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1.
Gian Paolo Caviglia Luca Cabianca Sharmila Fagoonee Fabrizio M. Gili 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):114-120
Introduction
Screening programs for colorectal cancer (CRC) are mainly based on a first-line fecal immunochemical test for hemoglobin (FIT). Fecal M2-type pyruvate kinase (M2-PK) has been evaluated in clinical settings showing promising results for early CRC detection. However, the impact of fecal M2-PK assessment on the performance of first-round CRC screening programs is not known. We investigated whether fecal M2-PK alone or in combination with FIT may improve CRC screening efficacy in the general population.Materials and methods
A total of 1027 asymptomatic subjects (median age 66 [59-74] years; females 504 [49.1%]), identified through the general practitioners’ rosters, were invited for the collection of 2 fecal samples for FIT and M2-PK evaluation. Participants with at least positive one fecal test were referred for colonoscopy. Quality indicators for screening performance were calculated and analyzed using Fisher’s exact test.Results
Overall, 572 subjects underwent both FIT and M2-PK assessment (participation rate 55.7%): 93 participants showed positive results for at least one test (positivity rate 16.3%). Only 10 patients were positive for both tests. Attendance rate to colonoscopy was 86.0% and a total of 65 adenomas and 7 cancers were detected. Combined use of FIT and fecal M2-PK permitted the identification of 18 more neoplasm (25%) without improving colonoscopy workload, as deduced by the comparable number needed to scope (P = 0.402).Conclusion
The addition of M2-PK testing to FIT offers the potential to detect additional neoplasms that either do not bleed or only bleed intermittently without reducing participation rate and without increasing endoscopy workload.Key words: biomarker, colorectal cancer, occult blood, M2-type pyruvate kinase, screening 相似文献2.
Emily Hestness J. Randy McGinnis Kelly Riedinger Gili Marbach-Ad 《Journal of Science Teacher Education》2011,22(4):351-369
We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using
complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries
collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’
experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate
change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science
teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content
understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation
and evaluation of developing views and understandings related to global climate change. 相似文献
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Marbach-Ad G McAdams KC Benson S Briken V Cathcart L Chase M El-Sayed NM Frauwirth K Fredericksen B Joseph SW Lee V McIver KS Mosser D Quimby BB Shields P Song W Stein DC Stewart R Thompson KV Smith AC 《CBE life sciences education》2010,9(4):408-416
This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development. 相似文献
5.
Phyllis Katz J. Randy McGinnis Emily Hestness Kelly Riedinger Gili Marbach‐Ad Amy Dai 《International Journal of Science Education》2013,35(9):1169-1197
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands‐on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants’ professional identity development as science teachers. 相似文献
6.
Sokolove Phillip G. Marbach-Ad Gili Fusco Judith 《Journal of Science Education and Technology》2003,12(2):105-113
This paper describes a pilot study in which undergraduates in an active introductory biology class (Biol 100) used online, virtual study rooms to study together outside of class in small groups. The study was conducted (a) to determine whether students who had access to Internet study rooms would make use of them for out-of-class group study, and (b) to find out how students perceived their online group study experience in comparison with face-to-face group study. Self-reported data were obtained at the time that multiple-choice exams were administered in the large class of Biology 100. The survey was completed by 90 of the students who had signed up for online study rooms. The results indicated that 47 students used their online study rooms to study for the final exam together with other members of their in-class teams. More than half of the students who provided written comments were positive about their online experience. Even those who strongly preferred face-to-face meetings expressed willingness to use online study rooms in a pinch. 相似文献
7.
Student–instructor communication was examined in freshman biology classes taught either in traditional lecture style or by using a variety of student-centered, active learning approaches to engage students in the learning process (cooperative learning groups, wireless microphones, permanent name tags, in-class and out-of-class writing). In both classes students were encouraged to send questions, comments, and suggestions to the instructor via e-mail. In the active learning class, students also wrote in-class notes to the instructor. All messages could be classified as either content-related or procedural. More content-related messages were received in the active learning class than in the traditional class. Also, the percentage of students who sent content-related messages was much higher in the active learning class than in the traditional class. Finally, content-related messages from students in the active learning class were generally more thoughtful and insightful than those from students in the traditional class. 相似文献
8.
Most discipline-based education researchers (DBERs) were formally trained in the methods of scientific disciplines such as biology, chemistry, and physics, rather than social science disciplines such as psychology and education. As a result, DBERs may have never taken specific courses in the social science research methodology—either quantitative or qualitative—on which their scholarship often relies so heavily. One particular aspect of (quantitative) social science research that differs markedly from disciplines such as biology and chemistry is the instrumentation used to quantify phenomena. In response, this Research Methods essay offers a contemporary social science perspective on test validity and the validation process. The instructional piece explores the concepts of test validity, the validation process, validity evidence, and key threats to validity. The essay also includes an in-depth example of a validity argument and validation approach for a test of student argument analysis. In addition to DBERs, this essay should benefit practitioners (e.g., lab directors, faculty members) in the development, evaluation, and/or selection of instruments for their work assessing students or evaluating pedagogical innovations. 相似文献
9.
Kelly Riedinger Gili Marbach-Ad J. Randy McGinnis Emily Hestness Rebecca Pease 《Journal of Science Education and Technology》2011,20(1):51-64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education
majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’
attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage
students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal
science education. The informal science education course features included informal science educator guest speakers, a live
animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher
candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits
were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for
innovation as a vital component of consideration. 相似文献
10.
Elisabeth E. Schussler Quentin Read Gili Marbach-Ad Kristen Miller Miriam Ferzli 《CBE life sciences education》2015,14(3)
The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. 相似文献