Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students     

Bruno Guimarães  João Firmino-Machado  Stanislav Tsisar  Benedita Viana  Marco Pinto-Sousa  Pedro Vieira-Marques  Ricardo Cruz-Correia  Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.  相似文献   

广西民族师范学院英语本科生培养模式探索     

覃承华  郭小娟  邓大飞 《南宁师范高等专科学校学报》2011,28(2):138-140

以广西民族师范学院为例,分析当前英语专业本科教育的现状,探讨英语专业本科生培养新模式的途径：引入竞争机制,切实提高基础课的课堂教学质量;强化等级考试,夯实学生的语言技能;突出英语专业的学科本体地位;以《大纲》为纲,科学论证,优化课程设置体系;加强论文指导,切实提高毕业论文质量;以就业为导向,努力培养适应北部湾经济发展的复合型外语人才。  相似文献   

疏通新建本科院校教学质量提高的瓶颈——以厦门理工学院为例     

万晓兰 《南昌教育学院学报》2011,26(8):62-63

高等教育从"精英"阶段进入到"大众化"阶段以来,一大批新建本科院校在快速发展的同时,暴露出影响学校持续发展的关键师资问题,尤其是青年教师教学能力和素质水平的高低直接影响到人才培养质量。本文以厦门理工学院为例分析了新建本科院校在快速发展中的教师教学能力培养方面的问题,并有针对性地提出相应的对策。  相似文献   

地方高师对外汉语人才培养模式与课程体系的研究与实践     

王振顶 《成都教育学院学报》2011,25(1):72-76

当前对外汉语本科专业教育教学实践中存在着三个重要问题：教育理论研究与教育实践脱节的问题、毕业生就业很难实现专业对口的问题、就业机制的问题。地方高师院校要解决好这些问题,可以确立与市场需求相衔接的“双向三性”的培养目标,实行跨国或跨区域的校校联合、专业理论与技能实践并行创新的研究性教学模式与方法、突出理论与实践相衔接的培养模式,增设培养创新能力适应能力的课程,完善课程体系设置,激活多种就业机制,从而有效解决对外汉语专业的现实问题。  相似文献   

对本科生导师制实施状况的调查和分析——以西南科技大学学生评价视角为例     

覃琴  蔡锦明  白萍 《成都教育学院学报》2011,(6):71-73

本科生导师制尊重学生个性,注重学生的全面发展和综合素质与能力的培养,真正实现了以人为本、教书育人、教学相长的教育理念,是目前高校本科生教育与管理的一种理想形式。本科生导师制的实施,已经取得了一定成效,同时也出现了一些问题,如师资、评价、考核与激励机制等问题,需要及时加以解决。今后,应继续深入推进本科生导师制,加强实践,及时总结经验,并采取切实措施解决制约导师制发展的问题和矛盾,使本科生导师制取得更大的发展和突破。  相似文献   

台湾地区大学评鉴的特点及对大陆本科教学评估的启示     

孙文杰 《沈阳教育学院学报》2011,13(1):28-30

论述了我国台湾地区大学评鉴的发展概况,分析了其评估主体中介化、评估方式灵活多样、评鉴结果采用合格认可制、评鉴行为的国际化、重视评鉴结果的应用五个特点。在此基础上对照了我国大陆本科教学评估的不足,认为大学评估是保障大学质量的重要手段,我国大陆要建立完善的本科教学评估体系,可学习台湾大学评鉴的评估主体中介化、分类分层次评估、评估与国际接轨、评估结果采用合格认可制等模式。  相似文献   

应用型本科土木工程专业“五个一”实践教学模式的构建   总被引：1，自引：0，他引：1  

孙家国 《南平师专学报》2011,30(2):90-93

通过探究土木工程专业应用型本科人才培养目标的定位,对高校土木工程专业实践教学模式的概念、内容进行了讨论,分析了应用型本科高校实践教学中存在的问题;提出了土木工程专业＂五个一＂实践教学模式的框架,论述了实践教学体系构建与实施方法。  相似文献   

大学本科《现代汉语》教学随想     

吴继刚 《重庆师专学报》2011,(3):127-129

《现代汉语》是汉语言文学专业学生的专业必修课,也是语言学课程中的基础课和先行课。在这门课程的教学中,我们本着服务社会、服务本专业的态度,加大《现代汉语》课的教学力度,主要从以下几个方面着手：培养学生的整体思想,教学和科研相结合,注重汉语史和语言学史,把个人的学习和社会的实际需要结合起来,语言要简明等。  相似文献   

高职与本科新生攻击倾向的比较研究     

王晓英  马方园  王东升 《职业技术教育》2011,(32)

采用AQ攻击性问卷,对本科与高职的655名新生进行问卷调查。结果显示,12.83%的学生AQ总分在中等以上;高职生高分检出率高于医学生;在身体攻击、愤怒因子及总分上与医学生差异非常显著。研究表明,被试总体攻击倾向低于成人平均水平,学业成绩可能是导致两所学校新生攻击倾向差异的重要中介变量。  相似文献