Amanda Asghar

Bio: Amanda Asghar is an academic researcher from Leeds Beckett University. The author has contributed to research in topics: Dissection (medical) & Medicine. The author has an hindex of 3, co-authored 3 publications receiving 282 citations.

The epidemiology of rock-climbing injuries

Abstract: Objectives: To determine the prevalence and nature of rock-climbing injuries, and the factors associated with these injuries. Design: A retrospective cross-sectional study. Setting: Rock climbers were recruited at five outdoor and six indoor climbing venues in the UK. Participants: 201 active rock climbers (163 male, 38 female climbers) aged 16–62 years. Assessment of risk factors: Rock climbing behaviours and key demographics. Main outcome measures: Injuries requiring medical attention or withdrawal from participation for ⩾1 day. Results: Around 50% of climbers had sustained ⩾1 injury in the past 12 months, causing a total of 275 distinct anatomical injuries. 21 climbers (10%) had sustained acute climbing injuries as a result of a fall, 67 (33%) had chronic overuse injuries, and 57 (28%) had acute injuries caused by strenuous climbing moves. Dedicated climbers participating in different forms of rock climbing more often and at a higher level of technical difficulty may be more prone to injury, particularly overuse injuries of the finger and shoulder. The principal sources of treatment or advice sought by climbers were physiotherapists (18%), other climbers (14%) and doctors (11%). Conclusions: Climbing frequency and technical difficulty are associated with climbing injuries occurring at both indoor and outdoor venues, particularly cumulative trauma to the upper extremities.

Reciprocal Peer Coaching and Its Use as a Formative Assessment Strategy for First-Year Students.

Abstract: Co‐operative learning is underused as a teaching and learning strategy in higher education and yet is ideal for courses that require students to learn skills that require manual dexterity, knowledge and clinical reasoning – key elements of professional and clinical competence. Reciprocal peer coaching (RPC) is a form of co‐operative or peer‐assisted learning that encourages individual students in small groups to coach each other in turn so that the outcome of the process is a more rounded understanding and a more skilful execution of the task in hand than if the student was learning in isolation. Used as a formative assessment strategy, RPC has the capacity to increase motivation in students due to the nature of the shared interdependent goal, and to provide immediate feedback to students on completion of the assessment. The purpose of this research was to interview a group of first‐year students to elicit their perceptions of the RPC process. The data were analysed from a phenomenological perspective and...

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Making Sense of Assessment Feedback in Higher Education

Abstract: This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

Sustainable assessment revisited

Abstract: Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.

Gender and risk: women, risk taking and risk aversion

Abstract: – Labeling women as risk‐averse limits the positive benefits both women and organizations can gain from their risk taking. The purpose of this paper is to explore women's risk taking and reasons for stereotype persistence in order to inform human resource practice and women's career development., – The paper draws on literature about gender and organizations to identify reasons for the persisting stereotype of women's risk aversion. Utilizing literature and concepts about risk appetite and decision making, the paper evaluates results of the Simmons Gender and Risk Survey database of 661 female managers., – The paper finds evidence of gender neutrality in risk propensity and decision making in specific managerial contexts other than portfolio allocation., – More in‐depth research is needed to explore the gender‐neutral motivators of risk decision making and to explore risk taking in a more diverse sample population., – The paper explores why women's risk taking remains invisible even as they take risks and offers suggestions on how women and organizations may benefit from their risk‐taking activities., – The paper synthesizes evidence on risk taking and gender, and the evidence of female risk taking is an important antidote to persisting stereotypes. The paper outlines reasons for this stereotype persistence and implications for human resource development.