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Valerie Watchorn Helen Larkin Susan Ang Danielle Hitch 《Teaching in Higher Education》2013,18(5):477-490
Universal design of built environments is an area of professional interest for both architects and occupational therapists, yet is not always specifically included in undergraduate curricula. This paper reports on the student experience of introducing universal design education into architecture and occupational therapy curricula. Online and face-to-face teaching methods were employed, including virtual and real-life simulation activities designed to provide students with a personal experience of impairment. Virtual simulation activities used the medium of Second Life?. Results showed improvement in self-reported learning outcomes related to universal design and, overall, students found the learning activities and resources useful. Real-life simulations were reported to be more useful than virtual simulations. Project outcomes support the introduction of universal design education into architecture and occupational therapy curricula, and offer insight into student perceptions and future directions for related teaching and learning resources. 相似文献
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从传统课堂教学到如今的"互联网+"混合式教学,教学改革一直在进行中。面对具有个性化学习差异的学生,如何激发他们的学习兴趣,是值得研究的问题。文章从全方位设计学习(UDL)的视角出发,对实验班的学生进行学习风格的调研,并对其进行了分类。然后根据学生不同的学习方式和类型,对混合式教学资源分类建设进行研究,提出了一套面向不同类型学生的教学资源建设方案。实践证明,在"计算机网络"教学过程中使用基于全方位设计学习的教学资源在一定程度上提高了学生学习的参与度和学习的积极性。 相似文献
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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user‐friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists. 相似文献
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The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed. 相似文献
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Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session 
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下载免费PDF全文 Marianne T. Luetmer Beth A. Cloud James W. Youdas Wojciech Pawlina Nirusha Lachman 《Anatomical sciences education》2018,11(1):94-99
Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi‐disciplinary care team. This study aimed to create a modified team‐based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first‐year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5–6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case‐based multiple choice post‐test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed‐rank test. Students scored higher on the collaborative post‐test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94–99. © 2017 American Association of Anatomists. 相似文献
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Ismail K. Memon 《Anatomical sciences education》2009,2(4):193-194
Anatomy education in Pakistan is facing many of the same challenges as in other parts of the world. Roughly, a decade ago, all medical and dental colleges in Pakistan emphasized anatomy as a core basic discipline within a traditional medical science curriculum. Now institutions are adopting problem based learning (PBL) teaching philosophies, and since medical colleges in Pakistan first introduced PBL curricula that expose the basic sciences primarily in clinical contexts, the methods and extent of anatomy teaching have been topics of much debate. Many claim that PBL curricula dilute basic science education, especially anatomy. At the same time, classically trained faculty members with PhD in anatomy have become nearly extinct in Pakistan, with only four working in country. A third challenge currently facing anatomy education in Pakistan, as in many parts of the world, is an unavailability of cadavers for dissection. As more institutions adopt PBL curricula, as PhD anatomists are harder to find, and as cadavers for dissection become scarce, Pakistan and other countries around the world will have to seriously consider how they will sustain adequate anatomy education. Anat Sci Educ 2:193–194, 2009. © 2009 American Association of Anatomists. 相似文献
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Matthew James Capp 《International Journal of Inclusive Education》2017,21(8):791-807
Universal Design for Learning (UDL) is often promoted as an inclusive teaching methodology for supporting all students within diverse contemporary classrooms. This is achieved by proactively planning to the edges of a classroom by thinking of all the potential needs of students. To examine its effectiveness, a meta-analysis was conducted on empirical research, containing pre- and post-testing, published in peer-reviewed journals between 2013 and 2016 (N?=?18). Results from this analysis suggest that UDL is an effective teaching methodology for improving the learning process for all students. The impact on educational outcomes has not been demonstrated. The implications of this study will be discussed. 相似文献
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开放教育学习主体学习状况的调查与分析 总被引：1，自引：0，他引：1
开放教育学习主体在学习动机，学习态度和学习能力等方面有着自身显的特点，其学习状况整体水平呈良好状态，但也存在令人担忧的问题，要根据他们的特点，加强思想政治教育，调整课程设置，按照学习社会化的要求，更新教学内容，优化机制，实行弹性化的管理。 相似文献
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Steven S. Hamilton Brandon J. Yuan Nirusha Lachman Nathan J. Hellyer David A. Krause John H. Hollman James W. Youdas Wojciech Pawlina 《Anatomical sciences education》2008,1(6):258-263
Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first‐year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care professionals. Pre‐ and post‐experience surveys were evaluated. Positive comments were related to opportunities for developing a better understanding of the nature and scope of each other's programs, encouraging teamwork and communication, mutual respect, and reducing the perceptual divide between disciplines. Ninety‐two percent of the students agreed that interprofessional learning would help them in becoming a more effective member of the health care team. This initial experience with IPE in gross anatomy provides a basis for continued development of interdisciplinary educational strategies. Anat Sci Ed 1:258–263, 2008. © 2008 American Association of Anatomists. 相似文献
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Mary Hegarty Madeleine Keehner Peter Khooshabeh Daniel R. Montello 《Learning and individual differences》2009,19(1):61-70
In two studies with a total of 324 participants, dentistry students were assessed on psychometric measures of spatial ability, reasoning ability, and on new measures of the ability to infer the appearance of a cross-section of a three-dimensional (3-D) object. We examined how these abilities and skills predict success in dental education programs, and whether dental education enhances an individual's spatial competence. The cross-section tests were correlated with spatial ability measures, even after controlling for reasoning ability, suggesting that they rely specifically on the ability to store and transform spatial representations. Sex differences in these measures indicated a male advantage, as is often found on measures of spatial ability. Spatial ability was somewhat predictive of performance in restorative dentistry practical laboratory classes, but not of learning anatomy in general. Comparisons of the performance of students early and late in their dental education indicated that dentistry students develop spatial mental models of the 3-D structure of teeth, which improves their ability to mentally maintain and manipulate representations of these specific structures, but there is no evidence that dental education improves spatial transformation abilities more generally. 相似文献
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Anatomy education in occupational therapy curricula: Perspectives of practitioners in the United States 下载免费PDF全文
下载免费PDF全文 Katherine A. Schofield 《Anatomical sciences education》2018,11(3):243-253
The study of human anatomy is an integral component in the education of future occupational therapists, yet there is a paucity of research that explores the anatomy needs of students and new practitioners. As a follow up from a pilot study that surveyed a small cohort of practicing therapists, this article aimed to determine occupational therapy (OT) practitioners' views on anatomy course structure and content deemed important to include in OT curricula, entry level practitioners' anatomy knowledge, and application of anatomy in current practice. A Likert scale and free text questionnaire was distributed to practicing occupational therapists across the United States. Fifty‐four percent of the participants in this cohort favored a standalone course, as compared to 94% in the pilot study group. Anatomy course content areas were comparable across groups. Systems identified as essential to cover in an OT anatomy course included skeletal, muscular, and nervous. Regions included the upper limb, thorax/trunk, head and neck, and lower limb. Seventy percent of participants in both groups felt that entry‐level practitioners had adequate anatomy knowledge; 30% did not. Practice areas requiring anatomy knowledge included assessment of joint movement, muscle strength, pain, and functional mobility. Qualitative analysis of free text response data revealed the importance of anatomy knowledge in OT assessment and intervention strategies, determining the impact of injury or disease on occupational performance, client safety, and communication with other health care professionals and families. Anat Sci Educ 11: 243–253. © 2017 American Association of Anatomists. 相似文献
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Solange Lopes-Murphy 《Clearing house (Menasha, Wis.)》2013,86(6):226-230
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all. 相似文献
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Sarah McPherson 《Early Childhood Education Journal》2009,37(3):229-236
This paper describes a web-based collaborative project called A Dance with the Butterflies that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design
for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,
Strategic, and Affective neural networks for learning identified in the CAST research. Instruction was based on the Science
Education content standard that all students should develop an understanding of the characteristics, life cycles, and environments
of living organisms. Teachers designed interdisciplinary projects for students with the metamorphosis of the butterfly as
the theme the unit. Participants from nine states and four countries learned about UDL to transform teaching and to collaborate
through a blog that supported their learning. They shared new technology applications for use in their projects. The learning
that occurred and the excitement to use technology for learning clearly demonstrate the power of the UDL framework for increasing
engagement and understanding by all learners. 相似文献
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Hosam Eldeen Elsadig Gasmalla Abubakr H. Mossa Mohamed H. Taha Majed M. Wadi Khalid Shehzad Mohamed Elhassan Abdalla Siti Nurma Hanim Hadie 《Anatomical sciences education》2022,15(6):1120-1137
The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O′Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula. 相似文献
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This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory. 相似文献
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段庆华 《湖南广播电视大学学报》2013,(2):5-10
"自主协作、虚实结合"的远程教育管理案例教学模式是在充分调研远程教育学生学习需求,全面分析当前远程教育及案例教学现状,在自主学习理论、合作学习理论与行为激励理论等指导下不断探索并逐步完善形成的,重点解决远程教育管理案例教学的学生学习方式、学习激励机制、教学环节、过程监控、教学主体间流程、案例及案例库建设等问题,形成了以"案例教学组织标准化与案例学习个性化相融合,案例学习过程的考核与过程的激励相协同"的特色。教学模式在应用于专业实践教学、课程教学与其他案例教学比赛活动中效果明显,学生积极性主动性增强,教学质量得到提升,教学组织效率有所提高。 相似文献
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Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice. 相似文献
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How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review 下载免费PDF全文
下载免费PDF全文 Lauren Clunie Neil P. Morris Viktoria C.T. Joynes James D. Pickering 《Anatomical sciences education》2018,11(3):303-319
Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists. 相似文献