Changes in anatomy instruction and USMLE performance: Empirical evidence on the absence of a relationship     

Monica M. Cuddy  David B. Swanson  Richard L. Drake  Wojciech Pawlina 《Anatomical sciences education》2013,6(1):3-10

Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand‐alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores. Gross anatomy course directors at 54 United States schools provided information about their gross anatomy courses via an online survey (response rate of 42%). Survey responses were matched with USMLE scores for 6,411 examinees entering LCME‐accredited schools in 2007 and taking Step 1 for the first time in 2009. Regression analyses were conducted to examine relationships between gross anatomy instructional characteristics and USMLE performance. Step 1 total scores, Step 1 gross anatomy sub‐scores, and Step 2 CK scores were unrelated to instructional hours, controlling for MCAT scores. Examinees from schools with integrated curricula scored slightly lower on Steps 1 and 2 CK than those from stand‐alone courses (effect sizes of 2.1 and 1.9 on score scales with SDs of 22 and 20, respectively). Examinees with dissection and prosection experience performed slightly better on Step 2 CK than examinees in courses with dissection only laboratories (effect size of 1.2). Results suggest variation in course hours is unrelated to performance on Steps 1 and 2 CK. Although differences were observed in relation to curricular approach and laboratory experience, effect sizes were small. Anat Sci Educ 6: 3–10. © 2012 American Association of Anatomists.  相似文献   

丰花月季的两步法快速繁殖技术研究     

蒋细旺 《黄冈职业技术学院学报》2005,7(1):66-67

文章研究了4个丰花月季品种的先嫁接后扦插的两步快速繁殖技术,并提出了提高繁殖成活率的措施。  相似文献   

Si原子在Si(001)表面及其台阶附近扩散的分子动力学模拟     

王昶清  秦臻  王春雷  贾瑜 《洛阳工业高等专科学校学报》2008,18(2)

采用Stillinger-Weber势,利用分子动力学方法模拟了Si原子在Si(001)表面和该表面单层台阶附近扩散的动力学过程。(1)给出单个Si原子在Si(001)表面垂直于二聚体排方向扩散的扩散路径和扩散机制。Si原子在Si(001)表面垂直于二聚体排方向扩散能够减弱Si原子在Si(001)表面扩散的各向异性。(2)模拟不仅给出与以往文献中原子从SA台阶下台面扩散到上台面相同的扩散路径而且还给出原子从成键的SB台阶上台面扩散到下台面的一种新的扩散机制:增原子通过与表面原子之间的交换。从而解释实验上观察到的Si(001)表面双层原子台阶形成的机制。无论是单个Si原子在Si(001)表面垂直于二聚体排方向扩散还是在Si(001)表面的单层台阶附近扩散,增原子和表面原子之间的交换机制都起着重要的作用。  相似文献   

初中生台阶试验、800米跑与VO2max的相关性研究     

彭丽英 《吉林体育学院学报》2014,(4):81-83

采用文献资料法、实验法、数理统计法对初中生有氧运动能力进行测试,其目的是研究适合测试初中生有氧运动能力的方法。为今后中学生体质测试方法的完善提供数据支撑。其研究结果:初中男、女生台阶试验与最大摄氧量(VO2max)相对值的相关性分别为r=0.12,r=0.08,p值均大于0.05;800米跑与VO2max相对值的相关性分别为r=-0.19,r=-0.20,p值均大于0.05。两种方法均与VO2max呈微弱关系。结果表明:台阶试验、800米跑用于评定初中生有氧耐力存在一定的问题,此两种方法不能有效的反映中学生的心血管机能水平。中考中利用此方法来评定有氧耐力水平欠妥当。  相似文献