共查询到20条相似文献，搜索用时 15 毫秒
1.
Juan Jose Criado‐Álvarez Jaime González González Carmen Romo Barrientos Isabel Ubeda‐Bañon Daniel Saiz‐Sanchez Alicia Flores‐Cuadrado Juan Carlos Albertos‐Marco Alino Martinez‐Marcos Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494
Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists. 相似文献
2.
While there are a number of reports on problems faced by international students in Australia, there is little information on the perceptions of such students relative to those of the academic staff teaching them. Using the Delphi technique, whereby problems identified are narrowed by consensus, a study conducted at one Australian university highlighted some expected and some unexpected outcomes. Difficulty understanding colloquial language, cost of tuition and feelings of isolation ranked highest amongst the problems cited by international students. Academic staff were critical of their own speed of lecturing, as well as international students' poor writing and critical thinking skills. 相似文献
3.
Colton Brydges Paul Mkandawire 《International Journal of Disability, Development & Education》2017,64(2):211-225
This article examines the perceptions of inclusive education in Lagos, Nigeria, based upon in-depth interviews conducted with students with visual impairments during the month of July 2013. The results and discussions are situated within critical disability theory. Despite decades of inclusive education policies, the findings of the study show that Nigerian students with disabilities continue to face a lack of instructional support and discriminatory attitudes. Often, students with disabilities are compelled to rely on their peers rather than teachers for instructional support, potentially reinforcing their subordinate status in these schools. The findings suggest that inclusive education programming in Nigeria must attend to the school environments and extend to communities where these children live. The article makes recommendations for policy. 相似文献
4.
Georgina C. Stephens Charlotte E. Rees Michelle D. Lazarus 《Anatomical sciences education》2019,12(4):332-348
The contribution of donor dissection to modern anatomy pedagogy remains debated. While short-term anatomy knowledge gains from dissection are questionable, studies suggest that donor dissection may have other impacts on students including influencing medical students' professional development, though evidence for such is limited. To improve the understanding of how anatomy education influences medical student professional development, the cross-sectional and longitudinal impacts of donor dissection on medical students' perceptions of ethics were explored. A cross-sectional and longitudinal qualitative study was undertaken at an Australian university where student responses to online discussion forums and in-person interviews were analyzed. Data were collected across the 1.5 years that undergraduate medical students received anatomy instruction (three semesters during first and second years). A total of 207 students participated in the online discussion forums, yielding 51,024 words; 24 students participated in at least 1 of 11 interviews, yielding over 11 hours of interview data. Framework analysis identified five themes related to ethics in an anatomical education context: (1) Dignity, (2) Beneficence, (3) Consent, (4) Justification for versus the necessity of dissection, and (5) Dichotomy of objectification and personification. The dominant themes of students' ethical perceptions changed with time, with a shift from focusing on donors as people, toward the utility of donors in anatomy education. Additionally, themes varied by student demographics including gender, ancestry, and religiosity. Together this study suggests a strong impact of donor dissection on priming students' focus on medical ethics and provides further advocacy for formal and purposeful integration of medical ethics with anatomy education. 相似文献
5.
Jane C. Holland Róisín Ní Dhónaill Maeve Clarke Pauline Joyce 《Anatomical sciences education》2021,14(1):52-61
The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program. 相似文献
6.
Austin D. Williams Emily E. Greenwald Rhonda L. Soricelli Dennis M. DePace 《Anatomical sciences education》2014,7(3):169-180
The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body donation. The authors developed a 33‐question electronic survey to which 1,156 medical students at 12 medical schools in the United States voluntarily responded (November 2011–March 2012). They also surveyed course directors from each institution regarding their curricula and their observations of students' coping mechanisms. The majority of students (574, 67.8%) named their cadaver. Students most commonly cited the cadaver's age as the reason they chose a particular name for the cadaver. A minority of the students who did not name the cadaver reported finding the practice of naming disrespectful. Almost all students indicated that they would have liked to know more about their donor, particularly his or her medical history. Finally, students who knew the birth name of the donor used it less frequently than predicted. The authors found that the practice of naming cadavers is extremely prevalent among medical students and that inventive naming serves as a beneficial coping mechanism. The authors suggest that developing a method of providing students with more information about their cadaver while protecting the anonymity of the donor and family would be useful. Anat Sci Educ 7: 169–180. © 2013 American Association of Anatomists. 相似文献
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8.
《Higher Education Policy》2001,14(3):261-269
This study reports the findings of a survey of the perceptions of faculty and students regarding the effectiveness of the summer program at KFUPM. In this study the objective was to identify the concerns of faculty and students about the summer program and suggest possible policies for development. Information was collected using a questionnaire. Students were given 200 questionnaires to fill out and 160 were completed and returned (80% response rate). Faculty on the other hand, were given 70 questionnaires to fill out and 35 were completed and returned (50% response rate). From the study, it was concluded that the summer program should not offer courses that require a long time to develop skills. It should only be conducted as a supplementary semester to help those, unable to complete their course work successfully during the regular semesters, or improve their skill, which indirectly affect the overall completion of their degrees. The study revealed that there were some concerns about the summer program that need to be addressed by the university administration. It also highlighted the need for the introduction of relevant policy measures for the efficient operation and development of the summer program at the university. 相似文献
9.
Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching 
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下载免费PDF全文 Andee Agius Neville Calleja Christian Camenzuli Roberta Sultana Richard Pullicino Christian Zammit Jean Calleja Agius Cristoforo Pomara 《Anatomical sciences education》2018,11(4):346-357
10.
应对方式在受嘲笑汉藏中学生孤独感上的预测作用 总被引：1，自引：1，他引：0
周天梅 《内江师范学院学报》2009,24(10):86-90
采用整体随机抽查法,选取四川、青海地区6所中学的786名汉藏中学生进行问卷调查,考察汉藏中学生应对方式的特点及其应对方式在受嘲笑汉、藏中学生孤独情绪上的预测作用．结果表明,汉藏中学生整体上采取积极应对方式为主,有些应对因子有显著的民族、性别、城乡及年级差异;97．6％的汉藏中学生受到过嘲笑,其受嘲笑程度越高,使用消极应对方式就越多,孤独情绪愈强;汉藏中学生应对方式、受嘲笑和孤独情绪之间有显著的相关,其积极的应对方式对孤独情绪有明显的负向预测作用,消极应对方式对孤独情绪有明显的正向预测作用． 相似文献
11.
The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor. 相似文献
12.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引：1，自引：0，他引：1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献
13.
Ann C. Zumwalt 《Anatomical sciences education》2021,14(6):828-835
Studies have demonstrated that students experience a variety of intense emotions in anticipation of human anatomical dissection, including enthusiasm, gratitude, responsibility, apprehension, detachment, anxiety, and spiritual or moral reflection. The exercise described here provides an opportunity to start a conversation about the complexity of students’ emotional reactions to the anatomy experience. The intention of this exercise is to normalize the variety of emotions that anatomy students experience, both to demonstrate to students that their emotions are normal and to encourage the empathy for others' reactions which may differ from their own. In the lecture hall setting before the first day of dissection, students are asked to draw how they feel about the dissection experience and are provided an opportunity to discuss their drawings with their peers. The course director then provides a slide show demonstration of drawings from previous years, and experienced anatomy faculty facilitate a large group discussion in which students react to the drawing exercise and slide show and ask questions which are addressed by the faculty. This exercise provides an opportunity for students to practice appropriately communicating about emotionally complex experiences in a professional setting. The exercise is straightforward to implement and is easily modifiable for different class sizes and curricular structures. 相似文献
14.
Lisa M. Haubert Kenneth Jones Susan D. Moffatt‐Bruce 《Anatomical sciences education》2009,2(6):265-272
Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first‐year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first‐year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first‐year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre‐evaluation to the post‐evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need. Anat Sci Educ 2: 265?272, 2009. © 2009 American Association of Anatomists. 相似文献
15.
Anoushka Dua Kristen M. Coppola George W. Mulheron David Troupe Robert Lebeau 《Anatomical sciences education》2021,14(4):491-504
Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner-generated content that allows students to securely share annotated images of their dissections with each other and take faculty-generated image-based quizzes during their first-year medical school gross anatomy course. Almost all students enrolled in the course used the application (N = 176; 91% use based on analytics). Seventy-five students responded to a survey asking how and when they used the application, along with their perceptions of its usefulness and contribution to learning. More students reported using the application outside of laboratory (97.3%) than during laboratory (85.3%), despite only in-laboratory use being required. Taking quizzes using the “Exam” feature was the highest rated use of AnatomyShare, and students cited that the application exposed them to anatomical variation and motivated them to correctly identify structures during dissection. While steps need to be taken to combat low-quality learner-generated content and to enhance meaningful student interaction and collaboration, AnatomyShare was a feasible and highly rated supplement to dissection that provided valuable assessment opportunities for students. Future research will examine the impact of use on course grades and engagement in gross anatomy dissection. 相似文献
16.
A more humanistic approach toward dissection has emerged. However, student attitudes toward this approach are unknown and the influences on such attitudes are little understood. One hundred and fifty-six first-year medical students participated in a study examining firstly, attitudes toward the process of dissection and the personhood of the cadaver and secondly, the extent to which gender, anxiety, exposure to dissection, bereavement and prior experience of a dead body influenced these attitudes. Attitudes toward dissection were assessed by of levels of agreement toward eleven statements and by selection of adjectives describing possible feelings toward dissection. Students were asked about recent bereavement, whether they had seen a dead body prior to starting their course and exposure to dissection when completing the questionnaire. Validated instruments were used to measure disposition toward generalized anxiety (Hospital Anxiety and Depression Scale) and toward death anxiety (Collett-Lester Death Anxiety Scale). Between 60% and 94% of students held positive attitudes toward the process of dissection and over 70% of students selected 2 or fewer negative adjectives. Students' attitudes toward the personhood of the cadaver were more disparate. Disposition toward anxiety (particularly death anxiety), and exposure to dissection, influenced attitudes. Female gender and recent bereavement exerted a negative influence. Students with higher levels of anxiety experienced more negative feelings and those recently bereaved were less enthusiastic about dissection. Anticipation of dissection may be worse than reality. Sensitive preparation of students prior to entering the dissecting room for the first time may be beneficial. 相似文献
17.
The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory
Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved. 相似文献
18.
Yu Hang Zheng Andrew Palombella Jenn Salfi Bruce Wainman 《Anatomical sciences education》2019,12(1):52-60
Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
19.
Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed. 相似文献
20.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献