Enhancement of anatomical learning and developing clinical competence of first‐year medical and allied health profession students          下载免费PDF全文

Sarah A. Keim Janssen  Stephane P. VanderMeulen  Valerie K. Shostrom  Carol S. Lomneth 《Anatomical sciences education》2014,7(3):181-190

Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.  相似文献   

The utilization of an iPad for increasing work-related behaviors in adults with disabilities     

Sarah Jones  Jessical L. Bucholz 《TechTrends》2014,58(6):84-89

The purpose of this study was to investigate the effectiveness of an iPad to increase work related behaviors for one adult with disabilities in a vocational setting. A multiple baseline across behaviors single subject research design was used to determine if an iPad helped to increase independence in three identified behaviors, which included setting up a workstation for maximum efficiency, managing time accurately, and identifying faces and names of coworkers. Results indicate that the subject was able to use the iPad to achieve independence in the work setting, thus making him less reliant on site staff and his vocational trainer and making him potentially employable. The results of the study prove to be important because little research has been conducted on how technological devices such as the iPad can help individuals with disabilities in the vocational setting.  相似文献   

Access to Research: the experience of implementing a pilot in public libraries     

Sarah FAULDER  Shinwha CHA 《Learned Publishing》2014,27(2):85-92

The Access to Research project is a collaboration between scholarly publishers and librarians to provide free licensed access to research journals via terminals in public libraries. The project is an element of the ‘balanced package’ proposed by the Finch Working Group on how to expand access to published research in the UK, which reported its recommendations to the UK government in June 2012. We describe the setting up of the project and the findings from a three‐month technical pilot prior to the launch of a two‐year national pilot in February 2014. The project has already attracted support from the major scholarly publishers, with about 8,400 journal titles now available. The access platform has been shown to be usable by public librarians and library patrons. We are now addressing the challenge of understanding how the public will make use of the system and exploring how best to provide training and education for librarians and users.  相似文献   

Estimating the real growth effects of blockbuster art exhibits: A time series approach     

Sarah J. Skinner 《Journal of Cultural Economics》2006,30(2):109-125

This paper addresses the evaluation of real growth forecasts made by impact studies. Intervention analysis is used to estimate the ex post impact of blockbuster exhibits on economic growth in Jackson, Mississippi (chosen because state and local governments provide regular subsidies to finance the exhibitions). Non-farm employment measures real economic growth and dummy variables capture the occurrence of the exhibitions. Univariate time series techniques identify and estimate a stationary process after filtering the data for seasonal and cyclical effects. The analysis estimates the short run impact on Jackson’s filtered employment series due to the blockbuster exhibitions as approximately 700 jobs.  相似文献   

What Becomes of Undergraduate Dance Majors?     

Sarah S. Montgomery  Michael D. Robinson 《Journal of Cultural Economics》2003,27(1):57-71

This paper examines the earnings, work patterns, and work histories of individuals employed in the field of dance using data from a survey of graduates of the Five College Dance Department. The respondents to our survey include not only those currently working in dance, but also some who never entered the profession and many others who entered but later left the field. We find that graduate education in dance, age, and prior dance experience are highly correlated with employment in the field of dance. Our findings are similar to those of other studies on artists, in showing that the returns to dance are low and that many of those employed in dance rely on non-dance jobs to supplement their dance earnings.  相似文献   

    

Daniel E. Ritchie 《Academic Questions》1994,8(1):67-73

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Developmental assessment: Accounting for adult growth in supervision and evaluation     

Sarah L. Levine 《Journal of Personnel Evaluation in Education》1993,7(3):223-230

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'The Writers' Zone': A Study of the Impact of Targeting Verbal Reasoning on Student Performance and Behaviour     

Sarah Steadman 《English in Education》2003,37(2):38-47

‘The Writers' Zone’ project took place in an 11–18 mixed comprehensive in south‐east Essex. It involved 16 Year 7 boys identified as having a high level of performance in non‐verbal reasoning but low levels of performance in verbal reasoning. They were isolated from normal lessons for a fortnight to follow an alternative curriculum focusing specifically on writing. This article details the structure of the project and evaluates its success in accessing writing potential.  相似文献   

Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children     

Miles SB  Stipek D 《Child development》2006,77(1):103-117

This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.  相似文献   

Allies in learning: critical insights into the importance of staff–student interactions in university education     

Sarah Richardson  Ali Radloff 《Teaching in Higher Education》2013,18(6):603-615

Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them lead to higher levels of student engagement and satisfaction and lower attrition rates. The advantages do not only flow in one direction. Teaching staff gain insights into students' learning experiences, providing them with clues to better target their teaching.  相似文献