Editorial policy and the assessment of quality among medical journals

Many factors are weighed in judging the quality of a journal. Editorial policies in the instructions to authors section offer an important, though often neglected, source of information. In addition to directions on formatting and style, this section often includes financial disclosures and policies on coverage, peer review, confidentiality, human experimentation and duplicate submissions. This study analyzes the contents of instructions sections from several categories of medical journals to determine their usefulness in making collection development decisions. Included are journals currently considered the most prestigious, indexed in Index Medicus and Abridged Index Medicus, and not indexed in Index Medicus or subscribed to by a typical large academic health sciences library. It was found that in a statistically significant number of journals, the instructions to authors section is more likely to be included and substantive in highly regarded journals than in less prestigious journals. It is concluded that the amount of information in the instructions section is related to the quality of the journal and that these sections are a useful collection development tool.     

E-portfolios: an assessment tool for online courses

This article considers the various uses of e‐portfolios in an educational context and looks at the particular characteristics of the electronic version of portfolios. It then focuses on the application of the e‐portfolio as an assessment method. A case is made for the use of the e‐portfolio as an appropriate end of course assessment process where learning objects are the basis of the course design. Evaluation data from such a course is presented. This is a post‐graduate online course run by the Institute of Educational Technology at the Open University. Conclusions are drawn from the evaluation about the appropriateness of e‐portfolios as an end of course assessment method.     

Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection‐based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug (“Anato‐Rug”) depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of “live animal” anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the “Anato‐Rug,” or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Anat SciEduc. © 2012 American Association of Anatomists.     

Who is the newer researcher into higher education? Locating ourselves in shifting terrains

This article aims to deconstruct the underpinning tenets of the term ‘newer researcher into higher education’. In recognition of the ambiguities of the term, we begin by questioning the nature of the field(s) of research into higher education (HE). Secondly, we critique the policy discourses associated with the term ‘newer researcher’. Then, with a view to illustrating the over-linear assumptions of such discourses, the article articulates the biographies of practising researchers in this field through narrative reconstructions of the five authors’ own routes as researchers into HE, openly acknowledging their temporalities and serendipitous conditionalities. Finally, we consider the nature of a career in the context of the professionalisation of routes into HE research. Our concluding remarks return us to the question of the status of HE research and to suggestions of positive ways to embrace the dilemmas we face.     

Visualising learning design to foster and support good practice and creativity

Applying Bandura's social learning theory, this paper proposes a theoretical framework for analysing the effect of MUD playing on users' self efficacy. Three types of self efficacy – computer self efficacy (CSE), social self efficacy (SSE) and generalized self efficacy (GSE) – are introduced. A possible hypothesis – successful performance, vicarious experience, hearing positive verbal persuasion and massive exposure during MUD playing will raise the CSE, SSE, and GSE of users – is suggested. Finally, a theoretical model explaining the relationship between self efficacy and MUD activities is proposed.

Applicant la théorie de l'apprentissage de Bandura cet article propose un cadre théorique pour analyser les effets de MUD jouant sur l'efficacité personnelle de l'utilisateur. 3 types de celles-ci - computer self-efficiency (CSE) social self efficacy (SSE) et generalisé self-efficiency (GSE) - sont introduits et une hypothèse possible. Les résultats réussis, expérience substituée, écoute de la persuasion verbalement et l'exposition massive au jeu de MUD augmentera le CSE, SSE et GSE des utilisateurs est suggéreé. Finalement un modèle théoritique expliquant le rapport entre l'efficacité personnelle et les activités de MUD est proposé. NDLR. Beaucoup de termes sont introduisable en francais et ont dû être maintenus en anglais.

(MUD: multi-user domain, multi-user dungeon, oder multi-user dimension; eine (virtuelle) Umgebung, in der mehrere Menschen (Spieler) gleichzeitig eingeloggt sein können, um miteinander zu agieren (Rollenspiele).?/?Efficacy: wörtl.: Wirksamkeit - Der Übersetzer). Unter Anwendung von Banduras Sozialer Lerntheorie wird in diesem Beitrag ein theoretischer Rahmen vorgestellt, mit dessen Hilfe man die Wirkung des MUD-Spielens auf das Selbstvertrauen der Teilnehmer analysieren kann. Es werden drei Arten dieses Selbstvertrauens eingeführt - Computer self efficacy (CSE), Social self efficacy (SSE) und Generalized self Efficacy (GSE). Die Hypothese ist, dass durch die erfolgreiche Durchführung Ersatzerfahrungen, das Hören positiver verbaler Bestätigung und das massives Ausgeliefertsein während des MUD-Spielens das Selbstbewußtsein (CSE, SSE und GSE) des Spielers erhöht wird. Zum Schluss wird ein theoretisches Modell zur Beziehung zwischen Selbstvertrauen und MUD-Aktivitäten vorgestellt.     

Helping the In‐Group Feels Better: Children’s Judgments and Emotion Attributions in Response to Prosocial Dilemmas

Five‐ to 13‐year‐old European American children (N = 76) predicted characters’ decisions, emotions, and obligations in prosocial moral dilemmas. Across age, children judged that characters would feel more positive emotions helping an unfamiliar child from the racial in‐group versus out‐group (African American), happier ignoring the needs of a child from the racial out‐group versus in‐group, and greater obligation to help a child from the racial in‐group versus out‐group. Situations varied by whether the race of the needy child matched versus mismatched that of the focal character. With increasing age, children attributed more positive emotions to people who sacrifice their own desires to help needy others as well as became more discriminating about the situations that call for altruistic action.     

PHYSICS

Universities: American, English, German, by Abraham Flexner, with an Introduction by Robert Ulich. New York: Teachers College Press, 1967. 339 PP., $6.00.

Strategies for Curriculum Change: Cases From 13 Nations by R. Murray Thomas, Lester B. Sands, and Dale L. Brubaker. Scranton, Pa.: International Textbok Company, 1968. vi + 386 pp.

Comparative Studies and Educational Decision by Edmund J. King. New York: The Bobbs-Merrill Company, Inc., 1968. 182 pp. $6.00.

John Milton Gregory and the University OF Illinois by Harry A. Kersey, Jr. Urbana, III.: The University of Illinois Press, 1968. 252 pp. $7.95.

Community Colleges: A President'S View by Thomas E. O'Connell. Urbana, Ill.: University of Illinois Press, 1968. 172 pp. $5.50.

The Education OF Nations by Robert Ulich. Cambridge, Mass.: Harvard University Press, 1967. 365 pp. $7.95.

The Philosophy OF Primary Education by R. F. Dearden. London: Routledge and Kegan Paul, The Students' Library of Education, 1968. 194 PP. $3.75.

Intellectual Foundations of Modern Education by William Earle Drake. Columbus, O.: Charles E. Merrill Books, 1967. 669 pp.

Justice, Justice by Henry Cohen. New York: Union of American Hebrew Congregations, 1968. 156 pp. $2.45.

The Development of Education in Western Culture by Ralph L. Pounds. New York: Appleton-Century-Crofts, 1968. 307 pp. $5.00.

How Children Learn by John Holt. New York: Pitman Publishing Corporation, 1967. 189 pp. $4.95.

Motor Learning and Human Performance by Robert N. Singer. New York: The Macmillan Company, 1968. 354 PP. $7.50.

Mathematics for Elementary School Teachers by James W. Armstrong. New York: Harper &; Row, 1968. 320 pp. $9.50.

Multiple Methods of Teaching Mathematics in the Elementary School by Charles H. D' Augustine. New York: Harper &; Row, 1968. 397 PP. $8.75.

Educational Television in Japan by Jose Maria de Vera. Rutland, Vermont: Charles E. Tuttle Company, Ltd., and Tokyo, Japan: Sophia University, 1967. 140 pp. $6.00.

Communication and Comprehension by J. M. Trenaman. New York: Humanities Press, 1968. 212 pp. $6.50.

Administering Elementary Schools: Concepts and Practices by Ralph B. Kimbrough. New York: The Macmillan Company, 1968. 427 pp. $7.95.

Turmoil in Teaching by T. M. Stinnet. New York: The Macmillan Co., 1968. 406 pp.

Education and Public Understanding by Gordon McCloskey, 2nd Ed. New York: Harper &; Row, 1967. 622 pp. $9.95.

Prayer in the Public Schools—Law and Attitude Change by William K. Muir, Jr. Chicago: University of Chicago Press, 1967. 170 pp. $5.95.

Education in Community Development: Its Function in Technical Assistance by James J. Shields, Jr. New York: Frederick A. Praeger, 1967. 127 pp. $10.00.

The Disadvantaged: Challenge TO Education by Mario D. Fantini and Gerald Weinstein. New York: Harper &; Row, 1968. 455 pp. $8.95.

Children'S Understanding of Social Interaction by Dorothy Fla-pan. New York: Teachers College Press, 1968. 86 pp. $1.95.     

“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.