Anatomy "steeplechase" online: necessity sometimes is the catalyst for innovation

In most medical schools, summative practical examination in Anatomy usually takes the format of a “steeplechase” (“spotters” or “bell ringers”) conducted in the gross anatomy laboratory using cadaveric material and prosected specimens. Recently, we have started to administer similar examinations online using the quiz facility in WebCT? and Moodle?. This article chronicles how we conceived and developed this method within the peculiar nature of our medical school setting. Over a five year period, practical summative examinations were organized as “steeplechase” online. The online examinations were administered using WebCT? and later Moodle? learning management software. Assessment “objects” were created from the materials available for anatomy teaching. These were digital images of cadaveric materials, radiological, and prosected specimens. In addition, short video clips of 30 seconds duration demonstrating muscle action were produced. These objects were optimized for online viewing and then uploaded onto the learning management software. A bank of questions (multiple choice or short answer type) was then created and linked to the assessment objects. These were used in place of the steeplechase in the computer laboratory. This method serves a crucial purpose in places like ours where continuous availability of human cadavers is impossible. Although time consuming initially, once questions are setup online, future retrieval, and administration becomes convenient especially where there are large batches of students. In addition, the online environment offers distinct advantages with regards to image quality, psychometric analysis of the examination and reduction of staff preparation time compared to traditional “steeplechase.” Anat Sci Educ 4: 115–118, 2011. © 2010 American Association of Anatomists.     

The Change in Mathematics Teachers' Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan

ABSTRACT. This study investigates how mathematics secondary schools' teachers in \hbox{Jordan} perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study.     

Acute and subacute oral toxicity of Litsea elliptica Blume essential oil in rats

Litsea elliptica Blume has been traditionally used to treat headache, fever, and stomach ulcer, and has also been used as an insect repellent. The acute and subacute toxicities of L. elliptica essential oil were evaluated orally by gavage in female Sprague-Dawley rats. For the acute toxicity study, L. elliptica essential oil was administered in doses from 500 to 4 000 mg/kg (single dose), and in the subacute toxicity test, the following doses were used: 125, 250, and 500 mg/kg, for 28 consecutive days. In the acute toxicity study, L. elliptica essential oil caused dose-dependent adverse behaviours and mortality. The median lethal dose value was 3 488.86 mg/kg and the acute non-observed-adversed-effect level value was found to be 500 mg/kg. The subacute toxicity study of L. elliptica essential oil did not reveal alterations in body weight, and food and water consumptions. The haematological and biochemical analyses did not show significant differences between control and treated groups in most of the parameters examined, except for the hemoglobin, mean cell hemoglobin concentration, mean cell volume, mean cell hemoglobin, serum albumin, and serum sodium. However, these differences were still within the normal range. No abnormalities or histopathological changes were observed in the liver, pancreatic islet of Langerhans, and renal glomerulous and tubular cells of all treated groups. In conclusion, L. elliptica essential oil can be classified in the U group, which is defined as a group unlikely to present an acute hazard according to World Health Organization (WHO) classification.