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Background:Health science education needs images that represent both the diversity of patients served and the diversity of its students and clinicians. To begin to address this need, a nurse educator and librarian collaborated to launch the Oregon Health & Science University (OHSU) Educational Use Photo Diversity Repository. This online resource provides educators of health professional students with access to photos of pathophysiological conditions in skin of various colors so their students can increase their awareness of issues related to health and diversity and prepare themselves for more effective clinical work with their future patients.Case Presentation:The OHSU Educational Use Photo Diversity Repository became a university-wide project, leveraging the thoughts of an image advisory board, clinicians, faculty members, administrators, and students. Key considerations were given to the workflows used to submit photos as well as the controlled vocabulary for submitting images. The repository was started with photos already in existence, with future plans to have images taken specifically for the repository.Conclusions:This repository is playing an important role as OHSU and the health sciences in general reflect on the role of systemic racism in health care and clinical education. Negotiating issues of consent, patient health information, and privacy around using different technologies to take photos is a complex and ongoing process. The repository provides opportunities for closely examining these processes and creating improvements that result in more equitable education. 相似文献
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Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and
reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student
with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a
very early age were followed over several years from the primary grades through high school when both were completing a second-year
Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading
comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia.
Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with
above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above
average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of
phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency
tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the
notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and
linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than
in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency
in the FL. 相似文献
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