Anatomy integration blueprint: A fourth‐year musculoskeletal anatomy elective model          下载免费PDF全文

Michelle D. Lazarus  Gordon L. Kauffman Jr.  Milind J. Kothari  Timothy J. Mosher  Matthew L. Silvis  John R. Wawrzyniak  Daniel T. Anderson  Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists.  相似文献   

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion     

Debra L. Linton  Wiline M. Pangle  Kevin H. Wyatt  Karli N. Powell  Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献   

Nutrition for the sprinter     

Tipton KD  Jeukendrup AE  Hespel P;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S5-15

The primary roles for nutrition in sprints are for recovery from training and competition and influencing training adaptations. Sprint success is determined largely by the power-to-mass ratio, so sprinters aim to increase muscle mass and power. However, extra mass that does not increase power may be detrimental. Energy and protein intake are important for increasing muscle mass. If energy balance is maintained, increased mass and strength are possible on a wide range of protein intakes, so energy intake is crucial. Most sprinters likely consume ample protein. The quantity of energy and protein intake necessary for optimal training adaptations depends on the individual athlete and training demands; specific recommendations for all sprinters are, at best, useless, and are potentially harmful. However, if carbohydrate and fat intake are sufficient to maintain energy levels, then increased protein intake is unlikely to be detrimental. The type and timing of protein intake and nutrients ingested concurrently must be considered when designing optimal nutritional strategies for increasing muscle mass and power. On race day, athletes should avoid foods that result in gastrointestinal discomfort, dehydration or sluggishness. Several supplements potentially influence sprint training or performance. Beta-alanine and bicarbonate may be useful as buffering agents in longer sprints. Creatine may be efficacious for increasing muscle mass and strength and perhaps increasing intensity of repeat sprint performance during training.  相似文献   

The Ideal Lecturer as Seen by Mature Age External Students     

Kevin R. Smith 《Asia-Pacific Journal of Teacher Education》1978,6(1):74-78

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Inner Monsters in Sexy Beast     

Kevin W. Sweeney 《Journal of American culture (Malden, Mass. : 2003)》2003,26(1):63-70

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Closing the Circle: Travelling with 'The Railway Man'     

Kevin Murphy 《English in Education》2003,37(2):16-18

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The Linguistic Content of Music Education Broadcasts [1]     

Robert D. Growther  Kevin Durkin 《Educational studies》1984,10(1):31-41

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The downside of being irrelevant and aloof: Exploring why individuals do not attend sport     

Daniel Lock  Kevin Filo 《Sport Management Review》2012,15(2):187-199

Understanding what influences an individual to transition from awareness that a sport team exists to attraction to that team is of critical importance in the management and development of consumer bases. Determining the factors that prevent individuals at a stage of awareness from becoming attracted is of equal importance. In this paper we use a social identity approach to explore reasons for non-attendance. Qualitative data were gathered from a mixed-method online survey administered to registered participants in a large football (soccer) association in New South Wales. The questionnaire included an open-ended question allowing individuals who had not attended a match during the previous 12 months to elaborate on the reasons that they did not attend. The seventy-five individuals who responded to this open-ended question comprise the sample for this research. Data highlighted that cognitive apathy and disidentification were both salient cognitive responses associated with individuals who did not attend. Furthermore, club values and characteristics were shown to influence team-based perceptions. The findings present implications for sport teams to overcome cognitive apathy and disidentification through organisation-initiated efforts to disseminate information and promote the team, as well as efforts to align team characteristics and values with consumer perceptions.  相似文献   

Look who's being left behind: educational interpreters and access to education for deaf and hard-of-hearing students     

Schick B  Williams K  Kupermintz H 《Journal of deaf studies and deaf education》2006,11(1):3-20

For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction.  相似文献   

Parental experiences of dealing with disputes in Additional Support Needs in Scotland: why are parents not engaging with mediation?     

Kevin Wright  Joan Stead  Sheila Riddell  Elisabet Weedon 《International Journal of Inclusive Education》2013,17(11):1099-1114

Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Education (Additional Support for Learning [ASL]) (Scotland) Act 2004 local authorities must establish and publicise procedures for identifying and meeting the needs of children requiring additional support for learning. The Act and Code of Practice advocate early intervention to prevent disagreements about the provision for additional support from escalating into more serious disputes, with local authorities required to provide information about, and access to, independent mediation for parents. In Scotland the ASL Act 2004 has resulted in four routes available for redress in the area of Additional Support Needs which include both mediation and litigation type processes: ? Informal mediation

? Formal mediation

? Adjudication

? Tribunal

This article uses case study information from parents in three local authorities in Scotland to explore why independent mediation is being under-used by schools and parents, and what factors influence this. Questions are raised regarding the large numbers of parents who are unaware of mediation, the attitudes towards and use of independent mediation by local authorities and the suitability of independent mediation, particularly when the dispute is over resources.  相似文献