The Initial Impact of the Anatomical Society Gross Anatomy Core Syllabus for Medicine in the United Kingdom: Student and Teacher Perspectives     

Claire F. Smith  Gabrielle M. Finn  Catherine Hennessy  Ciara Luscombe  Jane Stewart  Stephen McHanwell 《Anatomical sciences education》2019,12(5):494-506

“What do students studying medicine need to know” is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed “what needs to be known.” This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist’s views (n = 50) and focus groups of anatomy educators (N = 16). The students’ perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: “support for CRAS,” “standardization and validation,” “professional identity,” and “limitations and leverage.” Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students.  相似文献   

Wie die Türken in unsere Köpfe kamen. Das Türkei-Bild in der deutschen Pädagogik zwischen 1820 und 1930     

Prof. Dr. Ingrid Lohmann  Benjamin Begemann  Julika Böttcher  Marco Claas  Lukas Dittmann  Till Hölscher  Lars Johannsen  Leslie Alice Lorenz  Britta Lübke  Henning Scholz  Malte Stolley  Finn Vogler  Janna Sophie Zeller 《Zeitschrift für Erziehungswissenschaft》2013,16(4):751-772

The article reconstructs the image of Turkey and the Turks that German education portrayed between 1820 and 1930. The analysis is based on educational periodicals and reference works from the historical eras of the German Confederation, the German Empire and the First World War, tracing the way old stereotypes persisted and new stereotypes arose. The study especially focuses on the opinions of German educationalists about schools in Turkey, Turkish women, Islam, the question of whether Turkey was part of Europe, and last not least on whether Ottoman educational policies were appropriate. Closely following the historical sources, the article shows how the opinions of German educationists changed according to the shift of Germany’s geopolitical interests, how their outlook went hand in hand with the views of the general press, and how they gradually came to a professional self-concept that contrasted ‘their’ educational system with what they believed was a ‘backward’ system in Turkey. At the same time they began to develop an interest in doing professional work in Turkey. The article can also be regarded as a contribution to the history of educational thinking in Germany in the course of the nineteenth century.  相似文献   

Young,free and single? Theorising partner relationships during the first year of university     

Kirsty Finn 《British Journal of Sociology of Education》2013,34(1):94-111

Recent research into young people’s private social worlds has highlighted the significance of family and friend relationships for students’ experiences of the transition to university. Drawing on data generated through a qualitative longitudinal study with 24 young women undergraduate students, this paper provides an original contribution to this growing body of literature by bringing committed partner relationships into view. The following discussion uses the notion of the ‘moral tale’ in order to reveal the ways in which singleness and commitment to a partner were experienced and articulated by young women undergraduate students at this important juncture. This paper raises important questions about how young women are able to take on ‘traditional’ and ‘authentic’ student identities whilst also remaining connected to important sources of love and support at this time of heightened change  相似文献   

J.S. Mill’s inductive methods in artificial intelligence systems. Part I     

V. K. Finn 《Scientific and Technical Information Processing》2011,38(6):385-402

The principles of J.S. Mill’s induction are formulated. These principles are developed and formalized for the five J.S. Mill’s inductive methods (the method of agreement, the method of difference, the joint method of agreement and difference, the method of residues, and the method of concomitant variations). The method of agreement, the method of difference, and the joint method of agreement and difference are considered in Part I. The possible strategies of plausible reasoning that realize the interaction of Mill’s induction, analogy, and abduction are formulated. These strategies are considered to be cognitive reasoning (justification is provided).  相似文献   

Hypercorrection of high confidence errors in children     

Janet Metcalfe  Bridgid Finn 《Learning and Instruction》2012,22(4):253-261

Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors.  相似文献   

Economic independence among former students with special educational needs: changes and continuities from their late twenties to their mid-thirties     

Jon Olav Myklebust  Finn Ove Båtevik 《欧洲特需教育杂志》2013,28(3):387-401

Abundant research exists on the transition from school to work of youth with disabilities. However, few studies investigate their subsequent long-term participation in working life. This study, drawing on a life course approach, aimed to examine how former students with special educational needs succeeded in finding full-time employment with sufficient pay to make them economically independent. The extent of economic independence was investigated in their late twenties and their mid-thirties. The sample (N?=?216) originates from a Norwegian longitudinal research project that commenced in the mid-1990s when the study participants just had started upper secondary school. Their special needs provision and their physical, psychological and/or social difficulties were recorded at the same time. After their teens, they were interviewed every fifth year. At both age phases close to 50% of the study participants were economically independent, men to a much greater degree than women. By logistic regression analyses, it was revealed that the independent variables influenced economic independence differently among men and women, for example, that educational attainment was important for women, but not for men. However, possession of a driving licence was crucial for men, but was relatively unimportant for women, at least in the first age phase. There was also a differential impact of parenthood. Having children increased the likelihood of being economically independent for men, whereas the impact was opposite for women, especially when they were approaching their mid-thirties. Processes of cumulative advantages and disadvantages were also observed, indicating that previous negative life course experiences dramatically reduce the chances of obtaining economic independence.  相似文献   

Student Teachers' Views of Pupil Misbehaviour in Classrooms: A Norwegian and an English setting compared     

Paul Stephens Corresponding author  Chris Kyriacou  Finn Egil Tønnessen 《Scandinavian Journal of Educational Research》2013,57(2):203-217

This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, with the students in Norway being relatively more tolerant. There were a few differences linked to sex and age. A principal components analysis identified 6 factors that were labelled: aggression towards other pupils, delinquent behaviour, oppositional behaviour, passive deviance, anti‐social behaviour, and off‐task behaviour. With few exceptions, student teachers in Norway and England regarded serious aggressive, delinquent and anti‐social behaviour as totally unacceptable. This suggests that it is appropriate to encourage student teachers (and their school mentors) to consistently censure these kinds of pupil misbehaviour.  相似文献   

A qualitative study of student responses to body painting     

Gabrielle M. Finn  John C. McLachlan 《Anatomical sciences education》2010,3(1):33-38

One hundred and thirty‐three preclinical medical students participated in 24 focus groups over the period 2007–2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment. Anat Sci Educ 3:33–38, 2010. © 2009 American Association of Anatomists.  相似文献   

On the definition of empirical regularities by the JSM method for the automatic generation of hypotheses     

V. K. Finn 《Scientific and Technical Information Processing》2012,39(5):261-267

In this paper, empirical regularities are defined that were discovered in fact bases using JSM reasoning. These regularities are subdivided into empirical laws and tendencies.  相似文献   

Action Competence and Environmental Education     

Søren Breiting  Finn Mogensen 《Cambridge Journal of Education》1999,29(3):349-353

A sharper profile of environmental education is needed to improve the quality of future environmental education. This involves an understanding of the conceptions related to ‘environmental issues’. It is argued that environmental issues have to be understood as issues in the community with conflicting interests at several levels. At the same time the authors argue for the development of the ‘action competence’ of the pupils as the main goal of the new generation of environmental education and refer to promising findings from Danish environmental education, mainly from the MUVIN Programme.  相似文献