Team-Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course     

Taylor M. Weiskittel  Nirusha Lachman  Anjali Bhagra  Kylie Andersen  Jeff St. Jeor  Wojciech Pawlina 《Anatomical sciences education》2021,14(3):377-384

The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.  相似文献   

Behavioral field analysis in two strains of rats in a conditioned defensive burying paradigm     

Akira Tsuda  Yoshishige Ida  Masatoshi Tanaka 《Learning & behavior》1988,16(3):354-358

Two strains of rats (albino Wistar and hooded PVG/c) were exposed to a conditioned defensive burying paradigm that consisted of placing rats in a test chamber with bedding material on the floor, shocking them with a shock prod, and recording the time each rat spent in burying responses toward the prod. Various behaviors other than burying (freezing, grooming/paw licking) were observed by a time-sampling procedure during the control, conditioning, and extinction sessions, each of which was 15 min in duration. Wistar rats generally showed behavioral inhibition, as evidenced by less burying, lower exploratory and ambulatory behavior, and higher freezing behavior. PVG/c rats spent significantly more time engaged in burying and accumulated more bedding material in the conditioning session than did the Wistar rats. No significant differences between the two strains of rats were observed during the extinction session in terms of these measurements. The results indicate that Wistar rats have a greater tendency to freeze when coping with the noxious stimulus in a conditioned defensive burying paradigm, whereas the dominant coping style for PVG/c rats is defensive burying.  相似文献   

Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education     

Lisa Saville Young  Dale Moodley  Catriona Ida Macleod 《Sex education》2019,19(4):486-500

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.  相似文献   

The purpose of education: pedagogues’ and teachers’ negotiations in Danish primary schools*     

Signe Hvid Thingstrup  Lene S. K. Schmidt  Randi Andersen 《Educational Action Research》2018,26(3):354-364

In 2014, the Danish primary school system went through a major reform. One main change is the greater participation of pedagogues in school. This is a dramatic change both for teachers and for pedagogues, a distinct profession, traditionally working outside school and representing a creative and social approach to learning and wellbeing. This article examines how teachers and pedagogues in an action research project negotiate their new common work and which understandings of good pedagogical practice these negotiations express. The article shows that international educational rationales about learnification and attainment that are found in the Danish reform, affect the professionals’ understandings of professionalism and educational practices, and that this marginalises some traditional pedagogical practices. However, the article also shows that both pedagogues and teachers critique dominant educational policy rationales and explore what space for action exists in the reform.  相似文献   

Statistical modelling of knee valgus during a continuous jump test     

Y. Nagano  M. Sakagami  H. Ida  M. Akai  T. Fukubayashi 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):342-350

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R ² value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R ² value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.  相似文献   

The identity game: constructing and enabling multicultural identities in a Finland–Swedish school setting          下载免费PDF全文

Liselott Forsman  Ida Hummelstedt‐Djedou 《British Educational Research Journal》2014,40(3):501-522

This study, building on previous studies stressing the bond between positive sense of ethnic identity and school belonging, puts at its center the very process of ethnic identity construction. Thus, identity is viewed as co‐constructed, within a social–constructionist perspective on learning. The study is two‐folded. It starts out by describing how participants in a Finland–Swedish preschool setting orient to ethnic identity in everyday interactions. Video recordings are analyzed using conversation analysis, a relatively recent approach to the exploration of how ethnicity is accomplished in interaction. It shows that the different ethnic backgrounds of the children were considerably more prominent in the informal self‐initiated interactions between themselves than in situations where adults were present. The children mainly used ethnicity as a resource to investigate themselves in relation to others to negotiate status and construct in‐ and out‐groups. The second part focuses on how to create a more inclusive school‐setting by more actively supporting students' ethnic identity construction. It discusses the experiences from a teacher–researcher collaboration, where the way children constructed ethnic identity in the first part of the study was taken as the starting‐point for the development of new practices. The study suggests the ongoing ethnic identity construction in everyday educational settings to be a fertile area for further research. We need to know more about how these processes can be supported in a manner that is sensitive to the students' needs to decide for themselves whether, and how, they wish to orient to their own ethnic backgrounds.  相似文献   

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards     

Ester Alake-Tuenter  Harm J.A. Biemans  Hilde Tobi  Arjen E.J. Wals  Ida Oosterheert  Martin Mulder 《International Journal of Science Education》2013,35(17):2609-2640

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.  相似文献   

“Actually, I May be Clever Enough to do it”. Using Identity as a Lens to Investigate Students’ Trajectories Towards Science and University     

Lars Brian Krogh  Hanne Moeller Andersen 《Research in Science Education》2013,43(2):711-731

We have followed a group of students in the potential pipeline for science through their last years of upper secondary school and in the context of a university mentorship program. The student group is defined by their choice of Mathematics at A-level which is mandatory for admission to tertiary STEM education in Denmark. Rich data (repeated interviews, questionnaires (pre-and post-) and observations) from 14 target students have been collected. Using Late Modern identity theory as a lens, we have analysed students’ identity narratives in order to establish their trajectories in relation to university in general, and towards science studies and science careers in particular. We find that the diversity of students’ educational identity narratives can be characterized and their trajectories understood in terms of a Four Factor Framework comprising: general identity process orientations (reflecting, committing, exploring), personal values, subject self-concepts and subject interests. In various ways these constructs interact and set the range and direction of the students’ searches for future education and careers. Our longitudinal study suggests that they have enough permanence to enable us to hypothesize more or less secured paths of individual students to tertiary science (or other areas of academia).  相似文献   

Reviews     

Phil Dowe  William Demopoulos  Nessy Allen  Martin Rudwick  F. John Clendinnen  Rachel A. Ankeny  Dorinda Outram  John Forge  William Sarjeant  Keith Campbell  Paul Sheldon Davies  Ketil Gjølme Andersen  Adrian J. Walsh  Wendy Varney  Robert E. Kahn 《Metascience》2000,9(1):108-163

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Lexical Elaboration in Children's Locative Action Expressions     

Ida J. Stockman  Fay Vaughn-Cooke 《Child development》1992,63(5):1104-1125

The spatial locative words used in multiword locative action expressions were tracked longitudinally for 4 children. Children ranged in age from 1–5 to 3–0. Although certain words emerged before others, as previous research has shown, the children were selective about which lexical categories were used to talk about movement events, and their selections changed systematically with age. Source and path words were used most frequently at the earliest ages, and goal words predominated at the oldest ages. The children also increased the specificity with which they talked about locative movement events by combining goal words with source and path words as they got older. The observed developmental shifts in lexical use suggest that lexical acquisition is influenced not only by the meaning of the individual locative words but also by the verb relational roles that such words play when embedded in semantic/syntactic contexts.  相似文献