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41.
Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation? 下载免费PDF全文
The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists. 相似文献
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Teacher educators seem to agree that, to be able to support their student teachers' learning, they themselves should be good models of the kind of teaching they are trying to promote. However, it is clear from the literature that this congruent teaching is not self‐evident in teacher education. In the present article, we describe a small in‐depth study, in which we attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or non‐occurrence of such congruent teaching. To do so, we organised a workshop on the subject. Before and after the workshop, we interviewed the participating teacher educators, using videotapes of their lessons. To discover the possible contribution of the workshop to their congruent teaching, we later compared both interviews. We found that a particularly important aspect of congruent teaching, i.e. the teacher educators' ability to link their own teaching to theory, had improved. Our conclusion is that the acquisition of a language enabling them to talk about congruent teaching helps teacher educators to overcome problems with congruent teaching. 相似文献
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Anja J. Boev Rob R. Meijer Hans J. A. Beldhuis Roel J. Bosker Casper J. Albers 《Educational Measurement》2019,38(4):55-66
To investigate the effect of innovations in the teaching–learning environment, researchers often compare study results from different cohorts across years. However, variance in scores can be attributed to both random fluctuation and systematic changes due to the innovation, complicating cohort comparisons. In the present study, we illustrate how using information about the variation in course grades over time can help researchers and practitioners better compare the grades and pass rates of different cohorts of students. To this end, all 375,093 grades from all 40,087 first‐year students at a Dutch university during a period of six consecutive years were examined. Overall, about 17% of the variation in grades could be attributed to random variation between years and courses. With respect to passing courses, this percentage was almost 40%. Nonsignificant improvements in grades could be flagged as highly significant when this is ignored, thus leading to an overrepresentation of significant effects in educational literature. As a consequence, too many educational innovations are claimed to be effective. 相似文献
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For some decades, failures to find extinction of inhibition through unpaired presentations of the inhibitor were taken as
evidence against conceptualizing inhibition as the symmetrical counterpart of excitation. Recently, however, our group has
demonstrated successful extinction of inhibition in human causal learning. In two experiments, we replicated and strengthened
this finding by using an outcome continuum that could take on negative, neutral, or positive values. In contrast, the use
of a dichotomous outcome continuum (either neutral or positive) resulted in the well-known nonoccurrence of extinction. Extinction
of inhibition through the pairing of inhibitors with neutral outcomes was assessed by (1) comparing the (presumably) extinguished
inhibitor with a second inhibitor that had not been presented with a neutral outcome in the extinction stage, and (2) demonstrating
the course of extinction in participants’ predictions. 相似文献
46.
Many higher education students combine their study with a job on the side instead of taking up a loan. This paper examines the factors underlying this apparently myopic behaviour. We find that standard economic factors explain observed borrowing decisions to some extent. Students with easier access to financial resources borrow less often. Students with good earnings prospects and/or a high discount rate borrow more often, as do students who are prepared to take risks. An important non-standard factor affecting borrowing choices is debt aversion. We also find that a reduction in working hours will only have a limited positive impact on the time spend on studying. 相似文献
47.
Garone Anja Bruggeman Bram Philipsen Brent Pynoo Bram Tondeur Jo Struyven Katrien 《Education and Information Technologies》2022,27(6):7599-7628
Education and Information Technologies - Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation... 相似文献
48.
We explored the ability of children to adapt their communication to the needs of their communication partner. Monolingual and bilingual 3-year-old children (N = 110) observed two puppets looking for puzzle pieces. One puppet showed its appreciation of the children's help, the other puppet wanted to solve the puzzle on its own. The children's communicative acts were coded in terms of level of ostension (how obviously they indicated the hiding place of the puzzle piece) and level of information (how clearly they indicated the location). Monolinguals and bilinguals were equally helpful and informative. In contrast, only bilingual children adapted their level of ostension selectively between the two puppets. These findings point to the greater skills of bilinguals to adapt their communication accordingly. 相似文献
49.
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one’s text comprehension, has received far less attention. We conducted a study in which we examined students’ (N = 47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions. 相似文献
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Lora Dukic Anja Jokic Josipa Kules Daria Pasalic 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):90-97