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1.
Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near‐peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near‐peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first‐ and second‐year medical students and evaluates the perceptions of the near‐peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first‐ and second‐year students, who themselves view the inclusion of near‐peer teachers as a positive element in their learning. Anat Sci Educ 2:227–233, 2009. © 2009 American Association of Anatomists.  相似文献   

2.
The one‐minute preceptor (OMP) is a time‐efficient, learner‐centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second‐year medical students from a five‐year, undergraduate‐entry, system‐ and problem‐based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies. Anat Sci Educ 7: 124–129. © 2013 American Association of Anatomists.  相似文献   

3.
Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.  相似文献   

4.
Although there are a number of medical schools in the Caribbean islands, very few reports have come out so far in the literature regarding the efficacy of small‐group teaching in them. The introduction of small‐group teaching in the gross anatomy laboratory one and a half years ago at St. Matthew's University (SMU) on Grand Cayman appears to have had a significant positive impact on the academic achievement of students in anatomy. This study surveyed the responses of the students to the small‐group learning method in gross anatomy at SMU using a structured questionnaire. The results show that our students prefer this small‐group learning method over a completely self‐directed method in the gross anatomy lab because the study materials were carefully chosen and the study objectives were demonstrated by the resource person. However, teacher‐centered teaching was deliberately avoided by fostering problem‐solving skills in the anatomy lab sessions. Another aim of the small‐group teaching at SMU was to develop the interpersonal and communication skills of the students, which are important in their later education and career. Anat Sci Ed 1:19–22, 2008. © 2007 American Association of Anatomists.  相似文献   

5.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007  相似文献   

6.
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of program effectiveness that have potential for both informing the public and providing useful data for programs to continuously improve: (a) outcome data from PreK–12 student academic growth as assessed by standardized tests; (b) teacher performance as evaluated by valid and reliable observational instruments; and (c) judgments of graduates, their PreK–12 students, and those who hire teachers as gauged by surveys. Although no technique of data collection and analysis is perfect, this report provides directions for teacher educators who seek to continuously improve their programs.  相似文献   

7.
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists.  相似文献   

8.
This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017  相似文献   

9.
The purpose of this investigation was to quantitatively and qualitatively identify the study methods and learning strategies that veterinary students used to study anatomy during their first year of professional school and to correlate these with their academic achievement and long‐term recall of information. It was surmised that active study methods would be more beneficial than passive method, but this hypothesis was not supported. The activity or passivity of each study method was secondary to the way in which the students processed the learning. No single study method was associated with academic success or long‐term recall; instead, successful students used a multitude of study methods while the struggling students relied on a single method alone, although these methods varied from student to student. Students and their study methods were profiled using the qualitative technique known as phenomenographic analysis to find those who studied in a deep or surface way. The deep‐processing students, who commonly used multiple study methods, not only succeeded in the class but also had better recall. Students who relied on a memorization‐heavy surface approach to learning had limited recall and tended to perform poorly in the class. These results strongly suggest that by encouraging students to integrate their studying by using multiple methods educators can improve both student grades and recall of complex topics. Anat Sci Ed 1:68–74, 2008. © 2008 American Association of Anatomists.  相似文献   

10.
Despite nearly 200 accredited entry‐level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second‐year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first‐year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second‐year peer teachers, which contained diagrams, fill‐in‐the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first‐year DPT students in response to a peer teaching method, using a structured 10‐item questionnaire and a five‐point Likert scale. Second‐year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer‐teaching experiences provided by four second‐year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists.  相似文献   

11.
Peer‐assisted learning as de rigueur is reverberating in medical institutions around the world. Anatomy classroom activities are challenging and different, and the stressful environment of dissection rooms poses a greater challenge than what can be addressed through peer‐assisted learning. It is here that “near‐peer role modeling” is not only likely to be more useful, both to the students as well as their near‐peer teachers, but also holds the answer to the worsening faculty shortage in anatomy education. Anat Sci Educ 3:50–51, 2010. © 2010 American Association of Anatomists.  相似文献   

12.
Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student (n = 154) pre‐post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.  相似文献   

13.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011  相似文献   

14.
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists.  相似文献   

15.
Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the “flipped classroom” format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome‐based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non‐participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow‐up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317–327. © 2016 American Association of Anatomists.  相似文献   

16.
The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.  相似文献   

17.
Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.  相似文献   

18.
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

19.
This paper discusses the development of an interactive approach to teaching and assessing a microanatomy curriculum in an innovative medical school program. As an alternative to lectures and labs, students are engaged in interactive seminars focused on discussion of clinical and research‐based cases matched with normal histology and pathology slides. A virtual microscopic system is used rather than the traditional glass slide and light microscope. Evaluation of student performance consists of self‐assessment board style questions, concept appraisal problems, and utilization of a portfolio system where the assessment pieces are continuously integrated as part of written formative and summative assessments. Anat Sci Ed 1:102–105, 2008. © 2008 American Association of Anatomists.  相似文献   

20.
The present study validated a brief at‐risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At‐Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at‐risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at‐risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at‐risk students with 88% accuracy and not‐at‐risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at‐risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151–158, 2005.  相似文献   

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