Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review     

Keegan Curlewis  Brook Leung  Manesha Perera  Peter J. Bazira  Katherine A. Sanders 《Anatomical sciences education》2021,14(2):252-262

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.  相似文献   

The role of amalgamation within the national primary education system, 1831–1994     

Fergus Keegan 《Irish Educational Studies》2013,32(1):291-298

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On defining distance education   总被引：1，自引：0，他引：1  

Desmond J. Keegan 《Distance Education》1980,1(1):13-36

Four generally accepted definitions of distance education are analysed and from them six components of a comprehensive definition are chosen. The forms of education that are considered to fall within the concept of distance education as outlined are considered from the point of view of choice of medium, institutional type and didactic model. Various forms of education that bear some similarities to distance education but are not to be identified with it are described. The term ‘distance education’ is proposed as the most satisfactory solution to the problem of terminology.

The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.

(Holmberg,1977:9)

Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.

(Loi 71.556 du 12 juillet 1971)

Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.

(Peters, 1973:206)

Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.

(Moore, 1973:664)  相似文献   

Teacher and school outcomes of the Physical Education and Physical Literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools     

Rohan M. Telford  Lisa S. Olive  Richard J. Keegan  Sarah Keegan  Richard D. Telford 《Physical Education & Sport Pedagogy》2021,26(1):79-96

ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

Book reviews     

Gaston Mialaret  Gilbert de Landsheere  Dieter Mahr  Marcel Postic  A. Harry Passow  Elaine Rivers  Desmond J. Keegan  Jindra Kulich  Wolfgang Mitter  Joseph I. Zajda  John Eggleston  Shoshannah Langerman  A. W. Wood  Joachim Herzer  Peter Waterman  Hans Scheuerl  Andrew S. Kwon  Betty Heyder  Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378

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Scenario educational software: Design and development of discovery learning     

Mark Keegan  David O. Olson 《Performance Improvement》1998,37(9):39-40

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