Effects of an Educational Film About Body Donors on Students' Empathy and Anxiety Levels in Gross Anatomy     

Julia Iaconisi  Friederike Hasselblatt  Benjamin Mayer  Michael Schoen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2019,12(4):386-398

While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.  相似文献   

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes     

Nina Meyerhöffer  Daniel C. Dreesmann 《International Journal of Science Education》2019,41(1):1-20

The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes.  相似文献   

A plea for mixed methods approaches in research on teaching in physical education     

Stefan König 《Sportwissenschaft》2016,46(3):179-187

Research on teaching in Physical Education (RT-PE) comprises a great deal of complex phenomena. These can be understood at a more profound level by using mixed methods research approaches (MMR). Hence, the aim of this paper is to analyze potentials and limitations of mixed methods research in RT-PE, also trying to generate an additional value for MMR.  相似文献   

Philosophical and scientific conceptions of nature and the place of responsibility     

J. Götschl 《International Journal of Science Education》2013,35(3):288-296

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Rough girls? – Körperkonstruktionen und kulturelle Praktiken im Frauenfußball     

Ilke Glockentöger 《Sportwissenschaft》2011,41(4):342-344

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What’s the value of an acceptance letter? Using admissions data to estimate the return to college     

Björn Öckert 《Economics of Education Review》2010,29(4):504-516

This paper exploits discontinuities and randomness in the college admissions in Sweden in 1982, to estimate the economic return to college in the 1990s. At the time, college admissions were highly selective and applicants were ranked with respect to their formal merits. Admissions were given to those ranked higher than some threshold value. At the margin, applicants were sometimes randomly assigned to college. Exploiting this Regression-Discontinuity design, individuals who were admitted in 1982 are estimated to have about 0.20 years longer college education in 1996. However, the earnings effects for applicants at the margin of admission are insignificant. Controlling for the college admission determinants, the OLS-estimates of the return to college is 1.4 percent in 1991–96. The IV-estimates are not significantly different from the OLS counterparts.  相似文献   

Johann Heinrich Pestalozzi über Körperbildung     

Heinz Meusel  H. Röhrs 《Sportwissenschaft》1975,5(1):85-86

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„Sport Kinetics ’97“ — Theorien der Motorik und ihre Widerspiegelung in der Praxis     

Anita Hökelmann 《Sportwissenschaft》1998,28(1):119-121

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Examining coaches’ perceptions of how their stress influences the coach–athlete relationship     

Richard C. Thelwell  Christopher R. D. Wagstaff  Michael T. Chapman  Göran Kenttä 《Journal of sports sciences》2017,35(19):1928-1939

This study extends recent coach stress research by evaluating how coaches perceive their stress experiences to affect athletes, and the broader coach–athlete relationship. A total of 12 coaches working across a range of team sports at the elite level took part in semi-structured interviews to investigate the 3 study aims: how they perceive athletes to detect signals of coach stress; how they perceive their stress experiences to affect athletes; and, how effective they perceive themselves to be when experiencing stress. Following content analysis, data suggested that coaches perceived athletes able to detect when they were experiencing stress typically via communication, behavioural, and stylistic cues. Although coaches perceived their stress to have some positive effects on athletes, the overwhelming effects were negative and affected “performance and development”, “psychological and emotional”, and “behavioural and interaction” factors. Coaches also perceived themselves to be less effective when stressed, and this was reflected in their perceptions of competence, self-awareness, and coaching quality. An impactful finding is that coaches are aware of how a range of stress responses are expressed by themselves, and to how they affect athletes, and their coaching quality. Altogether, findings support the emerging view that coach stress affects their own, and athlete performance.  相似文献   

A Tour of the Swiss Publishing Scene     

Christine Lötscher 《Publishing Research Quarterly》2008,24(3):218-220

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