排序方式： 共有19条查询结果，搜索用时 78 毫秒
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Derek J. Harmon Barbie A. Klein Cecilia Im Dylan Romero 《Anatomical sciences education》2022,15(3):620-627
Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play a pivotal role in introducing learners to 3D printing due to the spatial context inherent to learning anatomy. To bridge this knowledge gap and decrease the intimidation associated with learning 3D printing technology, an elective was developed through a collaboration between the Department of Anatomy and the Makers Lab at the University of California, San Francisco. A self-directed digital resource was created for the elective to guide learners through the 3D printing workflow, which begins with a patient's computed tomography digital imaging and communication in medicine (DICOM) file to a physical 3D printed model. In addition to practicing the 3D printing workflow during the elective, a series of guest speakers presented on 3D printing applications they utilize in their clinical practice and/or research laboratories. Student evaluations indicated that their intimidation associated with 3D printing decreased, the clinical and research topics were directly applicable to their intended careers, and they enjoyed the autonomy associated with the elective format. The elective and the associated digital resource provided students with the foundational knowledge of 3D printing, including the ability to extract, edit, manipulate, and 3D print from DICOM files, making 3D printing more accessible. The aim of disseminating this work is to help other anatomy educators adopt this curriculum at their institution. 相似文献
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信息素养行动计划实施战略 总被引：2，自引：0，他引：2
21世纪是知识与信息的时代,随着信息技术的迅猛发展及其在社会各个领域的广泛应用,信息素养(information literacy)的重要性日益显著,信息素养作为生活在现代社会中的公民所必须具备的基本素质,越来越受到世界各国的关注和重视.人们需要用知识和信息来解决生存中的一切问题,谁掌握了知识和信息,谁就掌握了生存条件和命运. 相似文献
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Creative literacy activities promote positive reading attitude in children learning English as a foreign language 
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下载免费PDF全文 Bonnie Wing‐Yin Chow Anna Na Na Hui Barbie Hiu‐Tung Chui 《Journal of Research in Reading》2018,41(2):278-289
This study investigated the effects of creative literacy classroom activities on the acquisition of English as a foreign language. Ninety Chinese second graders were tested on reading attitude and English receptive vocabulary knowledge. They were randomly assigned to either a control group or an experimental group, which engaged in English creative classroom activities for 10 weeks. Repeated measures analyses showed a significant interaction effect for reading attitude, providing empirical evidence that English creative classroom activities can enhance reading attitude. This study extends past research by demonstrating the links between creative activities and reading attitude, as well as highlights the feasibility of incorporating creative literacy activities within foreign language education. This provides a new direction for researchers and educators to develop instructional practices that incorporate a stimulating environment for English‐as‐a‐foreign‐language students. Future longitudinal research could examine whether these benefits can be maintained over a longer period. 相似文献
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Barbie Zelizer 《传播与批判/文化研究》2013,10(1):100-119
This article tracks the uneasy coexistence of journalism and cultural studies, arguing that the tensions between the two fields have worked to mutual disadvantage. The article suggests that rethinking the ways in which journalism and its inquiry might be made a more integral part of cultural studies could constitute a litmus test of sorts for cultural studies. Figuring out how to embrace journalism's god‐terms of facts, truth, and reality alongside its own regard for subjectivity and construction could help move cultural studies into further degrees of maturation as a field. 相似文献
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Adam B. Wilson Kirsten M. Brown Jonathan Misch Corinne H. Miller Barbie A. Klein Melissa A. Taylor Michael Goodwin Eve K. Boyle Chantal Hoppe Michelle D. Lazarus 《Anatomical sciences education》2019,12(1):61-73
While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
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The number of students identified since the mid-1970s as having learning disabilities has produced a corresponding increase in the population of such individuals in postsecondary programs. The Americans with Disabilities Act, along with Section 504 of the Vocational Rehabilitation Act of 1973, provide the basis for civil rights for students in higher education. These laws protect individuals who have a substantial limitation in a major life activity when compared with the general population. A disparity between the legal definition and the clinical definition of learning disabilities, which can encompass those identified on the basis of academic underachievement relative to intellectual potential, has stimulated debate about the fairest, most appropriate standard for declaring a student functionally impaired. Extending services to individuals without significant academic impairment may tax or even deplete scarce resources for others in greater needs, distort the normal processes by which individuals select careers, and diminish the credibility of the diagnosis itself. 相似文献
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