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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
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Public libraries that practice effective dialogic communication are more likely to build trust with their communities. Applying principles of dialogic communication as a theoretical framework, this study examines how public libraries in Canada and the USA use Twitter to build long-term positive relationships with their publics. Content analysis of 28,788 Twitter messages sent to and from thirteen library @names revealed that libraries tend to employ the ‘dialogic cluster’ principles more often than the ‘technical and design cluster’ ones. However, ‘technical and design cluster’ messages were more likely to be retweeted. The number of followers was found to be positively related to the frequency of trust messages that the Twitter users send to a library @name. The authors discuss communication practices to actively engage publics in dialogic communication on Twitter. 相似文献
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The second part of the paper presents the application of macrodynamic methods for deduction and investigation of chemical kinetic equations. In particular, nonisothermal chemical kinetic equations are considered, detailed balanced and balanced systems are studied and the method of quasistationary concentrations is discussed. For open isothermal systems a theorem on existence of a positive stationary state is proved. 相似文献
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Stanislav Velinsky 《Peabody Journal of Education》2013,88(6):361-373
The Art of Technical Writing: A Manual for Scientists, Engineers, and Students. Eugene Ehrlich and Daniel Murphy. New York: Thomas Y. Crowell Company, Apollo Edition, 1969. 182 pp. $1.95 paper. A Primer on Food, Agriculture, and Public Policy. Earl O. Heady. New York: Random House, Inc., 1967. 169 pp. $4.95. Professional Education for Ministry. Edward E. Thornton. Nashville: Abingdon Press, 1970. 301 pp. $7.50. Psychology and the Superior Athlete, Bryant J. Cratty and Miroslav Vanek. New York: The Macmillan Company, 1970. 212 pp. $6.95 cloth. The Slow Learner, edited by Joseph S. Roucek. New York: Philosophical Library, Inc., 1969. vi &; 373 pp. $10.00. Storytelling and Creative Drama. Dewey W. Chambers. Dubuque, Iowa: William C. Brown, Publishers 1970. 92 pp. Turmoil and Transition: Higher Education and Student Politics in India. Philip G. Altbach, editor. New York: Basic Books, Inc., Publishers, 1968. 277 pp. $7.50 cloth. 相似文献
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Světlana Hanušová Michaela Píšová Tomáš Kohoutek Eva Minaříková Stanislav Ježek Tomáš Janík Jan Mareš Miroslav Janík 《European Journal of Education》2020,55(2):275-291
The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers. 相似文献
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The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted. 相似文献