Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course     

Nicolette S. Richardson  Derek Zwambag  Kristen McFall  David M. Andrews  Diane E. Gregory 《Anatomical sciences education》2021,14(5):605-614

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.  相似文献   

Early career teacher attrition in Australia: inconvenient truths about new public management     

Andrea Gallant  Philip Riley 《Teachers and Teaching》2017,23(8):896-913

  相似文献   

An Application of an Innovative Cost-Benefit Analysis Tool for Determining the Implementation Costs and Public Safety Benefits of SORNA with Educational Implications for Criminology and Criminal Justice     

Wesley G. Jennings  Kristen M. Zgoba 《Journal of Criminal Justice Education》2015,26(2):147-162

Sex offending is a considerable public health and criminal justice system concern. While the research is fairly mixed at best with most pointing toward a general lack of an appreciable deterrent benefit for these polices, no prior evaluation has made a rigorous attempt to determine and define the vast array of implementation costs and public safety benefits of these policies, specifically the Sex Offender and Registration and Notification Act (SORNA). As such, our proposed research strategy involves the development and application of an innovative Cost-Benefit Analysis (CBA) tool. The results from this innovative and dynamic CBA tool with hypothetical data suggests that the 10-year financial benefit for SORNA ranges from $1.01 to $3.91 for every dollar spent when considering the reduction in sex crime specifically, and any crime more generally. This tool holds promise as a mechanism for generating jurisdiction/site-specific cost-benefit analyses. Policy implications are also discussed.  相似文献   

The Development and Validation of the eHealth Competency Scale: A Measurement of Self-Efficacy,Knowledge, Usage,and Motivation     

Rebecca K. Britt  Kristen Nicole Hatten 《Technical Communication Quarterly》2016,25(2):137-150

The purpose of this study is to construct and validate a scale of electronic health (e-health) communication competence. Based on a comprehensive review of e-health literature, this scale was constructed using two studies to gather data and validate the scale; four dimensions emerged in the final measurement: e-health self-efficacy, knowledge, usage, and motivation. Results suggest the e-health competence scale is useful for researchers to develop online health interventions and other domains of computer-mediated communication.  相似文献   

A longitudinal study of the development of oral reading fluency in young children at risk for reading failure     

Speece DL  Ritchey KD 《Journal of learning disabilities》2005,38(5):387-399

The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR sample in first and second grade. Large and serious differences in reading fluency growth between the AR and NAR samples were apparent early, replicating other reports. Theories of sight-word learning and reading fluency were supported, in that letter-sound fluency was a uniquely significant predictor of first-grade reading fluency. The effects of phonological awareness and rapid automatized naming were mediated by the other variables in the model. Growth in first-grade oral reading fluency accounted for the most unique variance in second-grade growth and end-of-year performance. The results suggest that word reading fluency should be regarded as developing concomitantly with early word recognition rather than as a later-developing skill.  相似文献   

School psychology students' perceptions of their practicum experiences     

Kristen M. Tarquin  Stephen D. Truscott 《Psychology in the schools》2006,43(6):727-736

We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006.  相似文献   

Childbirth education for multiple pregnancy: part 1: prenatal considerations          下载免费PDF全文

Montgomery KS  Cubera S  Belcher C  Patrick D  Funderburk H  Melton C  Fastenau M 《The Journal of perinatal education》2005,14(2):26-35

Women with a multiple pregnancy have unique learning needs in preparing for birth. This paper explores the issues relevant to women with a multiple pregnancy to support a positive birth experience. One of the foundations of childbirth education and nursing care is to provide the individual woman and her family with knowledge regarding the birth process, what to expect, and how to cope with labor and birth. Education also focuses on caring for the newborns after birth and how to manage in the early days at home. However, traditional childbirth education classes, which meet in a series of evenings or Saturdays, may not meet the needs of women with a multiple pregnancy. In addition, because of the differences in care that exist for women with a multiple pregnancy, new paradigms for childbirth education are needed to meet the learning needs of these families. The purpose of this paper is to provide information to the childbirth educator on the differences in care women with a multiple pregnancy can expect and to suggest strategies to meet the childbirth education needs of these families.  相似文献   

Human elements and the pragmatic approach in the Australian,Scottish and Swedish standards for newly qualified teachers     

Göran Fransson  Andrea Gallant  Rachel Shanks 《Journal of Educational Change》2018,19(2):243-267

Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers’ everyday practices. Mega-narratives about teachers’ practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for newly qualified teachers in Australia, Scotland and Sweden are analysed in order to determine the extent to which they contain human elements, here framed as contextual professionalism, and/or paradigmatic knowledge (Olson and Craig in Teach Coll Rec 111(2):547–572, 2009a). This comparison facilitates an exploration of how teachers’ work is envisaged in the respective countries and what is expected or required from newly qualified teachers. The results indicate that the Australian and Scottish standards emphasise paradigmatic knowledge in teaching, whereas the now abandoned Swedish standards emphasise contextual professionalism in teaching.  相似文献   

Sexual consent in K–12 sex education: an analysis of current health education standards in the United States     

Malachi Willis  Kristen N. Jozkowski  Julia Read 《Sex education》2019,19(2):226-236

In the USA, universities have recently developed policies and programmes on sexual consent education. But waiting until students enroll in higher education may be too late to begin this work. To examine the extent that K–12 health education standards promote sexual consent education, we conducted a pilot study and found that only two of eighteen states explicitly mentioned sexual consent in their health education standards. Using a small sample (n = 4 states), we then identified four themes as making implicit reference to sexual consent: communication skills, decision making, personal space and interpersonal relationships. Finally, in a robust sample (n = 18 states), we conducted a content analysis of published standards regarding these themes related to sexual consent. Our analysis suggests that sexual consent is likely not discussed in sex education at K–12 schools. We recommend the more explicit inclusion of sexual consent in health education curricula via the identified themes that already exist in most or all standards, emphasising the importance of teaching young people about the nuances of sexual consent and its communication before they become sexually active.  相似文献   

Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships     

Kristen N. Dickens  Christine H. Ebrahim  Barbara Herlihy 《Counselor Education & Supervision》2016,55(4):234-249

Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer doctoral students positive and negative experiences, shaping their development as future counselor educators.  相似文献