Physician Associate Students' Experience of Anatomy Dissection     

Jane C. Holland  Róisín Ní Dhónaill  Maeve Clarke  Pauline Joyce 《Anatomical sciences education》2021,14(1):52-61

The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.  相似文献   

A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships Among Attitudes,Subjective Norms,Perceived Behavioral Controls,Motivation, and Technological,Pedagogical, and Content Knowledge (TPACK) Competencies     

Denise D. Holland  Randy T. Piper 《Journal of Research on Technology in Education》2016,48(3):212-226

Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986 Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.[Crossref] , [Google Scholar], 1987 Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.[Crossref], [Web of Science ®] , [Google Scholar]). Canonical correlation analysis (CCA) was used to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014 Holland, D. D., &; Piper, R. T. (2014). Technology integration education (TIE) model: Millennial preservice teachers' motivations about technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Education Computing Research, 51(3), 257–294.[Crossref], [Web of Science ®] , [Google Scholar]). Based on the patterns of cross-loading correlations, this study found that there were limited correlational relationships between the set of independent variables and the set of dependent TPACK variables. For this pilot study, the sample consisted of 90 elementary education majors and 51 secondary education majors.  相似文献   

The effects of qualitative and quantitative variation in the US on individual components of Pavlovian appetitive conditioned behavior in rats     

Peter C. Holland 《Learning & behavior》1979,7(4):424-432

The form of rats’ Pavlovian conditioned responses to visual and auditory conditioned stimuli (CSs) paired with a variety of unconditioned stimuli (USs) was examined in three experiments using direct behavioral observation techniques. In Experiment 1, the form of conditioned behavior occurring most frequently during later portions of the CS-US interval depended only on which of several appetitive USs was used, but the form of behavior occurring most frequently during early portions of the CS-US interval depended only on the nature of the CS. US-dependent behaviors resembled the response to the US, and CS-dependent behaviors resembled the original orienting response (OR) to the CS. In Experiment 2, the use of larger magnitude appetitive USs resulted in higher frequencies of US-dependent behaviors, but lower frequencies of CS-dependent behaviors in the presence of auditory and visual CSs. In Experiment 3, US-dependent conditioned behavior to auditory and visual CSs paired with shock was more frequent when high-intensity shocks were used, but CS-dependent behavior was more frequent when low-intensity shocks were used. These results suggested that Pavlovian conditioned responding may involve two independent types of behavior—one appropriate to the US and another based on the original OR to the CS.  相似文献   

It's Complicated: Spider‐Man 2's Reinscription of “Good” and “Evil” in Post‐9/11 America     

Jeanne Holland 《Journal of American culture (Malden, Mass. : 2003)》2012,35(4):289-303

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Characteristics of the start in women's World Cup skeleton     

Bullock N  Martin DT  Ross A  Rosemond D  Holland T  Marino FE 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(3):351-360

This study characterizes key elements of the start in elite female World Cup skeleton athletes. The top 20 female competitors in three World Cup races were videotaped within a calibrated space to allow the following components of the start to be quantified: (1) acceleration (velocity at 15-m mark, time to 15-m mark), (2) capacity (time to load, total number of steps to load), and (3) load (velocity at 45-m mark). A correlation analysis was used to establish the relationship between the variables of interest and overall start time (15- to 65-m mark). Velocity at the 15-m mark accounted for 86% of the variance in overall start time at St. Moritz and 85% at Sigulda. A stepwise regression analysis revealed that approximately 89% of the variation in start time could be explained by velocity at the 15-m mark, time to load, and velocity at the 45-m mark. Of the variables analysed in this study, rapid acceleration to attain a high velocity at the 15-m mark was the most important component of a fast overall start time. The importance of the time to load and velocity at the 45-m mark vary according to the different track characteristics.  相似文献   

A Conversation with Meyer Weinberg     

Laura Holland 《Equity & Excellence in Education》2013,46(4-6):105-107

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“We've Got to Keep Meeting Like This”: A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups Versus Stable-Membership Cooperative Groups in an Introductory-Level Lab     

Alicia Walker  Amy Bush  Ken Sanchagrin  Jonathon Holland 《College Teaching》2017,65(1):9-16

This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation.  相似文献   

Test Score Equating Using a Mini‐Version Anchor and a Midi Anchor: A Case Study Using SAT® Data     

Jinghua Liu  Sandip Sinharay  Paul W. Holland  Edward Curley  Miriam Feigenbaum 《Journal of Educational Measurement》2011,48(4):361-379

This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional “mini” anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a “midi” anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality.  相似文献   

Religious Communication     

Virginia Stern Owens  Daniel W. Holland  Gregor T. Goethals  Gene Jaberg  Louis G. Wargo Jr.  Harold Osmeiri 《Communication Booknotes Quarterly》2013,44(5):53-54

Ronald Eyre on the Long Search (Cleveland: Collins, 1979—$5.95, paper).

Virginia Stern Owens, The Total Image, or Selling Jesus in the Modern Age (Grand Rapids, Mich.: Wm. B. Eerdmanns, 1980—no price given, paper).

Daniel W. Holland, et al., Using Non-Broadcast Video in the Church (Valley Forge, Pa.: Judson Press, 1980—$5.95)

Media Development (London: World Association for Christian Communications—quarterly)

Committed Christians in Secular Communications (NSCS, 1982 South Shenandoah, Los Angeles Ca. 90034—$4.00)

Growing with Television: A Studx_of Biblica Values and the Television Experience (MARC, 475 Riverside Dr., New York, N.Y. 10115—write for details)

Gregor T. Goethals, The TV Ritual Worship at the Video Altar (Boston: Beacon Press, 1980—$11.95)

Gene Jaberg and Louis G. Wargo, Jr. The Video Pencil: Cable Communications for Church and Community (University Press of America, 4720 Boston Way Lanham, Md. 20801—$15.50/7.50)

Harold Osmeiri U.S. Religious Journalism and the Korean War (Lanham, Md.: University Press of America (ac dress above, 1980—$7.50, paper)  相似文献   

The manufacture of Bessemer steel and ingot iron from phosphoric pig     

C.B. Holland  A. Cooper 《Journal of The Franklin Institute》1880,110(3):182-190

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