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Descriptors:
Educational Technology; Medical Education; Pathology; Medical Students; Interaction; Computer Assisted Instruction; Computer Simulation; Video Technology; Cooperative Learning; College Instruction; Instructional Effectiveness; Teaching Methods; Clinical Diagnosis; Laboratory Equipment; Diagnostic Tests; Observation

Abstract:
The growing importance of medical imaging in everyday diagnostic practices poses challenges for medical education. While the emergence of novel imaging technologies offers new opportunities, many pedagogical questions remain. In the present study, we explore the use of a new tool, a virtual microscope, for the instruction and the collaborative learning of pathology. Fifteen pairs of medical students were asked to solve diagnostic tasks in a virtual microscopy learning environment. The students' collaborative efforts were analysed on the basis of approximately 20 hours of video recordings. Our analyses show how students use the technology as a mediating tool to organize, manipulate and construct a shared visual field, and later, shared understanding of the problem and solutions. Organization of the visual field is done through multimodal referential practices: gestures, three dimensional manipulation of the image and paced inspection of the specimen. Furthermore, we analyse and describe how the aforementioned practices coincide with students' medical reasoning in this particular learning context. The analysis of medical students' diagnostic work illustrates the collaborative potential of the virtual microscopy environment and how such interactive tools render the traditional distinction between collaborating around or through computers irrelevant, as even face to face collaboration becomes enacted through technology. Finally, we argue that as technologies develop, understanding the technical side of image production, or any representation, becomes an integral part of the interpretative process. How this knowledge is communicated to the students may play a substantive role in how students learn to interpret medical images. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Self Efficacy; Curriculum Implementation; Skill Development; Instructional Design; Educational Technology; Computer Assisted Instruction; Video Technology; Multimedia Instruction; Educational Strategies; Instructional Effectiveness; College Students; College Instruction; Veterinary Medicine; Horses; Pretests Posttests; Comparative Analysis

Abstract:
In view of supporting the study of the complex domain of equine obstetrics, a Foal"in"Mare multimedia package with 3D designs has been developed. The present study centers on questions as to the most optimal implementation of the multimedia package in veterinary education. In a pretest-posttest cross-over design, students were randomly assigned to one of four conditions. Experimental conditions varied--next to a traditional lecture based introduction to equine obstetrics--from independent exploration of the Foal"in"Mare DVD, to independent guided DVD usage, to guided classroom usage of the DVD. As dependent measures, student mastery of knowledge and skills, cognitive load and self-efficacy were measured. Results point at the significant superior impact of studying with the Foal"in"Mare DVD on skills acquisition and higher levels of self-efficacy. In addition, experimental conditions that build on guided usage of the multimedia application, result in superior performance. Building on the cross-over design, the guided classroom usage boosts in a significant way the knowledge acquisition in the subsequent learning phase in the control condition. Building on these results, implications and directions for future research are presented. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Medical Students; Laboratory Schools; Medical Schools; Academic Achievement; Computer Assisted Instruction; Anatomy; Spatial Ability; Teaching Methods; Human Body; Multimedia Materials; Grades (Scholastic); Schemata (Cognition); Questionnaires; Student Attitudes; Interviews; Classification; Problem Solving; Language Usage; Vocabulary

Abstract:
As a foundational course in medical education, gross anatomy serves to orient medical and veterinary students to the complex three-dimensional nature of the structures within the body. Understanding such spatial relationships is both fundamental and crucial for achievement in gross anatomy courses, and is essential for success as a practicing professional. Many things contribute to learning spatial relationships; this project focuses on a few key elements: (1) the type of multimedia resources, particularly computer-aided instructional (CAI) resources, medical students used to study and learn; (2) the influence of spatial ability on medical and veterinary students' gross anatomy grades and their mental models; and (3) how medical and veterinary students think about anatomy and describe the features of their mental models to represent what they know about anatomical structures. The use of computer-aided instruction (CAI) by gross anatomy students at Indiana University School of Medicine (IUSM) was assessed through a questionnaire distributed to the regional centers of the IUSM. Students reported using internet browsing, PowerPoint presentation software, and email on a daily bases to study gross anatomy. This study reveals that first-year medical students at the IUSM make limited use of CAI to study gross anatomy. Such studies emphasize the importance of examining students' use of CAI to study gross anatomy prior to development and integration of electronic media into the curriculum and they may be important in future decisions regarding the development of alternative learning resources. In order to determine how students think about anatomical relationships and describe the features of their mental models, personal interviews were conducted with select students based on students' ROT scores. Five typologies of the characteristics of students' mental models were identified and described: spatial thinking, kinesthetic approach, identification of anatomical structures, problem solving strategies, and study methods. Students with different levels of spatial ability visualize and think about anatomy in qualitatively different ways, which is reflected by the features of their mental models. Low spatial ability students thought about and used two-dimensional images from the textbook. They possessed basic two-dimensional models of anatomical structures; they placed emphasis on diagrams and drawings in their studies; and they re-read anatomical problems many times before answering. High spatial ability students thought fully in three-dimensional and imagined rotation and movement of the structures; they made use of many types of images and text as they studied and solved problems. They possessed elaborate three-dimensional models of anatomical structures which they were able to manipulate to solve problems; and they integrated diagrams, drawings, and written text in their studies. Middle spatial ability students were a mix between both low and high spatial ability students. They imagined two-dimensional images popping out of the flat paper to become more three-dimensional, but still relied on drawings and diagrams. Additionally, high spatial ability students used a higher proportion of anatomical terminology than low spatial ability or middle spatial ability students. This provides additional support to the premise that high spatial students' mental models are a complex mixture of imagistic representations and propositional representations that incorporate correct anatomical terminology. Low spatial ability students focused on the function of structures and ways to group information primarily for the purpose of recall. This supports the theory that low spatial students' mental models will be characterized by more on imagistic representations that are general in nature. (Abstract shortened by UMI.) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Inquiry; Active Learning; Biological Sciences; Pathology; Science Instruction; Biology; Undergraduate Students; Comparative Analysis; Genetics; Higher Education; Science Curriculum

Abstract:
Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples related to bacterial pathogenesis. Students first examine alignments of genomes of "Escherichia coli" O157:H7 strains isolated from three food-poisoning outbreaks using the multiple-genome alignment tool Mauve. Students investigate conservation of virulence factors using the Mauve viewer and by browsing annotations available at the A Systematic Annotation Package for Community Analysis of Genomes database. In the second module, students use an alignment of five "Yersinia pestis" genomes to analyze single-nucleotide polymorphisms of three genes to classify strains into biovar groups. Students are then given sequences of bacterial DNA amplified from the teeth of corpses from the first and second pandemics of the bubonic plague and asked to classify these new samples. Learning-assessment results reveal student improvement in self-efficacy and content knowledge, as well as students' ability to use BLAST to identify genomic islands and conduct analyses of virulence factors from "E. coli" O157:H7 or "Y. pestis." Each of these educational modules offers educators new ready-to-implement resources for integrating comparative genomic topics into their curricula. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Testing; Computer Software Evaluation; College Students; Comparative Analysis; Concept Formation; Program Effectiveness; Feedback (Response); Novices; Expertise; Formative Evaluation; Cognitive Science; Cognitive Measurement; Problem Solving; Mathematics Instruction; Models; Internet; Computer Assisted Instruction; College Instruction; College Faculty; Cognitive Structures

Abstract:
Cognitive scientists investigate mental models (how humans organize and structure knowledge in their minds) so as to understand human understanding of and interactions with the world. Cognitive and mental model research is concerned with internal conceptual systems that are not easily or directly observable. The goal of this research was to investigate the use of Evaluation of Mental Models (EMM) to assess the mental models of individuals and groups in solving complex problems and to compare novices and experts models as bases for providing feedback to learners. This study tested a qualified web-based assessment tool kit, Highly Interactive Model-based Assessment Tools and Technologies (HIMATT), in an as yet untested domain--mathematics. In this study, university students and their mathematics instructors used two tools in HIMATT, Dynamic Evaluation of Enhanced Problem Solving (DEEP) and Text-Model Inspection Trace of Concepts and Relations (T-MITOCAR). The research questions include: Do novice participants exhibit common patterns of thoughts when they conceptualize complex mathematical problems? Do novices conceptualize complex mathematical problems differently from experts? What differences in DEEP and T-MITOCAR patterns and responses exist according to the measures of HIMATT? Findings suggest that EMM and HIMATT could effectively support formative assessment in a complex mathematical domain. Finally, this study confirms a common assumption of cognitive scientists that the tool being used could affect the tool user's understanding of the problem being solved. In this case, while DEEP and T-MITOCAR led to somewhat different expert models, both tools prove useful in support of formative assessment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Injuries; Attention Deficit Hyperactivity Disorder; Children; Pathology; Suicide; Effect Size; Substance Abuse; Symptoms (Individual Disorders); Self Destructive Behavior; Pediatrics; Socioeconomic Status; Behavior Problems; Clinical Diagnosis; Motor Vehicles; Comorbidity; Risk; Adults; Measures (Individuals); Longitudinal Studies; Multivariate Analysis

Abstract:
Objective: We performed a 10-year prospective follow-up of a childhood-ascertained (6-12 years), ethnically and socioeconomically diverse sample of girls with attention-deficit/hyperactivity disorder (ADHD; N = 140: combined type [ADHD-C] n = 93; inattentive type [ADHD-I] n = 47) plus a matched comparison group (N = 88). Girls were recruited from schools, mental health centers, pediatric practices, and via advertisements; extensive evaluations confirmed ADHD versus comparison status. Method: Ten-year outcomes (age range 17-24 years; retention rate = 95%) included symptoms (ADHD, externalizing, internalizing), substance use, eating pathology, self-perceptions, functional impairment (global, academic, service utilization), self-harm (suicide attempts, self-injury), and driving behavior. Results: Participants with childhood-diagnosed ADHD continued to display higher rates of ADHD and comorbid symptoms, showed more serious impairment (both global and specific), and had higher rates of suicide attempts and self-injury than the comparison sample, with effect sizes from medium to very large; yet the groups did not differ significantly in terms of eating pathology, substance use, or driving behavior. ADHD-C and ADHD-I types rarely differed significantly, except for suicide attempts and self-injury, which were highly concentrated in ADHD-C. Domains of externalizing behavior, global impairment, service utilization, and self-harm (self-injury and suicide attempts) survived stringent control of crucial childhood covariates (age, demographics, comorbidities, IQ). Conclusions: Girls with childhood ADHD maintain marked impairment by early adulthood, spreading from symptoms to risk for serious self-harm. Our future research addresses the viability of different diagnostic conceptions of adult ADHD and their linkages with core life impairments. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personality Problems; Pathology; Depression (Psychology); Psychotherapy; Personality; Patients; Outcomes of Treatment; Drug Therapy; Comorbidity; Correlation; Symptoms (Individual Disorders); Scores; Clinical Diagnosis; Predictor Variables; Role

Abstract:
Background: Depressed patients with comorbid personality pathology may fare worse in treatment for depression than those without this additional pathology, and comorbid personality pathology may be associated with superior response in one form of treatment relative to another, though recent findings have been mixed. We aimed to evaluate the effect of personality pathology on time to remission of patients randomly assigned to 1 of 2 treatment strategies for depression and to determine whether personality pathology moderated the effect of treatment assignment on outcome. Method: Individuals undergoing an episode of unipolar major depression (n = 275) received interpersonal psychotherapy (Klerman, Weissman, Rounsaville, & Chevron, 1984) or selective serotonin reuptake inhibitor (SSRI) pharmacotherapy for depression. Depressive symptoms were measured with the HRSD-17. Remission was a mean HRSD-17 score of 7 or below over a period of 3 weeks. Personality disorders were measured according to SCID-II diagnoses, and personality pathology was measured dimensionally by summing the positive probes on the SCID-II. Results: The presence of at least 1 personality disorder was not a significant predictor of time to remission, but a higher level of dimensionally measured personality pathology and the presence of borderline personality disorder were associated with a longer time to remission. Personality pathology did not moderate the effect of treatment assignment on time to remission. Conclusions: The findings suggest that depressed individuals with comorbid personality pathology generally fare worse in treatment for depression, although in this report, the effect of personality pathology did not differ by the type of treatment received. (Contains 5 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neurological Impairments; Speech Impairments; Clinical Diagnosis; Etiology; Aphasia; Pathology; Neurology

Abstract:
Purpose: To discuss apraxia of speech (AOS) as it occurs in neurodegenerative disease (progressive AOS [PAOS]) and how its careful study may contribute to general concepts of AOS and help refine its diagnostic criteria. Method: The article summarizes our current understanding of the clinical features and neuroanatomical and pathologic correlates of PAOS and its relationship to primary progressive aphasia (PPA). It addresses similarities and differences between PAOS and stroke-induced AOS that may be relevant to improving our understanding of AOS in general. Conclusions: PAOS is clinical disorder that should be distinguished from PPA. Its recognition is important to clinical care provided by speech-language pathologists, but it also has implications for neurologic localization and diagnosis as well as prediction of underlying pathology and histochemistry. The clinical features of PAOS and stroke-induced AOS have not been explicitly compared, but they may not be identical because PAOS does not follow a vascular distribution, the brunt of cortical pathology is in the premotor and supplementary motor area, and its onset (rather than acute) is slowly progressive with potential for adaptation to gradual impairment. Careful description and study of PAOS may be a valuable source of information for refining our understanding of AOS in general. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; College Students; Lecture Method; Veterinary Medical Education; Veterinary Medicine; Comparative Analysis; Teamwork; Peer Evaluation; Feedback (Response)

Abstract:
Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the class was taught the material using PowerPoint based lectures. The other group was taught the same material by the same instructor using TBL. All students took the same examination on the material at the end of the course and again 18 months later. There were no differences in the course examination or course grades but grade distributions differed; TBL grades were more widely distributed and female TBL students outperformed male TBL students. TBL students scored significantly higher on the repeat examination. Objective student engagement was high and students were positive about the experience. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Nonprofit Organizations; Program Administration; Student Exchange Programs; Administrative Policy; Eligibility; Evaluation Criteria; Professional Development; Program Descriptions; Program Design; Student Records; Information Policy; Informed Consent; Veterinary Medical Education; Tuition; Financial Support; Student Financial Aid; Regional Programs; Access to Education; Improvement Programs; Program Guides; Administrator Guides; Consortia

Abstract:
WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and beyond. This revised administrative manual details the operation of WICHE's Professional Student Exchange Program (PSEP). It outlines the responsibilities and procedures for WICHE, State Certifying Officers, participating programs, and PSEP students. Appended are: (1) The Western Regional Education Compact; (2) How WICHE Determines Which Professional Student Exchange Program (PSEP) Applicants Will Receive Support; (3) Memorandum; (4) Professional Student Exchange Program: Structure by State; (5) Consent To Transfer Student Records through the Student Exchange Program; (6) WICHE Veterinary Medicine Applicants Statement of Intent; (7) WICHE Veterinary Medicine Applicants Statement of Understanding; (8) WICHE Policy on Multiple Sources of Tuition Support for Students Enrolled in the Professional Student Exchange Program (PSEP); (9) Change of Status; (10) Notification to Cooperating PSEP Programs: AY 2013 Changes in the Way WICHE Support Fees Can Be Applied for Public Institutions; (11) Memorandum; (12) WICHE PSEP Service Payback Policies; and (13) Professional Student Exchange Program Agreement Between Western Interstate Commission for Higher Education and INSTITUTION's NAME OF PROGRAM. (Contains 4 tables and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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