Near-peer teaching in an anatomy course with a low faculty-to-student ratio

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.     

Didactic Problems in the Concept of Electric Potential Difference and an Analysis of its Philogenesis

This paper makes an analysis of the different didactic problems to come from the fact that electric charge is inseparable from the mass, the impossibility of its direct observation (only its effects) and the meaning associated with the basic concepts of electricity, like electric potential or electric potential difference.In order to know the origin of the different meaning found in textbooks of the concept of electric potential difference, we have made an analysis of the relevant historical milestones. In this review, it is seen that the content assigned to it is taken from the mathematical formalism of field theory, which causes problems in its structure and its logico-formal communication as well as teaching problems.     

Evaluation of a personalized digital library based on cognitive styles: Adaptivity vs. adaptability

Personalization can be addressed by adaptability and adaptivity, which have different advantages and disadvantages. This study investigates how digital library (DL) users react to these two techniques. More specifically, we develop a personalized DL to suit the needs of different cognitive styles based on the findings of our previous work [Frias-Martinez, E., Chen, S. Y., & Liu, X. (2008) Investigation of behavior and perception of digital library users: A cognitive style perspective. International Journal of Information Management]. The personalized DL includes two versions: adaptive version and adaptable version. The results showed that users not only performed better in the adaptive version, but also they perceived more positively to the adaptive version. In addition, cognitive styles have great effects on users’ responses to adaptability and adaptivity. These results provide guidance for designers to select suitable techniques to develop personalized DLs.     

Misconceptions on geometric optics and their association with relevant educational variables

The topic of geometrical optics was chosen to diagnose the preconceptions of 44 trainee teachers in this subject area. The scores obtained from a pretest were examined with respect to several variables describing cognitive, academic and social factors. The results suggest that both students’ level of cognitive development and their pre‐knowledge should be taken into account in developing an integrating paradigm for science teaching. Cognitive style appears as a further variable to be considered in this.     

Skinfold thicknesses associated with distance running performance in highly trained runners

It has been postulated that additional adiposity has a negative effect on performance in heterogeneous groups of runners. Previous studies have not tested this hypothesis in homogeneous groups of elite runners. The purpose of this study was to determine whether the sum of skinfold thicknesses and specific single skinfold sites were related to competitive running performance in homogeneous groups of male and female elite athletes. In total, 184 top-class runners (130 males and 54 females) volunteered to participate in the study. Skinfolds were measured at the following sites: biceps, triceps, subscapular, pectoral, iliac crest, abdominal, front thigh and medial calf. Runners were classified into groups in accordance with their best performance times. Correlation analysis and partial correlation coefficients that controlled for age and weight were applied to each single skinfold, the sum of six skinfolds (excluding biceps) and the extremity (sum of triceps, front thigh, medial calf) to trunk (sum of subscapular, iliac crest, abdominal) ratio and performance. Performance was rated by the scoring procedures of the International Amateur Athletics Federation. In male runners, the pectoral, iliac crest, abdominal, biceps, triceps, subscapular skinfolds and the sum of six skinfolds were not associated with performance score for any of the distances. High correlations were found between the front thigh (r = 0.78, P = 0.000) and medial calf (r = 0.55, P = 0.018) skinfolds and 1500 m run time, and between the front thigh (r = 0.59, P = 0.014) and medial calf (r = 0.57, P = 0.017) skinfolds and 10,000 m run time. In female runners, the front thigh and medial calf skinfolds were highly correlated with 400 m run time (r = 0.71, P = 0.022 and r = 0.81, P = 0.005, respectively). The results of this study indicate that skinfold thicknesses in the lower limb are positively associated with running time over several distances, and may be a useful predictor of athletic performance.     

Willingness toward organ and body donation among anatomy professors and students in Mexico

Most anatomists agree that cadaver dissection serves as a superior teaching tool in human anatomy education. However, attitudes toward body donation vary widely between different individuals. A questionnaire was developed to determine the attitudes toward body and organ donation among those who learn the most from cadavers: medical students, medical student teaching assistants, medical students involved in research, and anatomy professors. A cross‐sectional, prospective study was designed in which the questionnaire was distributed among first‐year human anatomy students before undertaking cadaver dissection at the beginning of the semester, and then again after a commemoration service at the end of the course. The questionnaire items included demographic data, as well as questions designed to characterize participants' attitudes regarding body/organ donation from strangers, family members, and whether participants would consider such practices with their own bodies. Out of a total of 517 students enrolled in the Human Anatomy course in the Medical School at the Universidad Autónoma de Nuevo León, Mexico during January to June 2016, 95% responded to the first (491) and second (490) surveys. Participants' opinions on their own organ donation was similar before and after exposure to cadaver dissection, with between 87% and 81% in favor of such practices, and only 3% against it, in both surveys. Participants' willingness to donate their own bodies, as well as those of family members, increased, while reluctance regarding such practices decreased by half (P < 0.0001 and P < 0.05). Professors had the highest rates of positive opinions regarding their own body donation (74.9%), with 18.8% undecided. Low opposition toward organ and body donation remains prevalent among both anatomists and physicians in training in Mexico. Anat Sci Educ 10: 589–597. © 2017 American Association of Anatomists.