Cost‐effective teaching of radiology with preclinical anatomy          下载免费PDF全文

James S. Wilson  Jacqueline Alvarez  Bonnie C. Davis  Andre J. Duerinckx 《Anatomical sciences education》2018,11(2):196-206

Graduating physicians in all subspecialties have an increased need for competency in radiology, particularly since the use of diagnostic imaging continues to grow. To integrate the teaching of radiology with anatomy during the first year of medical school at Howard University, a novel approach was developed to overcome the limitations of resources including funding, faculty, and curricular time. The resulting program relies on self‐study and peer‐to‐peer interactions to develop proficiency at manipulating free versions of medical image viewer software (using the DICOM standard), identifying normal anatomy in medical images, and applying critical thinking skills to understand common clinical conditions. An effective collaborative relationship between a radiologist and anatomist was necessary to develop and implement the program of anatomic–radiographic instruction which consists of five tiers: (1) initial exposure to anatomy through dissection which provides a foundation of knowledge; (2) study of annotated radiographs from atlases; (3) a radiology quiz open to group discussions; (4) small group study of clinical cases with diagnostic images; and (5) radiographic tests. Students took all quizzes and tests by working from image datasets preloaded on their personal computers, mimicking the approach by which radiologists analyze medical images. In addition to stimulating student support of a new teaching initiative, the strengths of Howard's program are that it can be introduced into an existing preclinical curriculum in almost any medical school with minimal disruption, it requires few additional resources to implement and run, and its design is consistent with the principles of modern education theory. Anat Sci Educ 11: 196–206. © 2017 American Association of Anatomists.  相似文献   

Colorism as a Salient Space for Understanding in Teacher Preparation     

Ebony O. McGee  Adam Alvarez  H. Richard Milner IV 《理论付诸实践》2016,55(1):69-79

In this article, we posit the salience of colorism as an important aspect of race in the knowledge construction and preparation of teachers. Although many more teacher education programs across the United States have begun to infuse aspects of race into their curricula, there is sparse literature about the role of colorism in teacher preparation and its potential impact. This article explicitly focuses on darker-skinned students, who experience trauma differently from lighter-skinned students. This research chronicles the particular experiences of African American female students who endure deep-seated biases and attitudes regarding their skin color, both outside of and within school environments. We argue that teacher education programs should include learning opportunities on construction of race as a phenotype (the physical construction of skin tone, hair texture, facial features, and body physique) as an influence on the thinking, beliefs, and consequent practices of teachers in P–12 classrooms. The article concludes with an explicit recommendation for teacher education programs to prioritize colorism in the preparation of teachers.  相似文献   

School climate factors relating to teacher burnout: A mediator model   总被引：3，自引：0，他引：3  

Jessica L. Grayson  Heather K. Alvarez 《Teaching and Teacher Education》2008

The present study investigated components of school climate (i.e. parent/community relations, administration, student behavioral values) and assessed their influence on the core burnout dimensions of Emotional Exhaustion, Depersonalization, and feelings of low Personal Accomplishment. The study weighed the relative contributions of demographic factors (i.e. gender, age, years of teaching experience), teacher satisfaction, and teacher-rated school climate that predict resultant levels of teacher stress and burnout from 17 rural schools in southeastern Ohio. Results revealed that different aspects of school climate related to each of the three primary burnout dimensions. Further, the inverse relationship between school climate and burnout was mediated by teacher satisfaction levels for both Emotional Exhaustion and Depersonalization dimensions. Results from the present study may be used in the development of future intervention targets for reducing teacher stress and burnout.  相似文献   

The impact of teacher preparation on responses to student aggression in the classroom   总被引：1，自引：0，他引：1  

Heather K. Alvarez 《Teaching and Teacher Education》2007

Despite advances in the development and implementation of school-based interventions, aggression in American schools remains a significant problem for educators. The present study examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Multiple regression analyses were used to evaluate the process by which teachers respond to classroom aggression, and the moderating influence of teacher training. Results confirmed the importance of prior training in supporting classroom management. Implications are discussed as they relate to relevant models and recent clinical and educational research initiatives.  相似文献   

El momento de Vygotski: el porqué de un homenaje     

Amelia Alvarez  Pablo del Río 《Infancia y Aprendizaje》2013,36(27-28):1-6

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University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience   总被引：1，自引：0，他引：1  

Teresa Guasch  Ibis Alvarez  Anna Espasa 《Teaching and Teacher Education》2010

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers’ competencies for virtual environments in higher education.  相似文献   

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self‐Concept and Academic Goals     

Jos Carlos Núez  Julio A. Gonzlez‐Pienda  Soledad Gonzlez‐Pumariega  Cristina Roces  Luis Alvarez  Paloma Gonzlez  Ramn G. Cabanach  Antonio Valle  Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97

The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.  相似文献   

Improving teacher education through action research Ming‐Fai Hui and David L. Grossman (Eds), 2009 New York,Routledge £25 (pbk), 188 pp. ISBN 978‐0‐415‐89802‐7          下载免费PDF全文

David Menendez Alvarez‐Hevia 《British Educational Research Journal》2014,40(6):1083-1084

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Information literacy: perceptions of Brazilian HIV/AIDS researchers     

Maria do Carmo Avamilano Alvarez  Ivan França Junior  Angela Maria Belloni Cuenca  Francisco I. Bastos  Helene Mariko Ueno  Cláudia Renata Barros  Maria Cristina Soares Guimarães 《Health information and libraries journal》2014,31(1):64-74

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Effects of plyometric jump training on the physical fitness of young male soccer players: Modulation of response by inter-set recovery interval and maturation status     

Rodrigo Ramirez-Campillo  Cristian Alvarez  Javier Sanchez-Sanchez  Maamer Slimani  Paulo Gentil  Mohamed Souhaiel Chelly 《Journal of sports sciences》2013,31(23):2645-2652

ABSTRACT

The effects of plyometric jump training on the physical fitness of male youth (age = 10–17 years) soccer players was examined in relation to inter-set recovery intervals and the maturity of the players in a single-blind, randomized-and controlled crossover trial. Jumping tests and kicking velocities were measured before (T₀), after a 6 week control period (T₁), after 6 weeks of plyometrics (T₂), after 6 weeks of wash-out (T₃), and after a further 6 weeks of plyometrics (T₄). Subjects were divided into pre- and post- peak-height-velocity (PHV) groups, and were randomly assigned to 30 s or 120 s inter-set intervals during periods T₂ and T₄. Any changes in jumping and maximum kicking velocities during T₁ and T_3, had trivial effect sizes (0.01–0.15), but small to moderate improvements (effect size = 0.20–0.99) were observed in both groups during T₂ and T₄. Gains in pre-PHV players were similar for the two inter-set intervals, but gains in post-PHV players were greater (p < 0.05) with an inter-set recovery of 120 s than with a 30 s recovery. We conclude that plyometric jump training improves the physical fitness of adolescents, irrespective of their maturity, but that in older individuals gains are greater with a longer inter-set recovery interval.  相似文献