Evaluating a bedside tool for neuroanatomical localization with extended‐matching questions

Neuroanatomical localization (NL) is a key skill in neurology, but learners often have difficulty with it. This study aims to evaluate a concise NL tool (NLT) developed to help teach and learn NL. To evaluate the NLT, an extended‐matching questions (EMQ) test to assess NL was designed and validated. The EMQ was validated with fourth‐year medical students and internal medicine and neurology residents. The NLT's usability was evaluated with third‐ and fourth‐year students, and the effectiveness was evaluated with an experimental study of second‐year students, using the EMQ as the outcome measure. Students were taught how to use both the NLT and textbook algorithms (control) to perform NL, then randomized into either group, and only allowed to use their assigned tool to complete the EMQ. Primary outcome was the difference in mean EMQ scores expressed as a percentage of total score. For EMQ validation, students (n = 56) scored lower than residents (n = 50) (76.7% ± 1.7 vs. 83.0% ± 1.6; mean ± standard error of mean, P < 0.009). The EMQ demonstrated good reliability (Cronbach's α 0.85) and generalizability (G‐coefficient 0.85). Third‐ (n = 77) and fourth‐year (n = 42) students found the NLT user‐friendly and helpful in their learning of NL. In the experimental study, scores were significantly higher for NLT group (n = 94) than for controls (n = 101) (42.5 vs. 37.0%, P = 0.014); the effect size (Cohen's d) was 0.36. The EMQ is validated to reliably assess NL and is generalizable, feasible, practical, and of low cost. The concise and user‐friendly NLT for NL was effective in aiding medical student performance of NL. Anat Sci Educ 11: 262–269. © 2017 American Association of Anatomists.     

关于Beurling—Ahlfors扩张函数的几点注记

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谈"可乐"的产生与发展

探求了“cola“汉化的条件和原因，饮料名“可乐”成为词根的经过，以及定根后衍生出新义“可乐”的过程。同时，挖掘“可口可乐”等外来词的文化内涵，兼及英语文化与汉语文化之间的适应与融合。     

赋扩张a-范数Riesz空间上算子的延拓问题

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潜显理论视角下的“宅男”研究

随着网络时代的到来,各国之间语言接触日益频繁。本文试图运用潜显理论分析新词语“宅男”。从它的词源分析入手,揭示“宅”的引申义,重点对“宅×”的潜词显词化情况进行说明,最后对这一词语的规范化及未来发展情况作出预测。     

广义延拓矩阵的奇异值分解

具有广义行或列对称性结构的矩阵（即广义延拓矩阵）的奇异值和奇异向量与原矩阵（母矩阵）的奇异值和奇异向量存在定量关系,从而对于广义延拓矩阵的奇异值分解,可利用母矩阵奇异值分解来实现。这不但可以节省计算量和运算量,而且不影响任何数据的精度。     

英语中表示空间关系的四词介词的习得

表示空间关系的四词介词具有可变性的独特结构,同时,遵循着空间介词的一般规律,由最初的字面含义都用来表示空间关系,继而喻指时间关系,然后逐渐地引中到表示心理、地位等抽象关系上。文章采用归类、释义和对比的方法,进行分析研究,对表示空间关系四词介词的习得具有一定启示和帮助。     

高校图书馆馆员继续教育刍议

通过对高校图书馆馆员进行继续教育迫切性与必要性的分析 ,为高校图书馆馆员进行继续教育提出合理解决的方法和方式 ,使高校图书馆馆员继续教育得以实现。     

医患交流中患者扩展回答的会话分析研究

面对医生的确认类提问,患者进行扩展回答是医患交流中一种较为常见的现象.尽管扩展回答在交流层面违背提问对回答的结构限定,而且还占用更多的交流时间,但患者的扩展回答并不是一种消极的交流现象.本文采用会话分析的研究方法,以发生在泌尿外科门诊的医患交流为语料,探究患者扩展回答的具体原因及序列语境,分析扩展回答的价值和意义.通过...     

Video demonstrations can predict the intention to use digital learning technologies

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic

• The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
• Technology acceptance is typically measured after users have used the technology for three to twelve months.
• Perceived usefulness is a strong predictor of intention to use the technology.
• The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.

What this paper adds

• For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
• Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
• We replicate these findings with a second study using the general extended technology acceptance model.

Implications for practice and/or policy

• Short video demonstrations can provide information for educators to predict whether students will use a technology.
• Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.