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1.
Renato Soleiman Franco Camila Ament Giuliani dos Santos Franco Olívia Pestana Milton Severo Maria Amélia Ferreira 《Assessment & Evaluation in Higher Education》2017,42(5):737-755
The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy. 相似文献
2.
Ana Cristina Torres Amélia Lopes Jorge M. S. Valente Ana Mouraz 《Teaching in Higher Education》2017,22(7):822-838
Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested. 相似文献
3.
Thibaud Gruber Amélie Deschenaux Aurélien Frick Fabrice Clément 《Child development》2019,90(3):728-745
Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes. 相似文献
4.
Bruno Guimarães João Firmino-Machado Stanislav Tsisar Benedita Viana Marco Pinto-Sousa Pedro Vieira-Marques Ricardo Cruz-Correia Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153
Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities. 相似文献
5.
Two experiments evaluated history effects on induced and operant variability. College students typed three-digit sequences
on a computer keyboard. Sequence variability was induced (by no reinforcement or variation- independent reinforcement) or
reinforced (by variation- or repetition-dependent reinforcement). Conditions with induced and operant variability were presented
according to a reverse between-groups design. In Experiment 1, we examined transitions from the variation or repetition contingencies
to no reinforcement, and vice versa. In Experiment 2, the variation or repetition contingencies were followed or preceded
by variation-independent reinforcement. The results showed that (1) a history of no reinforcement impaired operant variability
learning; (2) induced variability levels were higher and lower after a history of reinforcement for variation and repetition,
respectively; (3) repetition was more easily disrupted by no reinforcement and independent reinforcement than was variation;
and (4) response variability and stability were a function of past and current reinforcement conditions. These results indicate
that reinforcement history influences both induced and operant variability levels. 相似文献
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7.
Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy 
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下载免费PDF全文 Bruno Guimarães José Ribeiro Bernardo Cruz André Ferreira Hélio Alves Ricardo Cruz‐Correia Maria Dulce Madeira Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136
The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists. 相似文献
8.
Youssef Tazouti Amélie Malarde Aurélie Michea 《European Journal of Psychology of Education - EJPE》2010,25(1):19-35
The present study examines the relationships between parental beliefs relating to development and education, parenting practices,
and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second
or third year of primary school. Investigations of the factors affecting the children’s performances were carried out using
two models that combined the different study variables. Compliance between the data and the theoretical models was tested
by path analysis, using LISREL software. The results show a good fit between the data and the models and partly confirm the
hypothesis that family educational practices are intermediary variables between parenting beliefs and a child’s intellectual
and academic performances. 相似文献
9.
Amélie Villéger 《The Journal of High Technology Management Research》2018,29(2):247-255
The “relation to time” refers to the way time is apprehended. Despite calls to further integrate the time variable in family business research, studies remain few and do not compare with other organizational forms. This conceptual study highlights the largely antithetical relation to time of family businesses and start-up companies to deduct proposals in terms of governance, investment, innovation and socioemotional wealth. The discussion looks at the positive and negative impacts of these two types of relation to time and suggests that leaders develop the absorptive capacity of their businesses to enrich their practices with approaches proven in other forms of organizations. 相似文献
10.
América Rodriguez 《The Communication Review》2013,16(3):283-309
This essay examines the historical construction of the Hispanic audience and analyzes how contemporary Hispanic audience researchers/marketers have disrupted that unitary, essentialist construction by segmenting the Hispanic audience by class. The principal tool in this effort is language: the Spanish language is proxy for the “mass” of lower socioeconomic class Hispanic audience; English language usage by Hispanics is the sign of a higher class of Hispanic audience. The clearly defined panethnic conceptualization of the Hispanic audience, the nexus of which is the Spanish language, has been blurred. The study draws on interviews with Hispanic media marketers and audience researchers and on analysis of Hispanic market research reports. 相似文献