The Unintentional Effects on Body Donation Programs of a Competency-Based Curriculum in Postgraduate Medical Education     

Geoffroy P.J.C. Noël  Joseph Dubé  Gabriel Venne 《Anatomical sciences education》2021,14(5):675-681

As medical programs place increasing importance on competency-based training and surgical simulations for residents, anatomy laboratories, and body donation programs find themselves in a position of adapting to changing demands. To better assess the demand for “life-like” cadaveric specimens and evaluate the possible impacts that competency-based medical education could have upon the body donation program of McGill University, Canada, the authors tracked, over the course of the last 10 years, the number of soft-embalmed specimens, along with the number of teaching sessions and the residents enrolled in competency-based programs that are using cadaveric material. The results reveal that the number of soft-embalmed specimens used within residency training increased from 5 in 2009 to 35 in 2019, representing an increase from 6% of bodies to 36.5% of the total number of body donors embalmed in this institution. Correspondingly, the number of annual teaching sessions for residents increased from 19 in 2012 to 116 in 2019. These increases in teaching are correlated with increasing number of residents enrolled in competency-based programs over the last 3 years (Pearson r ranging from 0.9705 to 0.9903, and R² ranging from 0.9418 to 0.9808). Those results suggest that the new skill-centered curricula which require residents to perform specific tasks within realistic settings, exhibit a growing demand for “life-like” cadaveric specimens. Institutions’ body donation programs must, therefore, adapt to those greater need for cadaveric specimens, which presents many challenges, ranging from the logistical to the ethical.  相似文献   

Validity and reliability of a linear positional transducer across commonly practised resistance training exercises     

Harry F. Dorrell  Joseph M. Moore  Mark F. Smith  Thomas I. Gee 《Journal of sports sciences》2019,37(1):67-73

This study investigated the validity and reliability of the GymAware PowerTool (GPT). Thirteen resistance trained participants completed three visits, consisting of three repetitions of free-weight back squat, bench press, deadlift (80% one repetition maximum), and countermovement jump. Bar displacement, peak and mean velocity, peak and mean force, and jump height were calculated using the GPT, a three-dimensional motion capture system (Motion Analysis Corporation; 150 Hz), and a force plate (Kistler; 1500 Hz). Least products regression were used to compare agreeability between devices. A within-trial one-way ANOVA, typical error (TE; %), and smallest worthwhile change (SWC) were used to assess reliability. Regression analysis resulted in R² values of >0.85 for all variables excluding deadlift mean velocity (R² = 0.54–0.69). Significant differences were observed between visits 3-2 for bench press bar displacement (0.395 ± 0.055 m; 0.383 ± 0.053 m), and deadlift bar displacement (0.557 ± 0.034 m; 0.568 ± 0.034 m). No other significant differences were found. Low to moderate TE (0.6–8.8%) were found for all variables, with SWC ranging 1.7–7.4%. The data provides evidence that the GPT can be used to measure kinetic and kinematic outputs, however, care should be taken when monitoring deadlift performance.  相似文献   

The lives and ideas of the Vienna Circle     

Bentley  Joseph 《Metascience》2021,30(3):375-377

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Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine     

Jean B. Schumaker  Joseph B. Fisher  Lisa D. Walsh  Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.  相似文献   

The demand for community college education     

Joseph M. Suloc 《Economics of Education Review》1982,2(4):351-361

This article describes a model of Community College (CC) enrollment which is tested using cross-sectional data for the 1969–1970 academic year. The sample consists of 126 relatively homogeneous CCs divided into sixty-two separate markets. Tuition, income, proximity of four-year schools, and the age of a CC are found to have significant influences on enrollment.An estimate is made of the marginal cost to a CC of attracting more students by lowering tuition.  相似文献   

Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations     

Joseph A. Rios  James Soland 《Educational and psychological measurement》2021,81(3):569

As low-stakes testing contexts increase, low test-taking effort may serve as a serious validity threat. One common solution to this problem is to identify noneffortful responses and treat them as missing during parameter estimation via the effort-moderated item response theory (EM-IRT) model. Although this model has been shown to outperform traditional IRT models (e.g., two-parameter logistic [2PL]) in parameter estimation under simulated conditions, prior research has failed to examine its performance under violations to the model’s assumptions. Therefore, the objective of this simulation study was to examine item and mean ability parameter recovery when violating the assumptions that noneffortful responding occurs randomly (Assumption 1) and is unrelated to the underlying ability of examinees (Assumption 2). Results demonstrated that, across conditions, the EM-IRT model provided robust item parameter estimates to violations of Assumption 1. However, bias values greater than 0.20 SDs were observed for the EM-IRT model when violating Assumption 2; nonetheless, these values were still lower than the 2PL model. In terms of mean ability estimates, model results indicated equal performance between the EM-IRT and 2PL models across conditions. Across both models, mean ability estimates were found to be biased by more than 0.25 SDs when violating Assumption 2. However, our accompanying empirical study suggested that this biasing occurred under extreme conditions that may not be present in some operational settings. Overall, these results suggest that the EM-IRT model provides superior item and equal mean ability parameter estimates in the presence of model violations under realistic conditions when compared with the 2PL model.  相似文献   

Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement     

Elizabeth E. O’Neal  Shiwen Zhou  Yuanyuan Jiang  Joseph K. Kearney  Jodie M. Plumert 《Child development》2021,92(2):e173-e185

This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain.  相似文献   

Meta‐analysis and mega‐analysis: A simple introduction     

Joseph G. Eisenhauer 《Teaching Statistics》2021,43(1):21-27

Statistical methods are increasingly being used to integrate findings from the ever‐expanding universe of empirical research. Meta‐analysis encompasses various techniques for synthesizing summary statistics, and mega‐analysis pools raw data across studies. This paper offers an introduction to meta‐analysis and mega‐analysis that complements the study of analysis of variance (ANOVA). After a brief conceptual discussion, we provide simple numerical examples.  相似文献   

Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach     

Xu  Lihua  Ferguson  Joseph  Tytler  Russell 《International Journal of Science and Mathematics Education》2021,19(6):1167-1186

International Journal of Science and Mathematics Education - There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and...  相似文献   

Collaborative bibliography     

David G. Hendry  J.R. Jenkins  Joseph F. McCarthy 《Information processing & management》2006

A bibliography is traditionally characterized by the judgments, bounded by explicit selection criteria, made by a single compiler. Because these criteria concern the attributes ascribed to a work and the needs of readers, bibliographic work is largely conceptual even across technological eras and domains. Yet, the development of networked information services, made possible by WWW infrastructure, has enabled very large numbers of people to discover, organize, and publish information, including bibliographies. Indeed, bibliographies, or at least bibliography-like artifacts, are a common genre of website, often published by people without specialized skills in information organization who follow non-rigorous selection procedures. Nevertheless, even if the items from these lists are poorly selected and described, this publishing activity is fundamentally important because it structures information locally, creating a patchy network of secondary access points. In turn, these access points enable information discovery, the formation and development of communities of interest, the estimation of document relevance by search engines, and so on. In sum, this activity, and the enabling technical infrastructure, invites bibliographies to take on new interactive possibilities. The aim of this article is to extend the traditional view of bibliography to encompass collaborative possibilities for wide, or narrow, participation in the shaping of bibliographies and the selection of items. This is done by examining the nature of bibliography on the Web, by proposing a conceptual model that opens bibliography to participatory practices, and by discussing a case study where a team sought to develop a bibliography of electronic resources. This examination reveals splendid opportunities for expanding the notion of bibliography with participatory policies while remaining true to its ancient roots.  相似文献