Body parts removed during surgery: a useful training source     

Macchi V  Porzionato A  Stecco C  Tiengo C  Parenti A  Cestrone A  De Caro R 《Anatomical sciences education》2011,4(3):151-156

Current undergraduate medical curricula provides relatively little time for cadaver dissection. The Department of Human Anatomy and Physiology at the University of Padova has organized a pilot project with the University Hospital for the donation of body parts that are surgically removed for therapeutic purposes and destined under Italian law for destruction. The aim of the project is to improve residents' practical training skills. A survey over the last two years has shown that about 60 body parts were available each year. These included 13 upper limbs or their parts (i.e., forearm with hand, hand, and fingers) and 47 lower limbs or their parts (i.e., legs with feet, feet, or toes). The residents explained the aim of the project to potential donors, and, if patients were willing to donate, their informed consent was obtained. The residents were present in the operating theater during the surgical procedure. In the post-operative phase, the same residents performed dissections on the body part(s), following a teaching schedule prepared by a clinical anatomist, who also assisted residents during their studies. Residents also acted as tutors for undergraduate medical students who attended these dissections. The underlying pathology for which the body part was removed was examined, and surgical procedures were practiced on the body part itself. Our project provided an opportunity for a close relationship between anatomists and surgeons, reinforcing core knowledge of anatomy by appreciation of its clinical importance. The active involvement of residents as learners and as teachers in the various steps of this project improved their knowledge of surgical techniques and helped to establish a sense of ethical responsibility and respect for the human body. This approach involves study of anatomical structures from new perspectives and leads to improved surgical practice.  相似文献   

Theories of change and outcomes in home-based Early Head Start programs     

Helen H. Raikes  Lori A. Roggman  Carla A. Peterson  Jeanne Brooks-Gunn  Rachel Chazan-Cohen  Xiaoyun Zhang  Rachel F. Schiffman 《Early childhood research quarterly》2014

Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.  相似文献   

Responsible Conduct of Research Assessment of Doctor of Education Candidates,Graduate Faculty,and Curriculum Considerations     

Carla J. Thompson 《Innovative Higher Education》2014,39(5):349-360

The study included an assessment of doctoral students, graduate faculty, and curriculum considerations to determine the degree of infusion of research integrity and responsible conduct of research (RCR) principles within a Doctor of Education program. Study results showed substantial increases in doctoral candidates’ knowledge levels of RCR, and faculty members serving as dissertation committee chairs reported greater understanding of RCR tenets than did non-dissertation chairs. The study also revealed a strong presence of research within the Ed. D. core curriculum.  相似文献   

Testing elementary and secondary school students’ ability to perform historical perspective taking: the constructing of valid and reliable measure instruments     

Tim Huijgen  Carla van Boxtel  Wim van de Grift  Paul Holthuis 《European Journal of Psychology of Education - EJPE》2014,29(4):653-672

Historical reasoning competencies play an important role in history education. However, valid and reliable large-scale measurement instruments to assess these competencies are scarce. This study considers two instruments for measuring students’ ability to perform historical perspective taking (HPT) as a historical reasoning competency. The instruments have been tested for validity and reliability among 1,270 Dutch upper elementary and secondary school students, ranging in age from 10 to 17 years. One instrument offers effective validity and reliability and can map HPT performance among a large and heterogeneous student population. The results show that even upper elementary school students are capable of performing HPT. However, as students age, their ability to perform HPT increases. Differences regarding the ability to perform HPT were also found between educational levels. Pre-university students performed HPT more successfully compared to students at lower educational levels. The results of this study can be used to gain insight into the construct of HPT and into how historical reasoning competencies such as HPT can be measured. Furthermore, the results provide insight into how differences between students, such as age and educational levels, influence the performance of HPT.  相似文献   

Meeting Needs of Young Children at Risk for or Having a Disability   总被引：1，自引：0，他引：1  

Carla A. Peterson  Lynn Milgram Mayer  Jean Ann Summers  Gayle J. Luze 《Early Childhood Education Journal》2010,37(6):509-517

Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.  相似文献   

Pedagogical possibilities for unruly bodies     

Carla Rice  Eliza Chandler  Kirsty Liddiard  Jen Rinaldi  Elisabeth Harrison 《Gender and education》2018,30(5):663-682

Project Re?Vision uses disability arts to disrupt stereotypical understandings of disability and difference that create barriers to healthcare. In this paper, we examine how digital stories produced through Re?Vision disrupt biopedagogies by working as body-becoming pedagogies to create non-didactic possibilities for living in/with difference. We engage in meaning making about eight stories made by women and trans people living with disabilities and differences, with our interpretations guided by the following considerations: what these stories ‘teach’ about new ways of living with disability; how these stories resist neoliberalism through their production of new possibilities for living; how digital stories wrestle with representing disability in a culture in which disabled bodies are on display or hidden away; how vulnerability and receptivity become ‘conditions of possibility’ for the embodiments represented in digital stories; and how curatorial practice allows disability-identified artists to explore possibilities of ‘looking back’ at ableist gazes.  相似文献   

Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children     

Carla Vreys  Gilles Ndanjo Ndungbogun  Tessa Kieboom  Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22

Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom.  相似文献   

The fiddle of using the Paralympic Games as a vehicle for expanding [dis]ability sport participation     

P. David Howe  Carla Filomena Silva 《Sport in Society》2018,21(1):125-136

Abstract

In this paper, we highlight the need to explore the excessive significance given to the Paralympic Games as a vehicle for the encouragement of participation of people with a disability within sport. The media spectacle around the games that the International Paralympic Committee (IPC) has worked tirelessly to develop has become, for policy-makers and the public alike, a sufficient outlet for disability sport provision. The honourable goals of the IPC articulated through the ethos of Paralympism have been assumed to be valid for all people with a disability, yet in terms of widening participation, their utility is limited. This paper first illuminates the relationship between the International Olympic Committee and the IPC before we turn our attention to the ethos of Paralympism. Highlighting the necessity for ‘sport for all’, we use a human rights lens, aided by a capabilities approach to facilitate better ways to educate the public about the need for equality of access to sporting participation opportunities.  相似文献