Purpose: Technology-assisted interventions are essential in supporting cancer survivors' psychosocial outcomes, especially for childhood, adolescent, and young adult (AYA) cancer survivors, a tech-savvy generation. This study aims to systematically evaluate review and meta-analyze technology-assisted interventions for childhood and AYA cancer survivors. Methods: Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the study team used a pre-set of key words and searched studies across 11 electronic databases and 4 professional websites, and conducted a manual search of reference lists from published reviews. Meta-analysis of small sample size corrected Hedges' g was conducted using meta-regression with robust variance estimation. Results: Final analysis included a total of 28 clinical trials, including 237 effect sizes reported an overall statistically significant treatment effect of technology-assisted psychosocial interventions for childhood and AYA cancer survivors, g = 0.382, 95% confidence interval (CI) 0.243 to 0.521, p < 0.0001. Subgroup analysis revealed that distraction-based interventions and interventions for psychosocial and emotional health were overall statistically significant, whereas interventions for childhood and AYA cancer survivors' cancer knowledge outcomes and physical and functional health outcomes were statistically nonsignificant. Moderator analysis found intervention target was a significant moderator. Conclusions: Technology-assisted interventions for childhood and AYA cancer survivors were overall effective across domains of survivorship outcomes. Favorable evidence was found primarily for childhood cancer survivors with limited support for AYA cancer survivors. Implications for Cancer Survivors: Although existing technology-assisted interventions are overall promising, research support for cancer survivors from different age groups and with different psychosocial challenges varies and should be considered individually.

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Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling”; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

This paper introduces a new spreadsheet tool for adoption by high school or college level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam. Leveraging analysis of the quality of the incorrect answer choices, one can order the answer choices from worst to best (i.e., correct), resulting in "transition matrices" that can provide deeper insight into student learning and the success or failure of the pedagogical approach than traditional analyses that employ dichotomous scoring.

This study was initiated in response to the availabilty of unlimited access to MEDLINE via the PaperChase interface at the host institution. The goal of the study was to analyse the usage of MEDLINE by medical students during their third-year clinical clerkship in paediatrics. This was achieved by first giving them a formal demonstration of MEDLINE and then longitudinally administering a structured questionnaire at several points during their paediatric clerkship. Since medical students were required to write a thesis for this clerkship, which included an analysis of the primary literature, there was an identified need for using the system. This study analyses the students' perceptions and searching activities after formal training and upon having unlimited access to MEDLINE.