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Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents 
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下载免费PDF全文 Kristina Lisk John F. Flannery Eldon Y. Loh Denyse Richardson Anne M.R. Agur Nicole N. Woods 《Anatomical sciences education》2014,7(2):135-143
To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five‐point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice. Anat Sci Educ 7: 135–143. © 2013 American Association of Anatomists. 相似文献
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Daniel J. Flannery Kathleen Quinn-Leering 《Community College Journal of Research & Practice》2013,37(10):839-855
Educational institutions are becoming increasingly concerned about school violence. This review of the literature on violent behavior focuses on two general issues that can be used to guide community college administrators and faculty in their attempt to counteract the damaging effects violent behavior has on the well-being of their students. First, it is important to be aware that the majority of students have at least some experience with violence. There is considerable evidence that students' exposure to violence is associated with bothantisocial behavior and psychological trauma (e.g., depression, anxiety, anger, post-traumatic stress disorder). Community colleges can help students who may be experiencing the negative effects of violence by, for example, establishing student support groups and taking accusations of harassment seriously. The second issue addressed provides some of the steps that community colleges can take to ensure the safety of their students. Violent threats should be addressed and employees need to become knowledgeable about the warning signs of violent behavior. In addition, it is recommended that community colleges develop a security plan based on the unique needs of their campuses as well as establish a Crisis Intervention Plan. The article concludes by stressing the importance of evaluating the violence prevention programs that are implemented. 相似文献
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The advantages and disadvantages of single-sex schooling continue to be a source of policy and public debate. Previous empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement and others finding no differences across school types. The relationship between single-sex schooling on academic outcomes is typically problematic to examine, as in most countries single-sex schools are selective and the numbers attending them are relatively small. In Ireland, a high proportion of secondary school children (~1/3) attend a single-sex school. In addition, these schools are largely state-funded and non-selective but differing in composition compared to mixed-sex schools. For this reason, the Irish educational system provides an interesting setting for exploring the outcomes of single-sex schooling. In this context, this study utilises the 2018 PISA data for Ireland to examine the relationship between single-sex education and mathematics, reading and science literacy performance for boys and girls, respectively, as well as differences across gender in these outcomes. We find significant raw gaps in reading, science and mathematics scores between females in single-sex and mixed-sex schools and in mathematics scores for males across the same school types. However, after controlling for a rich set of individual, parental and school-level factors we find that, on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading. In terms of heterogeneous analysis, this finding is consistent across the performance distribution. 相似文献
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Maura C. Flannery 《Interchange》1993,24(1-2):5-18
This article is an investigation of the role the aesthetic plays in biological inquiry and in the appreciation of the concepts of biology. A case-study approach is used focussing on the role of rhythm in biological process and in aesthetic experience. The purpose of this examination is to provide teachers with background in the aesthetics of biology so that they are better able to include the aesthetic aspects of this science in their teaching. 相似文献
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Lee Waller Joseph Flannery Kenneth Adams Stephen Bowen Kevin Norvell Suzanne Sherman 《Community College Journal of Research & Practice》2013,37(7):563-573
This article examines ad valorem tax rates per $100 valuation and the resultant tax revenues per in-district contact hour for Texas nonmetropolitan and metropolitan public community colleges. The results of the analyses indicate no difference in ad valorem tax rates between these institutions but demonstrate differences in the resultant tax revenues. Recommendations for further research are provided. 相似文献