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Collins B Linton A Merril J Pomerantz K Winthrop S 《Medical reference services quarterly》1992,11(4):1-9
Computers are integral to medical practice, education, and research. While medical students learn computer skills during their training, many practicing physicians do not have the same computer experience. To familiarize this group with the exciting developments in medical informatics, the Himmelfarb Health Sciences Library and Department of Computer Medicine at the George Washington University Medical Center organized a workshop "Introducing Your Office Computer!" for attending physicians. The workshop featured a short lecture/video presentation on computer applications in medicine followed by a "computer fair" of five computer applications. Eleven physicians attended the workshop. Feedback was very positive; many called later to request more detailed instructions on using the programs demonstrated. It was a valuable experience for the staff, and new bridges were built between departments and clients. 相似文献
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The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two. 相似文献
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Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. 相似文献
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Debra L. Linton Wiline M. Pangle Kevin H. Wyatt Karli N. Powell Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. 相似文献
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James M. Linton 《Learning, Media and Technology》1977,3(4):105-110
There are three ways to examine film: making films, watching films, and talking and/or reading about films. A course currently taught at the University of Windsor, Ontario, aims to integrate these approaches 相似文献
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Elena Bray Speth Jennifer L. Momsen Gregory A. Moyerbrailean Diane Ebert-May Tammy M. Long Sara Wyse Debra Linton 《CBE life sciences education》2010,9(3):323-332
Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills. 相似文献
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加拿大英语除了具有鲜明的创新性特点以外,其保守性特点也很突出。18世纪末英国殖民者将当时的英语带到北美。随着时代的变迁,英语在祖国发生了变化,但大洋彼岸因种种因素没有发生同样的变化。因此在今天的加拿大英语中却仍可寻到昔日英国英语的痕迹。这在语音、词汇和语法方面均有体现。加拿大英语保守性特点的成因主要有语言接触因素、社会因素和移民源的心理因素。通过对加拿大英语保守性特点及其成因的分析,有助于英语的学习与传播。 相似文献
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Home advantage in team games is well proven and the influence of the crowd upon officials' decisions has been identified as a plausible cause. The aim of this study was to assess the significance of home advantage for five event groups selected from the Summer Olympic Games between 1896 and 1996, and put home advantage in team games in context with other sports. The five event groups were athletics and weightlifting (predominantly objectively judged), boxing and gymnastics (predominantly subjectively judged) and team games (involving subjective decisions). The proportion of points won was analysed as a binomial response variable using generalized linear interactive modelling. Preliminary exploration of the data highlighted the need to control for the proportion of competitors entered and to split the analysis pre- and post-war. Highly significant home advantage was found in event groups that were either subjectively judged or rely on subjective decisions. In contrast, little or no home advantage (and even away advantage) was observed for the two objectively judged groups. Officiating system was vital to both the existence and extent of home advantage. Our findings suggest that crowd noise has a greater influence upon officials' decisions than players' performances, as events with greater officiating input enjoyed significantly greater home advantage. 相似文献