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631.
632.
Findlater GS Kristmundsdottir F Parson SH Gillingwater TH 《Anatomical sciences education》2012,5(2):114-121
The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning-initially introduced in 2005-resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy. 相似文献
633.
Robert G. MacCann Gordon Stanley 《Educational Assessment, Evaluation and Accountability》2010,22(2):139-157
In order for standard setting to retain public confidence, it will be argued there are two important requirements. One is
that the judges’ allocation of students to performance bands would yield results broadly consistent with the expectation of
the wider educational community. Secondly, in the absence of any change in educational performance, that the percentages in
the corresponding bands should be stable over time. It is argued that the use of a small team of judges makes it more difficult
to satisfy these conditions. However the cost and logistics of organizing a larger number of judges in the time-pressured
atmosphere of public examining can lead to sub-optimal standard setting. Two parallel systems of awarding performance bands
are empirically compared, one based on teams of six judges, the other based on a population of teachers. It is shown that
the latter system gives more stable results over time for the same large student population. A proposal is outlined for extending
participation in standard setting through the web-based presentation of materials and the capturing of cutscores from a population
of teachers. 相似文献
634.
Peter Stubley 《Higher Education in Europe》1989,14(4):33-42
BLCMP is the major supplier of British‐designed integrated library systems with fifty ‐installations in the UK. It was formed in 1969 as the result of the interest of three Birmingham libraries in co‐operative cataloguing through the use of MARC tapes. Since then it has developed an integrated library system, BLS, which incorporates modules for cataloguing, acquisitions, circulation, online public access catalogues, serials control, and most recently, inter‐library loans. The interest in the BLCMP systems centres not only on BLS but on the central BLCMP database of 7.5 million bibliographical records comprising UK and LG MARC tapes, Whitaker's Books in Print, the British Library Document, Supply Centre database, and the BLCMP Union File. This is held in an IBM mainframe at BLCMP headquarters at the University of Birmingham and linked to members by telecommunications lines. BLCMP is a co‐operative organization with a well‐defined structure consisting of a Board of Directors, a Council of Chief Librarians, and a series of User Groups. Through these means, the company is able to respond well to the demands of its users and, as a result of responses to a question naire, is presently reviewing both its systems documentation and training courses for its members. 相似文献
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David Gordon 《Educational theory》1978,28(4):327-333
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Gordon Warren 《科学教学研究杂志》1979,16(6):563-567