Perceived contra observed physical work load in Swedish dentists

In an earlier questionnaire study, dentists reported high experienced physical work load in their profession, but low to moderate complaints from their musculoskeletal system. The correlation between reported physical work load and pain from the musculoskeletal system was weak. This discrepancy could not be satisfactorily explained. Therefore, a second study was undertaken, in which the same 27 dentists who reported musculoskeletal problems were video recorded during one hour of clinical work, and the records were later analyzed using PEO (Portable Ergonomic Observation). PEO is a frequency analysis method which allows observation of work in real time using a portable computer or video recordings. PEO can be adjusted for registration of single or multiple work operations. Output data are presented as frequency, duration, and sequence of the various work operations. The aim of the present study was to investigate if there was a relation between observed work load recorded with PEO, and subjectively estimated work load and musculoskeletal complaints recorded with a questionnaire based on Visual Analogue Scales. Sitting and standing postures, and head, trunk and arm movements were analyzed. The PEO observations showed that dentists generally perform their clinical work in a sitting position, with the head bent forward almost half of the time. Only weak to moderate correlations (r =0.0-0.6) were found between observed physical work load and subjective estimations of experienced physical work load and musculoskeletal complaints. These findings support the results in our previous study, but they do not explain the large difference between the observed low work load and the subjectively experienced high work load. The study will be followed up by EMG measurements and free interviews, where both muscular load and psychosocial factors will be evaluated.     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

Changing Practice

This article is based on a keynote address given on the last day of the 2011 International Society for Culture & Activity Research (ISCAR) Congress in Rome. The first part reflects on the kind of work being presented at the conference. It was exciting and stimulating to learn about a rich range of new research in many different venues during the week. It also seemed important to reflect on what seemed to be missing, omissions that were common across the many themes and discussions. The second part of the article explores concrete examples of research, both in theory and in practice, which I hope may suggest to ISCAR participants some unusual possibilities for changing their own research practices between now and the next ISCAR congress in three years.     

Practice note

Abstract

Virtual therapy in the online space.     

Simple adjustments of observed distributions for missing income and missing people

Correcting household survey distribution data for missing income or for undersampling may give an idea of the extent of possible biases in measuring inequality, especially when there are reasons to expect the missing income and people to belong to the top of the distribution. There are simple ways to do so when only an aggregate estimate of how much is missing is available. Atkinson had provided a formula to correct the Gini coefficient for the missing income, which was later generalized by Alvaredo (Econ. Lett. 110(3), 274–277 2011). This paper concentrates on the whole distribution and explores various alternative adjustment methods based on three key parameters: how much income, how many people are missing and on what range of income the correction should bear.     

Educating for Practice

Abstract

Few studies have profiled American Indian social workers or social work students in terms of their career objectives and practice interests. This article expands the current literature by reporting results from a secondary data analysis of a California statewide sample of 162 entering American Indian MSW students, from 1991 and 1998. Results are also helpful in understanding this unique racial/ethnic group with regard to their socio-demographic characteristics, views on poverty and the poor, career motivations, and future practice interests. Additionally, comparisons are made between American Indians and all MSW students regarding the above mentioned variables. Findings indicate that American Indian students demonstrate a noticeably stronger adherence toward supporting and maintaining social work's traditional mission in helping poor and dis-advantaged populations when compared to all MSW students. Implications for social work practice with American Indian populations are also discussed.     

Community-Centered Clinical Practice

Abstract

There has been a longstanding tension between the domains of micro and macro practice in social work practice and academic programs. A set of structural and interpersonal tensions can be identified as interfering with accurate perceptions of the underlying continuity of social work practice that is reflected in the mission of the profession. This analysis addresses this tension by defining the elements needed for the integration of micro and macro practice in the form of community-centered clinical practice. A set of cross-over skills are identified along with recommendations for improved agency operations and professional education related to the integration of micro and macro social work practice.     

Critical Community Practice

How do we conceptualize community development? What are themajor practices and processes behind the development of communities?What is critical community practice (CCP)? What are its fundamentalvalues? What are the objectives of CCP? How is CCP differentfrom the other approaches of community development? How do weoperationalize CCP? Who are the major agents in promoting CCP?Is it true that the process of CCP induces the empowerment ofcommunities? Moreover, how does this process enhance the emancipationof individuals at grassroots level? Finally, what are the