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Matthew P. Abrams Tabitha Eckert Daniel Topping Katherine D. Daly 《Anatomical sciences education》2021,14(5):658-665
Growing evidence supports the use of reflective writing activities centered around the human cadaveric dissection experience to support and assess elements of medical student wellness. Dissection may promote personal and professional development, increase resilience, and foster a sense of connection and community. This study employed a qualitative analysis of a reflective writing exercise to explore the question: “What is the impact of the cadaveric dissection anatomy experience on the personal and professional development of medical students?” This cross-sectional study was conducted at the conclusion of the first-year anatomy module. A total of 117 United States allopathic medical students were given a questionnaire designed to elicit the students' experiences and introspection. The exercise included four reflective questions that were provided to 20 groups of six students. Grounded theory analysis was used to explore themes that arose in students' responses. Participants exhibited several common reactions to cadaveric dissection. After analyzing all responses, 266 unique open codes were identified for all four questions. These open codes were sorted into ten distinct axial codes, which are broader categorical themes of open codes. The aims of our study were to identify themes that emerged as students reflected on the impact of their dissection experience using reflective writing as a tool to capture these themes and to gather information to inform pedagogical methodologies. The researchers observed that the educational effects of dissection captured in the reflective writing resembled those found in other areas of medical education that emphasize professional identity formation and important humanistic qualities. 相似文献
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Yona Leyser Peter D. Abrams 《International Journal of Disability, Development & Education》1986,33(3):173-180
The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed. 相似文献
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In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon. 相似文献
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Traditionally the identification of, and treatment for, eating disorders has been based on developmental psychopathology theory and research, thereby emphasizing risk factors and the elimination of maladaptive behaviors. This article seeks to reconceptualize the prevention of, and protective factors for, eating disordered behavior from the positive psychology framework proposed by Seligman and Csikszentmihalyi. This philosophy posits that psychology should strive to identify characteristics relating to positive subjective experiences, constructive individual traits, and affirmative institutions for the purpose of emphasizing and enhancing these strengths. To this end, we present recent literature on promoting protective factors with respect to these variables in the prevention of eating disorders. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 111–117, 2004. 相似文献
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Sandra S. Abrams 《Educational Media International》2013,50(4):335-347
When considering the interdisciplinary nature of education, researchers need to acknowledge students' traditional and multimodal literacies and learning environments. Technological changes have brought about new learning spaces and what students learn through their video gaming experiences seems to have important academic implications and applications. This article presents data from three case studies of academically struggling 11th‐grade male video gamers, revealing the academic affordances of the participants' video game playing; the students developed a schema for academic material from their video game playing, fostering meaningful connections to classroom material. Overall, this paper reveals how the virtual gaming environment enabled three gamers to contextualize academic information, thereby making the material personally relevant. Ein Glücksspielrahmen für den Verstand: Digitale Kontexte und akademische Auswirkungen Wenn man die Bereichs überschreitende Natur der Bildung bedenkt, müssen Forscher die traditionellen und multimodalen Fähigkeiten der Studenten und auch ihre Lernumgebungen anerkennen. Technologische Änderungen haben neue Lernräume für die Studenten geschaffen, und was Studenten durch ihre Videospiel Erfahrungen lernen, scheint wichtige Auswirkungen im akademischen Bereich und den Anforderungen zu haben. Dieser Artikel zeigt Daten von drei Fallstudien über wissenschaftlich sich bemühende männliche Oberstufen‐Schüler und ‐ Video‐Gamer, bei der akademischen Anforderung die Videopartie der Teilnehmer zu spielen. Die Studenten entwickelten spielend ein Schema für akademisches Material aus ihrer Videopartie und förderten bedeutsame Verbindungen zu Klassenzimmermaterial. Insgesamt zeigt dieses Papier, wie die virtuelle Spielumgebung drei Spielern ermöglichte, akademische Information in einen Zusammenhang zu setzen und dadurch das Material persönlich für sich relevant zu machen. Penser en joueur: les contexts numériques et leurs implications scolaires Lorsqu'ils considèrent le caractère interdisciplinaire de l'éducation, les chercheurs doivent prendre en compte à la fois les savoirs traditionnels, les savoirs multimodaux ainsi que les environnements d'apprentissage. Les changements technologiques ont donné naissance à de nouveaux espaces d'apprentissage et, ce que les élèves apprennent de leur pratique des jeux vidéo, semble avoir des conséquences et des applications importantes sur le plan scolaire. Cet article présente les résultats de trois études de cas portant sur des élèves masculins de fin de secondaire en difficulté, par ailleurs adeptes des jeux vidéo, qui montrent les possibilités scolaires de leur pratique des jeux vidéo; ces élèves ont développé à partir de leurs pratiques des jeux un mode d'approche des documents scolaires qui a fait naître des liens significatifs avec les documents de classe. Plus généralement cet article montre comment l'environnement des jeux virtuels a permis à trois joueurs de contextualiser l'information scolaire donnant ainsi aux documents une pertinence personnelle. Un estado de animo de. Los contextos digitales y sus implicaciones académicas Cuando los investigadores estudian el carácter interdisciplinario de la educación, tienen que tomar en cuenta tanto los saberes tradicionales como los saberes multimodales y los entornos de aprendizaje. Los cambios tecnológicos han conllevado nuevos espacios de aprendizaje y lo que los alumnos aprenden a través de sus experiencias con los juegos de video acarrea aparentemente importantes aplicaciones y implicaciones para la escolaridad. Este artículo presenta los datos de tres estudios de casos sobre alumnos varones de fín de la enseñanza secundaria aficionados a los juegos de video con dificultades escolares, revelando el potencial académico de su actuación en esos juegos; los alumnos han adquirido un esquema para el material escolar a partir de su práctica de los juegos de video y desarrollado vínculos significativos con el material de aula. En general este artículo revela como el entorno de los juegos de video ha permitido a tres jugadores de contextualizar la información académica, transformando así el material en algo personal y pertinente. 相似文献