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71.
Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University 
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下载免费PDF全文 Margaret K. Gatumu Frances M. MacMillan Philip D. Langton P. Max Headley Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398
This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists. 相似文献
72.
Benzodiazepine administration prevents the use of error-correction mechanisms during fear extinction
Genevra Hart Nathan M. Holmes Justin A. Harris R. Frederick Westbrook 《Learning & behavior》2014,42(4):383-397
Three experiments examined the effect of systemic administration of the benzodiazepine midazolam on extinction and re-extinction of conditioned fear. Experiment 1 demonstrated that midazolam administration prior to extinction of a conditioned stimulus (CS) impaired that extinction when rats were subsequently tested drug free; however, extinction was spared if rats were extinguished, reconditioned, and re-extinguished under midazolam. Experiment 2 provided a replication of this effect within-subjects; rats were conditioned to two CSs (A and B), extinguished to one (A-), reconditioned to both, and then extinguished/re-extinguished to both stimuli in compound (AB-), under either vehicle or midazolam. On the drug-free test, rats given midazolam froze more to the CS that had been extinguished (B) than the one that been re-extinguished (A). The final experiment examined whether extinction under midazolam was regulated by prediction error. Rats were trained with three CSs (A, B, C) and extinguished to two (A-, C-). These stimuli then underwent additional extinction under midazolam or vehicle, with one CS now presented in compound with the non-extinguished CS (AB-, C-). Rats were then tested for fear of A relative to C. Rats given vehicle showed a deepening of extinction to A relative to C, as is predicted from error-correction models; however, rats given midazolam failed to show any such discrepancy in responding. The results are interpreted to indicate that the drug reduced prediction error during extinction by reducing fear, and rats were able to re-extinguish fear via a retrieval mechanism that is independent of prediction error. 相似文献
73.
Malcolm Tight 《Higher Education Quarterly》2006,60(3):242-256
Where does higher education in the United Kingdom sit today in terms of the public–private distinction, and what does that distinction mean in the higher education context? This article considers these questions and related issues, noting how the particular example of the United Kingdom compares with other systems internationally. Following a historical exploration of the meaning of ‘public’, ‘private’ and other related terms, an examination is undertaken of their currency during the post‐war period in the UK higher education system. This is exemplified through an analysis of the two major British higher education reports of the last 50 years – the Robbins Report of 1963 and the Dearing Report of 1997. It is argued that the contemporary UK higher education system could be seen as suffering from the worst of both worlds, trapped between and suffering from the seemingly contrary pressures of privatisation and nationalisation. 相似文献
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David Donald Malcolm 《Counselor Education & Supervision》1971,10(2):171-179
If school counseling is to be a career commitment, not a temporary or occasional assignment, the school counselor must possess some special expertise that enables him to make a unique contribution to the school. It follows that counselor educators should identify this special expertise as precisely as possible and then offer an instructional program designed to develop it. Since such special expertise is not likely to be acquired without extensive and intensive training, the instructional program will ordinarily require a minimum of two years of full-time study. This position paper elaborates the rationale for the above beliefs and attempts to suggest directions in which they may lead. 相似文献
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