Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection     

Sara Allison  Andrew Notebaert  Eddie Perkins  Marianne Conway  Erin Dehon 《Anatomical sciences education》2021,14(6):764-773

Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.  相似文献   

Roads to Success in the Belgian French Community’s Higher Education System: Predictors of Dropout and Degree Completion at the Université Libre de Bruxelles     

Elena Arias Ortiz  Catherine Dehon 《Research in higher education》2013,54(6):693-723

In this paper we study the factors that influence both dropout and (4-year) degree completion throughout university by applying the set of discrete-time methods for competing risks in event history analysis, as described in Scott and Kennedy (2005). In the French-speaking Belgian community, participation rates are very high given that higher education is largely financed through public funds, but at the same time, the system performs very poorly in terms of degree completion. In this particular context, we explore two main questions. First, to what extent is socioeconomic background still a determinant of success for academic careers in a system that, by construction, aims to eliminate economic barriers to higher education? Second, given the high proportion of students who fail their first year and are unable to move to their second year, can authorities promote degree completion and decrease dropout among students who have already experienced a failure? Using the competing risks model, we show that in spite of low entry barriers, students coming from lower socioeconomic background are more vulnerable to dropout along the whole academic path because of financial constraints that prevent them from re-enrolling. Also, our results reveal that, after a failed year, a significantly higher proportion of students who re-enroll in a different field obtain a degree compared to those that re-enroll in the same field, suggesting that universities should rethink the mechanisms available to manage failure and guide student choices.  相似文献   

Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach     

Barnard  Marie  Dehon  Erin  Compretta  Caroline  Notebaert  Andrew  Sparkmon  Wesley  Meyer  Edgar  Stray  Stephen  Taylor  Juanyce  Sullivan  Donna  Rockhold  Robin 《Educational technology research and development : ETR & D》2020,68(5):2595-2614

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

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