Doing dissections differently: A structured,peer‐assisted learning approach to maximizing learning in dissections

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult‐learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer‐assisted/team‐based learning format—Doing Dissections Differently (DDD)—to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. © 2012 American Association of Anatomists.     

Convergence Concerns in Local Television: Conflicting Views From the Newsroom

This nationwide survey studies the impact of convergence on reporters and producers in small and medium local television markets. The article examines the manner in which convergence-related responsibilities affect the daily routines of these news workers. It also assesses their perceptions of convergence and challenges they face, including concerns about the impact of convergence on the quality of their work. Authors compare these views to the opinions of news directors across the United States (gathered in previous research), finding significant differences between news workers' perspectives and those of their bosses.     

Older Australian's Motivation for University Enrollment and Their Perception of the Role of Tertiary Education in Promoting Healthy Aging: A National Cross-Sectional Study

The aims of this study were to describe the characteristics of older Australian university students (aged 60+ years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students’ views about the role of tertiary-level learning in promoting healthy aging. In 2012, an invitation to participate in the study was sent to all 39 Australian universities, seeking their support and cooperation to recruit students aged 60+ years into the study. Eligible participants were asked to complete an online survey that comprised a range of closed and open-ended questions related to their university study. Narrative data were coded into themes using an inductive approach in QSR NVivo. A total of 626 older students completed the online survey. Just over half (55%) of the sample were women, 86% were aged between 60–70 years of age, 49% held a graduate qualification, and the majority (69%) were born in Australia. Participants cited a range of personal and vocational motivations for enrolling in a university course. They believed that university-level learning kept the mind and brain active; enabled access to an interesting, challenging, and purposeful activity; promoted social engagement and intergenerational communication; and improved confidence, knowledge, and skills. Future prospective experimental studies of older learners are required to objectively assess the impact of university-level learning on their health and wellbeing, including cognitive function. These data will quantify the benefits of tertiary-level learning to older people and society.     

Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education

This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between “science and all” by paying particular attention to the development of the relationship between the teacher, students and science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students. I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide teachers with information needed to make concrete connections between the research and their teaching, while continuing to make available the theories that support their findings. Using an integration research framework in conjunction with a temporality of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.

Indigenous Australian women and sport: findings and recommendations from a parliamentary inquiry

Researchers have consistently pointed to positive links between sport, physical activity, health and wellbeing amongst marginalized population groups. This paper concentrates on a group about which little is presently known in terms of these links – Indigenous women in Australia. The catalyst for this focus is twofold: demographic data that, while sparse, suggests that this group has very low levels of participation in sport and associated physical activity; and second, a recent parliamentary inquiry into Indigenous sport in which the participation of women featured in several submissions. Both data sets confirm that Indigenous women are significantly underrepresented in the Australian sporting landscape. There is no systematic knowledge about why this is so. The present study contributes to that small body of literature by considering (a) evidence about participation rates of Indigenous women in sport; and (b) the aspirations of sport organizations to attract Indigenous women into their programs.     

Positive and negative aspects of relationship quality and unprotected sex among young women

The aim of this study was to examine both positive and negative aspects of relationship quality in relation to condom use. Sexually active young women aged 14–18 years (n = 111; 34% non-white) were recruited from community clinics and schools in the Midwest USA and provided data via an online survey. The number of unprotected sex acts in the past month with the most recent male partner was regressed on relationship quality with that partner, adjusting for demographics and other characteristics. Negative relationship quality was associated with a greater number of unprotected sex acts among women reporting a low level of positive relationship quality and among women taking hormonal/IUD contraception. Positive relationship quality was associated with unprotected sex among women who reported multiple partners in the past month. Both positive and negative aspects of relationship quality may confer risk for unprotected sex. This risk appears to be modified by patterns of contraceptive use and other sexual behaviours. Health professionals and sexual health educators may be more effective in promoting condom use if they ask questions about both positive and negative aspects of young people’s relationship quality and tailor their conversations based on the responses received.