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1.
Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

2.
A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes.  相似文献   

3.
Providing students with supplementary course materials such as audio podcasts, enhanced podcasts, video podcasts and other forms of lecture-capture video files after a lecture is now a common occurrence in many post-secondary courses. We used an online questionnaire to ask students how helpful enhanced podcasts were for a variety of course activities and how important having access to the enhanced podcasts was in their decision to miss classes. Student responses from two courses, one introductory and one advanced, were compared. Students in the introductory Genetics course reported that having access to enhanced podcasts was “very important” in their decision to miss class more often (39%) than those in the advanced Microbiology course (20%). They also reported missing more classes than students in the advanced course. Students in both courses found the enhanced podcasts helpful for a range of learning activities. First year students who missed just a few classes and those who missed many classes both found the enhanced podcasts to be very helpful for learning activities. We argue that creating these resources is a good choice for instructors irrespective of the level of the course they teach and that the potential value of these resources, particularly for first year students, outweighs any impact that having access to supplementary enhanced podcasts of the lectures may have on class attendance.  相似文献   

4.
There are arguably many factors that affect the way a student learns. A recent report by the Higher Education Policy Institute (HEPI) and the Higher Education Academy (HEA) on student academic experience in the UK states that class size is an important factor in the quality of the student experience and that smaller class sizes provide greater educational benefit than the delivery of lectures. This article assesses research related to lectures, lecture attendance of medical students and their learning approaches in higher education outside the clinical setting. A questionnaire and focus groups were employed to gather quantitative and qualitative data. The results show that students value lectures in the curriculum alongside other teaching and learning methods.  相似文献   

5.
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献   

6.
Team‐based learning (TBL) is an instructional strategy that combines independent out‐of‐class preparation for in‐class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small‐group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre‐class reading of assigned materials, an individual self‐assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in‐house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture‐based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL. Anat Sci Ed 1:3–9, 2008. © 2007 American Association of Anatomists.  相似文献   

7.
Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.  相似文献   

8.
We present findings from a study exploring student and staff perceptions of the use of webnotes, and whether their availability affects attendance at lectures. A questionnaire survey gathered data from 162 undergraduate and masters students and 20 staff. Students and staff agree that webnotes have become an expected supplement to lecture delivery, and cite a range of advantages of such notes. There are mixed views on the impact of webnotes on attendance; all agree that it is important that the lecture is seen to ‘add value’ over webnotes. Some see gapped notes as encouraging interaction and engagement, whilst others feel that they interrupt concentration and learning. Staff offered insights into how lecturers can enhance the effectiveness of students’ use of webnotes. Suggestions are offered as to how both students and academic staff might improve their practice in this context.  相似文献   

9.
Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to supplement face-to-face lectures on a large campus-based taught MSc programme with a set of rich-media materials. These resources consisted of audio podcasts, audio-narrated slides, short video segments and full-video lecture capture. The aim of the study was to examine student usage of, and preference for, these different rich-media materials. Key findings are that students valued most highly the full-video lecture capture followed by the audio-narrated slides, using the materials primarily to consolidate their understanding and as revision aids. Students also emphasised the central importance of the face-to-face lecture – viewing the rich-media materials as complementary to, rather than as a replacement for the traditional lecture. Nor did the majority of students see the provision of videoed lectures as a reason for non-attendance at lectures. The findings of this study provide confirmatory evidence of the ongoing importance of the traditional lecture in large cohort HE teaching together with an acknowledgement of the benefits that rich-media materials can bring to the student learning experience.  相似文献   

10.
Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone.  相似文献   

11.
Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self‐study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three‐dimensional constructs to help students understand complex anatomical regions. Resources are self‐contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self‐study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre‐ and post‐examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module‐related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. Anat Sci Educ 7: 406–416. © 2014 American Association of Anatomists.  相似文献   

12.
Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus‐faced reality. On the one hand, it enhances lecturer self‐awareness, planning and conscious ‘performance’; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state‐of‐the‐art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button.  相似文献   

13.
The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.  相似文献   

14.
Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face‐to‐face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face‐to‐face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face‐to‐face in 2007 and by online videos in 2008–2009, while a second instructor provided the supplemental face‐to‐face classes in 2008–2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face‐to‐face embryology instruction versus the hybrid approach. Comparison of the face‐to‐face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end‐of‐course survey to assess their opinions. They rated the two forms of delivery similarly on a six‐point Likert scale and reported that face‐to‐face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well‐designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234–241. © 2013 American Association of Anatomists.  相似文献   

15.
Due to the Covid-19 pandemic, National Taiwan University anatomy teachers adopted asynchronous online video teaching and reduced the size of anatomy laboratory groups in April 2020. The aim of this study was to investigate the impact of these changes on medical students’ learning. Before Covid-19, the performance of the 2019–2020 cohort was significantly better than that of the 2018–2019 cohort. However, the implementation of modified teaching strategies significantly lowered the laboratory midterm score of the 2019–2020 cohort in the second semester. Conversely, the final laboratory examination score of the 2019–2020 cohort was significantly higher than that of the 2018–2019 cohort. Through correlation analysis, lecture and laboratory examination scores were highly correlated. Additionally, the difference in lecture and laboratory z-scores between two cohorts, the Likert scale survey and free-text feedback of the 2019–2020 cohort, were conducted to show the impact of modified teaching strategies. There were several important findings in this study. First, the change in teaching strategies may temporarily negatively influence medical students to learn anatomy. Besides, analyzing the performance of laboratory assessments could be a complementary strategy to evaluate online assessments. Applying lecture examination scores to predict laboratory performance was a feasible way to identify students who may have difficulty in learning practical dissection. Finally, reducing group size together with reduced peer discussion may have a negative effect on learning cadaver dissection for students with low academic performance. These findings should be taken into consideration when anatomy teachers apply new teaching strategies in anatomy courses.  相似文献   

16.
Traditionally, cadaver dissection and didactic lectures have formed the mainstay of teaching gross anatomy, but, apathy of the learners toward didactic lectures and reduction in the time allotted for teaching anatomy have necessitated adoption of interactive teaching methods that require lesser student contact time. In this study, for two consecutive years, first-year medical students were taught selected gross anatomy topics using Interactive Lecture in the Dissection Hall (ILDH). Instead of discarding the traditional methods, ILDH combined the two into a single, cohesive, interactive session, to teach the topic through multiple, short, segments of lecture alternating with interactive demonstration on the specimen. This method emerged by combining the insight gained from the newer teaching methods and reasoning from the cognitive load theory and contiguity principle. Students’ performance after ILDH was assessed by a test and was compared with the performance after conventional method of teaching. Students’ perception toward ILDH was assessed by a questionnaire. Students perceived that ILDH not only helped them in understanding the concepts better (97.7%), but, was also a better learning experience (99.2%). Majority felt that ILDH should be made an integral part of teaching anatomy (97.7%). Students’ performance in the test after the unified approach of ILDH was significantly better than with the split-source format of conventional methods. Students’ satisfaction, improved scores, and time efficiency indicate that ILDH may be an optimum method for teaching selected topics in anatomy.  相似文献   

17.
Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student reaction to a set of screencasts introduced to accompany embryology lectures within a second year module at Brighton and Sussex Medical School. Five mini-lecture screencasts and one review quiz screencast were produced as digital recordings of computer screen output with audio narration and released to students via the managed learning environment (MLE). Analysis of server log information from the MLE showed that the screencasts were accessed by many of the students in the cohort, although the exact numbers were variable depending on the screencast. Students accessed screencasts at different times of the day and over the whole of the access period, although maximum downloads were predictably recorded leading up to the written examination. Quantitative and qualitative feedback demonstrated that most students viewed the screencasts favorably in terms of usefulness to their learning, and end-of-module written examination scores suggest that the screencasts may have had a positive effect on student outcome when compared with previous student attainment. Overall, the development of a series of embryology screencasts to accompany embryology lecture sessions appears to be a useful addition to learning for most students and not simply an innovation that checks the box of "technology engagement."  相似文献   

18.
Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy‐specific course. The forums are structured with a separate site for each course module and moderated weekly by staff. Students are encouraged to post to new threads (initial post) and answer queries in threads started by others (reply post). Analysis of forums was conducted separately for each course and included overall activity (posts and views) for a full semester and a detailed analysis for one week in the middle of semester. Students were classified as zero, moderate, or high contributors to the forums based on the number of posts. Final mark for the course was related to level of forum contribution using nonparametric tests. Forum threads were characterized as task‐focused, administrative, or other. A higher proportion of second year (36%) than first‐year (17%) students posted on the forums and the postings were more likely to be task‐focused and student initiated. Second‐year students that posted frequently to the forum gained a higher final mark for the course than those that did not post or only posted a moderate number of times (P < 0.01). This relationship was not evident for first‐year students who had a much higher proportion of administrative threads. Forums in anatomy courses can be powerful learning tools encouraging deeper learning and improved learning outcomes. Anat Sci Educ 6: 101–106. © 2012 American Association of Anatomists.  相似文献   

19.
The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Anat Sci Educ 6: 376–384. © 2013 American Association of Anatomists.  相似文献   

20.
Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer’s presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners’ preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.  相似文献   

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