The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.     

From retrieval to robotics: The national science foundation's support of information research

This article describes how the National Science Foundation's support of information research has evolved from NSF's original mission of improving the dissemination of scientific and technical information to its present interest in information robotics and intelligent systems. The pattern of grant support, since a major reorganization of the information science division in 1978, is analyzed in terms of the institutions, the investigators, and the disciplines that have been major grant recipients.     

Getting on the fast track, or how to get an MLIS through distance education, with a specialization in medical librarianship

The article describes an innovation in MLIS education for medical librarianship, with an introduction to the FastTrack, the distance education program at the University of Pittsburgh's library and information science school, together with an overview of a model program linking the biomedical library at Vanderbilt University with the School of Information Sciences in Pittsburgh. Admissions requirements and specific curriculum for the distance education master's degree are detailed in an FAQ format.     

Developing evidence-based librarianship: practical steps for implementation

Evidence-based librarianship (EBL) is a relatively new concept for librarians. This paper lays out a practical framework for the implementation of EBL. A new way of thinking about research in librarianship is introduced using the well-built question process and the assignment of librarian research questions to one of six domains specific to librarianship. As a profession, librarianship tends to reflect more qualitative, social sciences/humanities in its research methods and study types which tend to be less rigorous and more prone to bias. Randomised controlled trials (RCT) do not have to be placed at the top of an evidence 'hierarchy' for librarianship. Instead, a more encompassing model reflecting librarianship as a whole and the kind of research likely to be done by librarians is proposed. 'Evidence' from a number of disciplines including health sciences, business and education can be utilized by librarians and applied to their practice. However, access to and availability of librarianship literature needs to be further studied. While using other disciplines (e.g. EBHC) as a model for EBL has been explored in the literature, the authors develop models unique to librarianship. While research has always been a minor focus in the profession, moving research into practice is becoming more important and librarians need to consider the issues surrounding research in order to move EBL forward.     

User satisfaction survey and usage of an electronic desktop document delivery service at an academic medical library

In June 2000, the Biomedical Library at the University of South Alabama introduced Prospero, an electronic desktop document delivery service. From June 2000 to November 2002, Prospero delivered 28% of interlibrary loan requests and 72% of document delivery requests. In November 2002, the library conducted a user satisfaction survey of the Prospero service. Forty-two surveys were used. Fifteen responses were received from affiliated faculty, staff, and students, who generally expressed satisfaction with the service. Twenty-seven responses were received from unaffiliated users, comprised of medical libraries, individual users, and businesses. Based on the survey results, the library deemed the Prospero service a success. To better support users, the library's Web page was updated to include hardware and software requirements for successful use of the Prospero service, as well as screen shots of the Prospero process.     

Various ways to determine rational number size: an exploration across primary and secondary education

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...     

Subtypes of developmental dyslexia: The influence of definitional variables

The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with

Masculinity, moral atmosphere, and moral functioning of high school football players

In order to identify factors associated with on-field moral functioning among student athletes within the unique context of football, we examined masculine gender role conflict, moral atmosphere, and athletic identity. Using structural equation modeling to assess survey data from 204 high school football players, results demonstrated that moral atmosphere (i.e., the influence of coaches and teammates) was significantly associated with participants' process of on-field moral functioning across the levels of judgment, intention, and behavior. Neither masculine gender role conflict nor athletic identity significantly predicted moral functioning, but the results indicated that participants' identification with the athlete role significantly predicted conflict with socialized gender roles. Results suggest that in the aggressive and violent sport of football, coaches can have a direct influence on players' moral functioning process. Coaches can also have an indirect effect by influencing all the players so that a culture of ethical play can be cultivated among teammates and spread from the top down.     

Does training make a difference to quality in family child care?

The purpose of this study was to determine which family child care providers seek training, which providers drop out of training, and the effects of training on the quality of care offered by providers. One-hundred thirty family child care providers in three communities who enrolled in Family-to-Family training participated in the study. A comparison group consisted of 112 regulated providers in those same communities who were not involved in the training program under investigation. Each provider was observed for 3 hrs, was interviewed, and completed questionnaires. Providers in training were observed prior to training and 6 months afterwards. Results revealed that providers who sought training were very similar to typical regulated providers. Providers who dropped out of training were less experienced and used fewer business and safety practices than providers who completed it. Training increased global quality in two out of three sites, but did not affect process quality. Of 95 providers, 18 made observable (as opposed to statistically significant) improvements in quality following training, and 9 decreased in quality. These data are interpreted with respect to family child care training policies and practices.