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This article explores the evolution of the role of academic journal articles submitted to the UK's Research Assessment Exercise (RAE). By reviewing their role, it is possible to see how the changes from quantitative to qualitative assessment (and the resulting problems surrounding the definition of ‘quality’ journals) has impacted both on the journals selected by academics for publishing their research and the assessment of them. Although only one part of RAE submissions, the listing of published research outputs provides the primary evidence for research quality to most RAE panels, and is a significant driver of the final grade awarded, and thus the funding received by submitting institutions. The RAE, being a peer‐reviewed assessment exercise, mirrors in some ways the peer‐review process immured within scholarly publication. The developing role of journal publications as a vehicle for academic research output is examined via the chronology of the RAE, before assessing the current situation in which published journal output formed almost 70% of all output assessed by RAE panels in the latest exercise. The impact of this increased importance of academic journals in the assessment process is considered not only for academics but also for the wider community, i.e. publishers and libraries. 相似文献
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Chayna J. Davis Valerie S. Knopik Richard K. Olson Sally J. Wadsworth John C. DeFries 《Annals of dyslexia》2001,51(1):231-247
The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by
fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited
reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities
Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated
that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that
of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared
environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range
samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and
RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance
and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results
support previous findings that the best predictors of reading skills may differ for samples of children with normal reading
levels and those with reading difficulties. 相似文献
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BACKGROUND: This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. Objectives: The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. METHOD: A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. RESULTS: Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. CONCLUSIONS: The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice. 相似文献
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Valerie Dean O’Loughlin Polly R. Husmann James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal. 相似文献
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【目的】 视频化时代下,通过《协和医学杂志》开展知识类视频内容传播的具体实践,总结医学期刊知识类视频内容传播的有效运营方法及现存问题,为期刊同仁提供思路及借鉴。【方法】 介绍《协和医学杂志》新媒体开展知识类视频内容传播的优势及效果,并从视频选题、内容制定、类型把控、视觉表现和传播渠道5个方面分享运营策略及典型案例。【结果】 《协和医学杂志》新媒体在知识类视频内容传播发展中通过锚定黄金栏目开展高起点系列选题策划,基于不同用户需求差异化制定视频内容,打破藩篱实施短中长视频全线发展,并创新探索MG动画与AI语音融合的视听表现,结合多平台分发、多渠道引流等综合运营措施,增强期刊内容传播力和品牌影响力,成效显著。【结论】 医学期刊应抓住视频发展机遇,以多维度综合运营开创知识类视频新干线,为医学期刊视频内容传播拓新局。同时在实践中应注意发布规律、编辑素养、资金投入及长效发展布局等问题,从而坚实期刊市场竞争力,提升中国学术期刊知识内容传播影响力。 相似文献