Preparing for Practice: Strengthening Third-Year Medical Students’ Awareness of Point-of-Care Resources     

Tamara M. Nelson 《Medical reference services quarterly》2018,37(3):312-318

This column describes the development and implementation of a responsive library course designed to train third-year medical students as they begin their clerkships. The course design consisted of a brief face-to-face introduction during third-year orientation and an online course developed in Canvas, an online learning management system. The objective of the course was to not only introduce students to the resources but also to teach them how to effectively use those resources at the point-of-care. Students evaluated the course to assess the overall effectiveness of the instruction. Course development and content, feedback provided by students, as well as suggestions for improvement are discussed.  相似文献   

Could scientists use Altmetric.com scores to predict longer term citation counts?     

Mike Thelwall  Tamara Nevill 《Journal of Informetrics》2018,12(1):237-248

Altmetrics from Altmetric.com are widely used by publishers and researchers to give earlier evidence of attention than citation counts. This article assesses whether Altmetric.com scores are reliable early indicators of likely future impact and whether they may also reflect non-scholarly impacts. A preliminary factor analysis suggests that the main altmetric indicator of scholarly impact is Mendeley reader counts, with weaker news, informational and social network discussion/promotion dimensions in some fields. Based on a regression analysis of Altmetric.com data from November 2015 and Scopus citation counts from October 2017 for articles in 30 narrow fields, only Mendeley reader counts are consistent predictors of future citation impact. Most other Altmetric.com scores can help predict future impact in some fields. Overall, the results confirm that early Altmetric.com scores can predict later citation counts, although less well than journal impact factors, and the optimal strategy is to consider both Altmetric.com scores and journal impact factors. Altmetric.com scores can also reflect dimensions of non-scholarly impact in some fields.  相似文献   

Here,Lies: AIDS and the Black Male Body          下载免费PDF全文

Tamara Slankard 《Journal of American culture (Malden, Mass. : 2003)》2015,38(4):344-356

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‘Fractured communities’: uncertainty,stress, and (a lack of) communal coping in Palestinian refugee camps     

Tamara D. Afifi  Walid A. Afifi  Anne F. Merrill  Najib Nimah 《Journal of Applied Communication Research》2016,44(4):343-361

This study examined how communal coping reveals itself in Palestinian refugee camps and the conditions that promote or prevent its occurrence. Individual and dyadic interviews were conducted with 40 mothers and one of their adolescent children living in Palestinian refugee camps in Lebanon. The results revealed that communal coping existed within the mother–adolescent dyad to a certain extent, but was rare within the larger context of the refugee camps. While families and neighbors did not typically verbalize their hardships and actively cope with them as a group, there was often an implicit recognition that they were all experiencing the same uncertainty and stress. Acting upon their uncertainty as a collective, however, was greatly hampered by mistrust within and outside the camps, due to widespread violence, privacy violations, vying for scarce resources, and disloyalty. Parents and adolescents also engaged in protective buffering whereby they attempted to reduce the stress of the family by keeping stress and fears to themselves rather than communicating about them. Even though protective buffering helped the refugees cope with chronic uncertainty and maintain a sense of normalcy, it prevented them from acting upon the problem as a group. Finally, parents emphasized that the child’s education provided hope for the future. Practical implications are discussed.  相似文献   

Educational software for simulating risk of HIV infection     

Rothberg  Madeleine A.  Sandberg  Sonja  Awerbuch  Tamara E. 《Journal of Science Education and Technology》1994,3(1):65-70

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小康社会评价指标体系的重构与西部经济发展     

郭少新 《山西师大学报(社会科学版)》2005,32(3):44-48

现行的小康社会评价指标体系因描述范围不全面且标准较低而难以反映全面小康的内涵。依据全面性原则、层次性原则、同一性原则、重点突出原则,全面小康社会评价指标体系的重构应当以共同富裕、协调发展为主线,以物质文明、精神文明和政治文明全面进步为核心,从经济发展、社会环境、人口素质和民主法治四个方面的指标反映和测度小康社会的进程。西部实现全面小康的首要任务是发展经济,关键是把发展思路从依靠以资源禀赋为主要导向的外生比较优势,转变为以满足市场需求为主要导向的内生比较优势。  相似文献   

Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice     

Tamara van Gog  K. Anders Ericsson  Remy M. J. P. Rikers  Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed. In their preparation of this article, the first and last authors were supported by an Internationalization grant from the Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010).  相似文献   

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum     

Tamara van Woezik  Jur Koksma  Rob Reuzel  Debbie Jaarsma  Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

The transition from fingerspelling to English print: facilitating English decoding   总被引：1，自引：0，他引：1  

Haptonstall-Nykaza TS  Schick B 《Journal of deaf studies and deaf education》2007,12(2):172-183

Fingerspelling is an integral part of American Sign Language (ASL) and it is also an important aspect of becoming bilingual in English and ASL. Even though fingerspelling is based on English orthography, the development of fingerspelling does not parallel the development of reading in hearing children. Research reveals that deaf children may initially treat fingerspelled words as lexical items rather than a series of letters that represent English orthography and only later begin to learn to link handshapes to English graphemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological patterns that resemble those found in lexicalized fingerspelling to teach deaf students unknown English vocabulary would increase their ability to learn the fingerspelled and orthographic version of a word. There were 21 deaf students (aged 4-14 years) who participated. Results show that students were better able to recognize and write the printed English word as well as fingerspell the word, when training incorporated fingerspelling that is more lexicalized. The discussion focuses on the degree to which fingerspelling can serve as a visual phonological bridge as an aid to decode English print.  相似文献   

建构主义视野中教师学习解析   总被引：2，自引：0，他引：2  

赵明仁  黄显华 《教育研究》2011,(2)

作为改造教师主观世界的活动,教师学习的实质是教师内在的思想、能力和情感的变化。建构主义教师学习是教师以主动发现和探究的态度与过程,在拓展和提升原有知识和经验基础上获致丰富教育理想和知识、增进专业理解和技能,不断更新自我,培育创造性生命力的成长过程。改善我国教师教育中的教师学习要有自我超越的意识和勇气,营造促进教师理解与思考的环境,涵养诤友式的合作文化。  相似文献