The anatomy of accountability

This discussion reconsiders issues of educational accountability. To do so, I report on a qualitative case study of a public elementary school that identified how a model of educational accountability threatened to punish educators through a sophisticated network of surveillance. Data indicated that district personnel used standardized tests to monitor teachers in attempts to coerce them into accepting normalizing judgments of their practice. The study also described the surveillance within the school, including strategies by curriculum developers, reading facilitators, parents, and the principal to monitor teachers’ work. The analysis examined the effects surveillance had on participants and described the ways teachers amplified the effects of surveillance in the school. The analysis rethinks such punitive accountability practices and suggests replacing them with opportunities for teacher education and teacher learning.     

The anatomy of anatomy: A review for its modernization

Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user‐friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists.     

The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum

Massive open online courses (MOOCs) are designed as stand‐alone courses which can be accessed by any learner around the globe with only an internet‐enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus‐based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus‐based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53–67. © 2016 American Association of Anatomists.     

The mediastinal waltz - a representation of asymmetrical mediastinal anatomy

This article describes a representation formed by a waltzing couple of two students that can be used to teach the asymmetrical anatomical relationships among the trachea, bronchi, pulmonary trunk, and the pulmonary arteries in the mediastinum.     

The anatomy of the RAN-reading relationship

The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing.     

The anatomy competence score: a new marker for anatomical ability

The assessment of students' ability in gross anatomy is a complex process as it involves the measurement of multiple facets. In this work, the authors developed and introduced the Anatomy Competence Score (ACS), which incorporates the three domains of anatomy teaching and assessment namely: theoretical knowledge, practical 3D application of the knowledge, and clinical or bedside application of knowledge on patients. Equal contributions from these tripartite domains were used to synthesize the ACS. The theory knowledge was assessed using MCQs and short answer questions while the knowledge of practical 3D application was assessed using an Objective Structured Practical Examination (OSPE). The clinical or bedside application of anatomy knowledge was assessed by an Objective Structured Clinical Examination (OSCE). In this correlation study, the authors examined the interdomain correlations of the summative marks for the three contributing domains of the ACS, in order to examine the rationality of this new marker. Three cohorts of medical students (n = 538) at St. George's, University of London (SGUL) Medical School in the United Kingdom were included and analyzed. The results demonstrated that the correlations between the three domains were significantly low or moderate. The three domains probably represent unique knowledge and abilities. Therefore, it would appear that the average of the domains scores (the ACS) provide a comprehensive picture of a student's ability in anatomy.     

Observations by a university anatomy teacher and a suggestion for curricular change: Integrative anatomy for undergraduates

The observation that anatomical course offerings have decreased in undergraduate biology curricula is supported by a survey of undergraduate institutions in the state of Washington. This reduction, due partially to increased emphasis in other areas of the biology curriculum, along with the lack of anatomy prerequisites for admission to most medical and dental schools, has resulted in many biology majors who have little or no exposure to the anatomical sciences. This is a disservice to our students who need to understand organismal form and function to better connect our rapidly expanding knowledge of life at the cell and molecular level to our understanding of the role of organisms in ecosystems and as the primary target of natural selection in evolutionary change. Undergraduate anatomical courses can also serve as an extension of the anatomy curriculum in professional healthcare programs, where anatomical sciences are also experiencing a reduced allocation of instructional time. Given the importance of anatomical knowledge along with the many demands and constraints on biology curricula, what can we do? One suggestion, a course in integrative anatomy for undergraduates, is proposed and discussed. Anat Sci Educ 3:73–76, 2010. © 2010 American Association of Anatomists.     

网络环境下的图书馆发展

论述了网络环境下图书馆的发展方向,从观念、措施、地位和变革等方面,全面论证了图书馆建设与发展的必要性和重要性,提出了变革服务模式、深化信息服务与图书馆人才队伍建设等新观念,为网络环境下的图书馆发展开拓了一个广阔的空间。     

"Digit anatomy": a new technique for learning anatomy using motor memory

Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future.     

The virtual anatomy laboratory: usability testing to improve an online learning resource for anatomy education

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of use and resource flexibility and indicates navigational issues that contribute to extraneous cognitive load for the user. An example of usability testing for modification of an online anatomy resource called the "Virtual Lab" is presented. Usability testing was used to determine whether increased content would impair navigation through the interface. Subjects with varying levels of experience with anatomy content were recruited to assess efficiency and effectiveness (defined by usability standards) of the original resource and of the redesigned resource. Comparisons between usability evaluation of the original "Virtual Lab" (OVL) and of the redesigned "Virtual Lab" (RVL) revealed that subjects were better able to successfully complete tasks using the RVL than they were with the OVL. Results also demonstrated that subjects did not take significantly more time to successfully complete tasks with the RVL. Additionally, usability testing revealed that subjects were able to successfully complete tasks using the RVL regardless of whether they possessed prior experience with anatomy content or not. Results of this study suggest that the modified resource is more effective for users. The example presented here underscores the need for usability testing prior to resource implementation and whenever significant changes are made to a resource interface.     

便携式温度计设计与研究

温度检测是常用而又重要的一个实际应用项目,它在工业生产、现代科学研究、家庭应用以及高新技术开发中的作用尤为突出。由于现代电子检测技术迅猛发展,原来传统的指针式和水银式温度计已经跟不上现代社会发展的需求,为了实现方便携带、方便测量特别设计一款便携式温度计,采用DS18B20数字温度传感器和热电阻温度传感器,以及ATMEL公司生产的AT89C52单片机、模拟运算放大器、电源等集成电路,采用LCD12864液晶显示屏及其配套的控制驱动电路显示测量结果。     

腰椎椎骨骨性管道与腰椎管狭窄症的解剖学基础

目的:研究脊椎骨性管道为治疗椎管狭窄症提供解剖学基础。方法:用不同尸材19具,解剖出第四腰椎,观察测量其矢状径的大小。结果:19块椎骨管径在14.5mm-17.9mm之间,平均为(17.0±0.41)mm。结论:国人矢状径平均17.0mm,15mm为临界值,12mm以下为狭窄。     

The flow of international students from a macro perspective: a network analysis

This paper provides a network analysis of the international flow of students among 210 countries and the factors determining the structure of this flow. Among these factors, bilateral hyperlink connections between countries and the number of telephone minutes (communication variables) are the most important predictors of the flow’s structure, followed by trade, the physical distance between countries, a common border between countries and a common language between two countries. The USA is by far the most central country in the flow of international students, followed by China, the UK, France, Germany, Australia and India. These results are discussed in light of World-System Theory. Future research should examine how the network of international student flows changes over time and consider additional factors to provide a better understanding of the network as an international system.     

A follow-up study of students using portable computers at a secondary school

This paper reports on the findings of a 1999 study that set out to investigate the current perceptions of students and teachers towards the use of portable computers at a secondary school. The aim was to compare these with the findings of a 1995 study carried out by the researcher at the same school. Data were collected from 102 Year Twelve students (17 year old), 104 Year Eight students (13 year old) and 40 teachers. The results indicated that for the Year Twelve students the computers had been of limited value while the Year Eight students appeared to be divided with about a quarter indicating negative attitudes. For the younger students the computers appeared to be used more often and for a greater range of tasks. Many teachers indicated concerns about the management of computers in the classroom and linking computer use to learning outcomes. These perceptions underline the need for targeted professional development, systematic support for the development of student computer-related skills, and changes in the curriculum towards more learner-centred approaches.     

网络教室的构建

本文结合实践经验,从网络教室的环境建设、电脑布局、桌椅设计、综合布线、设备选型应用等方面,从细节上进行探讨,以期能对网络教室的构建提供参考。