Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation?

The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists.     

Media Publications from Europe

Viktor Ergert, 50 Jahre Rundfunk in Osterreich [50 Years of Broadcasting in Austria], Volume III: 1955-1967 (Residenz Verlag-Publishing House, Imbergstrasse 9, A-5020 Salzburg, Austria—250 Austrian schillings)

Hans Heinz Fabris and Herta Kreuzhuber. Das Internationale Jahr Der Frau 1975 Und die Darstellung von Frauenthemen in den Osterreichischen Massenmedien International Women Year and Its Effects on Austrian Mas s Media (Prof. Dorothea Gaudart, Federal Ministry of Social Administration, Stubenring 1, A-1010 Vienna, Austria—apparently free on request)

Hans Fellinger, Medien Und Gewerkschaften [Media and the Trade Unions] (Verlag des OeGB, Raffaelgasse 12-14, A-1200 Vienna, Austria—75 Austrian schillings)

Juergen Prott, Bewusstsein von Journalisten [Consciousness of Journalists] (Europaische Verlagsanstalt, Deutz-Kalker-Strasse 46, Box 210 140, D-5000, Cologne 21, Federal Republic of Germany—about $10.00 (U.S. funds) but check with the publisher)

Winfried B. Lerg and Rolf Steininger, Rundfunk und Politik[Broadcastinq and Politics], 1923-1973 (Verlag Volker Spiess, Grossgorschenstrasse 6, D-1 Berlin 32, Federal Republic of Germany—about $14.00 in U.S. funds)

Verbizh Rainer and Peter Hueber, Lokales Fernsehen [Local Television]. (Videoinitiative Graz, Videostudio, Paulustorgasse 4, A-8010 Graz, Austria— 80 Austrian schillings)

Klaus-Detlef Funke and Ernst Theilen, Pressefreiheit und Mitbestimmung EPress Freedom and Participation] (Verlag Neue Gesellschaft, Koelner Str. 143, D-5300 Bonn-Bad Godesberg, Federal Republic of Germany—DM 16.00)

Marlene Stein-Hilbers, Kriminalitaet im Fernsehen [The Portrayal of Crime on TV] (Ferdinand Enke Verlag, Herdweg 63, D-7000, Stuttgart 1, Federal Republic of Germany— about $13.00 in U.S. funds)

Pierre Albert, Histoire de la Presse Politique Nationale au Début de la IIIène République (1871-1879) (to be published in fall of 1978: Librairie Champion, 7 rue Malaquais, 75007 Paris—apply for price)

Pierce Albert, La France, Les Etats-Unis et Leurs Presses (Centre National d'Art de la Culture Georges Pompidou, 1977—140 French francs)

Renge Bgdarida Les Armes de L'Esprit: Témoignage Chrétien (Paris: Editions Ouvrieres, 1977—60 FF)

Proscop Media: Le Marché des Media en France, 1977/1978 (Institut Proscop, 25 rue Marbeuf, 75008 Paris—300 FF)     

Foreign Media

Meheroo Jussawalla, and D.M. Lamberton COMMUNICATION ECONOMICS AND DEVELOPMENT (Elms ford , New York : Pergamon Press, L982—$30.00)

Gunnar Andren and Hans Strand MASS COMMUNICATIONS AND CULTURE (Centre for Mass Communication Research, University of Stockholm S-10691, Stockholm, Sweden—price not given, paper)

Itzhak Galnoor STEERING THE POLITY: COMMUNICATION AND POLITICS IN ISRAEL (Beverly Hills, CA: Sage Publications, 1982—$25.O0)

Henry Mayer COMMUNICATIONS (Thompson Publications, Australia, 47 Chippen Street, Chippendale NSW 2008—prices vary: apply to publisher for further information/monthly)

BC ANNUAL REPORT AND HANDBOOK 1982 (London : British Broadcasting Corporation, 1981-1E3.50 or about $7.00, paper).

SOCIAL IMPLICATIONS OF THE INFORMATION ECONOMY, by Iris Fitzpatrick-Martin (Paper #5, April 1979—$6.00, paper):

PUBLIC ACCEPTANCE OF THE NEW INFORMATION TECHNOLOGIES: THE ROLE OF ATTITUDES, by W. Lambert (Scot) Gardiner (Paper #9, April 1980— $6.00, paper)

INDUSTRIAL STATEGY AND THE INFORMATION ECONOMY: TOWARDS A GAME PLAN FOR CANADA, by Kimon Valaskakis and Peter S. Sindell (Paper #10, April 1980— $12.00, paper)     

Soft-Core in TV Time: The Political Economy of a “Cultural Trend”

This essay deconstructs popular notions that “sex sells” in an increasingly sexualized U.S. popular culture by examining the specific political, social, and economic forces behind the creation and expansion of Girls Gone Wild, a home video series marketed through television infomercials. The crackdown on hard-core pornography, followed by the opening of television infomercial markets, paved the way for the series’ creator to bring together the structural organization of a new soft-core video industry with the marketing aims of a cable industry eager to sell young, male ratings.     

Learners as information processors: Legacies and limitations of educational psychology's second..

This essay examines the role of information-processing theories in the historical search for a guiding metaphor of educational psychology. First, I show how information processing can be viewed as the second in a series of three metaphors that developed during this century and, more specifically, as a bridge from associationist to constructivist visions of learning. Second, I provide a definition of information processing based on the premise that humans are processors of information. Third, I distinguish between literal and constructivist interpretations of two key elements in information-processing; theory, namely, the nature of information and the nature of processing. Then, I summarize the contributions and limitations of the information-processing approach. Finally, I examine possible future directions for the search for educational psychology's guiding metaphor.     

Dimensions of Eighteenth‐century Educational Thinking in Germany: Rhetoric and Gender Anthropology

The development of pedagogical science in eighteenth‐century Germany unfolded in close connection with the emergence of the modern bourgeoisie and its emancipation from a still absolutist society. While social and political structures in Britain and France were changed by revolutions, the relative weakness of the German bourgeoisie led to the adoption of a reformist strategy to effect social modernization. In this context, pedagogics, education, schools and schooling became a vital means of political and economic transformation towards a modern, bourgeois‐capitalist society. Therein the emergence of modern pedagogical thought and the development of the bourgeoisie were mutual preconditions: several initially quite disparate strands of thought coalesced to form a new pedagogical thinking in Germany during the later Enlightenment. The essay reconstructs how new thinking emerged by charting the integration of two bodies of knowledge into this renewal and refounding of pedagogics: the transformation of elements of rhetoric into building blocks of modern pedagogical thought, on the one hand, and of gender anthropology as its foundation, on the other.     

Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange

Research reports prepared by three Australian preservice teachers--Paula Shaw, Chris Sharp and Scott McDonald--undertaking their teacher education practicum in Canada, form the basis of this paper. The reports provide critical insights into three aspects of education for young people in both Canada and Australia. They also provide critical insight into the ways in which a practicum research project, along with the opportunities afforded through an international experience, enabled the preservice teachers to broaden their understanding of the curriculum for young people, of issues relevant to the diverse needs of young people, and of themselves and their priorities as teachers. The preservice teachers investigated three topics: attempts to reduce homophobia in schools; the presence or absence of Aboriginal content in the school curricula in British Columbia and Queensland; and "schools-within-schools" as a means to meet the needs of diverse student populations. Linda Farr Darling from the University of British Columbia provides a response to the three reports.     

Education reform visions and new forms of gymnastics and dance as elements of a new body culture and ‘body education’ (1890–1930)

Late 19th-century Germany was shaped by industrialisation, technological progress, and urbanisation. Crises of modernisation resulted in a widespread criticism of civilisation that provided ground for the rise of numerous reform movements in various social contexts. They reacted to crises of their time by questioning established conventions, aiming at an overthrow of everything old in the name of the new and created enormous artistic and intellectual potential. This contribution explores the development of two avantgardist streams, the education reform movement and the gymnastics and dance movement, and points out the link that connected modern forms of body education and dance to education reform visions using Hamburg as an example. The willingness to experiment that came with Hamburg’s dedication to radical reform visions was evident not only in the public school system, but also in the emerging arts and culture scene that brought forth new forms of dance and movement.