An Analysis of Anatomy Education Before and During Covid-19: May–August 2020     

Derek J. Harmon  Stefanie M. Attardi  Malli Barremkala  Danielle C. Bentley  Kirsten M. Brown  Jennifer F. Dennis  Haviva M. Goldman  Kelly M. Harrell  Barbie A. Klein  Christopher J. Ramnanan  Joan T. Richtsmeier  Gary J. Farkas 《Anatomical sciences education》2021,14(2):132-147

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.  相似文献   

“语言与文化”课教学策略与实践     

祖国霞 《语文学刊:高等教育版》2008,(6):9-11

“语言与文化”课是高校英语专业的一门专业选修课,主要教授有关语言与文化的理论以及英、汉语言文化的差异。在教授该课程时,专题讲座、任务教学、以研促学等多种教学策略的配合使用可以达到良好的教学效果,从而使学生更深入地理解两种语言差异背后的文化因素,为他们进一步学习英语和西方文化打下牢固的基础。  相似文献   

利用图书馆讲座教学心得论说   总被引：2，自引：0，他引：2  

胡秀玲 《沈阳教育学院学报》2002,4(1):92-93

根据学生的心理特征和心理要求 ,论说了“怎样利用图书馆”讲座的组织结构 ,应贯穿情、理、用共融并重的教学原则 ,以期达到对图书馆基本知识宣传教育的同时 ,起到鼓动、激励和指导作用。  相似文献   

"讨论+讲授"在英语课堂里的运用     

姚闻捷 《教学研究(河北)》2003,26(2):152-154

课堂讨论是一种高效的辅助教学方式，它可分为三种形式：新课前讨论、新课中讨论和概括总结性讨论。难度适中的讨论命题设计和教师在讨论过程中的正确导向以及得体的调节与评判是讨论取得成功的关键因素。课堂讨论在教学中有强化记忆、深化理解、启迪思维这三大作用。  相似文献   

A face in a sea of faces: exploring university students’ reasons for non-attendance to teaching sessions     

Jeremy Oldfield  Judith Rodwell  Laura Curry  Gillian Marks 《Journal of Further & Higher Education》2019,43(4):443-452

In the past 20 years, the landscape of Higher Education in the United Kingdom has changed considerably. With the prospect of tuition fees spiralling above £9,000 per year, per student, it is important to explore the impact this has upon the student experience. In spite of the vast financial investment current students make towards their education, student attendance and engagement remain low. The present study therefore adopted a qualitative approach using focus groups to explore reasons for non-attendance at university teaching sessions. Four key themes emerged; these surrounded issues about a sense of belonging to university, views of the teaching (material taught and the personality and method of the tutor), perceptions of being a consumer and external pressures. This research suggests that universities should pay particular attention to the reasons why students do not attend and possibly change practice, providing more support where appropriate.  相似文献   

The effects of passive and active learning on student preference and performance in an undergraduate basic science course     

Minhas PS  Ghosh A  Swanzy L 《Anatomical sciences education》2012,5(4):200-207

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone.  相似文献   

体育学院运动人体科学专业医学教学若干问题的思考   总被引：3，自引：0，他引：3  

欧阳燕 《西安体育学院学报》2000,17(3):76-78

结合文献综述资料分析阐述了医学教学在运动人体科学专业中的必要性。同时结合教学实践对如何在该专业中实施医学教学 ,如 :教学大纲的制定、教师的授课诸问题进行了必要的探讨。提出体育院校运动人体科学专业的医学教学应区别于医学院校 ,体现明显的自身专业特点。  相似文献   

LVTIA: A new method for keyphrase extraction from scientific video lectures     

《Information processing & management》2022,59(2):102802

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