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Little Training (little + training)
Selected AbstractsScarring alopecia and the dermatopathologistJOURNAL OF CUTANEOUS PATHOLOGY, Issue 7 2001Leonard C. Sperling Background: The evaluation of patients with cicatricial alopecia is particularly challenging, and dermatopathologists receive little training in the interpretation of scalp biopsy specimens. Accurate interpretation of specimens from patients with hair disease requires both qualitative (morphology of follicles, inflammation, fibrosis, etc.) and quantitative (size, number, follicular phase) information. Much of this data can only be obtained from transverse sections. In most cases, good clinical/pathologic correlation is required, and so clinicians should be expected to provide demographic information as well as a brief description of the pattern of hair loss and a clinical differential diagnosis. Results: The criteria used to classify the various forms of cicatricial alopecia are relatively imprecise, and so classification is controversial and in a state of evolution. There are five fairly distinctive forms of cicatricial alopecia: 1) chronic, cutaneous lupus erythematosus (discoid LE); 2) lichen planopilaris; 3) dissecting cellulitis (perifolliculitis abscedens et suffodiens); 4) acne keloidalis; and 5) central, centrifugal scarring alopecia (follicular degeneration syndrome, folliculitis decalvans, pseudopelade). Not all patients with cicatricial alopecia can be confidently assigned to one of these five entities, and "cicatricial alopecia, unclassified" would be an appropriate label for such cases. Conclusion: The histologic features of five forms of cicatricial alopecia are reviewed. Dermatopathologists can utilize a "checklist" to catalog the diagnostic features of scalp biopsy specimens. In many, but not all, cases the information thus acquired will "match" the clinical and histologic characteristics of a form of cicatricial alopecia. However, because of histologic and clinical overlap between the forms of cicatricial alopecia, a definitive diagnosis cannot always be rendered. [source] Obstacles to instructional innovation according to college science and mathematics facultyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Jeffrey J. Walczyk Numerous studies have documented the infrequent use of learner-centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives for instructional innovation in the classroom and was sent out to college science and mathematics faculty of Louisiana. Results revealed that colleges generally were perceived to assign little or an indeterminate weight to instruction in personnel decision making. Faculty members generally have little training in pedagogy; but when they do, they are more likely to consult sources of instructional innovation and consider teaching an important part of their professional identities. Data concerning the most common sources of instructional innovation information are presented. Several suggestions are made for institutional reform that if enacted might contribute to systemic improvement in the quality of instruction undergraduates receive. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] A national medical education needs' assessment of interns and the development of an intern education and training programmeMEDICAL EDUCATION, Issue 4 2000Frances B Hannon A needs' assessment of interns was undertaken using a self-completion questionnaire and a semistructured interview. The questionnaire explored to what degree graduates had been helped to acquire a range of competencies and professional characteristics. In the interviews graduates discussed their self-perceived learning needs, their educational and training experiences and made suggestions. A 25% random sample of 1996 graduate doctors was selected from the five medical schools in Ireland (n=95). The overall response rate was 88% (n=84). The software package SPSS was utilized to carry out descriptive statistics on the questionnaire data while the interview data were analysed qualitatively. Of the responders, 91% reported that they were not prepared for all the skills needed as an intern. History taking and clinical examination were considered well covered at the undergraduate level but little training was received in a range of professional competencies and personal characteristics. Formal education and training during the intern year was found to be poor. However, some skills and characteristics improved during the year as a result of work experience. In the interviews the graduates explored educational issues. They considered an improved clinical experience throughout the undergraduate years to be at the heart of curriculum development but stressed that, in order to succeed, it would have to be accompanied by leadership within the healthcare system and efforts to improve the learning environment. [source] The use of volunteers for conducting sponge biodiversity assessments and monitoring using a morphological approach on Indo-Pacific coral reefsAQUATIC CONSERVATION: MARINE AND FRESHWATER ECOSYSTEMS, Issue 2 2007James J. Bell Abstract 1.Sponges are an important component of coral reef ecosystems, but even though they are widespread with the ability to significantly influence other benthic community members they rarely feature to any great extent in current monitoring or biodiversity assessment programmes conducted by volunteer and professional groups. This exclusion is usually because of the taxonomic problems associated with sponge identification. 2.A potential alternative to monitoring temporal or spatial change in sponge assemblages and assessing biodiversity levels is to characterize sponges using morphologies present rather than collecting species data. Quantifying sponge biodiversity (for monitoring and biodiversity assessments) at the morphological level is less time and resource consuming than collecting species data and more suited to groups with little training and experience of sponge taxonomy or in regions where detailed taxonomic information on sponges is sparse. 3.This paper considers whether the same differences and similarities in sponge richness and assemblage composition can be identified using species and morphological data in response to environmental gradients at two coral reef ecosystems in south-east Sulawesi, Indonesia, and whether volunteers can be used to reliably collect morphological information. Sponge morphologies were classified into 14 groups and different morphological assemblages were found by the author at the two sites and between depth intervals. Comparisons of sponge species and morphological composition data showed that common patterns in assemblage structuring and richness could be identified irrespective of whether morphological or species data were used. In addition, a positive linear relationship was found between sponge species and morphological richness. 4.The morphological data recorded by volunteer divers (n=10) were compared with that collected by the author. Although volunteers recorded fewer sponges than the author (approximately 15% less), missing mainly small encrusting specimens, similar assemblage structure could be identified from both the volunteers' and the author's data. 5.The results showed that the same differences in sponge assemblages between sites and depths could be identified from both species and morphological data. In addition, these morphological data could be reliably collected by volunteer divers. Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||