesting and challenging points which take forward the discourse around the ethics of sharing patient data. Of most note are criticisms of our jury recruitment and methods; questioning how we can engender trust and support from the wider, uninformed public when we only have the view of a small informed public; asking what work needs to be done to ethically transfer data from a clinical care setting to that of research; suggesting that dynamic consent with (...) opt-outs could be an avenue for allowing patients more control over the use of their medical data for research; and asking how we bridge from ‘is’ (a description of public views) to ‘ought’ (what should policy be?). The first criticisms to be addressed focus on the recruitment and methods of our jury, raised by Carter.1 She suggests that the selection of participants, using a population distribution of responses to a data-sharing question, resulted in a jury too positively oriented to data sharing at the outset. Further, she suggests that we counted individual votes rather than allowing the jury to come to a collective position, that jurors were not asked to prioritise the common good, that we present a lack of data from the jury’s deliberations, and as a result, there is a difficulty with evaluating the reasoning and authenticity of deliberation. Regarding recruitment of our jury, our stated aim, which we acknowledge is not shared by all juries, was to achieve a sample which broadly matched what we would expect if …. (shrink)

This article examines the strongest case to date in favor of a Whiteheadian atheism. But this case proves inadequate to account for genuine novelty.

In an effort to create new synergies to fill gaps in evaluation of value, assessment of quality, and definition of roles in clinical ethics programs we convened a meeting entitled Innovations in Clinical Ethics: A Working Un-Conference (the Un-Conference) in August 2018. The Un-Conference was conceived to be a working event aimed at promoting cross pollination and idea generation for innovative practices in clinical ethics. The event was attended by 95 individuals from 62 institutions, representing a wide diversity of healthcare (...) systems, who believed in the concept and brought their enthusiasm and expertise to share with others. As a product of the Un-Conference, whitepaper groups developed summaries and broad overviews of areas that need to be further addressed within our field. The whitepapers are being published in this issue of The Journal of Clinical Ethics. The first three whitepapers highlight the broad themes of demonstrating value to the institution, quality assessment, and emerging roles for clinical ethics programs and ethicists. The final whitepaper offers guidance to clinical ethicists engaged in pediatric ethics work and, in conversation with the emerging roles article, thoughtfully reflects on the role of pediatric ethicists. (shrink)

Volume 25, Issue 1, February 2020, Page 107-108.

From the stance of cognitive developmental theories, claims that general g is an entity of the mind are compatible with notions about domain-general development and age-invariant individual differences. Whether executive function is equated with general g or fluid g, research into the mechanisms by which development occurs is essential to elucidate the kinds of environmental inputs that engender effective intervention. (Published Online April 5 2006).

Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant’s minor remarks about different conceptions of understanding in order to identify the grasping drive as the educational foundation of the colonizing apparatus. (...) After articulating the other form of understanding he offers, giving-on-and-with, I point to a potential contradiction in this division as it relates to his overall project. By freeing grasping from the grasping drive, I reconfigure the relationship between grasping and giving-on-and-with in a way that allows for certain kinds of enclosures. This introduces the question of pedagogical form, a question explored in Sloterdijk’s sphereological investigations. Reading the colonizing phase of globalization through Sloterdijk’s notion of lordly imagining—which I link with the grasping drive—the article draws out how different educational processes produce different kinds of spheres. Finally, it articulates errant learning as a pneumatic process of grasping and giving-on-and-with that values opacity over transparency to produce foam formations with attention to the history of inequality and injury through immune deprivation. (shrink)

What about honesty? -- History of honesty in society -- Honesty and the Constitution -- Honesty in society today.