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Roghayeh Barmaki Kevin Yu Rebecca Pearlman Richard Shingles Felix Bork Greg M. Osgood Nassir Navab 《Anatomical sciences education》2019,12(6):599-609
Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students’ level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user’s body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) = 3.14, P < 0.001), increased time on task (F(1,275) = 5.70, P < 0.01), and a high level of engagement (F(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students. 相似文献
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Alfred G. Arvold 《Quarterly Journal of Speech》2013,99(1):65-73
The works of Kenneth Burke and Friedrich Nietzsche find common ground in a similar understanding of the hortatory nature of language‐using. This similarity gives rise to a measure of dissonance when weighed against their radically differing conceptions of the negative—Burke employing a “sacrificial,” dialectical negative and Nietzsche a “discriminative,” nondialectical negative. These differences in use of the negative allow a distinction between two genres of dramatism with important consequences identified in tragic drama, illustrating contrasting orientations toward symbolic activity in general. 相似文献
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Alfred Yates 《Prospects》1970,1(1):25-29
The purpose of this article is to describe the ways in which intending teachers in the United Kingdom are acquainted with
the principles and methods of educational research. Two points must be emphasized at the outset. The first is that the discussion
is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review
that can undertaken in advanced courses of in-service training is not considered. The second point to be noted is that the
institutions-colleges of education and university departments of education-that are responsible for initial training in the
United Kingdom are free to fashion their own curricula and methods of instruction. The absence of any central control or direction
in these respects leads to a wide variety of practices and, indeed, the content of the initial training programmes in a particular
college is determined, to a considerable extent, by the experience, qualifications and predilections of the members of its
staff. The account that follows refers to the procedures adopted by some of the best qualified and most farsighted of those
responsible for the training of teachers.
Alfred Yates, formerly Senior Research Officer at the National Foundation for Educational Research, is at present Senior Tutor
in the Departmen of Educational Studies at Oxford University. His educational writings includeAdmission to Grammar Schools, Grouping in Education, An Introduction to Educational Measurement (with D. A. Pidgeon), andThe Role of Research in Educational Change 相似文献
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