6 research outputs found
Timing of percutaneous cholecystostomy affects conversion rate of delayed laparoscopic cholecystectomy for severe acute cholecystitis
No full textThe eJournal of the European Society of Minimally Invasive Neurological Therapy Distal Mechanical Thrombectomy with the Solitaire FR Stent in Acute Ischaemic Stroke
No full textAbstract Stent-retriever devices achieve high rates of recanalisation in acute ischaemic stroke with proximal arterial occlusion. In the setting of distal occlusion such as M2 middle cerebral artery occlusion, stentretrievers seem safe and recanalisation may double the chances of achieving a favourable outcome. In posterior circulation, technical feasibility, efficacy and safety of stent-retrievers are poorly documented. A 61-year-old man presented with an ischaemic stroke secondary to acute basilar artery occlusion. Mechanical thrombectomy with the Solitaire device was performed and complete recanalisation of basilar artery was achieved; however, a right P2 posterior cerebral artery occlusion was observed due to clot fragmentation. A complete distal artery recanalisation was achieved rapidly after a second passage of the stent-retriever. MR imaging on day 1 revealed a similar volume ischaemic lesion without haemorrhagic event. This case illustrates the feasibility, efficacy and safety of distal P2 posterior circulation occlusion recanalisation with a stent-retriever
An exploration of the effects of group summative assessment marking on higher education students’ overall marks
No full textGroupwork and group summative assessment (GSA) are important learning, teaching and assessment methods used by many educational institutions, not just universities. The differences between the marks that HEI students were awarded for their own independent individual summative assessment (IISA) work and their GSA marks were explored.
The study topic presented itself while the author was contemplating studying for a first degree, when it became apparent that group working and group summative assessment was included in summative assessment methods used in the chosen programme.
Three data sources were from UK undergraduates and graduates, and one was from Australian PG students. Module marks data were collected from over 4000 HE students. They were divided into eighteen faculty/year data sets from four HEI sources.
A systematic difference was found between the distributions of GSA and IISA marks, supporting Lejk et al. (1999). Lower IISA ability students scored higher in GSA modules than in IISA modules. Higher IISA ability students scored lower in GSA modules.
In addition, the mean GSA mark was higher than the mean IISA mark. The standard deviation of the GSA marks was lower than the SD of the IISA marks. Both of these findings support Downie (2001). The relationship was found to vary between the data sets, modules, assessment items and especially between faculties.
The results and conclusions from this study will empower stakeholders, enabling them to be better informed in their choice of first-degree study programmes. They will also allow the use and impact of GSA to be more transparent and better understood, leading to further research and improvement in practice
