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21.
Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model 
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下载免费PDF全文 This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands‐on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)‐clinician pairs in 2015. Both cohorts completed course evaluations which included five US‐related items on a four‐point scale; cohort responses were compared using Mann‐Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five‐point scale). With the adoption of the TA‐clinician teaching model, student ratings increased significantly for four out of five US‐items: “US advanced my ability to learn anatomy” increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), “Incorporating US increased my interest in anatomy” from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), “US is relevant to my current educational needs” from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and “US training should start in Phase I” from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA‐clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175–184. © 2017 American Association of Anatomists. 相似文献
22.
Martha Carr Gita Taasoobshirazi Rena Stroud James M. Royer 《Contemporary educational psychology》2011,36(4):323-333
One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program designed to improve cognitive strategy use for addition and subtraction, (3) a program that combined the fluency and cognitive strategy instruction programs or (4) a control condition. The intervention consisted of 40 half-hour sessions (2 sessions per week for 20 weeks). Prior to the intervention, and immediately following the intervention, the participants were tested on fluency, cognitive strategy use, and mathematics achievement. ANCOVAs indicated that children in the combined fluency and cognitive strategy use condition significantly improved their mathematics achievement in comparison to the control group. When we examined the impact of the intervention as a function of gender, boys appeared to benefit from the intervention, but girls did not. 相似文献
23.
Our paper considers a critical juncture in community college leadership as many community college leaders approach retirement. These transitions are inescapable. How will institutional memory (Parker, 2011) be preserved with the passing of the leadership mantel to a new generation? These transitions also impact ways in which leaders influence student success, institutional mission, and the overall health of the institution (Boggs, 2011). We view these leadership transitions through the lens of Appreciative Inquiry (AI). We ask: How might AI be utilized to successfully navigate community college leadership transitions? Examining two cases where AI was applied within higher education environments, we discuss the potential for such a model to effectively address pending leadership changes within the community college environment. These cases illustrate ways in which AI has been applied in different institutions, yet each provides insight into the ways AI may ameliorate knowledge transfer through narrative and storytelling. We suggest that AI has the potential to address multiple facets of leadership transition and facilitate the development of contextual competency. 相似文献
24.
David J. Royer 《Exceptionality》2017,25(4):235-252
Students with disabilities need to be more involved in planning and presenting individualized education program (IEP) meetings, and teachers need an effective, efficient curriculum to teach students how. My IEP curriculum uses folding graphic organizers to teach students to self-direct IEP meetings, targeting self-advocacy and self-determination to combat student apathy toward and passive participation in IEPs. Students who received My IEP (n = 25) spoke on average for 36.78% of IEP meeting time, while comparison group students (n = 14) spoke on average 2.15%. My IEP students recalled significantly more IEP knowledge and had shorter meetings. School faculty and staff were significantly more satisfied with My IEP meetings. 相似文献
25.
James M. Royer 《教育心理学家》2013,48(1):53-69
This paper reviews theories of transfer from the perspective of whether they contain guidelines for generating educational approaches to the production of facilitative transfer. Two classes of theories are described. The first class of theories are based on the notion that the conditions for transfer are established when an original learning event and a transfer event share common stimulus properties. The second class of theories takes the position that facilitative transfer is a product of a successful memory search process. These two classes of theories are compared, and their potential for providing guidelines for educational practice is examined. 相似文献
26.
Sonia Hélie Catherine Laurier Catherine Pineau-Villeneuve Marie-Noële Royer 《Child abuse & neglect》2013
The objective of this study is to estimate the risk of a first recurrence over a five-year period following initial child protective services (CPS) intervention and identify the characteristics associated with the risk of recurrence for three different age groups. Recurrence is defined as the first substantiated report within the observation period after initial services have ended. The study involved a cohort of 25,897 Quebec children who received postinvestigation services for the first time and whose cases were closed between 2005 and 2009. Survival analysis was used to estimate the five-year risk of recurrence and Cox regression to model the risk of recurrence for three age groups. The covariates introduced into the regression analyses were characteristics of the child and initial services. The risk of recurrence in the five years following termination of initial CPS services was 36% for the entire cohort and varied depending on the child's age at the time of case closure. Children aged 6–11 when their cases were closed had the highest risk of recurrence. Although Aboriginal descent and prior CPS investigations have a consistent effect on the risk of recurrence in all three age groups, the effects of other covariates, such as out-of-home placement and court involvement, vary or are even reversed, depending on the child's age. These findings highlight the need to adopt a differential approach that takes into account the child's age, both in the provision of protective services and in research involving the population receiving such services. 相似文献
27.
Amanda O. Latz C. Casey Ozaki Dan W. Royer Anne M. Hornak 《Community College Journal of Research & Practice》2013,37(11):733-746
ABSTRACTTo support the success of community college students, the role of student affairs professionals is critical. Therefore, adequate preparation of student affairs professionals who work in community college settings is paramount. However, literature focused on the intersection between the community college, student affairs, and graduate preparation is sparse, suggesting that too little is known about the preparation of student affairs professionals exiting graduate education and entering a community college setting. We frame this dearth of literature as an issue of social justice. The lack of focus on community colleges within student affairs preparation programs further reinforces a systemic cycle of oppression related to the perception that community colleges are not an integral part of the higher education landscape. We point to potential entry points for the exploration of this topic through systematic inquiry. The goals of this work are to bring awareness to the paucity of literature on this topic, ask scholars to join us in adding to what is known about this topic, and encourage readers to think critically about this topic. 相似文献
28.
This experiment tested the hypothesis that prose materials related to existing knowledge structure will be less subject to retroactive interference (RI) than will materials not as easily related to existing knowledge structure. Subjects read successive passages labeled with the names of famous or fictitious characters. In comparison to control groups, subjects receiving initial passages labeled with fictitious names experienced significant RI, whereas subjects receiving famous name initial passages did not. 相似文献