Effectiveness of rehabilitation programmes targeting quality of life, psychological wellbeing, and functional capacity in pulmonary embolism survivors; a systematic review and best evidence synthesis.

Background: Half of people post pulmonary embolism (PE) experience ongoing symptoms such as dyspnoea, anxiety and depression, exercise limitation and fatigue. These symptoms can reduce their quality of life (QoL), psychological wellbeing, and functional capacity. The efficacy of rehabilitation interventions to prevent and manage these symptoms has not been established.

Photovoice in aged care: What do residents value?

Objectives: This paper visually explores older aged care resident's day-to-day lived experience, as well as providing a brief introduction to the participatory documentary photography method of photovoice.

Methods: Ten residents from one Australian residential aged care facility collaborated with researchers and care staff to photograph, reflect on and share their lives. Photographs were shortlisted in individual and group discussions.

On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers.

A number of studies have recently demonstrated a high level of belief in 'neuromyths' (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption by assessing the prevalence of neuromyth acceptance amongst a group of internationally recognized, award-winning teachers and comparing this to previously published data with trainee and non-award winning teacher populations.

Learning strategies: a synthesis and conceptual model.

The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies.

A Bridge Too Far - Revisited: Reframing Bruer's Neuroeducation Argument for Modern Science of Learning Practitioners.

In Education and the Brain: A Bridge Too Far, John Bruer argues that, although current neuroscientific findings must filter through cognitive psychology in order to be applicable to the classroom, with increased knowledge the neuroscience/education bridge can someday be built. Here, we suggest that translation cannot be understood as a single process: rather, we demonstrate that at least four different 'bridges' can conceivably be built between these two fields. Following this, we demonstrate that, far from being a matter of information lack, a prescriptive neuroscience/education bridge (the one most relevant to Bruer's argument) is a practical and philosophical impossibility due to incommensurability between non-adjacent compositional levels-of-organization: a limitation inherent in all sciences.