This longitudinal follow-up study surveyed the attitudes toward, and skills in, evidence-based medicine (EBM) of medical school graduates who had participated in a formal EBM curriculum during their third-year Internal Medicine (IM) clerkship. The objective was to measure whether competencies were retained over time and to identify the long- term impact on the graduates' attitudes toward, and proficiency in, EBM after graduation. Questionnaire results showed that a group of medical school graduates retained EBM skills and a positive attitude about the importance of applying EBM principles in patient care one to three years after completing an EBM course. 相似文献
Teachers are frequently advised to respond when they hear remarks that reflect anger, contempt, or disgust towards members of historically marginalized communities. However, there is little research on how teachers respond to such remarks. Focusing specifically on classroom talk about sexual identity, this study investigates how teachers responded to students who overtly expressed anger, contempt, or disgust towards LGBQ people. Data were collected on three teachers’ classroom practice, including teacher interviews, daily logs, and classroom observations. Findings indicate that variations in teachers’ responses to overt student bias reflect variations in underlying theories of how people unlearn their biases. This study suggests that grounding research on teachers’ responses to students’ biases in knowledge about how people learn might reveal new directions for research on ways to counter bias in the classroom. 相似文献
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world. 相似文献
ABSTRACTBackground: Cycling has gained more attention as an important lifelong physical activity. Learning to cycle independently without assistance is a milestone for most children that requires time and practice to master. Cycling was recently added to the motor development model and so a valid and reliable measure of cycling ability is required to allow accurate assessment of the skill. Cycling has many health benefits along with being a commonly reported physical activity globally and therefore is an important skill to promote in early childhood and throughout life. To date, there are no measurement tools examining the developmental process to independent cycling in the early childhood years. The current study aimed to develop and assess the inter-rater and test-retest reliability of the ‘KIM Cycling Scale’.Methods: Development of the scale occurred in four phases: (1) development of criteria and stages, which used observation of children when learning to cycle and expert panels to develop the initial developmental stages, (2) review of instructions and criteria and pilot inter-rater and test-retest reliability, to ensure that the scale could be used as a standalone scale without requiring further instructions (3) cycling intervention, which allowed assessment of the developmental nature of children along the scale as they learn to cycle independently and to assess typical and alternate routes to independent cycling and (4) inter-rater and test-retest reliability.Results: Ninety children took part in phase 1, thirty-six children took part in phase 2, seventy-four children took part in phase 3 and one hundred and forty-nine children took part in phase 4. All three hundred and forty-nine children were between 2 and 6 years. The developed scale included eight stages in total. The scale was found to have excellent inter-rater reliability (ICC?=?0.97, 95% CI?=?0.96–0.98) and good to excellent test-retest reliability [(ICC?=?0.91, 95% CI?=?0.87–0.94) & (ICC?=?0.90, 95% CI?=?0.85–0.93)]. Typical routes to independent cycling along the scale were examined and reported as being step-wise on all occasions except one where a two stage jump was as common as the step-wise route. Alternate routes were also reported.Conclusion: The current study developed a reliable measurement tool for assessing children between 2 and 6 years of age on the developmental process to independent cycling. Having a cycling scale will allow teachers and practitioners to assess competence in cycling and moreover, track changes in skill development. Furthermore, parents could also use the scale to better understand and better asses their child’s progression when learning to cycle. 相似文献
Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care. 相似文献
SOME significant problems in the design of research with subjects having an intellectual disability are identified. A lack of agreement on the nature of intellectual disability in relation to brain impairment, and discrepancies in the interpretation of deficits in relation to information processing concepts create problems in the definition of subject groups and interpretation of results. Much of the research uses normal subject groups for comparison, matched with disabled groups for either mental age, chronological age, or both, and this has led to further problems in the criteria and procedures used for matching, particularly for mental age. Further difficulties are encountered in variability both within and between subject groups, affecting reliability of results and making replication of studies difficult. In addition, task demands, particularly in relation to variables other than those under immediate investigation, are not always equivalent for all subject groups. Some suggestions are made for reducing or eliminating the effects of some of these problems in experimental research, and the use of alternative designs which take subject variability into account is recommended. 相似文献