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University of the Free State
ZA
4 researchers0 verified4 linked papers1,543 indexed citations
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2021 · Neuroscience & Biobehavioral Reviews · 1,494 citations
The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder
BACKGROUND: Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base. METHODS: We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants. We excluded meta-analyses that did not assess publication bias, except for meta-analyses of prevalence. For network meta-analyses we required comparison adjusted funnel plots. We excluded treatment studies with waiting-list or treatment as usual controls. From this literature, we extracted evidence-based assertions about the disorder. RESULTS: We generated 208 empirically supported statements about ADHD. The status of the included statements as empirically supported is approved by 80 authors from 27 countries and 6 continents. The contents of the manuscript are endorsed by 366 people who have read this document and agree with its contents. CONCLUSIONS: Many findings in ADHD are supported by meta-analysis. These allow for firm statements about the nature, course, outcome causes, and treatments for disorders that are useful for reducing misconceptions and stigma.
2020 · Medicine · 39 citations
Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students
BACKGROUND/OBJECTIVE: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students. METHOD: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists. RESULTS: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M. CONCLUSION: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.
2019 · Journal of Baltic Science Education · 10 citations
EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES
Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.
2024 · Contemporary Mathematics and Science Education · 0 citations
Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations
This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.