Learning from human cadaveric prosections: Examining anxiety in speech therapy students          下载免费PDF全文

Juan Jose Criado‐Álvarez  Jaime González González  Carmen Romo Barrientos  Isabel Ubeda‐Bañon  Daniel Saiz‐Sanchez  Alicia Flores‐Cuadrado  Juan Carlos Albertos‐Marco  Alino Martinez‐Marcos  Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.  相似文献   

The Heterogeneous Non-resident Student Body: Measuring the Effect of Out-Of-State Students’ Home-State Wealth on Tuition and Fee Price Variations     

Manuel S. González Canché 《Research in higher education》2017,58(2):141-183

More than 40 years of research has found a positive relationship between increases in the proportion of non-resident students enrolling in an institution and increases in the tuition prices this institution charges to these same students. Notably, this line of research has consistently treated this non-resident student body as if they constitute a homogeneous group in terms of their socioeconomic well-being, when in reality these students come from states with differing levels of socioeconomic prosperity. Notably, given that tuition and fee charges to non-resident students are market-based, institutions charge what out-of-state students are willing to pay. Under this rationale, it follows that the wealthier the student body of an institution is, the more institutions will be able to charge them in terms of tuition and fees for their education. The purpose of this study is twofold. First, it offers a method to measure the level of wealth of the non-resident student body enrolling at an institution considering the level of wealth of these students’ home states, therefore creating a measure of heterogeneity of the non-resident student body. The second purpose is to evaluate whether this measure of heterogeneity is associated with larger increases in the net tuition and fee prices charged to these students compared to the increases related to the homogeneous structure that ignores these students’ home-state wealth. This twofold purpose was addressed utilizing a dataset built from regional, state, and institutional information of 1743 public and private not-for-profit 4-year institutions across the contiguous United States. Since all the outcome variables were found to be spatially dependent, spatial econometrics techniques were employed for model estimation. Results corroborated that treating non-resident students as a homogeneous structure rendered downwardly biased estimates of institutions’ abilities and/or decisions to set higher or lower tuition and fee prices compared to the estimates obtained using the heterogeneous structure. Considering current general disinvestment of states in higher education, the analysis of factors driving non-resident tuition and fee price-setting has become especially relevant for public policy officials and decision-makers at both the institution- and state-levels. Accordingly, this study examines a critical issue in the finance of higher education—the setting of institutional tuition and fees for non-resident students.  相似文献   

What kind of nonformal education? Comments on the Coombs report     

Enrique González Torres 《Prospects》1974,4(4):480-485

The first article of our autumn issue of 1973 (Vol. III, No. 3) entitled Should One Develop Nonformal Education was a large extract of a report¹ by Philip H. Coombs and his colleagues at the International Council for Educational Development (ICED) to Unicef. The Mexican group, Fomento Cultural y Educativo, A. C., which offers us here its thoughts on the report, is concerned with planning and introducing new educational models.The members of the discussion group were Eduardo Lastra, Vicente Arredondo, Ernesto Camou and Enrique González Torres.  相似文献   

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom     

Jin Su Jeong  David González-Gómez  Florentina Cañada-Cañada 《Journal of Science Education and Technology》2016,25(5):747-758

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students’ perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students’ perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students’ emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students’ perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.  相似文献   

Positive and negative experiences related to doctoral study conditions     

M. Corcelles  M. Cano  E. Liesa  G. González-Ocampo  M. Castelló 《高等教育研究与发展》2019,38(5):922-939

ABSTRACT

During their doctoral studies, students undergo an emotionally and intellectually intensive process involving a wide range of positive and negative experiences. This article analyses PhD students’ perceptions of the most positive and negative experiences related to doctoral study conditions. Previous researchers have primarily focused on analysing experiences that negatively affect doctoral work and have related these experiences to institutional, social and individual variables. However, little is known regarding positive experiences and how both positive and negative experiences are interpreted and related to variables connected with doctoral study, such as discipline, funding, enrolment type, and the stage of the doctoral process. In total, 1173 doctoral students from 56 Spanish universities completed an open-ended online survey. The findings indicate that opportunities for PhD students to communicate their scientific advances, receive expert feedback and interact with other researchers have a high positive influence on their doctoral journey. However, funding difficulties, particularly for students in the social sciences, and relationships with the research community, principally with the supervisor, were perceived as the main negative challenges. Experiences related to research design, data collection and analysis were perceived either negatively – primarily for mid-level students – or positively. These results should be considered in future doctoral programme policies to determine when, how and why to provide specific support during the doctoral process.  相似文献   

Career education needs of secondary school graduates from Asturias, Spain     

Marisa Pereira González 《Journal of Career Development》1997,23(3):215-229

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The Nature of Science and Citizenship: a Delphi Analysis     

González-García  Francisco José  Blanco-López  Ángel  España-Ramos  Enrique  Franco-Mariscal  Antonio-Joaquín 《Research in Science Education》2021,51(3):791-818

Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献   

Prospective and in-service teachers’ perspectives about launching a problem     

Gloriana González  Jennifer A. Eli 《Journal of Mathematics Teacher Education》2017,20(2):159-201

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The Birth of Particle Physics In Spain     

Víctor?Navarro-BrotónsEmail author  Jorge?Velasco?González  José?Doménech?Torres 《Minerva》2005,43(2):183-196

Experimental high-energy and nuclear physics was created in Spain thanks to Joaquín Catalá de Alemany, who founded the Institute of Corpuscular Physics (IFIC) at the University of Valencia in 1950. The physics of photographic emulsions, cheap and easy to manipulate, were well adapted to the depressed situation in Spain following the Civil War. This essay describes how, using these techniques, Catalá de Alemany created a group, established links with international laboratories, and fostered a tradition that continues today.  相似文献   

A study of writing mechanisms in Spanish primary education children / Estudio de los mecanismos de escritura en niños españoles de Educación Primaria     

Nagore González-Martín  Paz Suárez-Coalla  Olivia Afonso  Fernando Cuetos 《Infancia y Aprendizaje》2017,40(1):88-119

Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish.  相似文献