Neuromyths Among Teachers and Student Teachers

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.     

对大学贫困生实施团体心理训练策略的研究

针对大学贫困生在大学所面临的特殊问题,设计了一套以团体心理训练为核心的心理援助方案。旨在通过分析自身的特点,不断发掘自己的特长和优势,纠正贫困生的不良认知和习惯,使其心理素质等得到提升,同时也为改善大学贫困生心理健康状况提供了依据。     

Efficacy and safety of drug-eluting stent implantation for the treatment of in-stent restenosis occurring within bare-metal stent and drug-eluting stent

Objective:Although drug-eluting stent(DES) implantation is the primary treatment modality for bare-metal stent(BMS) in-stent restenosis(ISR),little is known about the efficacy and safety profile of DES in the treatment of DES-ISR.The goal of this study was to compare the clinical outcomes following DES treatment for BMS-ISR and DES-ISR.Methods:Rates of major adverse cardiac events(MACE) were compared in 97 consecutive patients who underwent DES implantation for the treatment of ISR(56 BMS-ISR and 41 DES-ISR) from January 2004 to December 2008.Results:Baseline clinical and procedural characteristics were comparable,except that the DES used in the BMS-ISR group was longer and had a larger diameter.The length of follow-up was(28.60±1.96) and(20.34±1.54) months for the BMS-ISR and DES-ISR groups,respectively.One patient(1.8%) experienced non-cardiac mortality and one(1.8%) had target-vessel revascularization(TVR) in the BMS-ISR group.In the DES-ISR group,three patients(7.3%) died of sudden death with a documented acute ST-segment elevation myocardial infarction,and three suffered TVR(7.3%).Kaplan-Meier analysis indicated that cumulative survival probability and MACE-free probability were both significantly lower for the DES-ISR group(log rank test P=0.047 and P=0.005,respectively).In Cox regression analysis,DES-ISR remained an independent predictor for future MACE occurrence after adjustment for other factors(compared with BMS-ISR,risk ratio(RR)=8.743,95% confidence interval(CI) 1.54-49.54,P=0.014).Switching to a different type of DES to treat DES-ISR did not improve the prognosis.Conclusion:DES-ISR patients had a poorer prognosis than BMS-ISR patients after DES therapy.     

The Relationship Between Sibling Maltreatment and College Students' Sense of Well‐Being

Empirical research on sibling abuse has been overwhelmingly absent from the professional literature. This exploratory study used a survey instrument to investigate the question of whether the experience of sibling abuse influences the sense of well‐being in college students. A linear multiple regression analysis indicated that experience with sibling abuse, either as a survivor or as a perpetrator, does have an impact on perception of well‐being. Implications of these findings for future research are discussed.     

Performance‐based measurement: Action for organizations and HPT accountability

Basic measurements and applications of six selected general but critical operational performance‐based indicators—effectiveness, efficiency, productivity, profitability, return on investment, and benefit‐cost ratio—are presented. With each measurement, goals and potential impact are explored. Errors, risks, limitations to measurements, and a final check for validity, applicability, accountability, and usability of these measurements are discussed. This article provides a simple, practical guide to performance measurement for organizations and human performance technology practitioners' accountability and continuous improvement.     

Food Safety Knowledge and Beliefs of Middle School Children: Implications for Food Safety Educators

ABSTRACT: To create effective educational interventions that address the food safety informational needs of youth, a greater understanding of their knowledge and skills is needed. The purposes of this study were to explore, via focus groups, the food‐handling responsibilities of middle school youth and obstacles they face in practicing safe food handling and develop recommendations for the design of food safety interventions for youth. Most youth reported that they prepared food at least once weekly and rated learning to prevent foodborne illness as important. Youth knew that food could make them sick, described foodborne illness as resulting from “something” getting into food, not cooking food “right,” or the food going bad. Most responses lacked details, suggesting knowledge was basic. Nearly all were interested in learning about food safety. Barriers that deterred them from learning about food safety were time and feeling they were not susceptible to foodborne illness. To overcome barriers, youth suggested focusing on the seriousness of and risks for foodborne illness, using a serious but comical educational approach, and using hands‐on educational media. Parents highly rated the importance of and degree to which they wanted youth to learn about food safety. Parents felt that their children had moderate levels of food safety knowledge, but many questioned whether they practiced food safety procedures when unsupervised. Parents felt that food safety education needed to be taught and reinforced in school and at home. After having reviewed youth and parent data, food safety experts proposed recommendations for youth‐focused food safety education that paralleled current consumer food safety initiatives.     

哥尔多尼的即兴喜剧改革

18世纪中期,哥尔多尼对旧式的即兴喜剧在剧本、舞美、人物等多个方面进行了逐步的改革,尽管在这些改革中传统即兴喜剧的一些重要要素被减弱或者消除,但这些改革使即兴喜剧这一传统剧种与当时的时代精神更为契合。哥尔多尼对即兴喜剧的改革不仅仅使这一在当时已稍显颓势的传统剧种重新焕发了生机,他在这一系列改革中的创作经验和成果也奠定了之后意大利现实主义喜剧的基调。     

The role of medical museums in contemporary medical education

From the early 19th century until the most recent two decades, open‐space and satellite museums featuring anatomy and pathology collections (collectively referred to as “medical museums”) had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web‐based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self‐directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio‐guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum. Anat Sci Educ 3:249–253, 2010. © 2010 American Association of Anatomists.     

The gross anatomy course: An analysis of its importance

The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists.     

Chinese primary school mathematics teachers working in a centralised curriculum system: a case study of two primary schools in North‐East China

Mainland China has a highly centralised curriculum development system. A study of two schools in northeast China, one in a rural area and the other in an urban area, indicates that the primary mathematics curriculum has been widely adopted by teachers at the classroom level. Feeling the intense pressure generated by the national mathematics Olympiad,1 1. The mathematics Olympiad is a type of ‘extracurricular’ activity that aims to promote students' interest and improve their ability in mathematics. Students participating in the competition are required to complete some challenging and non‐routine mathematical operations. The international mathematics Olympiad is held every year. In Mainland China, this competition is commonly organised at city, provincial and national level. Students who perform exceptionally well are exempted from the highly competitive national university entrance examinations for entry to universities View all notes teachers in the urban school tended to give more difficult mathematics problems to their students in the hope that above‐average students would perform well in the competition. In the rural school, the ability of students was more varied and generally lower. Teachers there worked very hard to push their students to meet the national requirements. The driving force behind this was the county‐wide public examination in which students' performance was taken as an indicator of teachers' competence. Teachers in both schools also have not taken effective steps to adapt the curriculum for students' individual differences. A comparison of the practices between the teachers in the two schools suggests that teachers' beliefs, their professional knowledge and skills shape their inclination and ability in curriculum adaptation and differentiation.