Mediatrice NIYONSABA | Qualitative Hypotheses | Best Paper Award

Mediatrice NIYONSABA | Qualitative Hypotheses | Best Paper Award

Mrs Mediatrice NIYONSABA, Rwanda Biomedical center, Rwanda

Mediatrice Niyonsaba is a dedicated health professional and researcher. Currently a second-year Master’s student in Epidemiology at the University of Rwanda, she holds a Bachelor’s degree in Anesthesia from the same institution. Since 2012, she has served as an anesthesia clinical officer at RBC/SAMU 🚑. Her research includes co-authoring a study on motorcycle crash epidemiology in Kigali and assisting in several projects, including those on anemia in trauma, substance abuse screening, and the impact of COVID-19 on CNS injuries. She is the lead author of a study on mHealth tools in prehospital care, published in the African Journal of Emergency Medicine 📚.

Publication profile

scupos

Education

Since November 2021, she have been pursuing a Master of Science in Epidemiology at the University of Rwanda’s College of Medicine and Health Sciences 📚. I previously earned a Bachelor’s degree in Anesthesia from the same university (2015-2017) 🎓. My professional journey includes working as an anesthesia clinical officer at RBC/SAMU (Service d’Aide Medicale d’Urgence) since November 2012 🏥. Before that, I taught Biology at SAKE Secondary School from January to November 2009 👩‍🏫.

Experience

Since January 2019, I’ve been part of the SAMU team collaborating with Utah University to develop and pilot test a mobile health communication tool (912 m Health tool) aimed at enhancing emergency medical services 🚑. I co-authored “Epidemiology and prehospital care of motorcycle crashes in Kigali, Rwanda,” published in November 2019 🏍️. From January to April 2020, I was a research assistant for the Kigali Anemia in Trauma and Transfusion Study at CHUK 🏥. Between August 2020 and September 2021, I assisted in adapting screening instruments for detecting alcohol and drug abuse in Rwanda using ACASI 🍷💊. In late 2021, I contributed to research on the impact of COVID-19 on CNS injury treatment and outcomes 🧠. Recently, I authored “Challenges and opportunities to improve efficiency and quality of prehospital emergency care using an m Health platform,” published in the African Journal of Emergency Medicine in September 2023 📚.

Research focus

Dr. Sharmistha Jayaraman’s research focuses primarily on improving prehospital emergency care and trauma management in low-resource settings, particularly in Rwanda. Her studies encompass various aspects of emergency medical services (EMS), including challenges in locating emergency scenes 🚑, enhancing efficiency through m Health platforms 📱, neurotrauma management 🧠, and the epidemiology of trauma, such as motorcycle crashes 🏍️. Additionally, Dr. Jayaraman investigates the initial management of traumatic brain injuries and factors influencing HIV testing among emergency patients. Her work aims to improve healthcare outcomes by addressing critical gaps in prehospital care and emergency response systems in Sub-Saharan Africa.

Publication top notes

Challenges Locating the Scene of Emergency: A Qualitative Study of the EMS System in Rwanda

Challenges and opportunities to improve efficiency and quality of prehospital emergency care using an mHealth platform: Qualitative study in Rwanda

Trends in Neurotrauma Epidemiology, Management, and Outcomes during the COVID-19 Pandemic in Kigali, Rwanda

Factors associated with HIV testing among patients seeking emergent injury care in Kigali, Rwanda

The Initial Prehospital Management of Traumatic Brain Injuries in Kigali, Rwanda

The epidemiology and prehospital care of motorcycle crashes in a sub-Saharan African urban center

Data-driven prehospital training to decrease motorcycle crash deaths in a Sub-Saharan African urban center

 

Elsbeth Stern | Hypothesis Fundamentals | Best Researcher Award

Elsbeth Stern | Hypothesis Fundamentals | Best Researcher Award

Prof Dr Elsbeth Stern, ETH Zürich, Switzerland

Prof. Dr. Elsbeth Stern 🎓 is a renowned cognitive psychologist specializing in STEM education and learning processes. She holds a Habilitation from LMU Munich 🇩🇪 and a PhD from the University of Hamburg. 📘 Since 2006, she has been a Professor at ETH Zurich 🇨🇭, focusing on the cognitive aspects of learning and teaching. Stern’s research explores how knowledge is acquired and applied, especially in science and mathematics 🧠🔬. She has received numerous accolades, including the Franz Emanuel Weinert Prize 🏅, and actively contributes to advancing educational psychology globally. 🌍📚

Publication profile

google scholar

Education

Born in 1958, I embarked on my academic journey in psychology, beginning with my studies at Philipps University in Marburg, Germany, from 1977 to 1980 📚. I then continued at the University of Hamburg, where I completed my Diploma in Psychology in 1982 🎓. After furthering my expertise, I earned my Doctor of Philosophy (Dr. phil.) in Psychology from the University of Hamburg in 1986 🧠. My dedication to the field culminated in 1994 with a Habilitation in Psychology at Ludwig-Maximilians-Universität München, Germany, marking a significant milestone in my academic career 🎓🔬.

Honors

In 2022, a Festschrift titled “Wie guter Unterricht intelligentes Wissen schafft” was published in honor of Elsbeth Stern, celebrating her significant contributions to educational psychology and instructional design 📘. Her research underscores how effective teaching fosters deep, intelligent knowledge 🌟. Stern’s excellence was also recognized in 2018 when she received the Franz Emanuel Weinert Prize from the German Society for Psychology, highlighting her groundbreaking work in the field 🏆. Additionally, in 2015, Stern’s achievements were further acknowledged with her election as a corresponding member of the Academy of Sciences Mainz/Germany, marking her as a distinguished scholar in her domain 📜.

Employment

🎓Prof. Dr. Elsbeth Stern  a distinguished figure in the field of educational psychology, has embarked on a prolific journey spanning several prestigious institutions across Europe. Since 2006, they have held the esteemed position of Professor for Research on Learning and Instruction at ETH Zurich, Switzerland. Prior to this, they served as a Senior Research Scientist at the Max-Planck-Institute for Human Development in Berlin, Germany, from 1997 to 2006. Their academic voyage includes notable stints as a professor and researcher at esteemed institutions such as the University of Leipzig, Technical University Berlin, and University of Hamburg, marking a career dedicated to unraveling the intricacies of human learning and cognition.

Publication research

Elena Stern’s research focuses on the intersection of educational psychology, neuroscience, and pedagogy 🧠📚. She investigates how teachers’ beliefs impact student achievement gains, the development of mathematical competence, and the effectiveness of instructional support within constructivist learning environments. Stern also explores individual differences in cognitive abilities such as mathematical competence and chess expertise, and she delves into the role of situational context in problem-solving. Her work bridges theory and practice, aiming to inform educational strategies that optimize learning outcomes across diverse student populations.

Publication top notes

The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics.

Conscious and unconscious strategy discoveries: A microgenetic analysis.

Effects of instructional support within constructivist learning environments for elementary school students’ understanding of” floating and sinking.”

Individual differences in mathematical competence predict parietal brain activation during mental calculation

Why mind, brain, and education? Why now

Superior performance and neural efficiency: The impact of intelligence and expertise

The developmental relations between conceptual and procedural knowledge: A multimethod approach.

What makes certain arithmetic word problems involving the comparison of sets so difficult for children?

Improving cross-content transfer in text processing by means of active graphical representation

Die Entwicklung des mathematischen Verständnisses im Kindesalter

Lernen macht intelligent: Warum Begabung gefördert werden muss

Individual differences in chess expertise: A psychometric investigation

The cognitive perspective on learning: Ten cornerstone findings

Deutscher Mathematiktest für vierte Klassen (Demat 4+)

Pedagogy meets neuroscience

Die Förderung von naturwissenschaftlichem Verständnis bei Grundschulkindern durch Strukturierung der Lernumgebung

A validation of eye movements as a measure of elementary school children’s developing number sense

The role of situational context in solving word problems

When intelligence loses its impact: Neural efficiency during reasoning in a familiar area

Lehr-Lern-Forschung und Neurowissenschaften: Erwartungen, Befunde und Forschungsperspektiven

 

 

 

 

Trailblazing Hypothesis Award

Trailblazing Hypothesis Award

Introduction:

Welcome to the forefront of innovation and discovery - the Trailblazing Hypothesis Award celebrates the bold thinkers and pioneers who chart new paths in research and inquiry. This prestigious award recognizes individuals who dare to challenge the status quo and pave the way for transformative breakthroughs through their groundbreaking hypotheses.

About the Award:

The Trailblazing Hypothesis Award honors individuals who have demonstrated exceptional vision and creativity in formulating hypotheses that lead to groundbreaking advancements and push the boundaries of knowledge.

Eligibility:

  • Age Limits: None; open to individuals of all ages.
  • Qualification: Candidates must have a proven track record of formulating hypotheses that have resulted in significant advancements or breakthroughs in their respective fields.
  • Publications: Nominees should have a record of publishing their hypotheses and research findings in reputable academic journals or presenting them at conferences.
  • Requirements: Nominees must meet specific criteria outlined by the award committee.

Evaluation Criteria:

Candidates are evaluated based on the originality, significance, and impact of their hypotheses. The clarity of hypothesis formulation, the strength of supporting evidence, and the potential for transformative insights are key considerations.

Submission Guidelines:

Nomination packages should include a comprehensive biography highlighting the nominee's academic and research achievements, an abstract outlining the trailblazing hypothesis and its implications, and supporting files such as publications, presentations, or research data. Submissions must adhere to the specified format and guidelines provided by the award committee.

Recognition:

Recipients of the Trailblazing Hypothesis Award receive prestigious recognition for their contributions to advancing knowledge and driving innovation, including media coverage, networking opportunities, and a formal presentation of the award.

Community Impact:

Winners of the award inspire and catalyze further exploration and inquiry within their respective fields, fostering collaboration, innovation, and the pursuit of new discoveries.

Innovative Hypothesis Achievement Award

Innovative Hypothesis Achievement Award

Introduction:

Welcome to the forefront of intellectual innovation - the Innovative Hypothesis Achievement Award celebrates the exceptional minds behind groundbreaking hypotheses that redefine our understanding of the world. This prestigious accolade honors individuals whose innovative hypotheses have sparked new avenues of exploration and discovery.

About the Award:

The Innovative Hypothesis Achievement Award recognizes outstanding individuals who have demonstrated exceptional creativity and ingenuity in formulating hypotheses that challenge existing paradigms and drive forward the frontiers of knowledge.

Eligibility:

  • Age Limits: None; open to individuals of all ages.
  • Qualification: Candidates must have a proven track record of formulating innovative hypotheses that have led to significant advancements in their respective fields.
  • Publications: Nominees should have a record of publishing their hypotheses and research findings in reputable academic journals or presenting them at conferences.
  • Requirements: Nominees must meet specific criteria outlined by the award committee.

Evaluation Criteria:

Candidates are evaluated based on the originality, impact, and significance of their hypotheses. The strength of supporting evidence, potential for transformative insights, and relevance to the field are also considered.

Submission Guidelines:

Nomination packages should include a comprehensive biography highlighting the nominee's academic and research achievements, an abstract outlining the innovative hypothesis and its implications, and supporting files such as publications, presentations, or research data. Submissions must adhere to the specified format and guidelines provided by the award committee.

Recognition:

Recipients of the Innovative Hypothesis Achievement Award receive prestigious recognition for their groundbreaking contributions, including media coverage, networking opportunities, and a formal presentation of the award.

Community Impact:

Winners of the award serve as catalysts for intellectual discourse and innovation within their respective fields, inspiring future generations of researchers to explore new ideas and push the boundaries of knowledge.

Hypothesis Honors Award

Hypothesis Honors Award

Introduction:

Welcome to the forefront of innovative thinking and discovery - the Hypothesis Honors Award celebrates the bold minds behind groundbreaking hypotheses that push the boundaries of knowledge. This distinguished award recognizes individuals who dare to question, explore, and redefine the possibilities in their fields.

About the Award:

The Hypothesis Honors Award acknowledges exceptional individuals whose pioneering hypotheses have made significant contributions to their respective fields, inspiring new avenues of research and inquiry.

Eligibility:

  • Age Limits: None; open to individuals of all ages.
  • Qualification: Candidates must demonstrate a history of formulating and testing hypotheses that have led to notable advancements in their field.
  • Publications: Nominees should have a record of publishing their hypotheses and research findings in reputable academic journals.
  • Requirements: Nominees must meet specific criteria outlined by the award committee.

Evaluation Criteria:

Candidates are evaluated based on the originality, significance, and impact of their hypotheses. The clarity of the hypothesis formulation, the strength of supporting evidence, and the potential for transformative insights are key considerations.

Submission Guidelines:

Nomination packages should include a biography detailing the nominee's academic and research background, an abstract outlining the hypothesis and its significance, and supporting files such as publications or research data. Submissions must adhere to the specified format and guidelines provided by the award committee.

Recognition:

Recipients of the Hypothesis Honors Award receive prestigious recognition for their groundbreaking contributions, including media coverage, networking opportunities, and a formal presentation of the award.

Community Impact:

Winners of the award serve as catalysts for intellectual curiosity and exploration within their respective fields, fostering collaboration, debate, and the pursuit of new knowledge.