QuickDOC: an interlibrary loan department in a microcomputer

Interlibrary loan (ILL) is a critical service in most libraries and one that may consume much staff time. QuickDOC, a software program written by a medical librarian, has been designed to expedite and organize the process of requesting loans, keeping records, and preparing reports on ILL activity. The software communicates with DOCLINE, the automated ILL and referral system of the National Library of Medicine (NLM), and simplifies the management of all borrowing and lending, regardless of how requests are transmitted. QuickDOC's creator is very responsive to suggestions from users and continues to enhance the capabilities of this excellent software package.     

Breaking with Tradition: A Scoping Meta-Analysis Analyzing the Effects of Student-Centered Learning and Computer-Aided Instruction on Student Performance in Anatomy

While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists.     

历史与自由技艺

<正>圣约翰学院项目的支持者和反对者,以及学院的参观者和许多校友经常提出这样一个问题:为什么圣约翰学院的课程会忽视历史?他们指出,阅读"伟大书籍"的时间顺序与学生们历史意识的显著缺乏形成了明显反差。我认为,现在有必要对这一问题进行广泛讨论。我建议就在这个演讲中讨论。让我们反思一下历史在自由技艺课程中的意义。首先要说的很简单:人有理解能力,天性好奇,想要探索他所看到的一切——     

Modellbasierte Entwicklung eingebetteter Fahrzeugsoftware bei DaimlerChrysler

Steigende Softwareumf?nge und die damit einhergehende Komplexit?tssteigerung erfordern neue Herangehensweisen an die Entwicklung eingebetteter Fahrzeugsoftware. Als Reaktion auf diese Herausforderungen vollzieht sich seit einigen Jahren ein Paradigmenwechsel von der klassischen Programmentwicklung hin zu modellbasierten Techniken. Der Beitrag gibt einen überblick über den Einsatz modellbasierter Entwicklungstechniken bei DaimlerChrysler und zeigt aktuelle Forschungsschwerpunkte auf. The growing amount of software and attendant rise in complexity demand new approaches to the development of embedded vehicle software. For some years now, a paradigm change from classical program development to model-based techniques has been taking place in reaction to these challenges. This paper provides an overview of the application of model-based development techniques at DaimlerChrysler and presents the main foci of current research.

CR Subject Classification D.2.1,D.2.2,D.2.3,D.2.5,D.2.10,I.6.4,I.6.5     

Implementing individual and small group learning structures with a computer simulation

The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.