Physician opinions about an anatomy core curriculum: A case for medical imaging and vertical integration          下载免费PDF全文

Courtney P. Orsbon  Rebecca S. Kaiser  Callum F. Ross 《Anatomical sciences education》2014,7(4):251-261

Pre‐clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different specialties? Answers to these questions would be useful in designing pre‐clinical anatomy courses. The primary aim of this study was to assess the importance of a human gross anatomy course by soliciting the opinions of physicians from a range of specialties. We surveyed 93 physicians to determine the importance of specific anatomical topics in their own practices. Their responses were analyzed to assess variation in intra‐ and inter‐departmental attitudes toward the importance of anatomy. Nearly all of the topics taught in the course were deemed important by the clinicians as a group, but respondents showed little agreement on the rank order of importance of anatomical topics. Overall, only medical imaging received high importance by nearly all respondents, and lower importance was attached to embryology and lymphatic anatomy. Our survey data, however, also suggested distinct hierarchies in the importance assigned to anatomical topics within specialties. Given that physicians view the importance of anatomy differently, we suggest that students revisit anatomy through a vertically integrated curriculum tailored to provide specialty‐specific anatomical training to advanced students based on their areas of clinical interest. Integration of medical imaging into pre‐clinical anatomy courses, already underway in many medical schools, is of high clinical relevance. Anat Sci Educ 7: 251–261. © 2013 American Association of Anatomists.  相似文献   

Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers     

Ernesto Panadero  Gavin Brown  Matthew Courtney 《Assessment in Education: Principles, Policy & Practice》2014,21(4):365-383

The study aimed to explore teachers’ beliefs about student self-assessment (SSA) and the reasons for their use of it in their classrooms. A representative sample of 944 Spanish teachers (38.8% primary school sector, 54.0% secondary school sector and 7.2% university or adult education sector) were surveyed about SSA. Data were analysed using confirmatory factor analysis and structural equation modelling to determine statistically and theoretically significant predictors of teachers’ self-reported use of SSA. Results showed that 90% of the teachers indicated having used SSA in their courses and 90% reported having positive experiences. A well-fitting structural model found five statistically significant predictors for the use of SSA: (1) positive experience with self-assessment, (2) belief in student participation in assessment, (3) willingness to include self-assessment as percentage of final grade, (4) self-assessment advantages and (5) having attended assessment courses. Statistically significant mean score differences for these factors were found according to level of employment and level of educational qualifications. In conclusion, teachers’ values, attitudes and prior experiences with this type of assessment contributed a significant proportion of self-reported SSA usage.  相似文献   

Exercise Guidelines for Inpatients Following Ventricular Assist Device Placement: A Systematic Review of the Literature     

Rachel Scheiderer  Courtney Belden  Darla Schwab  Casey Haney  Jaime Paz 《Cardiopulmonary Physical Therapy Journal》2013,24(2):35-42

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Hopes and hazards of transculturalism     

Steven R. Van Hook 《Prospects》2012,42(2):121-136

Educators of international students are frequently challenged by a clashing diversity of cultures in a global classroom. This study examines the sorts of themes and images that might resonate across nationalities and cultures, and could then be used to ease the way for students and educators in international classes. The analysis indicates that applied themes and images, including babies and children, animals, relationships, sports, life cycles, and self image, may help evoke a positive transcultural resonance that draws on a common base of shared experience. The findings are used to consider instructional applications for more effective learning in international classroom settings, and to identify the hazards of misapplying transcultural tools.  相似文献   

Early social communication development in infants with autism spectrum disorder     

Jessica Bradshaw  Courtney McCracken  Moira Pileggi  Natalie Brane  Abigail Delehanty  Taylor Day  Alexis Federico  Cheryl Klaiman  Celine Saulnier  Ami Klin  Amy Wetherby 《Child development》2021,92(6):2224-2234

Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention.  相似文献   

Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data     

Angi Shelton  Andrew Smith  Eric Wiebe  Courtney Behrle  Ruth Sirkin  James Lester 《Journal of Science Education and Technology》2016,25(3):474-488

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Do monitoring and evaluation tools,designed to measure the improvement in the quality of primary education,constrain or enhance educational development?     

Jane Courtney   《International Journal of Educational Development》2008,28(5):546-559

A learner-centred view of education argues that the learner's needs must be understood and the learner must be engaged within the learning process. Governments advocate ‘learner-centred’ approaches whilst introducing national strategies and systems to reach agreed standards and competencies, often globally determined. There are increasing pressures on organisations to provide evidence that the quality of education is improving. Defining quality education and how it is measured has been the focus of much discussion. This paper contributes to the discussion by focussing on the measurement of the teaching and learning process in an Education Quality Improvement Project implemented in Cambodia.  相似文献   

Correction to: The treatment adherence of paraprofessional behavior training programs: a systematic literature review     

Zarate  Kary  Barcus  Courtney Lynn 《European Journal of Psychology of Education - EJPE》2023,38(3):1317-1340

European Journal of Psychology of Education - The professionalization of paraprofessionals through training is elemental in providing supports to students with disabilities. Through a systematic...  相似文献