What do medical students learn from dissection?          下载免费PDF全文

Natasha A.M.S. Flack  Helen D. Nicholson 《Anatomical sciences education》2018,11(4):325-335

Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open‐ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three‐dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325–335. © 2017 American Association of Anatomists.  相似文献   

THE DIGITAL TURN     

Bob Nicholson 《Media History》2013,19(1):59-73

Advances in digital technology have made the recent past seem like a foreign country. Media historians did things very differently in 2002. In the last decade, hundreds of historical newspapers and periodicals have been digitised and made available to researchers via online archives. Whilst the emergence of these resources has generated contrasting responses from historians, an increasing number of researchers are now embracing the new methodological possibilities created by keyword-searchable digital archives. As the first examples of this scholarship begin to appear on the horizon, this paper considers whether media history is on the cusp of a ‘digital turn’. It outlines the existing responses to digital methodologies, deconstructs digital newspapers in order to explore how they differ from their paper originals and uses case studies drawn from my own research into the late-Victorian transatlantic press to demonstrate how new methodologies might be applied.  相似文献   

Dissemination and Discovery of Diverse Data: Do Libraries Promote Their Unique Research Data Collections?     

Shawn W. Nicholson  Terrence B. Bennett 《International Information and Library Review》2013,45(2):85-93

ABSTRACT

Academic libraries acquire and steward numeric datasets as well as large collections of image files, audio archives, digital texts, and other non-numeric resources. This article considers how a sample of libraries in the United States, Canada, and the United Kingdom present these collections and make them available for discovery. And, importantly, the article examines whether these non-numeric collections are positioned on the library Website as research datasets, rather than as artifacts of limited local and/or historical interest. Findings from this analysis may help collection managers and Web designers as libraries define their role in connecting users to research data.  相似文献   

“Hidden Treasures”: Librarian Office Hours for Three Health Sciences Schools     

Lara Handler  Mellanye Lackey  K. T. L. Vaughan 《Medical reference services quarterly》2013,32(4):336-350

The changing needs of students and faculty have prompted UNC Chapel Hill's Health Sciences Library to reconsider the delivery of library services. Several years of outreach and office hours have yielded an array of “hidden treasures,” or secondary outcomes, of both online and in-person office hours. The online office hours are tailored for the Schools of Medicine, Pharmacy, and Public Health. This article examines the benefits that go beyond simple consultation statistics and encompass more qualitative aspects of success resulting from increased outreach, goodwill, and stronger library-departmental partnerships.  相似文献   

A Preliminary Analysis of Library Holdings as Compared to the Basic Resources for Pharmacy Education List     

K.T.L.V. Vaughan 《Medical reference services quarterly》2013,32(3):328-341

The catalogs of 11 university libraries were analyzed against the Basic Resources for Pharmaceutical Education (BRPE) to measure the percent coverage of the core total list as well as the core sublist. There is no clear trend in this data to link school age, size, or rank with percentage of coverage of the total list or the “First Purchase” core list when treated as independent variables. Approximately half of the schools have significantly higher percentages of core titles than statistically expected. Based on this data, it is difficult to predict what percentage of titles on the BRPE a library will contain.  相似文献   

Testing a student generated hypothesis using student data     

Herle M. McGowan  Joel Vaughan 《Teaching Statistics》2012,34(2):61-64

We describe an activity that allows students to experience the full process of a statistical investigation, from generating the research question, to collecting data and testing a hypothesis. Implementation of the activity is described both with and without use of clickers, handheld remotes that allow instant data collection.  相似文献   

Learning Through Constructing Representations in Science: A framework of representational construction affordances     

Vaughan Prain  Russell Tytler 《International Journal of Science Education》2013,35(17):2751-2773

Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why representational construction supports learning in science. The first or semiotic perspective focuses on student use of particular features of symbolic and material tools to make meanings in science. The second or epistemic perspective focuses on how this representational construction relates to the broader picture of knowledge-building practices of inquiry in this disciplinary field, and the third or epistemological perspective focuses on how and what students can know through engaging in the challenge of representing causal accounts through these semiotic tools. We argue that each perspective entails productive constraints on students’ meaning-making as they construct and interpret their own representations. Our framework seeks to take into account the interplay of diverse cultural and cognitive resources students use in these meaning-making processes. We outline the basis for this framework before illustrating its explanatory value through a sequence of lessons on the topic of evaporation.  相似文献   

Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding     

Bruce Waldrip  Vaughan Prain  Peter Sellings 《Instructional Science》2013,41(1):165-189

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Child sexual abuse prevention education: A review of school policy and curriculum provision in Australia     

Kerryann Walsh  Donna Berthelsen  Jan M. Nicholson  Leisa Brandon  Judyann Stevens  Jerome N. Rachele 《牛津教育评论》2013,39(5):649-680

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally.  相似文献   

Psychometrics of the emotional intelligence scale in elite,amateur, and non-athletes     

Robert Vaughan  Sylvain Laborde 《Measurement in physical education and exercise science》2018,22(2):177-189

The purpose of this study was to assess the psychometrics properties of the Emotional Intelligence Scale and assess the measurement invariance across elite (n = 367), amateur (n = 629), and non-athletes (n = 550). In total, 1,546 participants from various sports completed the emotional intelligence scale. Several competing models were compared through exploratory structural equation modeling. The analyses were performed on the whole sample before subsequent invariance testing between athletic groups. The internal consistency of the scale was tested through Omega for the total scale and relevant subscales, which indicated largely unacceptable levels of stability. Results failed to support the purported unidimensional or four-factor models proposed in the literature. However, a six-factor model provided the best fit to the data. Nonetheless, there was no evidence for weak or strong invariance suggesting that the scale may not be appropriate for use within athletic samples.  相似文献