Has pedagogy,technology, and Covid-19 killed the face-to-face lecture?

The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.     

A Novel Approach to Gross Dissection of the Human Pelvis and Perineum

Progressive curricular changes in medical education over the past two decades have resulted in the diaspora of gross anatomy content into integrated curricula while significantly reducing total contact hours. Despite the development of a wide range of alternative teaching modalities, gross dissection remains a critical component of medical education. The challenge posed to modern anatomists is how to maximize and integrate the time spent dissecting under the current curricular changes. In this study, an alternative approach to the dissection of the pelvis and perineum is presented in an effort to improve content delivery and student satisfaction. The approach involves removal of the perineum en bloc from the cadaver followed by excision of the pubic symphysis, removal and examination of the bladder and associated structures, examination and bisection of the midline pelvic organs in situ, and midsagittal hemisection of the pelvis for identification of the neurovasculature. Results indicate that this novel dissecting approach increases the number of structures identified by 46% ± 14% over current dissecting methods. Survey results indicate that students were better able to integrate lecture and laboratory concepts, understand the concepts, and successfully identify more structures using the new approach (P < 0.05). The concept of anatomic efficiency is introduced and proposed as a standard quantitative measure of gross dissection proficiency across programs and institutions. These findings provide evidence that innovative solutions to anatomy education can be found that help to maintain critical content and student satisfaction in a modern medical curriculum.     

International organizations (IOs), epistemic tools of influence,and the colonial geopolitics of knowledge production in higher education policy

Abstract

While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs’ epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the why (or logic) of these IOs’ epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of ‘delinking’ from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE.     

Physical Chemistry in Practice: Evaluation of DVD Modules

The Physical Chemistry in Practice (PCIP) DVD contains video programs (modules) and experimental data that present the research of scientists working in applications of physical chemistry. The DVD allows students to learn about cutting edge research in physical chemistry while making connections to the theoretical concepts learned in lecture. PCIP-DVD allows students to build verbal and pictorial models of the experiments, instrumentation, and data that can be integrated with the material covered in lecture. For each of the modules implemented students were tested in a pre/post test fashion over content related objectives. For every module the students demonstrated a statistically significant improvement in their understanding.     

Where the Goddess of Beauty Prevails Cultural Renaissance in Ceylon

Stirrings of deep old consciousness are awakening the peoples of the East. Ceylon is no exception. Pendant from India at the south the “pearl” glistens in the sunshine. If ever there were a glistening isle it is this. Of India, yet not of it. Tangled with it racially, and by the trade and wars of many centuries, yet separate. Separate in government, separate in history, separate in race. Ancient and very ancient, newly discovering its old ancientry. Bound there in the mighty growths of the jungle lies buried a whole civilization. There it rests, its location lost, attested to by early records in the Mahavansa, but still undiscovered by modern man. It awaits a new generation, a generation now rising in the youth of Ceylon.     

Enhancement of anatomical learning and developing clinical competence of first‐year medical and allied health profession students

Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.     

Turning a City into a Milieu of Study: University Pedagogy as “Frontline”

In 2016 Bruno Latour delivered a lecture at Cornell University in which he responded to what he called the actual situation of disorientation and (literal) lack of common ground by offering some “hints for a neo‐Humboldtian university.” One hint he offered was that we should consider pedagogy as the frontline for staging an approach to societal challenges that links basic research and public engagement. Here, Jan Masschelein follows and extends upon this hint through exploring some ways to reclaim or reinvent the university as pedagogic form. Concretely, he describes the development of a course on designing educational practices that is conceived as a way to turn cities into a milieu of public and collective study. Masschelein's contribution to this symposium offers a “technical story” about physical, material experiences, one that contains some prepositions and propositions, an example, many detours, and a few practical notes and considerations. By this means, he explores the meaning and form pedagogy takes when we do not reduce it to teaching and extension, but instead approach it as the genus and the locus of a nexus between public engagement and basic research. Masschelein concludes by proposing the “public design studio” as a pedagogic form suited to the neo‐Humboldtian university.     

论口述史学的传统及其前景

口述学有悠久的发展历史。字发明前，世界各地的历史是借助于诗歌和神话等口述历史的形式传承下来。早期历史学家史时兼用口述史资料，是历史学对远古传统的一种回应与延伸。中世纪以降，口述史历经曲折，边来现代的复兴。然而，口述学的发展既面临希困难，又充满了希望。其困难主要在于口述学没有受到应有重视，相关研究所需人才匮乏，以及口述学的可信度受到质疑。     

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid-19 pandemic

Due to the Covid-19 pandemic, National Taiwan University anatomy teachers adopted asynchronous online video teaching and reduced the size of anatomy laboratory groups in April 2020. The aim of this study was to investigate the impact of these changes on medical students’ learning. Before Covid-19, the performance of the 2019–2020 cohort was significantly better than that of the 2018–2019 cohort. However, the implementation of modified teaching strategies significantly lowered the laboratory midterm score of the 2019–2020 cohort in the second semester. Conversely, the final laboratory examination score of the 2019–2020 cohort was significantly higher than that of the 2018–2019 cohort. Through correlation analysis, lecture and laboratory examination scores were highly correlated. Additionally, the difference in lecture and laboratory z-scores between two cohorts, the Likert scale survey and free-text feedback of the 2019–2020 cohort, were conducted to show the impact of modified teaching strategies. There were several important findings in this study. First, the change in teaching strategies may temporarily negatively influence medical students to learn anatomy. Besides, analyzing the performance of laboratory assessments could be a complementary strategy to evaluate online assessments. Applying lecture examination scores to predict laboratory performance was a feasible way to identify students who may have difficulty in learning practical dissection. Finally, reducing group size together with reduced peer discussion may have a negative effect on learning cadaver dissection for students with low academic performance. These findings should be taken into consideration when anatomy teachers apply new teaching strategies in anatomy courses.     

Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises

Spatial visualization, the ability to mentally rotate three-dimensional (3D) images, plays a significant role in anatomy education. This study examines the impact of technical drawing exercises on the improvement of spatial visualization and anatomy education in a Neuroscience course. First-year medical students (n = 84) were randomly allocated into a control group (n = 41) or art-training group (n = 43). Variables including self-reported artistic drawing ability, previous technical drawing experience, or previous anatomy laboratory exposure were gathered. Participants who self-identified as artistic individuals were equally distributed between the two groups. Students in the art-training group attended four 1-hour sessions to solve technical drawing worksheets. All participants completed two Mental Rotations Tests (MRT), which were used to assess spatial visualization. Data were also collected from two neuroscience written examinations and an anatomical “tag test” practical examination. Participants in the art-training and control groups improved on the MRT. The mean of written examination two was significantly higher (P = 0.007) in the art-training group (12.95) than the control group (11.48), and higher (P = 0.027) in those without technical drawing experience (12.44) than those with (11.00). The mean of the anatomical practical was significantly higher (P = 0.010) in those without artistic ability (46.24) than those with (42.00). These results suggest that completing technical drawing worksheets may aid in solving anatomy-based written examination questions on complex brain regions, but further research is needed to determine its implication on anatomy practical scores. These results propose a simple method of improving spatial visualization in anatomy education.     

The weak relationship between anatomy competence and clinical skills in junior medical students

In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and clinical skills of three consecutive cohorts of medical students (n = 538 in total) during their first two years were correlated. The anatomy competence was measured using a new marker, the Anatomy Competence Score (ACS) which was calculated with equal contributions from theory knowledge and its practical and clinical application. Proficiency in clinical skills was determined by OSCE performance marks for stations which examined physical examination and practical procedural skills. The possible compounding effect of students' general academic ability was investigated by using the overall performance mark for each student based on their performance in all subjects over the first two years of the medical curriculum. We found that the correlation between anatomy and clinical skills marks was weak to moderate. However, this correlation was virtually nullified once the effect of academic ability was accounted for. Although these findings suggest that anatomy education does not compliment early clinical education, the lack of complexity of clinical problems used in clinical skills assessments (OSCEs) during the early stages may well be the primary contributing factor to this finding.     

我国古代"家训"与当代家庭教育

中国古代“家训”是古人向后代传播修身治家、为人处世道理的基本方法 ,也是我国古代长期延续下来的家长教育后代的基本形式。中国古代“家训”包含有以“孝悌”为中心的伦理教育 ,以勤俭为主的个人品德教育和以耕读为主的处事方式教育。其教育的方式采用普遍性与针对性相结合 ,言传与身教相结合和训诫与引导相结合。封闭性、连贯性、传承性和双重性是中国“家训”的独有规律和特点。中国古代“家训”中的积极因素对当代的家庭教育仍有十分重要的借鉴意义     

当代知识论怀疑主义的论证结构分析

关于当代知识论怀疑主义,国外知识论者已有很多探讨,但是,这个问题目前在国内还没有得到充分的研究,因此,还有许多问题没有得到解答。认真考察怀疑主义的论证结构,分析怀疑主义论证中的非充分决定性原则和确证的闭合原则的关系,以探讨何种知识论原则才是这种论证所需要的,何种形式的论证结构才是怀疑主义论证最基础的结构,在当代知识论研究中具有重大意义。     

Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles

Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns = 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies.     

“Let's Get Physical”: Advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy

Three‐dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer‐based 3D models. Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the textbook and 3D computer model groups (P = 0.685). Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning. Anat Sci Educ 6: 216–224. © 2013 American Association of Anatomists.     

Epistemic quality for equitable access to quality education in school mathematics

This paper reports on a study that aims to address the challenges of UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education for all. The study focuses on school mathematics in particular. With regard to ensuring equitable access to quality education, it is argued that there is a need to consider the epistemic quality of what students come to know, make sense of and be able to do in school mathematics. Accordingly, the aim is to maximize the chances that all pupils will have epistemic access to school mathematics of high epistemic quality. The study is based on the theoretical framework of Joint Action Theory in Didactics (JATD). Associated research questions focus on the quality of teacher-student(s) joint action and on the epistemic quality of the content. The paper draws on empirical research findings of the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project (2010–12) and also on the findings of a parallel study of mathematics teachers’ assessment practices in Ghana. One teacher’s action research project is used as an exemplar to illustrate how mathematics can become more accessible and inclusive thus leading to an evolution in mathematical thinking and high-quality epistemic access for all.     

On Reading Dante: The Swinging Bridge

Abstract

Mindfulness meditation involves focusing one's attention on the present moment in a non-judgmental way. Several recently published investigations have demonstrated that a brief session of mindfulness meditation, practiced before a higher-education course lecture, can improve performance on a quiz over lecture content given immediately following the lecture. It is less clear how mindfulness meditation, practiced before multiple course lectures, impacts performance on quizzes over time as well as on a cumulative exam over all lecture contents. The present experiment compared a mindfulness meditation group to an active control group; each practiced 6 min of mindfulness or relaxation prior to seven course lectures. Following each lecture, a quiz was given over lecture contents to measure short-term academic achievement. A cumulative exam was later given over all lecture content to measure long-term academic achievement. In contrast to prior published investigations, there were no effects of mindfulness meditation on academic achievement. Given these promising yet inconsistent effects, future work should explore the moderators (i.e., individual differences; duration, frequency, and style of meditation practice) of mindfulness meditation's salutary benefits.     

An Analysis of Anatomy Education Before and During Covid-19: May–August 2020

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.     

An update on the status of anatomical sciences education in United States medical schools

Curricular changes continue at United States medical schools and directors of gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses continue to adjust and modify their offerings. Developing and supplying data related to current trends in anatomical sciences education is important if informed decisions are going to be made in a time of curricular and course revision. Thus, a survey was sent to course directors during the 2012–2013 academic years to gather information on total course hours, lecture and laboratory hours, the type of laboratory experiences, testing and competency evaluation, and the type of curricular approach used at their institution. The data gathered were compared to information obtained from previous surveys and conclusions reached were that only small or no change was observed in total course, lecture and laboratory hours in all four courses; more gross anatomy courses were part of an integrated curriculum since the previous survey; virtual microscopy with and without microscopes was the primary laboratory activity in microscopic anatomy courses; and neuroscience/neuroanatomy and embryology courses were unchanged. Anat Sci Educ 7: 321–325. © 2014 American Association of Anatomists.     

国外有关中国宝卷的研究:以江南宝卷、宣卷为主

国外有关中国宝卷的研究是多方面的,国外学者从不同角度接触宝卷文献,早期的研究比较关注宝卷与佛教、民间信仰的关系;也有几位学者指出其在中国俗文学发展史中的重要地位,探讨宝卷来源及其与其他讲唱体裁的互动关系问题。一开始,大部分研究集中于明末清初的宝卷(所谓早期宝卷),后逐渐扩大到清末民初的叙述性宝卷文本以及民间表演。国外收藏了一些明末清初的中国宝卷珍本。十九世纪至二十世纪下半叶,国外学者主要是收集分析宝卷文本;从二十世纪末开始,有些学者开始关注民间宝卷讲唱以及宝卷在民间仪式中的功能,近年甚至有学者到中国乡村观察宝卷的讲唱。本文主要介绍的是西欧、北美国家的用英语编写的宝卷研究文本,但也讨论日本、俄罗斯二十世纪形成的独特的宝卷研究传统。