125 research outputs found
The benefits of being a near-peer teacher
No full textBackground: Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored.Method: A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0–10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers’ motivation and perceived benefits from the teaching.Results: Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skill
Identifying medical student perceptions on the difficulty of learning different topics of the undergraduate anatomy curriculum
No full textAnatomy education research has identified neuroanatomy and pelvic anatomy as particularly challenging to medical students. However, perceptions of the whole undergraduate anatomy curriculum have not been properly determined. One hundred eighty-five second year medical student evaluations showed that neuroanatomy and head and neck and pelvic anatomy were rated significantly harder than the remainder of the curriculum (p < 0.0001). However, students at the National Undergraduate Neuroanatomy Competition did not rate neuroanatomy harder than the other subjects. This study identifies topics which are perceived to be the most difficult to learn and targeting these will make the biggest differences in medical student learning experience.</p
The efficacy of frontline near-peer teaching in a Modern Medical Curriculum
No full textWithin medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9.</p
Micro-credentials and Research Skills Development
No full textThe New Zealand Qualifications Authority (NZQA) has recently formalised a new microcredential policy and piloted a series of small skills based courses that align to the NZQA
credit framework.While this is not yet gaining traction in Universities, Tertiary Education Organisations (TEO’s)
with a strong skills based focus are finding new ways of rewarding, and recognising, learning
through this new policy and framework. The policies focus is not only on TEO’s. NZQA have formalised a process for non-TEO’s
(professional groups, accreditation boards, communities) to benchmark their skills based
learning programmes for micro-credential equivalency - https://www.nzqa.govt.nz/providers-partners/approval-accreditation-andregistration/micro-credentials/equivalency/ This birds of a feather session opens up the discussion, and possibilities, of nationally
recognised credentials and development pathways for RSE’s and research support staff with
a particular focus on skills based and professional practice assessment. Is this something our
communities want, lets discuss! ABOUT THE AUTHOR(S) Jonny Flutey - https://orcid.org/0000-0002-2210-755X</div
Surveys of flying bird nesting areas and adelie penguin colonies in the Windmill Islands 1998/99 by Jonny Stark and Jeroen Creuwels
No full textProgress Code: completedStatement: The locations of some colonies on Nelly Island (Frazier Islands), a South Polar Skua nest site on Dewart Island (Frazier Islands) and some South Polar Skua nest sites on Ardery Island were eyed in using as a guide field survey sketches by Jeroen Creuwels in June 1999. The locations of some further colonies on the Frazier Islands, a Southern Giant-petrel nest site on Dewart Island (Frazier Islands) and some Snow Petrel nest sites at Casey Station were sourced from a differentially corrected GPS survey by Jonny Stark of the Australian Antarctic Division in 1998/99. The following data relevant to Jeroen Creuwels' 1998/99 work on Ardery Island were sourced from another differentially corrected GPS survey by Jonny Stark in 1998/99: Antarctic Petrel reference area, Southern Fulmar reference area, Cape Petrel study area, Cape Petrel reference area and the location of the observation point for the 1998/99 bird census.
Each feature has a Qinfo value which can be used to access data quality information (see provided URL).This GIS dataset contains bird data from 1998/99 field work in the Windmill Islands by Jonny Stark and Jeroen Creuwels. The locations are Frazier Islands, Ardery Island and Casey station. <br/>Polygon data represents the extents of flying bird nesting areas and adelie penguin colonies.<br/>Point data represents flying bird nest locations
Dataset: Linking deep-time subduction history to modern day expressions of dynamic topography
No full textSupplemental files for the submitted manuscript "Linking deep-time subduction history to modern day expressions of dynamic topography" by C. M. Calvelage, Jonny Wu, Lorenzo Colli, Yi-An Lin, and Yingcai ZhengGlobal predicted dynamic topography files for each spherical harmonic degree 3, 10, and 40. Columns are longitude, latitude, and predicted dynamic topography (positive values=uplift; negative=subsidence).GPlates digital plate reconstruction files for the Earthbyte (Matthews et al., 2016) and Tomopac (Wu et al., 2022) plate reconstructions.For inquiries regarding the contents of this dataset, please contact the Corresponding Author listed in the README.txt file. Administrative inquiries (e.g., removal requests, trouble downloading, etc.) can be directed to [email protected]</p
The National Undergraduate Neuroanatomy Competition: Five years of educating, inspiring and motivating our future neurologists and neurosurgeons
No full textNeurological conditions are common so a knowledge of neuroanatomy is necessary for junior doctors. Additionally, some students have a particular interest in neuroscience. However, little time is dedicated to neuroanatomy in the medical curriculum, and many students struggle with neuroanatomy. The National Undergraduate Neuroanatomy Competition (NUNC) aims to support the development of neuroanatomical knowledge among medical students and promote interest in neurosciences. Students who attended the NUNC completed a series of neuroanatomy based examinations and a questionnaire investigating aspects of neuroanatomy teaching and resources at their home university. 387 students attended the NUNC between 2013 and 2017, of which 382 had a complete data set (response rate 98.7%). Male students significantly outperformed female students (p < 0.0001) and clinical students outperformed preclinical students (p < 0.05). Best answered questions were on the spine (average score 53.9%), and the most poorly answered questions were on the vasculature (average score 44.7%). Students felt that the neuroanatomy teaching, time spent on neuroanatomy and dissection/prosection resources were all reasonable (6-7/10) at their home institution. E-learning resources were rated more poorly (5.4/10). We conclude that the NUNC gives students the opportunity to enhance their neuroanatomical knowledge and gives keen students the chance to develop their interest.</p
Can medical students accurately predict their learning?: A study comparing perceived and actual performance in neuroanatomy
No full textIt is important that clinicians are able to adequately assess their level of knowledge and competence in order to be safe practitioners of medicine. The medical literature contains numerous examples of poor self-assessment accuracy amongst medical students over a range of subjects however this ability in neuroanatomy has yet to be observed. Second year medical students attending neuroanatomy revision sessions at the University of Southampton and the competitors of the National Undergraduate Neuroanatomy Competition were asked to rate their level of knowledge in neuroanatomy. The responses from the former group were compared to performance on a ten item multiple choice question examination and the latter group were compared to their performance within the competition. In both cohorts, self-assessments of perceived level of knowledge correlated weakly to their performance in their respective objective knowledge assessments (r = 0.30 and r = 0.44). Within the NUNC, this correlation improved when students were instead asked to rate their performance on a specific examination within the competition (spotter, rS = 0.68; MCQ, rS = 0.58). Despite its inherent difficulty, medical student self-assessment accuracy in neuroanatomy is comparable to other subjects within the medical curriculum. Anat Sci Educ 9: 488-495. © 2016 American Association of Anatomists
\u27\u27Where the Mask Ends and the Face Begins Is Not Certain\u27\u27: Mediating Ethnicity and Cheating Geography in Jonny Steinberg\u27s Little Liberia
No full textMixing historical commentary, reportage, biography and personal stories, South African writer Jonny Steinberg takes up the tale of a fractured African nation and its diaspora in Little Liberia: An African Odyssey in New York City (2011). The "little Liberia" founded in New York\u27s urban jungle may have represented, for many of its inhabitants, a way to "cheat geography" by recreating a home away from home, but Little Uberia shows the reader it has not allowed them to cheat history. The book deals with the lives of two inhabitants of Park Hill Avenue on Staten Island, where nearly everyone is Liberian. Their conflict threatens to implode the community, igniting suspicions and accusations that had been bottled up since their exile. The article focuses on the interface of mediated ethnicity and citizenship related to the struggle for power in the diasporic Liberian community on Staten Island. Attention is also paid to feelings of identity of Little Liberia\u27s author.
Opsomming Met \u27n mengelmoes van historiese kommentaar, verslaggewing, biografiese en persoonlike stories vertel Suid-Afrikaanse outeur Jonny Steinberg die verhaal van \u27n gebroke Afrika-volk in Little Liberia: An African Odyssey in New York City (2011). "Little Liberia" wat in die betonoerwoud New York ontstaan het, is vir baie van sy inwoners \u27n manier om "geografie te flous" deur \u27n tuiste weg van hul vaderland te skep. Little Liberia laat die leser egter sien dat die geskiedenis self nie om die bos gelei kan word nie. Die boek beskryf die lewens van twee inwoners van Park Hill Avenue op Staten Island, waar byna alma! Liberiaans leef. Die konflik tussen hierdie twee dreig om onderdrukte gevoelens van suspisie en beskuldingings wat opgekrop is sedert die begin van hul ballingskap te laat ontplof en die gemeenskap te vernietig. Die artikel fokus op die raakvlak van bemiddelde etnisiteit en burgerskap gekoppel aan die magstryd in die ontwortelde Liberiese gemeenskap op Staten Eiland. Daar word ook aandag geskenk aan die identiteitsgevoelens van die outeur van Little Liberia
2019-2020 Men\u27s Soccer Team
No full textMembers of the 2019 Cedarville University men\u27s soccer team are:(front row left-to-right) Mauricio Ochoa Vazquez, T.J. Milby, Jackson Ellison, Pedro Alvares, Victor Pomelli, Levi Haight(second row) Trey McBride, Nick Marculo, Stephen Bailey, Andre Salviano, Alexander Narog, Brett Vaughn, Sammy Kilimann(third row) Student Athletic Trainer Meghan Jacobs, Assistant Athletic Trainer Kurt Gruenberg, Josiah Fragnito, Gui Fernandes, Brett Diller, Mark Rowan, Assistant Coach Grant Knight, Head Coach Brett Faro, Assistant Coach Isaac Nelson(back row) Andy Volk, Zac Muir, Ben Rowan, Jared Zacharias, Ian Keil, Carter Selvius, Mason Hecklinger, Jonny Stephens, Eli Schmidt.https://digitalcommons.cedarville.edu/mens_soccer_gallery/1055/thumbnail.jp
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