Factors underlying students' decisions to use mobile devices in clinical settings     

Amanda Harrison  Megan Phelps  Arany Nerminathan  Shirley Alexander  Karen M. Scott 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):531-545

University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed-methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students.  相似文献   

Quantifying Qualitative Scholarship: A Fool’s Errand or a Methodological Necessity?     

Amy M. Magnus  Jenny S. West  Daniel W. Scott  Cheryl Maxson  Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249

This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned.  相似文献   

A focus on time-lapse ethnography: learning to teach     

Alaster Scott Douglas 《Ethnography and Education》2019,14(2):192-205

This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground.  相似文献   

The Twelve Cranial Nerves of Christmas: Mnemonics,Rhyme, and Anatomy – Seeing the Lighter Side     

Claire F. Smith  Scott Border 《Anatomical sciences education》2019,12(6):673-677

Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries.  相似文献   

Genomics of adaptation and acclimation: from field to lab and back     

Scott V Edwards 《国家科学评论(英文版)》2020,7(1):128

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Repeated retention testing effects do not generalize to a contextual interference protocol     

Fairbrother JT  Shea JB  Marzilli TS 《Research quarterly for exercise and sport》2007,78(5):465-475

Three experiments examined repeated retention testing effects in a contextual interference (CI) protocol. Retention was assessed at 10 min and 24 hr following acquisition or at just 24-hr for the one-test conditions. Experiments 1 and 2 used speeded-response key-pressing tasks. Dependent measures were total time and errors. Experiment 3 used sequential-timing tasks. Dependent measures were absolute error and absolute constant error Results revealed CI effects in each experiment. Repeated retention testing effects were not found in Experiments 1 and 3. Experiment 2 revealed superior performance by the two-test condition compared to the one-test condition. This result was qualified by possible practice effects during the 10-min test. It was concluded that repeated retention testing does not present problems for most studies of CI.  相似文献   

A case of vitamin B12 deficiency neurological syndrome in a young adult due to late-onset cobalamin C (CblC) deficiency: a diagnostic challenge     

Scott Ailliet  Rik Vandenberghe  Toon Schiemsky  Lode Van Overbeke  Philippe Demaerel  Wouter Meersseman  David Cassiman  Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)

Vitamin B12 deficiency can present with neurologic and psychiatric symptoms without macrocytic anaemia. We describe a case of late-onset cobalamin C deficiency which typically presents with normal serum vitamin B12 concentrations, posing an additional diagnostic challenge. A 23-year-old woman with decreased muscle strength and hallucinations was diagnosed with ‘catatonic depression’ and admitted to a residential mental health facility. She was referred to our hospital for further investigation 3 months later. Heteroanamnesis revealed that the symptoms had been evolving progressively over several months. Magnetic resonance imaging (MRI) of the brain showed diffuse symmetrical white matter lesions in both hemispheres. Routine laboratory tests including vitamin B12 and folic acid were normal except for a slight normocytic, normochromic anaemia. Over the next 6 weeks her symptoms deteriorated, and she became unresponsive to stimuli. A new MRI scan showed progression of the white matter lesions. The neurologist requested plasma homocysteine (Hcys) which was more than 8 times the upper limit of normal. Further testing revealed increased methylmalonic acid and the patient was diagnosed with adult-onset cobalamin C deficiency. This case illustrates that Hcys and/or methylmalonic acid should be determined in patients presenting with neuropsychiatric symptoms suggestive of vitamin B12 deficiency with a normal serum vitamin B12 to rule out a late-onset cobalamin C deficiency.  相似文献   

The Effect of Functional Flow Diagrams on Apprentice Aircraft Mechanics' Technical System Understanding     

Scott D. Johnson  Richard E. Satchwell 《Performance Improvement Quarterly》1993,6(4):73-91

Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided.  相似文献   

Factors associated with school psychologists' perceptions of campus violence     

Michael Furlong  Leslie Babinski  Scott Poland  Jessica Muoz  Sharon Boles 《Psychology in the schools》1996,33(1):28-37

Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献