Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes     

Andrea Linton  Andrew C. Garrett  Kenneth R. Ivie Jr.  Jay D. Jones  Jason F. Martin  Jeremy J. Delcambre  Christianne Magee 《Anatomical sciences education》2022,15(2):330-340

Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.  相似文献   

Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning     

Jeremy Roschelle  Ken Rafanan  Ruchi Bhanot  Gucci Estrella  Bill Penuel  Miguel Nussbaum  Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning.  相似文献   

Evidence for social learning in wild lemurs (Lemur catta)     

Rachel L. Kendal  Deborah M. Custance  Jeremy R. Kendal  Gillian Vale  Tara S. Stoinski  Nirina Lalaina Rakotomalala  Hantanirina Rasamimanana 《Learning & behavior》2010,38(3):220-234

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.  相似文献   

Assertion‐reason multiple‐choice testing as a tool for deep learning: a qualitative analysis   总被引：1，自引：1，他引：0  

Jeremy B. Williams 《Assessment & Evaluation in Higher Education》2006,31(3):287-301

This paper reflects on the ongoing debate surrounding the usefulness (or otherwise) of multiple‐choice questions (MCQ) as an assessment instrument. The context is a graduate school of business in Australia where an experiment was conducted to investigate the use of assertion‐reason questions (ARQ), a sophisticated form of MCQ that aims to encourage higher‐order thinking on the part of the student. It builds on the work of Connelly (2004 Connelly, L. B. 2004. “Assertion‐reason assessment in formative and summative tests: results from two graduate case studies”. In Educational innovation in economics and business VIII: pedagogy, technology and innovation, Edited by: Ottewill, R., Borredon, E., Falque, L., Macfarlane, B. and Wall, A. 359–378. Dordrecht: Kluwer Academic Publishers.  [Google Scholar]) which produced a quantitative analysis of the use of ARQ testing in two economics course units in a flexibly‐delivered Master of Business Administration (MBA) program. Connelly's main findings were that ARQ tests were good substitutes for the more conventional type of multiple‐choice/short‐answer type questions and, perhaps more significantly, ARQ test performance was a good predictor of student performance in essays—the assessment instrument most widely favoured as an indicator of deeper learning. The main focus of this paper is the validity of the second of these findings, analysis of questionnaire data casting some doubt over whether student performance in ARQ tests can, indeed, be looked upon as a sound indicator of deeper learning—student reactions and opinions suggesting instead that performance might have more to do with one's proficiency in the English language.  相似文献   

Delayed Onset Muscle Soreness After Inspiratory Threshold Loading in Healthy Adults     

Sunita Mathur  A. William Sheel  Jeremy D. Road  W. Darlene Reid 《Cardiopulmonary Physical Therapy Journal》2010,21(1):5-12

Purpose: Skeletal muscle damage occurs following high-intensity or unaccustomed exercise; however, it is difficult to monitor damage to the respiratory muscles, particularly in humans. The aim of this study was to use clinical measures to investigate the presence of skeletal muscle damage in the inspiratory muscles. Methods: Ten healthy subjects underwent 60 minutes of voluntary inspiratory threshold loading (ITL) at 70% of maximal inspiratory pressure. Maximal inspiratory and expiratory mouth pressures, delayed onset muscle soreness on a visual analogue scale and plasma creatine kinase were measured prior to ITL, and at repeated time points after ITL (4, 24 and 48 hours post-ITL). Results: Delayed onset muscle soreness was present in all subjects 24 hours following ITL (intensity = 22 ± 6 mm; significantly higher than baseline p = 0.02). Muscle soreness was reported primarily in the anterior neck region, and was correlated to the amount of work done by the inspiratory muscles during ITL (r = 0.72, p = 0.02). However, no significant change was observed in maximal inspiratory or expiratory pressures or creatine kinase. Conclusions: These findings suggest that an intense bout of ITL results in muscle soreness primarily in the accessory muscles of inspiration, however, may be insufficient to cause significant muscle damage in healthy adults.Key Words: delayed onset muscle soreness, respiratory muscles, skeletal muscle damage  相似文献   

The achievement gap: The impact of between-class attainment grouping on pupil attainment and educational equity over time     

Jeremy Hodgen  Becky Taylor  Becky Francis  Nicole Craig  Nicola Bretscher  Antonina Tereshchenko  Paul Connolly  Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.  相似文献