Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology

This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists.     

Bibliographic Management Software: A Focus Group Study of the Preferences and Practices of Undergraduate Students

With the growing population of undergraduate students on our campus and an increased focus on their success, librarians at a large midwestern university were interested in the citation management styles of this university cohort. Our university library spends considerable resources each year to maintain and promote access to the robust bibliographic management tool RefWorks. A team of librarians wondered whether RefWorks might be used by undergraduate students with the same perceived enthusiasm that we have sensed in graduate students and faculty. More generally, we explored how undergraduate students were managing their citations, if and what kinds of tools they were using to ease the process of creating bibliographies, and their general workflow in incorporating citations into their academic work.     

Closing the Loop on Nursing Library Instruction: Using Student Performance to Improve Outcomes

Two librarians analyzed nursing students’ performance on an information literacy assignment to determine how they could change their instruction to better assist the students in comprehending the material. After identifying major areas of difficulty, including the use of search techniques, they revised both the instruction and the assignment, closing the loop by utilizing their assessment data. Next, they analyzed those results to evaluate the effectiveness of their changes and to make further improvements, thus demonstrating the iterative nature of instruction and assessment. The evidence-based instruction cycle of teaching, assessing, and revising should be repeated frequently to keep the assignment fresh and relevant.     

The respiratory time and flow profile at volitional exercise termination

Abstract

In this study, we examine the effect of exercise on the time and flow characteristics of the respiratory cycle profile at the point of volitional exercise termination. Eight males (mean age 29 years, s = 10; body mass 74 kg, s = 7; height 1.75 m, s = 0.04) undertook a cycle test to volitional exhaustion on a cycle ergometer, which allowed peak oxygen uptake ([Vdot]O_2peak) to be measured (mean 51 ml · kg^?1 · min^?1, s = 7). At a later date, two sub-maximal tests to volitional exhaustion were completed in a random order at 76% (s = 6) and 86%[Vdot]O_2peak (s = 7). As expected, the magnitude of the respiratory flow and time characteristics varied with the three exercise intensities, as did the point of exercise termination and terminal ventilation rates, which varied from 7 to 27 min and 112 to 132 litres · min^?1 respectively. More importantly, however, at exercise termination some of the characteristics were similar, particularly the breathing frequency (at termination 49 breaths · min^?1), the ratio between inspiration and total breath time (0.5), and the later occurrence of peak inspiratory flow (0.24 – 0.48 s). The coincident unity of these time and flow profile characteristics at exercise termination illustrates how the integration of timing and flow during breathing influence exercise capacity in non-elite athletes.     

Maximal strength and cortisol responses to psyching-up during the squat exercise

We studied the effect of psyching-up on one-repetition maximum (1-RM) performance and salivary cortisol responses during the squat exercise. Ten men (age 21.6?±?1.4 years; mean?±?s) and ten women (age 22.4?±?2.8 years) with weight training experience of 4.5?±?2.0 years participated in this study. One-repetition maximum squats were performed on a Smith machine during each of two different intervention conditions that were counterbalanced and consisted of a free choice psych-up and a cognitive distraction. Saliva samples were obtained at the beginning of each test session and immediately after the final 1-RM attempt. No significant difference in 1-RM was identified between psyching-up (104?±?50?kg) and cognitive distraction (106?±?52?kg). Performing a 1-RM in the squat exercise significantly increased salivary cortisol concentrations during both conditions (P <?0.05). There was no significant difference in salivary cortisol responses between conditions. These results suggest that psyching-up does not increase 1-RM performance during the squat exercise in strength-trained individuals.     

Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy

This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.