This longitudinal follow-up study surveyed the attitudes toward, and skills in, evidence-based medicine (EBM) of medical school graduates who had participated in a formal EBM curriculum during their third-year Internal Medicine (IM) clerkship. The objective was to measure whether competencies were retained over time and to identify the long- term impact on the graduates' attitudes toward, and proficiency in, EBM after graduation. Questionnaire results showed that a group of medical school graduates retained EBM skills and a positive attitude about the importance of applying EBM principles in patient care one to three years after completing an EBM course. 相似文献
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world. 相似文献
Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care. 相似文献
SOME significant problems in the design of research with subjects having an intellectual disability are identified. A lack of agreement on the nature of intellectual disability in relation to brain impairment, and discrepancies in the interpretation of deficits in relation to information processing concepts create problems in the definition of subject groups and interpretation of results. Much of the research uses normal subject groups for comparison, matched with disabled groups for either mental age, chronological age, or both, and this has led to further problems in the criteria and procedures used for matching, particularly for mental age. Further difficulties are encountered in variability both within and between subject groups, affecting reliability of results and making replication of studies difficult. In addition, task demands, particularly in relation to variables other than those under immediate investigation, are not always equivalent for all subject groups. Some suggestions are made for reducing or eliminating the effects of some of these problems in experimental research, and the use of alternative designs which take subject variability into account is recommended. 相似文献
This article tests the hypothesis that self-development plays a role in the offset of childhood amnesia; assessing the importance of both the capacity to anchor a memory to the self-concept, and the strength of the self-concept as an anchor. This research demonstrates for the first time that the volume of 3- to 6-year old's specific autobiographical memories is predicted by both the volume of their self-knowledge, and their capacity for self-source monitoring within self-referencing paradigms (N =186). Moreover, there is a bidirectional relation between self and memory, such that autobiographical memory mediates the link between self-source monitoring and self-knowledge. These predictive relations suggest that the self-memory system is active in early childhood. 相似文献
Communication is inextricably important to instructional design and performance‐based training. Promoting effective communication as an integral part of the performance support system improves professional instructional design functions and offers greater avenues for meaningful discourse among end users of the instruction. In this article, we highlight communication in performance training and instruction for meaningful learning and effective exchange of knowledge. Internal and external communications are discussed as a means to promoting successful relationships, commitment, and ownership. 相似文献