Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions?          下载免费PDF全文

Marc A.T.M. Vorstenbosch  Shifra T. Bouter  Marianne M. van den Hurk  Jan G.M. Kooloos  Sanneke M. Bolhuis  Roland F.J.M. Laan 《Anatomical sciences education》2014,7(2):107-116

Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists.  相似文献   

Quantifying Stakeholder Values of VET Provision in the Netherlands     

Margriet E. van der Sluis  Gerry J. Reezigt  Lex Borghans 《Vocations and Learning》2014,7(1):1-19

It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders.  相似文献   

Combining fiber dissection,plastination, and tractography for neuroanatomical education: Revealing the cerebellar nuclei and their white matter connections          下载免费PDF全文

Hisse Arnts  Michiel Kleinnijenhuis  Jan G.M. Kooloos  Annelieke N. Schepens‐Franke  Anne‐Marie van Cappellen van Walsum 《Anatomical sciences education》2014,7(1):47-55

In recent years, there has been a growing interest in white matter anatomy of the human brain. With advances in brain imaging techniques, the significance of white matter integrity for brain function has been demonstrated in various neurological and psychiatric disorders. As the demand for interpretation of clinical and imaging data on white matter increases, the needs for white matter anatomy education are changing. Because cross‐sectional images and formalin‐fixed brain specimens are often insufficient in visualizing the complexity of three‐dimensional (3D) white matter anatomy, obtaining a comprehensible conception of fiber tract morphology can be difficult. Fiber dissection is a technique that allows isolation of whole fiber pathways, revealing 3D structural and functional relationships of white matter in the human brain. In this study, we describe the use of fiber dissection in combination with plastination to obtain durable and easy to use 3D white matter specimens that do not require special care or conditions. The specimens can be used as a tool in teaching white matter anatomy and structural connectivity. We included four human brains and show a series of white matter specimens of both cerebrum and cerebellum focusing on the cerebellar nuclei and associated white matter tracts, as these are especially difficult to visualize in two‐dimensional specimens and demonstrate preservation of detailed human anatomy. Finally, we describe how the integration of white matter specimens with radiological information of new brain imaging techniques such as diffusion tensor imaging tractography can be used in teaching modern neuroanatomy with emphasis on structural connectivity. Anat Sci Educ. 7: 47–55. © 2013 American Association of Anatomists.  相似文献   

Using e-mail to support reflective narration     

Bregje de Vries  Hans van der Meij 《International Journal of Educational Research》2003,39(8):829

This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can serve a meaningful function in a narrative curriculum aimed at experiential inquiry. In addition, we suggest a need for future research that adopts a broad view of learning that includes different kinds of dialogues and values affective as well as cognitive aspects of these dialogues.  相似文献   

Study landscape: a learning resource centre for PBL     

Fons van den Eeckhout 《Health information and libraries journal》1996,13(1):49-55

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THE IOWA STATE MEDICAL LIBRARY     

van Zandt FB 《Bulletin of the Medical Library Association》1926,16(1-4):19-22

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A method for generating and measuring very weak radio-frequency currents     

Walter van B. Roberts 《Journal of The Franklin Institute》1926,201(3):301-310

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Education, Training and Employment Dynamics. Transitional Labour Markets in the European Union: Edited by Klaus Schömann and Philip J. O’Connell. Cheltenham, UK: Edward Elgar. 2002. pp. xi+388. Price $125.00 (cloth).     

Maarten van Ham   《Economics of Education Review》2003,22(6):646

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Elusive Equity—Education Reform in Post-apartheid South Africa, Edward B. Fiske, Helen F. Ladd. Brookings Institution Press, Washington, DC (2004), ISBN 0-8157-2480-9 (xiii+268pp.).     

Servaas van der Berg   《Economics of Education Review》2006,25(6):675-676

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The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load     

Inez E. Berends  Ernest C.D.M. van Lieshout 《Learning and Instruction》2009,19(4):345-353

Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability.  相似文献