Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data elicited from three multidisciplinary cohorts and their learning portfolios provided insights into their participation and introspection during the discussions. The results indicate there were two patterns of knowledge construction: (a) co-constructions between students from different disciplines and (b) elaborations between students from the same discipline. Their learning processes were mediated by their cultural assumptions, professional identities, understanding of other professionals, and perceptions of collaborative learning. The finding suggests that interdisciplinary PBL has the potential to enhance students' collaborative learning skills, and students' participation is situated within a cultural context. Keywords:Interprofessional education, health professional education, social interaction in PBL, reflective learning, classroom discourse analysis IntroductionThe focus of this study is on examining undergraduate students' participation and reflection on learning experiences in an interdisciplinary problem-based learning (PBL) tutorial in the context of Japanese health professional education. PBL is a learner-centered approach "that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem" (Savery, 2006, 12). Interdisciplinary PBL is part of interprofessional learning to develop mutual professional respect and trust, which is essential in patient-centered practice. In this PBL, each student needs to take an interactive approach to learning in order to construct knowledge among the different professionals. In this sense, social interaction and collaborative learning play an important role in multidisciplinary group student-centered learning environment.Although the interdisciplinary PBL was designed to foster students' collaborative and active learning skills, we know little about the process of working together amongst students from different disciplines during the tutorial. In this regard, Leung (2002) emphasized the importance of obtaining a better understanding of the complex processes of students' participation in the context of student-centered learning. Hak and Maguire (2000) also pointed out that evidence from ethnographic and discourse research approaches are efficient and rational to exploring inside the PBL process.A small body of qualitative and discourse research on student learning in PBL identified the emergence of students' co-constructed knowledge and their highly interactive dynamics in tutorial groups (for example, Hmelo-Silver and Barrows, 2008;Koschmann et al., 1997;Visschers-Pleijers et al., 2006;Woodward-Kron and Remedios, 2007). For instance, Vissche...

To reveal the acoustic characteristics associated with hypernasality and to ascertain their correlation to the severity of hypernasality, 30 speech samples produced by 15 maxillectomy patients were acoustically analysed with and without an obturator prosthesis in place. The isolated, sustained Japanese vowel /i/ was used as the stimulus for acoustic measurement and perceptual judgment to evaluate the severity of hypernasality. Normalized 1/3-octave spectral analysis demonstrated the spectral characteristics of hypernasality as a rise in amplitude between the first and second formants around the 1 kHz region, and a reduction in amplitude of the frequencies higher than the second formant. High correlation was shown between the perceptual ratings and the predicted values derived from stepwise regression analysis.

The purpose of this study was to quantify perceived hypernasality in children. One-third octave spectra of the isolated vowel [i] were obtained from 32 children with cleft palate and 5 children without cleft palate. Four experienced listeners rated the severity of hypernasality of the 37 speech samples using a 6-point equal-appearing interval scale. When the average 1/3-octave spectra from the hypernasal group and the normal resonance group were compared, spectral characteristics of hypernasality were identified as increased amplitudes between F1 and F2 and decreased amplitudes in the region of F2. Based on the findings of the children's speech, 36 speech samples with manipulated spectral characteristics were used to minimize the influences of voice source characteristics on perceived hypernasality. Multiple regression analysis revealed a high correlation (R = 0.84) between the amplitudes of 1/3-octave bands (1 k, 1.6 k, and 2.5 kHz) and the perceptual ratings. Increased amplitudes of bands between F1 and F2 (1 k, 1.6 kHz) and decreased amplitude of the band of F2 (2.5 kHz) was associated with an increasing perceived hypernasality. These results suggest that the amplitudes of the three 1/3-octave bands are appropriate acoustic parameters to quantify hypernasality in the isolated vowel [i].

A new technique for evaluating hypernasality using an acoustic approach is presented. In a preliminary study using this technique, nasal resonance was assessed in 17 normal subjects and 16 subjects judged to be hypernasal. Analyses of the one-third-octave power spectra revealed an increase in power level between the first and second formant, and a reduction in the power level in second and third formant regions among utterances judged to be hypernasal. Factor analysis of the perceptual ratings revealed that the consensus perception of hypernasality accounted for 71% of the total variance. An additional 8% was accounted for by individual differences. Multiple regression analysis revealed a high correlation between the consensus perception of hypernasality and the variance in two acoustic-power levels, these being the power level between the first and second formant and the power level of the second and third formant regions.

Adhesion of yeast-form C. albicans was indifferent to surface roughness. In contrast, mycelial adhesion increased with surface roughness of the resin because mycelia infiltrated the minute protuberances on rough surfaces.