bluuebunny/crossref_metadata_2025 huggingface dataset:
Every-other-day interferon beta-1b versus once-weekly interferon beta-1a for multiple sclerosis (INCOMIN Trial) II: analysis of MRI responses to treatment and correlation with NAb
Authors: Barbero P , Bergui M , Versino E , Ricci A , Zhong J J , Ferrero B , Clerico M , Pipieri A , Verdun E , Giordano L , Durelli L ,   INCOMIN Trial Study Group
Published: December 2005

Background In RRMS, clinical exacerbations are usually associated with different types of active lesions at MRI, including: hyperintense lesions on T1-weighted post-gadolinium sequences; new hyperintense lesions or enlarging old lesions on PD/T2-weighted scans; or new hypointense lesions on T1-weighted pre-Gd sequences.

Objective/methods Primary outcome was the occurrence of patients with at least one active MRI lesion of the different types indicated above during treatment with 250 mg every other day (EOD) interferon beta (IFNβ)-1b or 30 mg once weekly (OW) IFNβ-1a in outpatients with RRMS (INCOMIN Trial).

Results The number of patients with at least one ‘active’ lesion, evaluated over the two-year follow-up, was significantly (P=0.014) lower in the EOD IFNβ-1b arm (13/76, 17%) then in the OW IFNβ-1a arm (25/73, 34%). NAb frequency over two-year follow-up was 22/65 (33.8%) in the EOD IFNβ-1b arm and 4/62 (6.5%) in the OW IFNβ-1a arm, significantly greater in the EOD IFNβ-1b arm.

Conclusions The development of MRI active lesions is strongly reduced by EOD-IFNβ-1b compared with OW-IFNβ-1a, indicating that EOD-IFNβ-1b is more effective than OW-IFNβ-1a in reducing ongoing inflammation and demyelination in MS. Logistic regression showed that NAb status did not affect the risk of MRI activity.
Azathioprine myelosuppression in multiple sclerosis: characterizing thiopurine methyltransferase polymorphisms
Authors: Frohman E M , Havrdova E , Levinson B , Slanar O
Published: December 2005

We describe two multiple sclerosis patients who developed pancytopenia following treatment with azathioprine. They were found to have the homozygous polymorphism for thiopurine methyltransferase deficiency and recovered after cessation of drug therapy. We review the literature concerning this molecular derangement and underscore the importance of performing surveillance testing for allelic characterization prior to treatment intervention with this agent for immune-mediated disorders.
HLA-DPB1*0501 is not uniquely associated with opticospinal multiple sclerosis in Japanese patients. Important role of DPB1*0301
Authors: Fukazawa T , Kikuchi S , Miyagishi R , Miyazaki Y , Yabe I , Hamada T , Sasaki H
Published: December 2005

Apart from its unique lesion distribution pattern, the opticospinal form of multiple sclerosis (OSMS) is distinct among Japanese patients who satisfy the diagnostic criteria of MS. OSMS has been suggested to be strongly associated with HLA-DPB1*0501 in Japanese. However, association of DPB1*0301 with non-OSMS and lack of DPB1*0301 in OSMS were also reported. To verify the role of DPB1*0501 and DPB1*0301 in Japanese MS patients we determined the frequencies of these alleles in 26 patients with OSMS, 167 with non-OSMS and 156 normal subjects, who were all residents of Hokkaido, the northernmost island of Japan. All (100%) OSMS were negative for DPB1*0301 while 32 (19%) of the non-OSMS were positive for the allele. In DPB1*0301-negatives, the frequencies of DPB1*0501 in OSMS (85%) and non-OSMS (82%) were similar, but both were higher than in the controls (66%). In DPB1*0301-positives, the frequency of DPB1*0501 was low but similar in non-OSMS (12/32; 38%) and controls (6/14; 43%). Periventricular white matter lesions (PVL) were noted in 31 of 32 (97%) DPB1*0301-positive non-OSMS patients but in only 22 out of 135 (16%) DPB1*0301-negative non-OSMS patients and two out of 26 (8%) OSMS patients. Our findings indicate that DPB1*0501 plays an important role in the development of MS in general, but not in OSMS. The strong association of DPB1*0501 with OSMS may be due to the over-representation of the DPB1*0301 allele among individuals in the non-OSMS group. In addition, DPB1*0301 might be relevant to the development of periventricular lesions in Japanese patients with MS.
Crossed aphasia in multiple sclerosis
Authors: Demirkiran M , özeren A , Sönmezler A , Bozdemir H
Published: December 2005

Aphasia is a rare sign of multiple sclerosis (MS). Several different forms of aphasia have been reported in MS. We report, to our knowledge, the first case of a MS patient with crossed aphasia during an attack.
Core hypothermia in multiple sclerosis: case report with magnetic resonance imaging localization of a thalamic lesion
Authors: Linker R A , Mohr A , Cepek L , Gold R , Prange H
Published: December 2005

Hypothermia is a rare condition in multiple sclerosis (MS). We report on a patient with a longstanding secondary progressive MS and six episodes of recurring hypothermia down to 29.98C with associated hypotension, bradycardia, coagulopathy and electrolyte dysequilibrium. Magnetic resonance imaging (MRI) demonstrated severe involvement of the corpus callosum with an associated lesion in the right posterior thalamus. These findings may link hypothermia in MS with callosal and associated thalamic pathology to Shapiro’s syndrome, where agenesis of the corpus callosum and associated abnormalities are related to episodic spontaneous hypothermia. In MS, hypothermic episodes may be triggered by preceding infections, as shown in the present case.
What Comparative Psychology is about
Authors: Dewsbury Donald A.
Published: January 2006

Comparative (or zoological) psychology is concerned with the genesis (evolution and development), control, and consequences of a broad range of behavioral patterns. It emerged during the late 19th century with the concerns of Darwin, Romanes, Spalding, and others who studied the evolution of human minds and instincts. However, it has developed a functional autonomy. Comparative psychology deserves a place in the undergraduate curriculum for historical reasons and because modem comparative psychology provides a breadth of perspective on behavior unmatched elsewhere in psychology.
Live from across the Country: A Conference Session of in-Class Demonstrations
Authors: Hill G. William , Palladino Joseph J. , Smith Randolph A.
Published: January 2006

We describe a conference session designed to present teaching demonstrations, especially for the introductory course. The session has been well received at various conferences and has several benefits for presenters and participants. Suggestions for those interested in scheduling such a session are offered.
Earliest Recollections and Birth Order: Two Adlerian Exercises
Authors: Parrott Les
Published: January 2006

Two exercises demonstrate the potential influence of two Adlerian principles—earliest recollections and birth order—on personality. In one exercise, students record and study their earliest recollection. In another exercise, students discuss their position in their family constellation. Students rated both exercises highly; undergraduates valued the birth order exercise more, but graduate students valued the earliest recollections exercise more.
Some Lessons Learned about Teaching via Teleconference
Authors: Rosenthal Gary T. , Mathews Robert C. , Stout Larry J.
Published: January 2006

This article evaluates use of a teleconferencing system (the Optel Telewriter II©) to teach a senior level psychology course. The second author taught The Psychology of Thinking and Decision Making either on campus or via the telewriter. Multiple-choice examination scores were comparable for students in the telewriter and traditional lecture sections; however, telewriter students' course evaluations were less positive than those of on-campus students. The instructor's course ratings in subsequent sections of The Psychology of Thinking and Decision Making improved after his first course with the telewriter. Suggested modifications in class activities may produce more effective telelearning courses.
Teachers and Teacher Education in High School Psychology: A National Survey
Authors: Ragland Rachel G.
Published: January 2006

This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
Extra Credit and Peer Tutoring: Impact on the Quality of Writing in Introductory Psychology in an Open Admissions College
Authors: Oley Nancy
Published: January 2006

Students were assigned a five-page research paper on a topic in psychology. In-class instruction in library skills was provided early in the course. Assistance with content-specific writing skills was made available, using extra credit incentives on a voluntary or involuntary basis outside of class, by staff consultants from the library and peers from the tutorial and writing centers. The quality of the final paper was evaluated on a 4-point scale. Students who consulted got higher paper grades, and there was a significant positive correlation between the number of consultations and the final paper grade, whether the consultations were voluntary or involuntary. Prior grade point average (GPA) also predicted paper grades.
Analysis of Information about Television in Developmental Psychology Textbooks
Authors: Linton Simi
Published: January 2006

A content analysis of the information about television and children was performed on child and adolescent development textbooks to determine the degree of emphasis and quality of information provided. There is considerable variability among textbooks with respect to the amount and type of information. Pairwise group comparisons indicate that information about television declined from 1986 to 1989 and that child development texts are more likely than child and adolescent or adolescent textbooks to present information about television. Analysis of the textbook material is contrasted with the extensive literature on television and children to indicate biases and omissions in textbook presentations. Implications of these findings for teaching courses in child and adolescent development are discussed.
Ethical Teaching of Psychology: One Department's Attempts at Self-Regulation
Authors: Hogan Peter M. , Kimmel Allan J.
Published: January 2006

Despite a renewed interest in professional ethics, the focus on ethics in psychology has been predominantly limited to the domains of research and clinical practice. We argue that there is need for further research and action on teaching ethics. We describe the experience of our department in addressing the ethics of teaching through the development of a departmental ethics code and a departmental ethics committee. Based on this attempt at selfregulation, we provide recommendations for improving the ethical climate in academe.
Improving Graduate Student Seminar Presentations through Training
Authors: Taylor Paul
Published: January 2006

A training program to improve graduate psychology students' seminar presentations is described. The skills to be trained were derived from critical incident interviews with professors and included aspects of verbal and nonverbal behavior, time management, use of visual aids, providing information, and facilitating discussion. A behavior modeling learning design was used to teach the skills in a 1-day training workshop led by psychology professors. The training included an opportunity for students to practice the skills and receive video, peer, and instructor feedback. The training was evaluated favorably through professors' evaluations of student seminar presentations in classes and by students surveyed immediately after training and at the end of the school year.
Pluralistic Professional Education: A Modular Curriculum in Clinical Psychology
Authors: Stiles William B. , Schilling Karen Maitland , Rorer Leonard G. , Knudson Roger M. , Paternite Carl E. , Leitner Larry M. , Wright Margaret O'Dougherty , Biran Mia W.
Published: January 2006

We describe a pluralistic curriculum for doctoral education in clinical psychology. Two successful curricular innovations are highlighted. First, the usual courses in psychopathology, psychological assessment, and intervention are offered as 5-week modules. Each module covers a subtopic within the broader area (e.g., introduction to the Minnesota Multiphasic Personality Inventory as an assessment module and depression as a psychopathology module). Second, students are introduced to alternative psychotherapeutic approaches in practicum courses that integrate didactic material with supervised practice in a particular approach. Students select the modules and practica that meet their career goals. All students acquire a core but not necessarily the same core.
Questioning the Conventional Wisdom and Critiquing Unconventional Perspectives in Abnormal Psychology: A Written Exercise
Authors: Anderson Dana D.
Published: January 2006

This article describes a teaching exercise used in an undergraduate abnormal psychology course to strengthen students' critical-thinking abilities. Students complete a term paper critiquing a book that is itself a critique of the conventional wisdom in the field. Several books representing a variety of unconventional perspectives are available. The exercise aims at increasing students' historical perspective on the field and at confronting them with controversial issues. It also requires students to engage in an active dialogue with their instructor about an issue raised by the book. This dialogue culminates in the students defining a clear personal position on that issue. The exercise is consistent with an active approach to learning.
Applied Sources for Teachers of Nonparametric Statistics
Authors: Katz Barry M. , Tomazic Terry J.
Published: January 2006

We describe primary and supplementary textbooks for a course on nonparametric statistics, list conceptual and applied articles using these techniques, and recommend use of SPSS-X. All of these materials have been favorably received by students in our course.
The Arkansas Faculty Retreat
Authors: Kardas Edward P.
Published: January 2006

I describe the creation, conduct, and evaluation of a statewide psychology retreat for faculty. The retreat is held at a remote bed-and-breakfast establishment from Friday evening to Saturday noon and features an evening meal, activities, breakfast, and discussion. Three retreats have been held, and a fourth has been scheduled. Participants like the retreat's low cost and lack of invited speakers or formal program. The retreat increases communication among psychology faculty, helps faculty identify and discuss common problems, and benefits students indirectly. Suggestions for planning similar meetings are given.
Bringing Cognitive Dissonance to the Classroom
Authors: Carkenord David M. , Bullington Joseph
Published: January 2006

We describe a classroom procedure that induces cognitive dissonance in students by pointing out inconsistencies between their behaviors and attitudes. Given that experimental tests of the concept of dissonance can sometimes be difficult to explain, enabling students to experience dissonance may make the teaching task easier. In an assessment of the exercise, most students reported feeling some dissonance and positively evaluated its effectiveness.
Psychology is Not Just Common Sense: An Introductory Psychology Demonstration
Authors: Osberg Timothy M.
Published: January 2006

This article describes a simple demonstration that helps introductory psychology students overcome the misconception that psychology is just common sense. Early in the course, I recount Festinger and Carlsmith's (1959) classic cognitive dissonance experiment and ask students to guess the outcome of the study. Because the vast majority of the class guesses an intuitive outcome, students are surprised by the actual, counterintuitive findings. This presentation provides a powerful demonstration that psychology is not just common sense. Evaluative data suggest that the demonstration achieves its aim. The technique is a good opening gambit for stimulating lively discussion and capturing students' interest.
Social Motives for Writing Psychology: Writing for and with Younger Readers
Authors: Vipond Douglas
Published: January 2006

This article describes a project that dramatizes two ways in which writing is motivated by readers. A university introductory psychology class wrote a booklet about psychology for a Grade 9 English class. The two groups of students began with vastly different notions of psychology, and it was this conflict of belief between writers and readers that motivated the writing in the first place. Later, the younger students made editorial comments on and responded to the first draft of the booklet. The difference between intended and actual effects now motivated the psychology students to revise their work. The article concludes with a discussion of some issues involved in helping students become more authoritative writers.
A Laboratory Project in Scale Design: Teaching Reliability and Validity
Authors: Camac Curt R. , Camac Mary K.
Published: January 2006

Students in an Experimental Psychology class designed a scale to measure sensation seeking. The project involved students in many aspects of questionnaire development and evaluation, providing students an opportunity to experience the difficulties of measuring abstract concepts and giving them practice in evaluating the reliability and validity of those measures. Students produced a reasonably valid and reliable scale. The project has been successfully repeated, using different constructs, in several subsequent classes.
Faculty Use and Justification of Extra Credit: No Middle Ground?
Authors: Norcross John C. , Dooley Heather S. , Stevenson John F.
Published: January 2006

Full-time faculty (N = 287) at two universities were interviewed by telephone regarding their use of and rationales for extra credit. Extra credit was offered in 13% of undergraduate courses. Frequent justifications for extra credit were that it provided alternative means for evaluation, motivated students, and allowed a second chance for mastery. The most common argument against extra credit was that an equal opportunity must be provided for all students, not for a select few. The probabilities of faculty offering extra credit in six specific situations are also presented; however, an instructor's general attitude toward extra credit, rather than the circumstances of the individual case, largely determined whether it was provided.
An Inexpensive Habituation and Sensitization Learning Laboratory Exercise Using Planarians
Authors: Owren Michael J. , Scheuneman Dana L.
Published: January 2006

We describe an inexpensive laboratory exercise that uses planarians to demonstrate habituation and sensitization. Students drop water from an eyedropper onto a planarian's anterior region and observe its contraction responses. Initially, students practice the procedure until attaining high interobserver reliability in scoring the degree of contraction. Subsequently, they measure the decline in responsivity that occurs over repeated stimulus presentations. Following habituation, the planarian is drawn in and out of the eyedropper several times, resulting in sensitization and dishabituation of the contractile response in accordance with dual-process theory (Groves & Thompson, 1970). This procedure can also be used to demonstrate spontaneous recovery and short-versus long-term habituation processes.
Characteristics and Correlates of Teaching Anxiety among College Psychology Teachers
Authors: Gardner Louis E. , Leak Gary K.
Published: January 2006

We present the results of a national survey designed to determine the characteristics and correlates of teaching anxiety among college psychology teachers. The survey focused on respondents' experience with teaching anxiety, the frequency and intensity of the experience, and the demographic correlates of such anxiety. The vast majority of respondents reported having experienced some type of teaching anxiety, and a sizable number reported it to be a continuing problem for them. Several stimuli that trigger teaching anxiety were identified. Academic rank and teaching experience emerged as correlates of the experience. Suggestions for continued study focus on searching for other correlates, coping mechanisms, and preventive measures.
A National Survey of the Academic Minor and Psychology
Authors: Stache Carolyn , Perlman Baron , McCann Lee , McFadden Susan
Published: January 2006

Brewer et al. (1993) recommended the collection of curricular information to support evaluation of undergraduate psychology programs. We gathered basic information on the psychology minor, including national patterns of requirements and recommendations, chairperson opinions about the psychology minor as an academic program, and the minor areas of study that students with psychology majors are advised to select. Surveys were sent to 400 psychology departments; 275 (69%) returned surveys were usable. Discussion focuses on the structure of the minor, the need for advising minors, assessing the minor, and the type of attention psychology departments could give the academic minor, including the minors they recommend for their majors.
Predicting Introductory Psychology Test Scores: An Engaging and Useful Topic
Authors: Cavell Timothy A. , Woehr David J.
Published: January 2006

Deciding which variables predict introductory psychology test scores is offered as a vehicle for enhancing students' interest in issues related to research methodology. Instructors who want to capitalize on this engaging topic are provided with a table of selected results from a previous study and suggestions for integrating the topic into their lectures.
A Follow-Up Note on Graduate Training in the Teaching of Introductory Psychology
Authors: Prentice-Dunn Steven , Rickard Henry C.
Published: January 2006

This note extends a previous report (Rickard, Prentice-Dunn, Rogers, Scogin, & Lyman, 1991) on a graduate course in the teaching of introductoy psychology. Students who had completed the supervised-teaching experience performed better on a test of psychology content than did comparable students who had not. Data supported the informal observations of faculty, doctoral students, and PhD graduates about the value of teh supervised-teaching experience.
A Computer Program Demonstrating the Effect of the Payoff Matrix on the Signal Detection Measure, Beta
Authors: Larsen Janet D.
Published: January 2006

The computer program described in this article demonstrates the basic concepts of signal detection theory and illustrates the effect of changes in the payoff matrix on beta, a measure of response bias. Observers attempt to identify the trials on which there was a signal in a noisy visual display. They earn or lose points for correct or incorrect answers. After three sets of 100 trials, with a different payoff matrix for each set, the program provides observers with their hit rates, false alarm rates, d' scores, and beta scores for the three sets of trials, as well as the total points they have earned for the 300 trials. The program runs on MS-DOS machines and does not require a computer with graphics capabilities.
When Demand Exceeds Supply: Second-Order Criteria Used by Graduate School Selection Committees
Authors: Keith-Spiegel Patricia , Tabachnick Barbara G. , Spiegel Gary B.
Published: January 2006

The three primary criteria used to evaluate applicants by doctoral selection committees—grade point average, Graduate Record Examination scores, and letters of recommendation—may fail to narrow the field to the small number of slots available. A survey of doctoral selection committee members identified the relative importance of the next level of selection criteria. Among the most important are research experience, “good match” factors, and writing skills. Among the least important are ability to speak a language other than English, geographical origins of applicants, and “legacy.” Few differences were found between selection committee members from clinical/counseling programs and experimental programs, underscoring the importance of undergraduate research opportunities and adequate faculty advising.
Reducing Fear of the Laboratory Rat: A Participant Modeling Approach
Authors: Barber Nigel
Published: January 2006

A participant modeling technique was used in the classroom to reduce students' fear of a laboratory rat. Introductory psychology students received a mild level of exposure (holding the rat's transparent transport box) and witnessed peer volunteers actually handling the animal. These procedures were effective in reducing fear as measured by a validated fear questionnaire in a pretest—posttest design. Even the mild exposure reduced fear significantly. Fear reduction was greater for the volunteers. Women were initially more fearful, but their fear reduction was equal to that of men.
Promoting Human Factors Psychology Thinking through Design Assignments
Authors: Carkenord David M.
Published: January 2006

This article describes an assignment for use in courses covering human factors psychology. The assignment requires students to identify a poorly designed object they encounter in their daily lives and to suggest an alternative design that would be more effective and user-friendly. This exercise allows students to experience the type of thinking and decision making involved in human factors psychology. Students prove to be creative with their designs, and they evaluate the assignments favorably.
A Negotiation Model for Teaching Critical Thinking
Authors: Bernstein David A.
Published: January 2006

A negotiation model for thinking about controversial issues in psychology is presented. Based on the method described in Fisher and Ury's (1991) book, Getting to “Yes,” the model gives students a framework for managing conflicts, including conflicting positions on controversial issues. I describe how role-playing and simulations are used with the model. Relations between the negotiation model and two other models of critical thinking are examined briefly.
Homespun Hypertext: Student-Constructed Hypertext as a Tool for Teaching Critical Thinking
Authors: Wolfe Christopher R.
Published: January 2006

Techniques for creating collaborative student-constructed hypertexts in the classroom are described. The goals of the exercise were to facilitate student-directed learning by doing, help students learn to apply courseware development theory, teach specific computer skills, and promote critical thinking by having students link critical concepts in a hypertext environment. Critical thinking is discussed in terms of informal reasoning and ill-structured problem solving. The contexts were two undergraduate courses on cognition and computer-assisted learning. Students' separate papers were integrated to form the group hypertext. Hypercard procedures for creating the background, text blocks, and button links are presented. An approach to hypertext construction management called a Linking Priority Structure is described, along with two management rules, and a hypertext scavenger hunt. The exercise was evaluated through the success of the scavenger hunt and students' written comments. Strengths and weaknesses of the homespun hypertext are valuable sources of learning.
Summary Writing: A Tool to Improve Student Comprehension and Writing in Psychology
Authors: Radmacher Sally A. , Latosi-Sawin Elizabeth
Published: January 2006

A psychology instructor and a Writing Across the Curriculum director used summary writing to improve text comprehension and develop student writing skills. The mean score on the final exam for the class with summary writing was 8% higher than the mean score of the class without summary writing. Students evaluated these activities as effective tools to (a) learn the content of the course; (b) develop more effective strategies for reading text; and (c) make their own writing clearer, more concise, and more accurate.
Teaching about Psychological Perspectives on Abortion
Authors: Greene Edith
Published: January 2006

This article describes an undergraduate course on abortion, one of the most contentious social issues of our time. The course focuses on the psychological aspects of abortion for adolescents and women who choose legal abortions, the consequences of denied abortions on unwanted children, and psychological ramifications of alternatives to abortion. Three phases of the course are described. In the introductory phase, I lectured on how scientific evidence about abortion is derived and should be scrutinized. In the second phase, students read and discussed historical and legal writings on abortion. In the third phase, students wrote analytical papers and gave group presentations. Evaluations of the course are included.
Dr. Kohlberg Goes to Washington: Using Congressional Debates to Teach Moral Development
Authors: Shapiro Johnna K.
Published: January 2006

In his theory of moral development, Kohlberg (1976) stressed that the reasoning behind a moral decision is more important in determining a person's stage of development than the decision itself. Students in introductory psychology and human development courses may have difficulty appreciating this distinction, as well as the differences among Kohlberg's stages. An activity is described in which arguments from congressional debates provide a real-world moral dilemma, to which students can apply Kohlberg's theory. Suggestions on how to use the arguments are presented, as well as possible discussion topics on the validity and usefulness of the theory.
A Student-Accessible Computerized Gradebook that Facilitates Self-Regulated Studying Behavior
Authors: Brothen Thomas
Published: January 2006

I describe how a computerized gradebook that allowed students to check their grades was evaluated for its potential to help students become self-regulated learners. Students tended to be consistent in their checking behavior, and this checking behavior was unrelated to personality differences. Compared to their peers, students who checked their grades often were more motivated to succeed and more successful in the course—just as is expected of self-regulated learners. The computerized gradebook is discussed as a useful tool for instructors seeking to increase students' self-regulation.
The Research Methods Script
Authors: Wilson Thomas L. , Hershey Douglas A.
Published: January 2006

In a classroom activity for a research methods course, students identify and evaluate their own procedural knowledge of the research process. For comparative and diagnostic purposes, students generate scripts from their event-based mental representations of the research process. Students then compare their own research scripts to a script derived from expert psychologists. The activity familiarizes students with the major steps of the research process and guides their further organization and comprehension of course material. The activity also can be used to open class discussions on specific methodological topics that are script events, such as formulating hypotheses, obtaining subjects, and reporting research findings.
Students' Perceptions of Textbook Pedagogical Aids
Authors: Weiten Wayne , Guadagno Rosanna E. , Beck Cynthia A.
Published: January 2006

Despite the growing popularity of pedagogical aids in psychology textbooks, virtually no research has been conducted to assess their usefulness. In our study, students' familiarity with 13 common learning aids was measured, along with their propensity to use these aids and their perceptions of which aids are most valuable. Results from 134 students indicated that textbook pedagogical aids vary considerably in their familiarity to students, probability of use, and perceived value. Overall, the most highly rated learning aids were bold-faced technical terms, chapter summaries, and running or chapter glossaries. Lower ratings for many other learning aids raise questions about whether these are meeting students' needs or perhaps adding unnecessarily to the bulk and cost of textbooks.
Teaching a Personality Course in Vienna
Authors: Miserandino Marianne
Published: January 2006

This article describes a course, Vienna's Psychologists: Freud, Adler, and Frankl, taught in Vienna to American college students during the summer of 1995. Students read the original works of Freud, Adler, and Frankl; went on field trips to places relevant to the theorists; and gained an appreciation of psychoanalysis, individual psychology, and logotherapy in the context of the history and culture of Vienna. Taking a course in situ allows students to understand the cultural, historical, and social forces affecting theorists and their theories. Such interdisciplinary understanding is the essence of liberal education.
An Advanced Writing Requirement for Psychology Majors: Lessons for Faculty
Authors: Wood Mary R.
Published: January 2006

The Psychology Department at Saint Mary's College involves all faculty and students in the process of writing by requiring students to demonstrate an advanced writing proficiency within the major. Fulfillment of this requirement involves many paper-writing assignments that are evaluated by course instructors and outside readers. Hence, writing occupies a more important role in the major, and student writing is more consistently high in quality than before the requirement was instituted. In this article, I discuss the effects of this writing requirement on the Psychology Department's faculty and students.
Confronting Heterosexism in the Teaching of Psychology
Authors: Simoni Jane M.
Published: January 2006

Psychology is not immune from the biases of its cultural context, including the devaluation of homosexuality. Historically, the profession has pathologized nonheterosexual orientations and failed to cultivate an appreciation of and sensitivity toward diversity in sexual orientation. Part of the instructor's role is to challenge prevailing heterosexist assumptions and provide accurate information about the psychology of lesbians and gay men. This article presents a rationale for making the psychology curriculum more inclusive of lesbian and gay male issues. Results are presented from a survey of current psychology textbooks that indicate inadequate coverage and segregated treatment of the topic of homosexuality. Finally, suggestions are provided to instructors for expanding coverage of lesbian and gay male psychological issues and avoiding heterosexist bias.
Psychology Seminar: Careers and Graduate Study in Psychology
Authors: Dodson Jerry P. , Chastain Garvin , Landrum R. Eric
Published: January 2006

This article describes a course for junior and senior psychology majors, informing them about career options and graduate school opportunities in psychology. We also discuss details about course planning and organization. Survey results indicate that students experienced substantial changes in the degree they planned to pursue and in their financial planning for graduate school.
Partial Surgical Removal of Growth Hormone-Secreting Pituitary Tumors Enhances the Response to Somatostatin Analogs in Acromegaly
Authors: Colao Annamaria , Attanasio Roberto , Pivonello Rosario , Cappabianca Paolo , Cavallo Luigi M. , Lasio Giovanni , Lodrini Alessandro , Lombardi Gaetano , Cozzi Renato
Published: January 2006

Context: Surgery is a cornerstone in the treatment of acromegaly, but its efficacy in large, invasive tumors is scant.

Objective: The objective of this study was to investigate whether partial surgical removal of GH-secreting pituitary tumors enhances the response rate to somatostatin analogs (SSA; sc octreotide, slow-release octreotide, and lanreotide).

Design: This was a multicenter, open, retrospective study.

Setting: The study was performed at university hospitals.

Subjects and Methods: Eighty-six patients (42 women and 44 men; age, 42 ± 14 yr) with acromegaly were studied.

Interventions: Patients underwent two courses of octreotide, lanreotide, or slow-release octreotide treatments before and after surgery of at least 6 months.

Main Outcome Measure: The main outcome measure was normal IGF-I levels for age.

Results: Presurgical SSA treatment significantly decreased GH and IGF-I levels in all patients. GH levels were less than 2.5 μg/liter in 12 patients (14%); IGF-I levels normalized in nine (10%). After surgery, GH and IGF-I levels further decreased in all patients; tumor removal was greater than 75% in 50 (58%), 50.1–75% in 21 (24%), 25.1–50% in 10 (12%), and less than 25% in five patients (6%). Preoperatively, pituitary function was impaired in 12 patients (14%). Postsurgical SSA treatment lowered GH levels to less than 2.5 μg/liter in 49 (56%) and normalized IGF-I levels in 48 patients (55%). The success rate was significantly increased compared with that before surgery (P < 0.0001). GH (r = −0.48; P < 0.0001) and IGF-I levels (r = −0.38; P = 0.0003) after postsurgery SSA treatment correlated with the amount of tumor surgically removed. After surgery, pituitary function was impaired in 28 patients (32.6%) and was improved in 12 patients (13.9%). The cumulative prevalence of pituitary deficiency did not change during the study (normal function from 40 to 42%; deficiency from 60 to 58%).

Conclusions: Surgical tumor removal (>75%) enhances the response to SSAs without impairing pituitary function. Our data indicate that surgical debulking has a significant place in the treatment algorithm of acromegaly.
Thyrotropin Suppression by Metformin
Authors: Vigersky Robert A. , Filmore-Nassar Amy , Glass Allan R.
Published: January 2006

Context: Drug-drug interactions are common but often are discovered only long after initial drug release. Metformin has been available in the United States for 9 yr and elsewhere for many years, but as of yet there are no reports that the drug modifies thyroid hormone economy.

Objective: The objective of the study was to describe the clinical and biochemical findings of four patients with chronic hypothyroidism, previously euthyroid on fixed doses of l-T4 for several years, in whom the metformin was initiated.

Design: This was a retrospective review.

Setting: The study was conducted at a tertiary care military hospital providing care to active-duty soldiers, sailors, and marines, retirees of the armed forces, and their eligible dependents.

Participants: Four patients with chronic hypothyroidism who were placed on metformin participated in the study.

Intervention, Main Outcome Measure: Serum TSH, free T4, and free T3 levels were measured during metformin treatment.

Results: Initiation of treatment with metformin (three for diabetes mellitus and one for nonalcoholic steatohepatitis) caused suppression of TSH to subnormal levels without clinical symptoms of hyperthyroidism in any patients. There was no change in free T4 or free T3 in patient 1.

Conclusions: No other potential causes of TSH suppression, including medication changes or interference in the TSH assay, could be identified. The mechanism of the fall in serum TSH in these four patients is unclear at this time. Should these findings be confirmed in larger prospective studies, metformin’s ability to suppress TSH without causing clinical or chemical hyperthyroidism might render this drug a useful adjunct to the treatment of patients with thyroid cancer.
The crisis in sexual health and developing genitourinary medicine services: lessons from a primary care trust
Authors: Laverty Susan , Pugh R Nicholas , Joseph A T
Published: December 2005

The House of Commons Health Select Committee recently described a national crisis in sexual health. Alarmed by dramatic increases in the rates of sexually transmitted infections (STIs) and appalled by over-stretched, under-resourced genitourinary (GU) medicine services, the committee has called for urgent action. The increasing rates of STIs locally, a significant cluster of syphilis cases, and an over-burdened GU medicine service prompted Walsall primary care trust to undertake an evaluation of local service provision. The results were used to inform the development of GU medicine services locally and Walsall's sexual health strategy. This paper reports the results of the evaluation and the implications for service development.

The Walsall GU medicine service was evaluated using three approaches, based on standards for GU medicine service provision identified from the literature. Routine data were used to analyse trends in STIs and service activity, including access times. These data further informed the evaluation process. Local stakeholder views on GU medicine service provision were sought using semi-structured interviews.

Most standards relating to the provision of core services, including those for the management of patients with HIV infection, were met. High levels of patient satisfaction were reported. However, under-staffing, inadequate clinic facilities, and limited joint working with other agencies were highlighted as key concerns.

Tackling sexual health inequalities and improving the sexual health of the population requires investment in resources and manpower, improved partnership working, and configuring services around the needs of patients. In addition, and perhaps most importantly, it will require a shift in how both health professionals and the public perceive and utilize sexual health services.
Serum creatine phosphokinase monitoring in patients infected with HIV
Authors: Piscopo Tonio V , McDonald Paul S , Miller Alastair R O
Published: December 2005

Creatine phosphokinase (CPK) estimations are done routinely in some HIV clinics, irrespective of patient symptoms. We studied patients attending the Worcestershire HIV clinic between 1987 and 2001 to identify whether routine elevations in serum levels of CPK in patients with HIV were associated with clinical features of muscle disease (CFMD), and whether such elevations influenced patient management. There was no association between CFMD and a rise in CPK. Major rises of CPK >400 IU/L were significantly associated with CFMD. No individual had a persistent CPK rise >200 IU/L without CFMD. In the great majority of cases, there was no change in management consequent to enzyme rises. In patients with HIV infection and no CFMD, the chance of finding a major and persistent CPK rise is low. This study does not support the practice of routine monitoring of CPK in asymptomatic patients attending HIV clinics.
Multicentric Castleman's disease in HIV infection
Authors: Collins L S , Fowler A , Tong C Y W , de Ruiter A
Published: December 2005

Multicentric Castleman's disease (MCD) is a rare lymphoproliferative disorder. The precise incidence is unknown, although it is more common in HIV-positive than HIV-negative individuals. The pathological features of MCD strongly suggest a chronic antigen stimulation response, and human herpes virus 8 (HHV8) has been found to be universal in cases of HIV-related MCD. The presentation is non-specific with a wide differential diagnosis, which often results in a significant delay in its diagnosis. Diagnosis is made on the clinical presentation of a lymphoproliferative disorder, with evidence of multisystem involvement with classical histopathology on lymph node biopsy. Although no standard of care has been established for its treatment, symptomatic recurrences are often treated with corticosteroids and chemotherapy. The contribution of highly active antiretroviral treatment to the treatment of MCD remains debated. Novel treatments targeted at HHV8 show promising results, although evidence is currently limited to case reports. Randomized control trials assessing whether 'prophylactic' treatment with ganciclovir may prevent flares as currently used against cytomegalovirus disease in transplant patients are proposed. The prognosis of MCD in HIV-positive patients remains generally poor with a median survival of 48 months from diagnosis, and a 15-fold increased risk of non-Hodgkin's lymphoma.
Recommendations for the management of premature ejaculation: BASHH Special Interest Group for Sexual Dysfunction
Authors: Richardson Daniel , Goldmeier David , Green John , Lamba Harpal , Harris J R W ,   BASHH Special Interest Group for Sexual Dysfunction
Published: December 2005

We present the British Association for Sexual Health and HIV (BASHH), Special Interest Group for Sexual Dysfunction updated recommendations for the management of premature ejaculation. The recommendations outline the physiology, prevalence, definitions, aetiological factors and patient assessment for this common sexual problem. Behavioural, local and systemic pharmacological treatments are discussed along with general recommendations and auditable outcomes.
Recommendations for the management of vaginismus: BASHH Special Interest Group for Sexual Dysfunction
Authors: Crowley Tessa , Richardson Daniel , Goldmeier David ,   Bashh Special Interest Group for Sexual Dysfunction
Published: December 2005

We present the British Association for Sexual Health and HIV (BASHH) Special Interest Group for Sexual Dysfunction recommendations for the management of vaginismus. The recommendations outline the history, prevalence, aetiological factors, patient assessment and management for this sexual problem. Treatment strategies are discussed along with general recommendations and auditable outcomes.
Reactivation of latent hepatitis B virus infection with HIV-related immunosuppression
Authors: Clark S J , Creighton S , Horner M , Smith H M , Portmann B , Taylor C , Cramp M E
Published: December 2005

The effect of HIV-related immunosuppression and antiretroviral therapy on the reactivation of latent hepatitis B virus (HBV) infection is unclear. We report four patients with advanced HIV-related immunosuppression and abnormal liver function tests who had evidence of HBV reactivation. Reclearance of hepatitis B occurred in two cases with HIV treatment regimens not containing lamivudine, suggesting that improved immune function may be responsible. In three cases, HBV reactivation was recognized during investigation for abnormal liver function initially attributed to drug toxicity. The possibility of HBV reactivation must be considered in the differential diagnosis of abnormal liver function in cases with advanced HIV.