Surgeons as medical school educators: an untapped resource     

Haubert LM  Way D  DePhilip R  Tam M  Bishop J  Jones K  Moffatt-Bruce SD 《Anatomical sciences education》2011,4(4):182-189

Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve surgeons as educators in the medical school curriculum were implemented. The first program, started in 2008, introduced surgical faculty into the first-year medical student anatomy dissection laboratories. Other programs initiated in 2008 included: Surgical Clinical Correlates in Anatomy, which involved faculty teaching through cadaver surgery; Clinical Pathologic Conferences in Anatomy, a surgeon-led conference based on clinical cases; and a women's faculty-student mentorship program. Table Rounds, a surgeon-led anatomy review that used clinical scenarios to quiz students was begun in 2009. All five programs were successfully integrated into the medical school curriculum. While student opinion of surgeons as educators improved, there were no significant changes in student interest in surgery as a career nor change in performance on written examinations over the Anatomy content covered by the surgeons. Surgical faculty and trainees can be integrated into the medical school curriculum. Involving surgeons as educators earlier in the medical school curriculum may have longer term effects than could be observed in this study. At a minimum, the experience improved student opinion of surgeons as educators.  相似文献   

Criminal Justice Education: Are We Missing One-third of the Crime Triangle?     

Lisa Growette Bostaph  Patrick Brady  Andrew Giacomazzi 《Journal of Criminal Justice Education》2014,25(4):468-485

Theoretical explanations, systemic response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the United States. However, a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula, despite voluminous research on victims of crime. In this exploratory study, the authors conducted a content analysis of 679 programs from the Academy of Criminal Justice (ACJS) website directory. Departmental and course-level variables were included in the analysis. Results indicate that while more than half of the programs have faculty with expressed interests in victimization, only 11% of programs studied required coursework on crime victims and/or victimization. Implications of the results are discussed.  相似文献   

Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms     

Lisa Incantalupo  David F. Treagust  Rekha Koul 《Journal of Science Education and Technology》2014,23(1):98-107

The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males.  相似文献   

Outcomes of an Institutional Quality and Safety Residency Program Initiative     

Tsveti Markova  Lisa Dillon  Pierre Morris  Khalid Zakaria  Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21

Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture.  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

Who is in the Conversation? Listening To Each Other and To Children     

Stephanie Cox Suárez  Lisa Kuh 《The New Educator》2014,10(1):3-9

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Learning Disabilities Research Studies: Findings From NICHD-Funded Projects     

Brett Miller  Sharon Vaughn  Lisa S. Freund 《Journal of research on educational effectiveness》2014,7(3):225-231

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Effects of Headings on Text Summarization     

Lorch RF  Lorch EP  Ritchey K  McGovern L  Coleman D 《Contemporary educational psychology》2001,26(2):171-191

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled. This effect was magnified when the text was only half signaled: Signaled topics were more likely to appear in a summary if only half the text topics were signaled than if all of the topics were signaled; however, unsignaled topics were less likely to appear in a summary if half of the text topics were signaled than if none of the text topics were signaled. The findings demonstrate that readers rely heavily on headings in a task that emphasizes attention to a text's topic structure. It is suggested that previously observed signaling effects on text recall are mediated by effects on how readers represent a text's topic structure. Copyright 2001 Academic Press.  相似文献   

“Sweeping” the library: Mapping the social activity space of the public library     

Lisa M. Given  Gloria J. Leckie 《Library & information science research》2003,25(4):30

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Virtual education in universities: a technological imperative   总被引：1，自引：0，他引：1  

John O'Donoghue  Gurmak Singh  & Lisa Dorward 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):511-523

Many educational journals have debated the issue of the "virtual university". As technology is improving and evolving, such "virtuality" becomes a reality. The forecasts are that, in the not too distant future, it will be possible for courses to be completed solely by the use of the World Wide Web or Internet. These "virtual classrooms" will take the place of the solid buildings where students currently attend lectures, at set times in set rooms. The information will be gathered at the student's convenience and assignments will be handed in via this medium. There is potentially an advantage for everyone involved, from the reduced building resource costs to the availability of teaching support 24 hours a day, 7 days a week
Whilst many of these studies identify the benefits of technology in education there are dissenting voices from many other quarters. However there are also arguments identifying the disadvantages to the technology based delivery systems proposed. Either way, there are going to be radical changes in the methods which students will use to tackle the workload involved in studying towards a degree. This paper will explore both sides of the argument. The main contention of this paper is that technology undoubtedly will offer many benefits for the learner, however, the pitfalls need careful consideration in the design of the learning environment. This paper uses examples from educational institutions across different cultures.  相似文献