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Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy
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Thomas Shiozawa Benjamin Butz Stephan Herlan Andreas Kramer Bernhard Hirt 《Anatomical sciences education》2017,10(1):46-52
Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application‐oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple‐choice (S‐MC) and 20 clinically‐applied multiple‐choice (CA‐MC) items. The CA‐MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA‐MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann‐Whitney U test). The groups exhibited no differences on the S‐MC questions (85% and 82.5%, respectively; P > 0.05). The CA‐MC questions had a slightly higher level of difficulty than the S‐MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S‐MC median Pearson correlations: 0.321; CA‐MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA‐MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46–52. © 2016 American Association of Anatomists. 相似文献
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Daniel H. Robinson Stephanie B. Corliss Angela M. Bush Stephan J. Bera Tommy Tomberlin 《Educational technology research and development : ETR & D》2003,51(4):25-41
In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates
read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven
GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better
than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the
GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and considerably
extended total study time. Presenting several GOs first, followed by the entire text, appears to be optimal in directing students’
attention to across-chapter relations in text. 相似文献
164.
Interdisciplinarity is heralded as a relatively new educational and research paradigm that can effectively address complex problems at disciplinary boundaries. Yet little is known about the extent to which interdisciplinarity has penetrated higher education, nor about how students and program administrators view its usefulness. Through a case study of one field, urban planning, we assessed the extent to which graduate students and program administrators understand and support interdisciplinarity in the departments. We also assessed the extent to which specific factors might affect levels of support. Our survey results suggest differing attitudes between students and administrators and diverse opinions as to whether interdisciplinarity provides a practicable approach to addressing societal challenges. We offer a model for fostering interdisciplinarity and developing empirical evaluations of programs. 相似文献
165.
Joe E. Heimlich Stephan P. Carlson Martin Storksdieck 《Environmental Education Research》2011,17(3):287-305
Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernable impact on the outcomes of the field day and should be measurable and some of them should be observable. The Delphi process was modified to ground the theory and to end the Delphi using a subset of the panel in a face‐to‐face meeting to move from consensus to instrument construction. This paper describes the process and shows a summary of the findings of each of the rounds of the Delphi. The use of a Delphi method for determining consensus around the validity of the theory emerging from the research and literature on field days was appropriate and shows that this type of testing against grounded theory can prove useful for building measures to test the emergent theoretical constructs. Modifying the Delphi to focus on the theoretical constructs emerging from the initial analysis allowed the process to function as a true Delphi and eliminated the long process of construct identification. 相似文献
166.
David M. Levine David F. Stephan 《Decision Sciences Journal of Innovative Education》2011,9(3):395-400
Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework. The DCOVA problem‐solving framework that presents discrete steps to define, collect, organize, visualize, and analyze data addresses these concerns while helping to enhance the perceived value of taking statistics courses. 相似文献
167.
Lawrenz Frances Gravemeijer Koeno Stephan Michelle 《International Journal of Science and Mathematics Education》2017,15(1):125-128
International Journal of Science and Mathematics Education - 相似文献
168.
Schillinger Frieder L. Mosbacher Jochen A. Brunner Clemens Vogel Stephan E. Grabner Roland H. 《Educational Psychology Review》2021,33(4):1887-1906
Educational Psychology Review - The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the... 相似文献
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