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951.
James W. Youdas Brianna L. Hoffarth Scott R. Kohlwey Christine M. Kramer Jaime L. Petro 《Anatomical sciences education》2008,1(5):199-206
Despite nearly 200 accredited entry‐level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second‐year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first‐year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second‐year peer teachers, which contained diagrams, fill‐in‐the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first‐year DPT students in response to a peer teaching method, using a structured 10‐item questionnaire and a five‐point Likert scale. Second‐year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer‐teaching experiences provided by four second‐year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists. 相似文献
952.
Jackson R Baird W Davis-Reynolds L Smith C Blackburn S Allsebrook J 《Health information and libraries journal》2008,25(1):31-37
OBJECTIVE: To identify the information needs of parents of children with health care needs. METHODS: A series of three focus groups and one in-depth interview were held with parents (n = 10, 90% female) in Barnsley, South Yorkshire, UK. RESULTS: Findings were grouped into four themes: delivery of information; levels of support; relationship between the family and professional; and management of events. Parents expressed a preference for information to be delivered on a verbal, 'one-to-one' basis by a professional, supplemented by accessible, written reference materials. The provision of a contact telephone number for a named professional, so further information could be obtained when required, was identified as a key source of support. Participants emphasized the importance of being consulted about the care of their child, the interaction between professional and child, and also of being treated as an individual by the professional. CONCLUSIONS: Delivery of information to parents may be most effective on a verbal, 'one-to-one' basis with a professional, in conjunction with written accessible general and child-specific reference materials. The importance to parents of the provision of contact details for a named professional and specialist nurse support is also emphasized. The psychosocial experiences of parents, along with the impact of the relationship between family and professional, and requirement for good channels of communication, must be taken into account by professionals during the care of children with health care needs. These findings have important implications for professionals and service providers for the future delivery of information to parents of children with health care needs. 相似文献
953.
Christine?Suniti?BhatEmail author 《International journal for the advancement of counseling》2005,27(3):399-411
Academic and site supervisors of counselors-in-training perform the important function of serving as gatekeepers to the counseling
profession. Their endorsement of a trainee implies that the trainee is capable of carrying out the role of a counselor in
an ethical and effective manner, without endangering clients. Limited guidelines and training in the gatekeeping function
pose a problem for supervisors. In the quest for improved gatekeeping processes, the counseling profession may achieve greater
clarity and fairness by incorporating performance appraisal protocols from the business and management fields. 相似文献
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Episodic prospection is the mental simulation of a personal future event in rich contextual detail. This study examined age-related differences in episodic prospection in 5- to 11-year-olds and adults (N = 157), as well as factors that may contribute to developmental improvements. Participants’ narratives of past, future, and make-believe events were coded for episodic content, and self-concept coherence (i.e., how coherently an individual sees himself or herself) and narrative ability were tested as predictors of episodic prospection. Although all ages provided less episodic content for future event narratives, age-related improvements were observed across childhood, suggesting future event generation is particularly difficult for children. Self-concept coherence and narrative ability each independently predicted the episodic content of 5- and 7-year-olds’ future event narratives. 相似文献
958.
Christine Beresniova 《欧洲教育》2019,51(2):111-126
This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the “cultural curriculum” to examine how community “stories” intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing cultural practices as well now. This is not always welcome because most are uncertain how to engage with community behaviors and preserve their place in the community at the same time. 相似文献
959.
Veronica McCauley Patricia McHugh Kevin Davison Christine Domegan 《Environmental Education Research》2019,25(2):280-291
Ocean literacy is an understanding of the ocean’s influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a ‘complex problem’ that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a methodological tool to advance and enhance the promotion of environmental literacy, and to share outcomes from using the CI approach. The participatory context behind CI illustrates that working ‘with’ a range of stakeholders across marine education, outreach, regulation and policy, to debate how to better promote ocean literacy among young people, improves ocean literacy and broadens society’s awareness of sustainable marine environments. Findings reveal a hierarchical barrier structure localised to each country, a valuable order of echelon toward environmental change. 相似文献
960.
Kazimierz D?browski’s five-level theory of personality development, the Theory of Positive Disintegration, is one in which the experience of all emotions is essential for the process of individual growth toward the personality ideal. In this article, we synthesize D?browski’s conception of syntony and the development of empathy. We discuss the genesis of empathy within the lower levels of human personality development and visually demonstrate the multilevelness of the development of empathy through a diagrammatic representation of syntonic and empathic responses with examples of these traits mapped to the varying levels of development within D?browski’s Theory of Positive Disintegration. 相似文献