Anatomical Sciences Education Vol. 5, Issue 1, 2012 Cover Image     

Michael J. Griksaitis  Marina A. Sawdon  Gabrielle M. Finn 《Anatomical sciences education》2012,5(1):C1-C1

Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography . In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart.  相似文献   

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up     

Claire F. Smith  Samuel K. Freeman  David Heylings  Gabrielle M. Finn  D. Ceri Davies 《Anatomical sciences education》2022,15(6):993-1006

Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's “Tomorrow's Doctors.” The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.  相似文献   

The Evaluation Scale: Exploring Decisions About Societal Impact in Peer Review Panels     

Gemma E. Derrick  Gabrielle N. Samuel 《Minerva》2016,54(1):75-97

Realising the societal gains from publicly funded health and medical research requires a model for a reflexive evaluation precedent for the societal impact of research. This research explores UK Research Excellence Framework evaluators’ values and opinions and assessing societal impact, prior to the assessment taking place. Specifically, we discuss the characteristics of two different impact assessment extremes – the “quality-focused” evaluation and “societal impact-focused” evaluation. We show the wide range of evaluator views about impact, and that these views could be conceptually reflected in a range of different positions along a conceptual evaluation scale. We describe the characteristics of these extremes in detail, and discuss the different beliefs evaluators had which could influence where they positioned themselves along the scale. These decisions, we argue, when considered together, form a dominant definition of societal impact that influences the direction of its evaluation by the panel.  相似文献   

Reformation or Reclassification? A Proposal of a Rating System for Youth Sport Programs     

Lenny D. Wiersma 《Quest (Human Kinetics)》2013,65(4):376-391

The vast diversity in goals and emphases of sport programs for children and the potential problems that exist when a child is enrolled in a program that does not best serve his/her needs accentuate the need for a rating system for youth sport programs. The current proposal of a youth sport rating scale would provide information for parents on the amount of competition, playing time, travel, and commitment a child enrolled in a program could reasonably expect. A discussion of the history of the rating system in the entertainment industries is compared, and potential diffi culties and recommendations for implementing a rating system in youth sports are provided.  相似文献   

Place,perspective and the politics of knowledge: A Forum of responses to Marília Carvalho’s Viewpoint: ‘Gender and Education: a view from Latin America’ (2014)     

Julie McLeod  Jo-Anne Dillabough  Gabrielle Ivinson  Maria Tamboukou 《Gender and education》2015,27(2):93-94

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From a Distance: A Grounded Theory Study of Separation Anxiety Among Filipino Incarcerated Elderly     

Allan B. de Guzman  Rochelle Gabrielle R. Gatan  Ira Bianca Mae G. Gesmundo  Astley Justine H. Golosinda 《Educational gerontology》2015,41(8):567-581

Despite numerous studies that examined the impact of separation and separation anxiety on the emotions and behavior of young individuals, little is known about separation anxiety in the elderly population. This grounded theory study purports to describe the process of separation anxiety among incarcerated Filipino elderly men. Individual interviews and participant observations were conducted with 25 incarcerated elderly Filipino men who are first-time prisoners and sentenced to lifetime imprisonment. Following Strauss and Corbin's (1998) coding protocol, a four-part process emerged to describe the studied layer of human experience. The Tectonic Model of Separation Anxiety among incarcerated Filipino elderly men comprises four phases: Winkling, Wilting, Weeding, and Weaving. Findings of this study invite nurses and other clinicians to identify developmentally appropriate strategies and interventions for this vulnerable and neglected sector of society.  相似文献   

An Approach to Cross-Curriculum Testing: NCME International News     

John Pitman  Gabrielle Matters 《Educational Measurement》2000,19(4):25-26

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From Instruction to Consumption: Architecture and Design in Hollywood Movies of the 1930s     

Gabrielle Esperdy 《Journal of American culture (Malden, Mass. : 2003)》2007,30(2):198-211

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My Place: Exploring children's place-related identities through reading and writing     

Emma Charlton  Gabrielle Cliff Hodges  Maria Nikolajeva  Erin Spring  Liz Taylor 《Education 3-13》2013,41(2):154-170

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children's place-related identities through their engagement with, and creation of, texts. This paper will discuss the project, its interdisciplinary theoretical framework, and the empirical research we conducted with two classes in primary schools in Eastern England. A key text used in our research was My Place by Nadia Wheatley and Donna Rawlins. Drawing on our interdisciplinary theoretical framework, particularly Doreen Massey's notion of place as a bundle of trajectories, and Louise Rosenblatt's notion of the transaction between the reader and the text, this paper will examine pages from My Place, children talking about how this text connects with them, children talking about their sense of place, and maps and writing the children produced based on their place.  相似文献   

BOOK REVIEWS     

Frank Bonner  Gabrielle Ivinson  Jae Parsons  Jeannette Morris    Alexandra Allan 《Gender and education》2008,20(2):195-207

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