The benefits and limitations of using ultrasonography to supplement anatomical understanding     

Greg M. Sweetman  Gail Crawford  Kathryn Hird  Mark W. Fear 《Anatomical sciences education》2013,6(3):141-148

Anatomical understanding is critical to medical education. With reduced teaching time and limited cadaver availability, it is important to investigate how best to utilize in vivo imaging to supplement anatomical understanding and better prepare medical graduates for the proliferation of point‐of‐care imaging in the future. To investigate whether using short sessions of in vivo imaging using ultrasonography could benefit students' anatomical knowledge and clinical application, we conducted a 2‐hour session on abdominal anatomy using ultrasonography in small groups of five to six students, for both first‐ and second‐year student cohorts. Individual feedback was collected to assess student perceptions. To measure retention and understanding, a short examination containing ultrasound images and questions and performance of a clinical skill (gastrointestinal' tract examination) were assessed. Ultrasonography sessions were highly valued by the students, with 90% of the students reporting their understanding was improved, and over 70% reporting increased confidence in their anatomical knowledge. However, the assessments showed no appreciable impact on skills or understanding related to abdominal anatomy and examination. We conclude that the risk associated with limited exposure increasing confidence without increasing skills remains real and that in vivo imaging is not effective when used as a short adjunct teaching tool. The widespread use of ultrasonography means finding the best way to incorporate ultrasound into medical education remains important. To this end, we are currently implementing an extended program including echocardiography and multiple anatomical sessions that will determine if frequency and repetition of use can positively impact on student performance and understanding. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

Development and testing of a direct observation code training protocol for elementary aged students with attention deficit/hyperactivity disorder     

Naomi J. Steiner  Tahnee Sidhu  Kirsten Rene  Kathryn Tomasetti  Elizabeth Frenette  Robert T. Brennan 《Educational Assessment, Evaluation and Accountability》2013,25(4):281-302

Observational measures can add objective data to both research and clinical evaluations of children’s behavior in the classroom. However, they pose challenges for training and attaining high levels of interrater reliability between observers. The Behavioral Observation of Students in Schools (BOSS) is a commonly used school-based observation instrument that is well adapted to measure symptoms of attention deficit/hyperactivity disorder (ADHD) in the classroom setting. Reliable use of the BOSS for clinical or research purposes requires training to reach reliable standards (kappa?≥?0.80). The current study conducted training observations in one suburban and one urban elementary school in the Greater Boston area. To enhance interrater reliability and reduce training time, supplemental guidelines, including 30 additional rules to follow, were developed over two consecutive school years. The complete protocol was then used for training in the third school year. To reach sufficient interrater reliability (kappa?≥?0.80) during training, 45 training observations were required in the first year while, in the third year, only 17 observations were required. High interrater reliability was sustained after training across all three school years, accumulating a total of 1,001 post-training observations. It is estimated that clinicians or researchers following this proposed protocol, who are naive to the BOSS, will require approximately 30 training observations to reach proficient reliability. We believe this protocol will make the BOSS more accessible for clinical and research usage, and the procedures used to obtain high interrater reliability using the BOSS are broadly applicable to a variety of observational measures.  相似文献   

Records management and knowledge mobilisation     

Kathryn Dan 《档案与原稿》2013,41(2):160-161

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A Comprehensive Plan for Library Support of Online and Extended Education     

Leslee B. Shell  Jennifer Duvernay  Ann Dutton Ewbank  Phil Konomos  Allison Leaming  Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971

ABSTRACT

Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan.  相似文献   

Teaching Web 2.0 Beyond the Library: Adventures in Social Media,the Class     

Ann M. Farrell  Susan H. Mayer  Melissa L. Rethlefsen 《Medical reference services quarterly》2013,32(3):233-244

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Relationship building and behavioral outcomes: Exploring the connection between relationship attitudes and key constituent behavior     

Stephen D. Bruning  Kathryn Lambe 《Communication Research Reports》2013,30(4):327-337

The field of public relations historically has been charged with managing relationships between organizations and publics. Those who build relationships with key constituents, however, struggle with determining whether relationship building activities influence key constituent behavior. The current investigation tracked college students in an attempt to better understand the role that relationship attitudes play in retention. The results showed that those respondents who identify themselves as in relationship with the university were much more likely to return. The investigation then sought to determine which university‐student relationship attitudes best differentiate those students who say they are in relationship with the university from those who say they are not or are uncertain. Those results showed that community relationships were strongly related, while the personal and professional relationships were substantially related to respondent self‐identification of being in relationship with the institution. The ramifications for relationship building, directions for future research, and limitations to the current investigation were presented.  相似文献   

Perceptions of Women and Men Leaders Following 360‐Degree Feedback Evaluations     

Lawrence A. Pfaff  Karyn J. Boatwright  Andrea L. Potthoff  Caitlin Finan  Leigh Ann Ulrey  Daniel M. Huber 《Performance Improvement Quarterly》2013,26(1):35-56

In this study, researchers used a customized 360‐degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task‐oriented leadership behaviors, as addressed in the Management‐Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task‐oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task‐oriented behaviors as approximately equal. Broader implications of these findings are discussed.  相似文献   

Parents’ goals for and perceptions of alphabet books     

Sarah N. Nowak  Mary Ann Evans 《Reading and writing》2013,26(8):1265-1287

This study examined parents’ goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read, Enjoyment and Bonding, Learning from Books, and Soothing the Child. Maternal education, number of ABC books owned, and ABC book reading frequency were related to parents’ goals. When viewing ABC pages, parents rated pages with little text, simple illustrations, and letter sound-word consistency as more appropriate for fulfilling purposes related to learning to decode than pages with a lot of text, complex illustrations, and letter sound-word violations. These perceptions are congruent with previous research and experts’ advice. However, parents rated pages with more complex illustrations as more appropriate for enjoyment, potentially putting books with complex illustrations at cross purposes with the previous goals.  相似文献   

‘Am I Like a Scientist?’: Primary children's images of doing science in school     

Junqing Zhai  Jennifer Ann Jocz 《International Journal of Science Education》2013,35(4):553-576

A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with ‘real’ scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9–10) students in Singapore. Results indicate that ‘doing science as conducting hands-on investigations’, ‘doing science as learning from the teacher’, ‘doing science as completing the workbook’, and ‘doing science as a social process’ are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as ‘acting like a scientist’ in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and ‘real’ science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science.  相似文献   

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations     

William W. Cobern  David Schuster  Betty Adams  Brandy Ann Skjold  Ebru Zeynep Muğaloğlu  Amy Bentz 《International Journal of Science Education》2013,35(13):2265-2288

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.  相似文献