Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students     

Michael Schön  Konrad Steinestel  Doreen Spiegelburg  Annika Risch  Mira Seidel  Leon Schurr  Ulrich Kai Fassnacht  Nikola Golenhofen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2022,15(1):89-101

Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future.  相似文献   

What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course     

David A. C. Messerer  Sophie F. Kraft  Astrid Horneffer  Laura A. S. Messerer  Tobias M. Böckers  Anja Böckers 《Anatomical sciences education》2022,15(4):650-662

Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students—particularly females—more frequently to apply.  相似文献   

Correction to: The influence of SES,cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts     

Boman  Björn 《European Journal of Psychology of Education - EJPE》2023,38(2):587-603

It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.

  相似文献   

Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

A proficiency model for pre-service physics teachers' pedagogical content knowledge (PCK)—What constitutes high-level PCK?     

Dustin Schiering  Stefan Sorge  Melanie M. Keller  Knut Neumann 《科学教学研究杂志》2023,60(1):136-163

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.  相似文献   

Personalized and object-centered tag recommendation methods for Web 2.0 applications     

Fabiano M. Belém  Eder F. Martins  Jussara M. Almeida  Marcos A. Gonçalves 《Information processing & management》2014

  相似文献   

Managing research and innovation networks: Evidence from a government sponsored cross-industry program     

Per Levén  Jonny Holmström  Lars Mathiassen 《Research Policy》2014

Important innovations are increasingly produced based on research engagement and fertilization across industries. However, we know little about the challenges associated with managing innovation networks in specific contexts that involves researchers in cross-industry collaboration. Against this backdrop, we draw on theory on design and orchestration of innovation networks to analyze a large-scale government sponsored program, “ProcessIT Innovations” that was designed to increase competitiveness and accelerate economic growth in Northern Sweden. The program was initiated and led by firms from the traditionally strong local process industry and engaged local researchers and firms from the emerging IT industry. Based on our analyses, we offer two contributions. First, we provide a detailed analysis of the challenges related to configuration of the network, orchestration of partnerships between participants, and facilitation of innovation in dedicated development projects. Second, we propose a model of managing research and innovation networks through fertilization across industries and between firms and research institutions.  相似文献   

Comparing bioenergetic models for the optimisation of pacing strategy in road cycling     

David Sundström  Peter Carlsson  Mats Tinnsten 《Sports Engineering》2014,17(4):207-215

Road cycling performance is dependent on race tactics and pacing strategy. To optimise the pacing strategy for any race performed with no drafting, a numerical model was introduced, one that solves equations of motion while minimising the finishing time by varying the power output along the course. The power output was constrained by two different hydraulic models: the simpler critical power model for intermittent exercise (CPIE) and the more sophisticated Margaria–Morton model (M–M). These were compared with a constant power strategy (CPS). The simulation of the three different models was carried out on a fictional 75 kg cyclist, riding a 2,000 m course. This resulted in finishing times of 162.4, 155.8 and 159.3 s and speed variances of 0.58, 0.26 and 0.29 % for the CPS, CPIE and M–M simulations, respectively. Furthermore, the average power output was 469.7, 469.7 and 469.1 W for the CPS, CPIE and M–M simulations, respectively. The M–M model takes more physiological phenomena into consideration compared to the CPIE model and, therefore, contributes to an optimised pacing strategy that is more realistic. Therefore, the M–M model might be more suitable for future studies on optimal pacing strategy, despite the relatively slower finishing time.  相似文献   

Unsteady flow phenomena in human undulatory swimming: a numerical approach     

Steffen Pacholak  Stefan Hochstein  Alexander Rudert  Christoph Brücker 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(2):176-194

The undulatory underwater sequence is one of the most important phases in competitive swimming. An understanding of the recurrent vortex dynamics around the human body and their generation could therefore be used to improve swimming techniques. In order to produce a dynamic model, we applied human joint kinematics to three-dimensional (3D) body scans of a female swimmer. The flow around this dynamic model was then calculated using computational fluid dynamics with the aid of moving 3D meshes. Evaluation of the numerical results delivered by the various motion cycles identified characteristic vortex structures for each of the cycles, which exhibited increasing intensity and drag influence. At maximum thrust, drag forces appear to be 12 times higher than those of a passive gliding swimmer. As far as we know, this is the first disclosure of vortex rings merging into vortex tubes in the wake after vortex recapturing. All unsteady structures were visualized using a modified Q-criterion also incorporated into our methods. At the very least, our approach is likely to be suited to further studies examining swimmers engaging in undulatory swimming during training or competition.  相似文献   

Indirekte Gesundheitseffekte des Unterrichtsprogramms HealthyPEP     

Dr. Yolanda Demetriou  Gorden Sudeck  Oliver Höner 《Sportwissenschaft》2014,44(2):86-98

Numerous studies have confirmed direct health effects of interventions with a physical activity component on students without providing sufficient information on the contents or the degree to which the programs have been carried out. The empirical evidence of the indirect health effects of physical education is weaker. In this article the focus is placed on the evaluation of the indirect health effects, such as the enhancement of physical activity and its psychological determinants (e.g. motivation, attitudes, self-efficacy and knowledge) of the health promotion program HealthyPEP, using a quasi-experimental design with 516 sixth grade students. When taking into account the contents of HealthyPEP and the degree of implementation, it was clear that the program had different effects on the two genders whereby girls evaluated HealthyPEP in a more positive way compared to boys. In girls, positive tendencies were observed on rational cognitive determinants (e.g. knowledge and attitudes towards sports). The contents of HealthyPEP must be further optimized in the future to achieve positive indirect health effects also on boys.  相似文献