1,720,998 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Knowing How and Knowing Why: Integrating Conceptual Knowledge in Simulation-based Procedural Skills Training to Support Learning Transfer
No full textIn health professions education (HPE), simulation technologies are used to imitate aspects of real-life clinical skills and scenarios with goal of preparing clinical professionals for real-world practice. Though much effort has gone into incorporating simulation into HPE curricula, questions remain about simulation-based instruction can be designed to support trainees’ ability to transfer skills learned in simulation to novel contexts. Instructional designs that promote trainees’ conceptual understanding have shown to enhance their ability to transfer across a variety of domains but has yet to be operationalized the context of healthcare simulation. In this dissertation, I investigate the relationship between instructional design, conceptual understanding, and skill retention and transfer in the context of simulation-based procedural skills training with novice medical trainees. Building on research in education, cognitive psychology, and clinical reasoning, this work assesses the impact of instructional designs that seek to integrate two types of knowledge that underlie procedural flexibility and expertise: conceptual knowledge (i.e., knowing why) and procedural knowledge (i.e., knowing how). In three randomized, controlled experiments, I test the cognitive mechanisms of effective integration of conceptual and procedural knowledge by manipulating the availability and presentation of these knowledges in instructional material. Results show the integrated instruction increases in trainees’ conceptual knowledge, which in turn mediates improvements in trainees’ skill retention and transfer. Study 1 establishes the benefits of video-based instruction that integrates conceptual knowledge (in addition to procedural knowledge) for trainee’s skill retention and transfer. Study 2 demonstrates that video-based integration is most effective when it encourages trainees to create causal linkages between procedural and conceptual knowledges at the level of cognition, a process called cognitive integration. In Study 3, we replicate previous findings and attempted to bolster cognitive integration by designing simulators that make the causal relationships between procedural and conceptual knowledge visible and interactive. Taken together, the dissertation operationalizes cognitive integration in simulation-based procedural skills training and provides evidence that integrated instruction can enhance simulation-based skill retention and transfer. Hence, lower fidelity training that emphasizes developing an integrated understanding of procedural and conceptual knowledge may be superior to repeated practice with more realistic simulations.Ph.D
The influence of assessor training on scoring and feedback: A qualitative study of assessor perceptions
Get PDFAssessor training is essential for defensible assessments of physician performance. This study explored the perceived influence of training and assessment tools on assessors’ conduct of assessments. Using a constructivist grounded theory approach, we interviewed 13 assessors about the effects of training and scoring tools on their conduct of assessments. Participants reported that training taught them about the potential variability of assessor judgement and prompted more reflective scoring. Using the new scoring tools reportedly led participants to sample performance data differently, choose ratings in accordance with the scoring tools, and provide more detailed feedback to assessed physicians. Participants did not perceive training or the tools to substantially affect their numeric ratings, but noted an increased confidence in scoring. Participants involved in developing the tools reported more pronounced effects of training and the tools. These findings support the continued study of assessor training programs as a method of enhancing assessor consistency.M.Sc
Knowing How and Knowing Why: Integrating Conceptual Knowledge in Simulation-based Procedural Skills Training to Support Learning Transfer
Get PDFIn health professions education (HPE), simulation technologies are used to imitate aspects of real-life clinical skills and scenarios with goal of preparing clinical professionals for real-world practice. Though much effort has gone into incorporating simulation into HPE curricula, questions remain about simulation-based instruction can be designed to support trainees’ ability to transfer skills learned in simulation to novel contexts. Instructional designs that promote trainees’ conceptual understanding have shown to enhance their ability to transfer across a variety of domains but has yet to be operationalized the context of healthcare simulation. In this dissertation, I investigate the relationship between instructional design, conceptual understanding, and skill retention and transfer in the context of simulation-based procedural skills training with novice medical trainees. Building on research in education, cognitive psychology, and clinical reasoning, this work assesses the impact of instructional designs that seek to integrate two types of knowledge that underlie procedural flexibility and expertise: conceptual knowledge (i.e., knowing why) and procedural knowledge (i.e., knowing how). In three randomized, controlled experiments, I test the cognitive mechanisms of effective integration of conceptual and procedural knowledge by manipulating the availability and presentation of these knowledges in instructional material. Results show the integrated instruction increases in trainees’ conceptual knowledge, which in turn mediates improvements in trainees’ skill retention and transfer. Study 1 establishes the benefits of video-based instruction that integrates conceptual knowledge (in addition to procedural knowledge) for trainee’s skill retention and transfer. Study 2 demonstrates that video-based integration is most effective when it encourages trainees to create causal linkages between procedural and conceptual knowledges at the level of cognition, a process called cognitive integration. In Study 3, we replicate previous findings and attempted to bolster cognitive integration by designing simulators that make the causal relationships between procedural and conceptual knowledge visible and interactive. Taken together, the dissertation operationalizes cognitive integration in simulation-based procedural skills training and provides evidence that integrated instruction can enhance simulation-based skill retention and transfer. Hence, lower fidelity training that emphasizes developing an integrated understanding of procedural and conceptual knowledge may be superior to repeated practice with more realistic simulations.Ph.D
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Using Systems Engineering to Inform Program Evaluation Practices in Health Professions Education: Conceptualizing Educational Programs as Socio-Technical Systems to Study System Emergence
No full textIntroduction: Understanding the dynamics of educational programs is complex due to the unexpected processes and outcomes resulting from interactions among program elements. In Health Profession Education (HPE), scholars have suggested this complexity might be best studied and understood using program evaluation approaches that capture the program’s planned and emergent processes and outcomes. Doing so might produce a better understanding of how, and what, the program is achieving. However, to date, no such program evaluation framework exists in HPE is able to accomplish this. This dissertation uses System Engineering principles and tools to propose a new program evaluation framework for sensing, characterizing, and explaining the complexity of educational programs.
Methods: The Socio-Technical Evaluation of Educational Programs (STEEP) framework was developed and refined by implementing System Engineering principles and tools to study two HPE programs. System emergence was defined as the unintended processes and outcomes in a program. Using a multiple case study approach, these two implementations resulted in a refined STEEP framework including the following methodical steps: relabeling of data, cross-stakeholder analysis, and appraisal of information power related to system emergence.
Results: The findings suggest the STEEP framework sensed system emergence in these educational programs, and produced data for characterizing and proposing possible mechanisms to explain the emergence. The results also showed potential sources of system emergence, including convergence and divergence in different stakeholders’ perceptions, as well as the influence of external systems (e.g., a residents’ hospital culture affecting their off-site course experiences).
Conclusions: This dissertation positions system emergence as one of the underpinning mechanisms for complex educational programs. Key contributions include a refined STEEP framework, and an improved understanding of mechanisms related to system emergence. These findings provide evaluators and researchers with more refined strategies for studying system emergence. A key recommendation is for program evaluators to continue focusing on identifying interactions between planned and emergent process and outcomes, while also taking the extra analytic step of aiming to clarify the mechanisms driving system emergence.Ph.D
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