The Unintentional Effects on Body Donation Programs of a Competency-Based Curriculum in Postgraduate Medical Education     

Geoffroy P.J.C. Noël  Joseph Dubé  Gabriel Venne 《Anatomical sciences education》2021,14(5):675-681

As medical programs place increasing importance on competency-based training and surgical simulations for residents, anatomy laboratories, and body donation programs find themselves in a position of adapting to changing demands. To better assess the demand for “life-like” cadaveric specimens and evaluate the possible impacts that competency-based medical education could have upon the body donation program of McGill University, Canada, the authors tracked, over the course of the last 10 years, the number of soft-embalmed specimens, along with the number of teaching sessions and the residents enrolled in competency-based programs that are using cadaveric material. The results reveal that the number of soft-embalmed specimens used within residency training increased from 5 in 2009 to 35 in 2019, representing an increase from 6% of bodies to 36.5% of the total number of body donors embalmed in this institution. Correspondingly, the number of annual teaching sessions for residents increased from 19 in 2012 to 116 in 2019. These increases in teaching are correlated with increasing number of residents enrolled in competency-based programs over the last 3 years (Pearson r ranging from 0.9705 to 0.9903, and R² ranging from 0.9418 to 0.9808). Those results suggest that the new skill-centered curricula which require residents to perform specific tasks within realistic settings, exhibit a growing demand for “life-like” cadaveric specimens. Institutions’ body donation programs must, therefore, adapt to those greater need for cadaveric specimens, which presents many challenges, ranging from the logistical to the ethical.  相似文献   

Nurturing leadership: equitable mentoring for the superintendency     

Ava J. Muñoz  Anita M. Pankake  Shirley Mills  Marie Simonsson 《International Journal of Leadership in Education》2018,21(3):284-292

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Understanding the Information Needs of Academic Scholars in Agricultural and Biological Sciences   总被引：4，自引：0，他引：4  

Pali U. Kuruppu  Anne Marie Gruber   《The Journal of Academic Librarianship》2006,32(6):609-623

This study investigates the information needs of faculty and graduate students in agricultural and biological sciences. Qualitative research methods, interviews and focus groups, were used to examine what types of information these scholars need for their research, teaching and learning, how they seek that information, and perceptions. The implications for library service are discussed.  相似文献   

Online Celebrity Bashing: Wrecking Ball or Good for You? Adolescent Girls’ Attitudes Toward the Media and Public Bashing of Miley Cyrus and Selena Gomez     

Gaëlle Ouvrein  Sara Pabian  Juan Manuel Machimbarrena  Charlotte J.S. De Backer  Heidi Vandebosch 《Communication Research Reports》2018,35(3):261-271

Journalists and readers of celebrity news regularly bash celebrities online, a behavior that is easily accepted among adolescents. This study investigates whether these attitudes of acceptance differ according to the perpetrator of the bashing (media versus public) and the likeability of the involved celebrity (liked versus disliked). Using a vignette study, we examine adolescent girls’ attitudes toward media (journalists’) and public (readers’) bashing of a generally disliked celebrity (Miley Cyrus) and a generally liked celebrity (Selena Gomez). All participants read an identical negative news story (media bashing) and two related negative reader comments (public bashing). Participants were randomly assigned to read this information about either Miley Cyrus or Selena Gomez. Results of a mixed-design ANOVA showed that the girls had less negative attitudes toward media bashing compared with public bashing. Moreover, they more easily accepted the bashing of a disliked celebrity than the bashing of a liked celebrity.  相似文献   

International trends and national contexts in religious education     

Vivienne Marie Baumfield 《British Journal of Religious Education》2015,37(1):1-3

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A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

The influence of visual word form in reading: single case study of an Arabic patient with deep dyslexia     

Assia Boumaraf  Joël Macoir 《Reading and writing》2016,29(1):137-158

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Between a rock and a hard place? The dilemma of the religious educator     

Vivienne Marie Baumfield 《British Journal of Religious Education》2017,39(2):119-121

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Assessing Undergraduate Education from Graduating Seniors’ Perspective: Peer Institutions Provide the Context     

Daleney  Anne Marie 《Tertiary Education and Management》2001,7(3):255-276

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481 students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献