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1.
Females generally attend more to social information than males; however, little is known about the early development of these sex differences. With eye tracking, 2-month olds’ (N = 101; 44 females) social orienting to faces was measured within four-item image arrays. Infants were more likely to detect human faces compared to objects, suggesting a functional face detection system. Unexpectedly, males looked longer at human faces than females, and only males looked faster and longer at human faces compared to objects. Females, in contrast, looked less at human faces relative to animal faces and objects, appearing socially disinterested. Notably, this is the first report of a male face detection advantage at any age. These findings suggest a unique stage in early infant social development.  相似文献   
2.
This paper is devoted to the non-fragile exponential synchronization problem of complex dynamical networks with time-varying coupling delays via sampled-data static output-feedback controller involving a constant signal transmission delay. The dynamics of the nodes contain s quadratically restricted nonlinearities, and the feedback gain is allowed to have norm-bounded time-varying uncertainty. The control design is based on a Lyapunov–Krasovskii functional, which consists of the sum of terms assigned to the individual nodes, i.e., it is constructed without merging the complex dynamical network’s nodes into a single large-scale system. In this way, the proposed design method has substantially reduced computational complexity and improved conservativeness, and guaranties non-fragile exponential stability of the error system. The sufficient stability condition is expressed in terms of linear matrix inequalities that are solvable by standard tools. The efficiency of the proposed method is illustrated by numerical examples.  相似文献   
3.
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.  相似文献   
4.
While debate about the use of—and alternatives to—human cadaveric dissection in medical training is robust, little attention has been paid to questions about timing. This study explores the perspectives of medical students and recent graduates with regard to two key questions: when in the degree program do students prefer dissection opportunities and what are the students getting out of participating in dissection? Self-report survey data from students in preclinical years (n = 105), clinical years (n = 57), and graduates (n = 13) were analyzed. Most (89%) preferred dissection during the preclinical years, with no effect by training year (χ2 = 1.98, p = 0.16), previous anatomy (χ2 = 3.64, p = 0.31), or dissection (χ2 = 3.84, p = 0.26) experience. Three key findings emerged. First, the majority of students prefer to dissect in the preclinical years because they view dissection as important for developing foundation knowledge and delivering an opportunity for consolidation prior to transitioning to primarily clinical studies. In addition, students recognize that it is a time-consuming activity requiring specialized facilities. Second, three main understandings of the purpose of dissection were reported: depth of learning, learning experience, and real-world equivalence. Third, these student perspectives of the purpose of dissection are associated with timing preferences for dissection opportunities. The results identify the preclinical phase as the optimal time to strategically integrate dissection into medical training in order to maximize the benefits of this unique learning opportunity for students and minimize its impact upon curricular time.  相似文献   
5.
Abstract

The aim of this study was to assess the effects of 8 weeks of whole-body vibrations on explosive and reactive leg strength. Thirty-three physically active students took part in the study and were randomly assigned to an individualized-vibration group, a fixed-vibration group or a control group. The frequency of vibration was set to 30 Hz for the fixed-vibration group, whereas the frequency for the individualized-vibration group was determined by monitoring the participants' EMGrms activity. The participants in the two vibration groups were exposed three times a week for 8 weeks to a series of 10 × 1-min whole-body vibrations with a 1-min pause between series of vibrations and a 4-min pause after the first five series of vibrations. Jump height in the squat jump increased significantly in all three groups (by 11% for the individualized-vibration group, p = 0.001; by 3% for the fixed-vibration group, p = 0.011; and by 2% for the control group, p = 0.006), but countermovement jump height was not affected. In continuous rebound jumps by the individualized-vibration group, jumping height increased by 22% (p = 0.006) and power increased by 18% (p = 0.002). The results of this study suggest that the use of an individualized vibration frequency produces a greater response from the neuromuscular system and is more beneficial than vibrations at a fixed pre-selected frequency.  相似文献   
6.
A student's own body provides an often disregarded site of knowledge production and corporeal wisdom. Learning via cognitive processes anchored in physical movement and body awareness, known as embodied learning, may aid students to visualize structures and understand their functions and clinical relevance. Working from an embodied learning perspective, the current article evaluates the use of an offline physical learning tool (Anatomical Glove Learning System; AGLS) for teaching hand anatomy for clinical application in medical students. Two student samples (N1 = 105; N2 = 94) used the AGLS in two different ways. In the first sample, the AGLS was compared to a traditional approach using hand bones, models and prosected specimens. Secondly, the AGLS and traditional approach were combined. The evaluation consisted of three outcomes: short-term learning (post-test), medium-term applications (mock-objective structured clinical examination, MOSCE), and longer-term assessment (objective structured clinical examination, OSCE). Findings from the first sample indicated no significant differences between the AGLS and traditional laboratory groups on short- (F(1,78) = 0.036, P = 0.849), medium- (F(1,50) = 0.743, P = 0.393), or longer-term (F(1,82) = 0.997, P = 0.321) outcomes. In the second sample using the AGLS in combination with a traditional approach was associated with significantly better short-term post-test scores (F(2,174) = 5.98, P = 0.003) than using the AGLS alone, but demonstrated no effect for long-term OSCE scores. These results suggest an embodied learning experience alone does not appear to be advantageous to student learning, but when combined with other methods for studying anatomy there are learning gains.  相似文献   
7.
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.  相似文献   
8.
Quorum sensing and chemotaxis both affect bacterial behavior on the population level. Chemotaxis shapes the spatial distribution of cells, while quorum sensing realizes a cell-density dependent gene regulation. An interesting question is if these mechanisms interact on some level: Does quorum sensing, a density dependent process, affect cell density itself via chemotaxis? Since quorum sensing often spans across species, such a feedback mechanism may also exist between multiple species. We constructed a microfluidic platform to study these questions. A flow-free, stable linear chemical gradient is formed in our device within a few minutes that makes it suitable for sensitive testing of chemoeffectors: we showed that the amino acid lysine is a weak chemoattractant for Escherichia coli, while arginine is neutral. We studied the effect of quorum sensing signal molecules of Pseudomonas aeruginosa on E. coli chemotaxis. Our results show that N-(3-oxododecanoyl)-homoserine lactone (oxo-C12-HSL) and N-(butryl)-homoserine lactone (C4-HSL) are attractants. Furthermore, we tested the chemoeffector potential of pyocyanin and pyoverdine, secondary metabolites under a quorum sensing control. Pyocyanin is proved to be a weak attractant while pyoverdine are repellent. We demonstrated the usability of the device in co-culturing experiments, where we showed that various factors released by P. aeruginosa affect the dynamic spatial rearrangement of a neighboring E. coli population, while surface adhesion of the cells is also modulated.  相似文献   
9.
In visually complex environments, numerous items compete for attention. Infants may exhibit attentional efficiency—privileged detection, attention capture, and holding—for face‐like stimuli. However, it remains unknown when these biases develop and what role, if any, experience plays in this emerging skill. Here, nursery‐reared infant macaques' (Macaca mulatta; n = 10) attention to faces in 10‐item arrays of nonfaces was measured using eye tracking. With limited face experience, 3‐week‐old monkeys were more likely to detect faces and looked longer at faces compared to nonfaces, suggesting a robust face detection system. By 3 months, after peer exposure, infants looked faster to conspecific faces but not heterospecific faces, suggesting an own‐species bias in face attention capture, consistent with perceptual attunement.  相似文献   
10.
This article explores the status of student feedback channels and the role of student representatives in the quality assurance and enhancement of Erasmus Mundus Joint Master Degree (EMJMD) programmes. It provides an analysis of 1941 open-ended survey responses, covering 87 EMJMD programmes and involving respondents of 129 nationalities. The findings indicate that students and alumni feel that they should be involved in shaping key aspects of their programmes. The results suggest that organisational culture, national policies and regulations bear little relevance to students, as their needs transcend borders and contexts. The study suggests that further harmonisation in internal quality assurance processes would be welcomed by students as they recognise good practice in eliciting student feedback. The empirical findings can be useful in providing policy makers and researchers with a snapshot of prevailing issues in student engagement in quality assurance in the context of international joint programmes.  相似文献   
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