The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study

In the context of gross anatomy education, novel augmented reality (AR) systems have the potential to serve as complementary pedagogical tools and facilitate interactive, student-centered learning. However, there is a lack of AR systems that enable multiple students to engage in collaborative, team-based learning environments. This article presents the results of a pilot study in which first-year medical students (n = 16) had the opportunity to work with such a collaborative AR system during a full-day gross anatomy seminar. Student performance in an anatomy knowledge test, conducted after an extensive group learning session, increased significantly compared to a pre-test in both the experimental group working with the collaborative AR system (P < 0.01) and in the control group working with traditional anatomy atlases and three-dimensional (3D) models (P < 0.01). However, no significant differences were found between the test results of both groups. While the experienced mental effort during the collaborative learning session was considered rather high (5.13 ± 2.45 on a seven-point Likert scale), both qualitative and quantitative feedback during a survey as well as the results of a System Usability Scale (SUS) questionnaire (80.00 ± 13.90) outlined the potential of the collaborative AR system for increasing students' 3D understanding of topographic anatomy and its advantages over comparable AR systems for single-user experiences. Overall, these outcomes show that collaborative AR systems such as the one evaluated within this work stimulate interactive, student-centered learning in teams and have the potential to become an integral part of a modern, multi-modal anatomy curriculum.     

Development of Inhibited Children''s Coping with Unfamiliarity

In a longitudinal study, 87 children were observed in dyadic free-play sessions with unfamiliar peers at 4, 6, and 8 years of age and were judged by their parents for inhibition. Correlational analyses showed that observed inhibited behavior as well as parental judgments of inhibition became increasingly associated with solitary-passive activity and lost an initial negative correlation with parallel play. Extreme group analyses of the time structure of the behavior of continuously inhibited and control children indicated that with increasing age, many inhibited children spend longer periods in solitary-passive activity, whereas many controls spend longer periods in social behavior. These findings suggest that dispositional inhibition toward strangers becomes increasingly associated with unsociable behavior, which makes it difficult to distinguish between the dispositions of inhibition and unsociability at the empirical level.     

Enhancing non-technical skills by a multidisciplinary engineering summer school

In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called ‘Conceptual Design and Development of Innovative Products’ (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life.     

Activity profile and physiological demands of top-class soccer assistant refereeing in relation to training status

To determine the movement patterns and physiological demands of top-class soccer assistant referees, we performed computerized time-motion analysis and measured heart rate and blood lactate concentration in 15 assistant referees during 22 competitive matches in the top Danish league. To relate match performance to the physical capability of the assistant referees, they performed a 3 x 30 m sprint protocol before and after matches and a laboratory treadmill test within 3 weeks of the games. The mean total distance covered by the top-class assistant referees was 7.28 (range 5.78-8.16) km, of which 1.15 (0.86-1.44) km was high-intensity running and 1.16 (0.12-2.34) km was sideways running. The amount of high-intensity running during a game was correlated with performance of repeated sprints (r = 0.80, P < 0.05). Mean heart rate was 137 (117-159) beats x min(-1), corresponding to 73% (60-88%) of maximal heart rate and 65% (53-80%) of maximal oxygen uptake. Blood lactate concentration was 4.7 (1.6-11.0) and 4.8 (1.1-13.7) mmol x 1(-1) after the first and second half, respectively. Sprinting performance was poorer (P < 0.05) after than before the games. The peak distance to the offside line was greater (P < 0.05) in the second than the first half (7 +/- 1 vs 5 +/- 0 m). Our results show that: (1) top-class assistant soccer refereeing is characterized by brief intense bouts of forward and sideways running interspersed with long periods of low activity; (2) top-class soccer assistant referees have moderate aerobic energy production during games with episodes of high aerobic and anaerobic energy turnover; (3) assistant referees' performance of repeated sprints correlates with the amount of high-intensity running performed in a game; and (4) sprint performance decreases towards the end of a game, which appears to affect assistant referees' ability to keep up with play.     

Question formulation skills training using a novel rubric with first-year medical students

Objective:The authors used an assessment rubric to measure medical students'' improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian.Method:In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results:Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001.Conclusion:The brief instructional session aided by the rubric improved students'' performance in question formulation skills.     

Software-Sicherheitsprüfung mit VALSOFT

Zusammenfassung. Die Physikalisch-Technische Bundesanstalt mu? alle eichpflichtigen Me?ger?te prüfen. Da heute fast jedes Me?ger?t durch Software gesteuert wird, mu? sichergestellt werden, da? der Datenpfad vom Sensoreingang zur Anzeige (Eichpfad) nicht durch externe Faktoren beeinflu?t werden kann. Das VALSOFT-Werkzeug erkennt, analysiert und visualisiert Beeinflussungen der Eichpfade. Grundlage der Analyse sind Program-Slicing und Constraint-Solving. Zu beliebigen Programmpunkten (z. B. Me?wertausgaben) k?nnen diejenigen Anweisungen bestimmt werden, die diesen Punkt beeinflussen (sog. Slice). Zus?tzlich k?nnen genaue Bedingungen berechnet werden, unter denen verd?chtige Datenflüsse stattfinden (sog. Pfadbedingungen). Anwendungen in anderen sicherheitskritischen Bereichen sind ohne weiteres m?glich. Eingegangen am 3. November 1998 / Angenommen am 23. M?rz 1999     

Fatigue in soccer: a brief review

This review describes when fatigue may develop during soccer games and the potential physiological mechanisms that cause fatigue in soccer. According to time-motion analyses and performance measures during match-play, fatigue or reduced performance seems to occur at three different stages in the game: (1) after short-term intense periods in both halves; (2) in the initial phase of the second half; and (3) towards the end of the game. Temporary fatigue after periods of intense exercise in the game does not appear to be linked directly to muscle glycogen concentration, lactate accumulation, acidity or the breakdown of creatine phosphate. Instead, it may be related to disturbances in muscle ion homeostasis and an impaired excitation of the sarcolemma. Soccer players' ability to perform maximally is inhibited in the initial phase of the second half, which may be due to lower muscle temperatures compared with the end of the first half. Thus, when players perform low-intensity activities in the interval between the two halves, both muscle temperature and performance are preserved. Several studies have shown that fatigue sets in towards the end of a game, which may be caused by low glycogen concentrations in a considerable number of individual muscle fibres. In a hot and humid environment, dehydration and a reduced cerebral function may also contribute to the deterioration in performance. In conclusion, fatigue or impaired performance in soccer occurs during various phases in a game, and different physiological mechanisms appear to operate in different periods of a game.     

Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning

The current study investigates a conceptualization of flexible expertise as it relates to adult learning within the context of management and leadership training. Three research domains and their relation to metacognitive outcomes are integrated: 1) individual differences in abilities, personality, and mindsets, 2) deliberate practice and routine expertise, and 3) self-regulatory processes. The theoretical focus of the research is on the extent to which metacognitive self-evaluations around person- and management-specific concepts taught during training may act as precursors to flexible expertise. We asked 172 mid-level managers to provide evaluations of concept importance (antecedent), behavioral change (proximal consequence), and impact on job performance (distal consequence) resulting from knowledge acquired during the course of training. A series of hierarchical linear modeling analyses unveil a constellation of core personality characteristics, mindsets, and deliberative processing experiences that together interact to predict metacognitive self-evaluation of impactful training. Our results suggest support for our contention that flexible expertise is a context appropriate, balanced cluster of learning oriented, self-regulatory, and metacognitive processes that moderate and mediate the application of abilities and previously acquired knowledge to problem solution, future knowledge acquisition, and ultimately effective leadership.     

Central processing energetic factors mediate impaired motor control in ADHD combined subtype but not in ADHD inattentive subtype

Participants with attention-deficit/hyperactivity disorder (ADHD) are often impaired in visuomotor tasks. However, little is known about the contribution of modal impairment in motor function relative to central processing deficits or whether different processes underlie the impairment in ADHD combined (ADHD-C) versus ADHD inattentive (ADHD-I) subtype. The present study analyzes performance on the Visual Motor Integration Test relative to less effortful motor tests as well as on measures of energetics. Both ADHD groups showed evidence of impaired motor function on both visual-motor integration (VMI) and the less effortful motor tests. The ADHD-C group performed below the ADHD-I group on VMI, but their performance correlated highly with the measures of the energetic pools of arousal and effort. Different mechanisms may underlie impaired fine motor skills in ADHD. Central processing deficits contribute significantly to the deficit of ADHD-C but do not explain the motor impairment in ADHD-I.