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Second Semester (second + semester)
Selected AbstractsComputer-mediated instructional video: a randomised controlled trial comparing a sequential and a segmented instructional video in surgical hand washEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2005M. Schittek Janda Background:, Video-based instructions for clinical procedures have been used frequently during the preceding decades. Aim:, To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. Materials and methods:, An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. Results:, The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. Conclusion:, The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style. [source] A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental studyMEDICAL EDUCATION, Issue 1 2000David J Steele Objectives To compare learning outcomes and perceptions of facilitator behaviours and small-group process in problem-based learning (PBL) groups led by students and those led by faculty. Design A prospective, Latin-square cross-over design was employed. Second-year medical students participated in 11 PBL cases over the course of the academic year. For each case, half the student groups were led by faculty and the other half by a student group member selected randomly to serve in the facilitator role. Learning outcomes were assessed by performance on objective examinations covering factual materials pertinent to the case. Perceptions of facilitator behaviours and of group functioning were assessed with a questionnaire completed at the end of each individual case. Focus-group discussions were held to gain more in-depth information about student perceptions and experience. Student-led sessions were observed at random by the investigators. Setting A state-supported, US medical school with a hybrid lecture-based and problem-based curriculum. Subjects One hundred and twenty-seven second-year medical students and 30 basic science and clinical faculty. Results No differences were detected in student performance on the objective evaluation based on whether the facilitator was a faculty member or peer group member, nor were there any differences in the perceptions of group process. Students gave peer facilitators slightly higher ratings in the second semester of the experiment. In the focus-group discussions, students voiced a general preference for student-led groups because they felt they were more efficient. Observation and focus-group reports suggest that groups led by students sometimes took short cuts in the PBL process. Conclusion In a hybrid lecture- and PBL-based curriculum, student performance on objective examinations covering PBL materials is unaffected by the status of the facilitator (student vs. faculty). However, in peer-facilitated groups, students sometimes took short cuts in the PBL process that may undermine some of the intended goals of PBL. [source] Speckle observations with PISCO in Merate: VIII.ASTRONOMISCHE NACHRICHTEN, Issue 3 2010Astrometric measurements of visual binaries in 200, new orbits of the multiple system Zeta Aqr Abstract We present relative astrometric measurements of visual binaries made during the second semester of 2007, with the speckle camera PISCO at the 102 cm Zeiss telescope of Brera Astronomical Observatory, in Merate. Our sample contains orbital couples as well as binaries whose motion is still uncertain. We obtained 283 new measurements of 279 objects, with angular separations in the range 0,.17,4,.4, and an average accuracy of 0,.014. The mean error on the position angles is 0°.6. Most of the position angles were determined without the usual 180° ambiguity with the application of triple-correlation techniques and/or by inspection of the long integration files. We also present the new orbit we have computed for Zeta Aqr AB (ADS 15971), for which our measurements lead to large residuals with the previously computed orbit. We were also able to compute the elements of the perturbation orbit Bb-P caused by an invisible companion, whose mass is estimated at 0.7 M, (© 2010 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim) [source] Speckle observations with PISCO in Merate: VI.ASTRONOMISCHE NACHRICHTEN, Issue 1 2009Astrometric measurements of visual binaries in 200 Abstract We present relative astrometric measurements of visual binaries made during the second semester of 2006, with the speckle camera PISCO at the 102 cm Zeiss telescope of Brera Astronomical Observatory, in Merate. Our sample contains orbital couples as well as binaries whose motion is still uncertain. We obtained 175 new measurements of 169 objects, with angular separations in the range 0,.1,4,.2, and an average accuracy of 0,.01. The mean error on the position angles is 0°.6. Most of the position angles could be determined without the usual 180° ambiguity with the application of triplecorrelation techniques and/or by inspection of the long integration files. We also present the new orbits we have computed for ADS 11479, 11584 and 16538, for which our measurements lead to large residuals and/or for which the revision was justified by the significant number of observations made since the last orbit computation (© 2009 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim) [source] Genomics and bioinformatics in undergraduate curricula: Contexts for hybrid laboratory/lecture courses for entering and advanced science studentsBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Louise Temple Abstract Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to base the experience of genomic analysis. Students also learn bioinformatics and software programs needed to support a project linking structure and function in proteins and showing evolutionary relatedness of similar genes. An optional entry-level course taken in addition to the required first-year curriculum and sponsored in part by the Howard Hughes Medical Institute, engages first year students in a primary research project. In the first semester, they isolate and characterize novel bacteriophages that infect soil bacteria. In the second semester, these young scientists annotate the genes on one or more of the unique viruses they discovered. These courses are demanding but exciting for both faculty and students and should be accessible to any interested faculty member. [source] Introductory course based on a single problem: Learning nucleic acid biochemistry from AIDS researchBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2004Neena Grover Abstract In departure from the standard approach of using several problems to cover specific topics in a class, I use a single problem to cover the contents of the entire semester-equivalent biochemistry classes. I have developed a problem-based service-learning (PBSL) problem on HIV/AIDS to cover nucleic acid concepts that are typically taught in the second semester of a biochemistry class. Use of research articles on a specific topic allows developing problems such as one discussed here. The implementation of this problem is similar to teaching literature-based courses but is tailored to undergraduate work. Details of designing and setting up this problem, along with the pros and cons of this approach, are discussed here. [source] The Relevance of student seminars on clinically related subjects in a biochemistry course for medical and nutrition students,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2002Marcelo Hermes-Lima Abstract The aim of this study was to determine the value of a system of seminars on clinically related biochemistry topics for undergraduate students in medicine and nutrition at the University of Brasília, Brazil. During the second semester of 1998 (1998,2), the teaching staff decided to establish new and stricter rules for the seminar method and to adopt a system of peer tutoring, whereby former good to excellent students of the class Bioquímica e Biofísica helped in the planning and preparation of the oral presentations. The average performance grades for the seminars in the first semester of 1998 (1998,1) (7.19 ± 1.42) were significantly lower than those for the following semesters (ranging from 8.10 to 8.91), indicating some degree of success with the new system. We also conducted, by means of questionnaires, an evaluation (scores ranging from 0 to 4) of each student seminar (14 topics) in relation to the overall biochemistry learning experience connected to the clinical expectations of the students. All seminars but one averaged above 3.0. Moreover, when asked whether (i) the seminars were relevant to a more clinical approach to biochemistry and whether (ii) the oral presentations could be viewed as valid tools for the understanding of biochemistry, 96% (n = 188) and 80.6% (n = 150) of the students, respectively, answered, "yes." The students also scored the work of the peer tutors high (ranging from 3.38 to 3.90, out of 4). A seminar system for a clinically related biochemistry course may also open the minds of students about the relevance of biochemistry to their future medical or nutritional practices. [source] | ||||||||||