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Patrick J. Herling B. Tanya Mohseni Derek C. Hill Stacy Chelf Jeffrey A. Rickert Jonathan T. Leo Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223
Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists. 相似文献
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Derek A. Muller Manjula D. Sharma John Eklund Peter Reimann 《Instructional Science》2007,35(6):519-533
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account
students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine
how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative
conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical
phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic,
and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an
expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments
and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. 相似文献
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Jioanna Carjuzaa J. Kay Fenimore-Smith Ethlyn Davis Fuller William A. Howe Eileen Kugler Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40
In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage. 相似文献
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