The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes

Hand-held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m-learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m-learning devices. This observational study presents an anatomy m-learning tool (eMed-App), an application developed to accompany an anatomy seminar and support medical students' self-directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed-App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed-App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed-App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high-performing ones, made use of the eMed-App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy.     

The Effectiveness of an Augmented Reality Head-Mounted Display in Learning Skull Anatomy at a Community College

Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz = 32.7% (± 25.2); mean (± SD), post-quiz = 61.8% (± 19.5); n = 15; t₍₂₈₎ = 3.53; P = 0.001. The traditional tools were equally effective: pre-quiz = 44.9 % (± 18.6), post-quiz = 67.9 % (± 17.3); n = 17; t₍₃₂₎ = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement “fun to use” on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.     

The Quality and Readability of English Wikipedia Anatomy Articles

Forty anatomy articles were sampled from English Wikipedia and assessed quantitatively and qualitatively. Quantitatively, each article’s edit history was analyzed by Wikipedia X-tools, references and media were counted manually, and two readability indices were used to evaluate article readability. This analysis revealed that each article was updated 8.3 ± 6.8 times per month, and referenced with 33.5 ± 24.3 sources, such as journal articles and textbooks. Each article contained on average 14.0 ± 7.6 media items. The readability indices including: (1) Flesch–Kincaid Grade Level Readability Test and (2) Flesch Reading Ease Readability Formula demonstrated that the articles had low readability and were more appropriate for college students and above. Qualitatively, the sampled articles were evaluated by experts using a modified DISCERN survey. According to the modified DISCERN, 13 articles (32.5%), 24 articles (60%), 3 articles (7.5%), were rated as “good,” “moderate,” and “poor,” respectively. There were positive correlations between the DISCERN score and the number of edits (r = 0.537), number of editors (r = 0.560), and article length (r = 0.536). Strengths reported by the panel included completeness and coverage in 11 articles (27.5%), anatomical details in 10 articles (25%), and clinical details in 5 articles (12.5%). The panel also noted areas which could be improved, such as providing missing information in 28 articles (70%), inaccuracies in 10 articles (25%), and lack or poor use of images in 17 articles (42.5%). In conclusion, this study revealed that many Wikipedia anatomy articles were difficult to read. Each article’s quality was dependent on edit frequency and article length. Learners and students should be cautious when using Wikipedia articles for anatomy education due to these limitations.     

聚焦设计:实践与方法(上)——美国“以学生为中心”的本科教学改革研究之三

本文是美国"以学生为中心"的本科教学改革研究之三,主要介绍在这场改革中美国学者和教师创造的行之有效的实践和方法。全文共九部分。第1~3部分介绍相关文献、科学基础和大学教学有效性双因素假设。第4~6部分介绍由科学研究、受生活与职业发展影响和由经验总结而产生的实践与方法。第7部分是SC方法论,讨论了"SC方法树"、"3650"框架和5个"方法论误区"。第8部分是关于SC改革的未来,介绍了颠覆性创新概念和两所创新性学校。文章特别强调了设计在课堂教学模式改革中的核心作用。好的设计能把SC原则贯穿教学实践,能结合学生实际,促进学生有效学习。由于原文较长,故分为上下篇发表。上篇包括前四部分,下篇包括后五部分。     

对大学生自杀意念影响因素的梳理

目的:探讨大学生自杀意念产生的影响因素,从而为更好地预防大学生自杀事件的发生提供帮助。方法:在维普数据库中,以大学生、自杀意念作为关键词,搜索相关文献,进行文献综述。结果:判断自杀意念的标准不一致,测查自杀意念的时间段存在区别;自杀意念的影响因素包括:抑郁、人格特征、心理健康、应激等;自杀意念相关影响因素的研究欠缺,各因素之间交互作用的探讨等。     

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.     

应用型本科院校财会专业毕业生就业竞争力调研

通过对惠州学院财务管理专业毕业生的实证调查,揭示出市场对财会专业人才的需求情况以及应用型本科院校财会专业毕业生因缺乏实践经验、专业基础知识不够扎实、在就业过程中对待遇、工作地域、工作岗位要求过高等因素,制约了其就业竞争力。因此,财会专业人才的培养,要以市场需求为根本,注重实践技能和业务素质的拓展,加强学生应变能力、人际交往能力、团队合作能力和创新能力的培养与修炼。同时,毕业生个体也应适度调整就业期待。     

Designing and validating an autoverification system of biochemical test results in Hatay Mustafa Kemal University,clinical laboratory

IntroductionAutoverification (AV) is a postanalytical tool that uses algorithms to validate test results according to specified criteria. The Clinical and Laboratory Standard Institute (CLSI) document for AV of clinical laboratory test result (AUTO-10A) includes recommendations for laboratories needing guidance on implementation of AV algorithms. The aim was to design and validate the AV algorithm for biochemical tests.Materials and methodsCriteria were defined according to AUTO-10A. Three different approaches for algorithm were used as result limit checks, which are reference range, reference range ± total allowable error, and 2nd and 98th percentile values. To validate the algorithm, 720 cases in middleware were tested. For actual cases, 3,188,095 results and 194,520 reports in laboratory information system (LIS) were evaluated using the AV system. Cohen’s kappa (κ) was calculated to determine the degree of agreement between seven independent reviewers and the AV system.ResultsThe AV passing rate was found between 77% and 85%. The highest rates of AV were in alanine transaminase (ALT), direct bilirubin (DBIL), and magnesium (Mg), which all had AV rates exceeding 85%. The most common reason for non-validated results was the result limit check (41%). A total of 328 reports evaluated by reviewers were compared to AV system. The statistical analysis resulted in a κ value between 0.39 and 0.63 (P < 0.001) and an agreement rate between 79% and 88%.ConclusionsOur improved model can help laboratories design, build, and validate AV systems and be used as starting point for different test groups.     

转型发展视域下地方本科院校应用型人才培养机制探索和研究

我国高等教育总体上已经进入了追求高质量发展的阶段,地方本科院校成为我国应用型人才培养的主要力量。这适应了我国经济发展和产业结构优化升级的需求。进入新时代,国家对地方本科院校提出了新的发展要求,因此研究地方本科院校在转型发展背景下的应用型人才培养机制,对于地方本科院校适应社会经济转型、服务地方经济发展、提高人才培养质量和提升学生的应用能力等方面有着重要的意义。     

国家工程实验室建设评价的基本问题探讨

国家工程实验室建设评价的主要社会背景是国家之间产业技术创新竞争加剧以及公共研发支出绩效评价压力增加。基于对主要政策依据的梳理及与相近创新平台建设功能定位和评价的比较,对国家工程实验室的建设宗旨和特色使命进行了分析,重点探讨其功能定位与评价需求,进而设计了评价体系的基本框架,包括评价目标、模式、指标体系和关键指标设计,最后是国家工程实验室建设评价的总结和展望。