DOCSLIB.ORG

Editorial: a Dedication to Lisa Gebo by Steve Marson, Ph.D

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Editorial: a Dedication to Lisa Gebo by Steve Marson, Ph.D Editorial: A Dedication to Lisa Gebo by Steve Marson, Ph.D. Journal of Social Work Values and Ethics, Volume 7, Number 2 (2010) Copyright 2010, White Hat Communications This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of White Hat Communications. In the early 1990s, I met Lisa within her role of be saving paper! Within the following week, I senior editor for Brooks/Cole publishers when I received an e-mail from Lisa. The logo we laid out a proposal for a textbook addressing the currently use was attached. In the end, evaluation of generalist practice. Within our Brooks/Cole’s lawyers vetoed the concept, but discussions, we became sidetracked into the Lisa insisted that we retain the logo. She was technological aspect of relieved when she learned that White Hat practice evaluation. Two Communications had accepted the Journal of sidetracks are particularly Social Work Values and Ethics. note-worthy. At the BPD conference of 2006, Lisa announced First, using her to me that she had been diagnosed with Stage IV technological resources at breast cancer. She then started to ask me about Brooks/Cole, Lisa participated in at least six some personal problems I was having. My national conference presentations with the problems were trivial compared to what she Association of Baccalaureate Social Work relayed to me, and I was in a state of shock. Program Directors (BPD) Technology Since then, we communicated many times via e- Committee between the years 1996 and 2006. mail -- mostly through Faculty members learned what technological http://www.caringbridge.org . She wanted to advances the commercial world had available, autograph my copy of the Shameless Blues and Lisa learned what the professors liked--but Band’s CD. I still have it. more importantly, she learned what they needed. Lisa passed away peacefully at home at 9:54 a.m. Second, during this same timeframe, a on Monday, June 14, 2010, with her loved ones subcommittee was discussing the development of close at hand. Her charisma is dearly missed by an online journal for values and ethics. Lisa was those of us who had the pleasure of working with part of these early discussions and wanted her. Following are memorial statements made Brooks/Cole to be the publisher. During one of by her friends and colleagues: these early meetings, I mentioned that I was envisioning a green tree to ******************* be the logo for the journal. A tree would be a great Being part of Lisa's journey was, and is, symbol for an online a rich blessing and honor that is beyond journal, because we would words. She touched my professional life as Journal of Social Work Values and Ethics, Vol. 7, No. 2, Fall 2010 http://www.socialworker.com/jswve Affective learning: A taxonomy for teaching social work values Karen Neuman Allen, Ph.D., ACSW, LMSW Associate Professor, Social Work Program Director Oakland University Bruce D. Friedman, Ph.D., ACSW, CSWM, LCSW Professor, Social Work Program Director California State University, Bakersfield Journal of Social Work Values and Ethics, Volume 7, Number 2 (2010) Copyright 2010, White Hat Communications This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of White Hat Communications. Abstract domain, arguably the most complex, is rooted in the emotional life of the student and reflects Teaching in the affective domain is required the students' beliefs, attitudes, impressions, to facilitate development in the values, ethics, desires, feelings, values, preferences, and aesthetics, and feelings of social work interests (Friedman, 2008; Friedman & students. It is arguably the most complicated Neuman, 2001; Picard, et. al., 2004). type of teaching as it integrates cognition, Although social work education and behavior, and feelings. This paper presents an practice often stress critical components of the overview of affective learning as well as a affective domain, including values, attitudes, pedagogical taxonomy for use in designing ethics, and self-awareness, teaching typically and delivering instruction in the affective relies on cognitive learning strategies (Bisman, domain. A sample lesson plan used to teach 2004). This is due in part because the affective social justice and strategies for evaluating domain is poorly conceptualized, highly affective learning are also reviewed. individualized, and difficult to directly assess. In addition, the emphasis on standardized Social work educators have long testing, mastery learning, limited research, the recognized the responsibility to teach students lack of a consistent vocabulary and available in all three domains of learning: cognitive, instrumentation to study affective learning has behavioral and affective. The cognitive further contributed to its neglect (Kaplan, domain refers to learning and recalling 1986). Further, affective learning cuts across information and is often guided by Bloom’s all learning domains, incorporating cognitive taxonomy of cognitive learning (1956, 1964). and behavioral learning in addition to The behavioral or psychomotor domain exploring values and feelings (Kraiger, Ford & describes actual behaviors and skills that are Salas, 1993; Meyer & Rose, 2000; Picard, et. first practiced and then mastered by the al., 2004; Shephard & Fasko, 1999; Yorks & student (Simpson, 1972). The affective Kasl, 2002). Journal of Social Work Values and Ethics, Vol. 7, No. 2, Fall 2010 http://www.socialworker.com/jswve A value is a concept or an ideal that we and competence is an integral part of the feel strongly about, so much so that it professional socialization process. influences the way in which we understand There are two aspects of affective other ideas and interpret events. Values are learning. The first involves the learner’s preferences, and when the word is used as a attitude, motivation, and feelings about the verb, it means to prize or hold in high esteem learning environment, the material, and the (Rokeach, 1973). Many, if not most, social instructor, or conditions external to the learner. work educators incorporate content on Much of the research on affective learning has professional values in their courses, but an concerned itself with providing strategies to overarching pedagogical framework is missing enhance external conditions that promote (Friedman, 2008; Tyler, 2002). Understanding motivation, attention, and retention (Ainley, affective learning processes and the taxonomy 2006; Bye, Pushkar, & Conway, 2007; of affective learning can provide a useful Flowerday & Schraw, 2003; Keogh, 1998; framework for professional values education. Miller, 2005; Stone & Glascott, 1997). This is This paper will provide an overview of in part what the Council on Social Work affective learning, taxonomy of learning in the Education intends in its discussion of the affective domain, a sample lesson in teaching implicit curriculum that facilitates student about social justice and strategies for engagement by creating a supportive learning evaluating affective learning. environment (Council on Social Work Education, 2008). 1. Overview of Affective Learning However, this does not describe actual learning; rather it describes a student’s Affective learning involves changes in motivation and attitude about a particular feelings, attitudes, and values that shape learning experience. Actual affective learning thinking and behavior. Turk (2002) includes relates to feelings, attitudes, and values that personal and aesthetic development, as well as are identified, explored, and modified in some meta-learning in the affective domain, as these way because of the learning experience. It is relate to creating a desire for lifelong learning important to distinguish between attitudes and an appreciation for truth, beauty, and about a learning experience and actual knowledge. In discussing the professional learning, although in much of the literature on socialization of pharmaceutical students, affective learning these are poorly Brown, Ferrill, Hinton and Shek (2001) differentiated. For any type of learning to take explain that, “affective characteristics such as place (cognitive, behavioral, or affective), the motivation, initiative, compassion, service, student must be attentive, engaged, and accountability, empathy, honesty, advocacy, receptive. For social work education, we commitment, optimism, respect and self- assume that students are motivated in their confidence lead to behaviors that typically course of study and explore the affective produce professional excellence” (p.241). The domain to develop ways of designing Code of Ethics of the National Association of instruction that develops feeling and values Social Workers (1996, 1999) is founded on a congruent to the profession. preamble outlining social work values. For social work students, internalization of 2. Taxonomies of Learning professional values including service, social justice, the dignity and worth of the person, the The tripartite conceptualization of importance of human relationships, integrity, learning as cognitive, affective, and behavioral is particularly useful in social work education Journal of Social Work Values and Ethics, Vol. 7, No. 2, Fall 2010 http://www.socialworker.com/jswve as we strive to teach students the knowledge, Many educators are familiar with skills, and values of the profession (Ediger, Benjamin
Load more

Recommended publications
  • A MANUAL for PRECEPTORS Second Printing
    A MANUAL FOR PRECEPTORS Second Printing By The Stony Brook University, Health Sciences Center, School of Nursing, Stony Brook University Midwifery Program Faculty: Denise Snow, CNM, NP, JD; Nichole Rouhana, CNM, FNP, MS; Vivian Cunningham, CNM, FNP, PhD. Made possible, in part, with support from the Robert Wood Johnson Foundation 2 Dedicated to the many preceptors, throughout the country, who have worked with students from the Stony Brook University Midwifery Program at Stony Brook and to all midwives who have ever precepted a midwifery student For your dedication, commitment, patience, humor, perseverance, and, ultimately, your love For ensuring the survival of our profession I greet With honor Those Who know. (from Aditi: The living arts of India, Washington, D.C.: Smithsonian Institution Press.) 2 3 What office is there which involves more responsibility, which requires more qualification, and which ought,therefore, to be more honorable than that of teaching? Harriet Martineau* Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. Chinese Proverb* The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education. Martin Luther King, Jr.* 3 4 ACKNOWLEDGEMENTS The following individuals were instrumental in various aspects of the development of the Manual and subsequent revision, directly and indirectly. Ronnie Lichtman, PhD, CNM. Dr. Lichtman, has always been an inspiration for excellence in teaching midwifery students. She was a principle author for the Manual while she was Director of the Stony Brook Mdwifery Program and her voice and vision remains an integral aspect of the Manual.
    [Show full text]
  • The Importance of Psychomotricity in Children Education
    The importance of Psychomotricity in children education CAMARGOS, Ellen Kassia de [1] MACIEL, Rosana Mendes [2] CAMARGOS, Ellen Kassia de; MACIEL, Rosana Mendes. The importance of psychomotricity in children education. Multidisciplinary Core scientific journal of knowledge. Year 1. Vol. 9. pp. 254-275, October/November 2016. ISSN. 2448-0959 Psychomotor education is the beginning of the process of early childhood education. The learning disabilities detected in a child may cause psychomotor development delay. The general objective of the study was to analyze the importance of psychomotor learning in early years. The methodology used was the review of the literature. The survey was conducted in online bases and repositories of Brazilian universities. The playful games should be understood as practices that promote learning and develop various aspects of the human being, as the engine, the psychological, social and affective. The playfulness should be promoted through the psychomotor activities, in a pleasant and motivating. Especially during the physical education lessons, the teacher must if unlink of repetition of movements and mechanistic prioritize activities that develop body and mind, i.e. the overall body. The game is a direct channel to the child uses to express their desires and emotions, being very valuable tool during the initial series, a period in which the child links to society. Keywords: Child. Psychomotor development. Physical education. INTRODUCTION The psychomotricity is a neuroscience that transforms the thought of harmonic motor Act. (1) the psychomotor education is the "starting point" for the children's learning process. Commonly, if your child has a learning disability is a result of any deficiency in the psychomotor development.
    [Show full text]
  • Ijci.Wcci-International.Org IJCI
    Available online at ijci.wcci-international.org IJCI International Journal of International Journal of Curriculum and Instruction 13(2) Curriculum and Instruction (2021) 1597–1619 School readiness of primary school students in mixed-age classrooms Kayahan Çökük a *, İshak Kozikoğlu b a Şehit İlker Ağçay Primary School, Gebze/Kocaeli, Turkey b Van Yüzüncü Yıl University, Faculty of Education, Campus Van, Turkey Abstract The aim of this study is to determine school readiness of primary school students in mixed-age classrooms. The sample of this study, using embedded mixed method design, consists of 909 first grade students in primary school and 30 primary school teachers determined by stratified purposeful sampling method. In this study, "Primary School Readiness Scale" and "semi-structured interview form" were used for data collection. Descriptive and differential statistics were used for quantitative data analysis, and descriptive analysis technique was used for qualitative data analysis. As a result of the study, first grade students of 60-65 months old demonstrated a medium level of school readiness; while the students of 66-71 and 72-84 month old demonstrated a high level of school readiness. In interviews, teachers stated that students' school readiness increased with age. Considering the individual differences of the students, the appropriate age for students to start school should be determined with school readiness test. © 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
    [Show full text]
  • Psychomotor Skills for the 21St Century: What Should Students Learn?
    Psychomotor Skills for the 21st Century: What should students learn? By Kirsten Lee Hill, Charles Fadel & Maya Bialik ​ April 2018 Prepared by: Kirsten Hill Maya Bialik Charles Fadel With sincere thanks for their generous support to: Center for Curriculum Redesign Boston, MA www.curriculumredesign.org May 2018 Copyright © 2018 Center for Curriculum Redesign All Rights Reserved. Introduction It is widely recognized that technology is changing the world of work.1 With advances continuing at a rapid pace, there is a mixture of excitement and fear: changes such as automation, artificial intelligence, and robotics propel our economy forward, while simultaneously displacing workers.2 At the time of writing, robots are beginning to surpass perceived limitations in dexterity and learning, becoming more human-like in their capabilities.3,4 A working paper from the National Bureau of Economic Research reports that each additional robot per thousand workers reduces employment by 3 to 5.6 workers and aggregate wages by about 0.25 to 0.5 percent, with the low-ends being in industries that are most exposed to robots.5 McKinsey Global Institute estimates that by 2030, 30 percent of work in 60 percent of occupations could be automated.6 While automation and other technological advancements will undoubtedly shape the future of work across sectors, fear that robots will replace humans have so far been misplaced. In fact, “despite extensive automation since 1950, it appears that only one of the 270 detailed occupations listed in the 1950 Census was eliminated thanks to automation – elevator operators;”7 and, in fairness, one can still find elevator operators in New York City.
    [Show full text]
  • ***************************$T************************* Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 320 869 SP 032 385 AUTHOR Stinson, William J., Ed. TITLE Moving and Learning for the Young Child. Presentations from the Early Childhood Conference "Forging the Linkage between Moving and Learning for Preschool Children" (Washington, D.C., December 1-4, 1988). INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. SPONS AGENCY American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National Dance Association.; Council on Physical Education for Children. REPORT NO ISBN-0-88314-449-2 PUB DATE Dec 88 NOTE 270p. AVAIL,%BLE FROMCOPEC/NASPE, American Alliance for Health, Physical Education, Recreation and Dance, 1900 Association Drive, Reston, VA 22091. PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Child Development; Dance; Early Childhood Education; *Health Promotion; Integrated Curriculum; *Movement Education; *Physical Education; Physical Fitness; Play; Student Centered Curriculum ABSTRACT These papers focus on four themes: (1) young children: active learners; (2) physical education: the forgotten aspect of early childhood education; (3) dance: bringing movementas art into the early childhood curriculum; and (4) the child asan energetic, moviag learner. Common threads of emphasis were woven through the content of the presentations: movement is learning for all children; movement is both an ehd in itself and a means to an end; the child is central to the learning process; movement and learning are for all children; and education for young children isan integrated curriculum. (JD) ********************************************$t************************* Reproductions supplied by EDRS are the best that can be made from the original document. *******************x************************************************** Moving and Learning for the Young Child William J.
    [Show full text]
  • Teaching Professional Technical Subjects Accepting Current Trends in Field Didactics
    Acta Educationis Generalis Volume 10, 2020, Issue 1 DOI: 10.2478/atd-2020-0006 Teaching Professional Technical Subjects Accepting Current Trends in Field Didactics Ján Bajtoš - Daniel Lajčin - Gabriela Gabrhelová Received: February 11, 2020; received in revised form: February 27, 2020; accepted: February 28, 2020 Abstract: Introduction: In the theoretical study, the authors describe current approaches enriching the theory of field didactics concerning teaching technical subjects. They focus on developing the psychomotor dimension of students’ personalities, which they consider to be an important part of the modern young generation’s culture concept. In order to ensure this role in vocational-technical education, it is necessary to innovate the pedagogical preparation of teachers of technical subjects with a focus on achieving the required teaching competences. A part of the presented study deals with the determination, analysis, and representation of individual teaching competences in the doctoral study plan in the conditions of DTI University in Dubnica nad Váhom, Slovakia. Methods: The theoretical study is based on a theoretical analysis of the issues of teaching technical subjects in vocational schools. For the purposes of theoretical analysis, the following research methods have been implemented: - content analysis of the issues of teaching vocational subjects (current innovative trends in field didactics; theories of psychomotor learning; vocational subject teachers); - logical operations (analysis, synthesis, comparison); - generalization
    [Show full text]
  • Xerox University Microfilms, Ann Arbor, Michigan 48106 the EFFECTS of INDUSTRIAL ARTS ACTIVITIES on THE
    I I 77-24,602 CAMPBELL, Harry Lawrence, 1944- THE EFFECTS OF INDUSTRIAL ARTS ACTIVITIES ON THE AFFECTIVE, COGNITIVE AND PSYCHOMOTOR ACHIEVEMENT OF ELEMENTARY SCHOOL CHILDREN WITH LEARNING DISABILITIES. The Ohio State University, Ph.D., 1977 Education, industrial Xerox University Microfilms, Ann Arbor, Michigan 48106 THE EFFECTS OF INDUSTRIAL ARTS ACTIVITIES ON THE AFFECTIVE, COGNITIVE AND PSYCHOMOTOR ACHIEVEMENT OF ELEMENTARY SCHOOL CHILDREN WITH LEARNING DISABILITIES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Harry L. Campbell, B.S. Ed., M.S. Ed. ***** The Ohio State University 1977 Reading Committee: Approved By James J. Buffer, Jr. Donald Cavin S Donald G. Lux College of Education ACKNOWLEDGMENTS The author wishes to express gratitude and sincere appreciation to Dr. James J. Buffer, Chairperson of his Dissertation Committee, for his understanding patience, personal encouragement, time, and advice during the conduct and completion of this study. These feelings are also expressed to Dr. Donald Lux and Dr. Donald Cavin for their sugges­ tions as members of the Reading Committee. Appreciation is acknowledged for Roger Brown, a statistics consultant in the Department of Educa­ tional Development at The Ohio State University for his needed input for computer programming for the data analysis. The cooperation and assistance of the administration and teachers of Whitehall School D istrict, Columbus, Ohio, deserve mention, especially Mr. Joseph Spanovich, Principal of the Kae Elementary School, Mrs. Betty Gary, a beautiful person who really cares about helping children to learn, and to the special children involved in this study--may they experience bright and fu lfille d futures.
    [Show full text]
  • Achievement of Psychomotor Skills Through Computer Supported Collaborative Learning Requiring Immersive Presence(Csclip)
    ACHIEVEMENT OF PSYCHOMOTOR SKILLS THROUGH COMPUTER SUPPORTED COLLABORATIVE LEARNING REQUIRING IMMERSIVE PRESENCE(CSCLIP) By JOYCE ANN LUCCA Bachelor of Science Indiana University of Pennsylvania Indiana, PA 1978 Master of Science Oklahoma State University Stillwater, OK 1998 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August, 2003 ACHIEVEMENT OF PSYCHOMOTOR SKILLS THROUGH COMPUTER SUPPORTED COLLABORATIVE LEARNING REQUIRING IMMERSIVE PRESENCE (CSCLIP) Thesis Approved: ~~ 11 ACKNOWLEDGMENTS To my committee chair, Professor Ramesh Sharda, I extend my most sincere gratitude and thanks. Professor Sharda dedicated vast amounts of time and energy to my study, and his guidance, support and encouragement were essential to the successful completion of this work. Sincere thanks are also extended to Professors George Scheets, Mark Weiser, and Mark Gavin, members of my doctoral committee, for their useful suggestions and guidance. Special thanks are extended to Professor Nicholas C. Romano, Jr. for his generous assistance and invaluable guidance on the theoretical aspects of this study. To the students in the MSTM program, who unselfishly gave of their time to help in the undertaking of this research, I extend my personal thanks. Their work was critical in the experimental implementation of this study. Finally, I would like to thank my husband for his unending help and support. My completion of this work is a result of his love and
    [Show full text]
  • Characteristic-Based Development Students Aspect
    Copyright © The Author(s) Vol. 1, No. 1, June 2020 e ISSN: 2722-8592 CHARACTERISTIC-BASED DEVELOPMENT STUDENTS ASPECT Wahyullah Alannasir Makassar Islamic University (UIM Makassar), Indonesia *e-mail: [email protected] ABSTRACT The characteristics of students from cognitive, affective, and psychomotor aspects so that educators are able to cultivate and develop the potential and talents of each student so that educators easily evaluate the strengths and weaknesses in learning. Different characteristics possessed by each student can provide an understanding for each educator to use strategies and methods in developing these different talents and potentials. Understanding the development of student characteristics can be seen from three aspects, namely cognitive, affective, and psychomotor aspects. The cognitive element is the domain that includes mental activities (brain). Emotional issues are those related to attitudes and values, which include behavioral traits such as feelings, interests, beliefs, emotions, and values. Psychomotor aspects are domains that include movement behavior and physical coordination, motor skills, and physical abilities of a person so that the skills that will develop if often practiced can be measured based on distance, speed, speed, technique, and manner of implementation. Analyzing students can be seen in four key factors that determine student success, including general characteristics (general characteristics), specific entry competencies (special initial abilities), learning styles (learning styles), and multiple intelligences (plural intelligences). Keywords: student characteristics, student development INTRODUCTION A person's growth and development will occur as long as he lives. Mada growth of humans is in the physical aspects, and it happens naturally, as age increases, the child's body will increase in height.
    [Show full text]
  • CHAPTER II REVIEW of RELATED LITERATURE A. Previous
    CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Review of the previous study is made in order to avoid replication. The first is a study conducted by Nur Hanifah (2015). Her study entitled “The Influence of Interest in Learning, Peer Environment, and Student Perception of Teaching Methods through Student Achievement of Accounting Finance at class X Finance SMK Negeri 1 Bantul Academic Year 2014/2015”. The result of the research is “There is a positive and significant influence of Interest in Learning, Peer Environment, and Student Perceptions of Teaching Methods through Student Achievement of Accounting Finance that are indicated by the value Ry (1,2,3) = 0.441, (R2 y (1,2,3)) = 0.194, F-Count (7,480)> F-table (2.70). Relative Contribution values for X1 = 27.75%, X2 = 29.52%, X3 =, 42.73% and the Effective Contribution total is 19.4%. The second is a study conducted by Nia Kurniasih (2012). Her study entitled “The Influence of Student Association Patterns Toward Learning Achievement (Research on the Achievement of the Aqidah Akhlaq Studies Class VIII Students in Tsanawiyah Madrasah (MTs), Jalaksana District, Kuningan District)". The result of this study indicate that “The influence of student interaction patterns on learning achievement in Madrasah Tsanawiyah (MTs) Jalaksana District Kuningan is positive. This is based on the acquisition of rxy 12 value, which reaches a value of 0.77; where the value is located between the range 0.70 to 0.90 is in the strong or high correlation interpretation. While the research conducted by the researcher entitled "The Influence of Teenagers’ Relationship toward Learning Achievement of the Islamic Religious Education at Smp 1 Muhammadiyah Malang".
    [Show full text]
  • Effects of a Psychomotor Taxonomy Performance Scale on State Anxiety in Student Nurses During the Evaluation Process
    EFFECTS OF A PSYCHOMOTOR TAXONOMY PERFORMANCE SCALE ON STATE ANXIETY IN STUDENT NURSES DURING THE EVALUATION PROCESS MARGARET D. SEYMOUR R. N., B. A., Concordia University, 1978 A One-Course Project Submitted to the Faculty of Education of The University of Lethbridge in Partial Fulfillment of the Requirements for the Degree MASTER OF EDUCATION LETHBRIDGE,ALBERTA April, 1989 Abstract This study was developed to examine the effect of two evaluation methods on the state anxiety levels of first year nursing students at Medicine Hat College in Southeastern Alberta. The two evaluation methods used were the critical elements method and the introduction of a psychomotor taxonomy scale. The nursing students were non-randomly placed into the control or the experimental group at the time of their registration. The control group was evaluated using the critical elements method and the experimental group using the psychomotor taxonomy scale. The nursing students' state anxiety was measured using the Spielberger (1977) state anxiety scale before and after testing sessions 1, 3, 5 and 9. The results showed that the control group had higher state anxiety scores than the experimental group on both the pre and post test. This showed that the use of the psychomotor taxonomy scale tended to arouse a lower level of state anxiety in the nursing students in the experimental group. Further research is required to study the relevance of this decrease in state anxiety and its effect on actual skill performance. II Acknowledgements The author is grateful to the members of my project committee in the Faculty of Education, University of Lethbridge, and to my many nursing colleagues who provided valuable information, advice, and support in the preparation of this project.
    [Show full text]
  • Integration of Gross Anatomy in an Organ System-Based Medical Curriculum: Strategies and Challenges
    Integration of gross anatomy in an organ system-based medical curriculum: Strategies and challenges. !Brooks WS1, Woodley KT, Jackson JR, Hoesley CJ. Abstract The University of Alabama School of Medicine (UASOM) instituted a fully integrated, organ system-based preclinical curriculum in 2007. Gross anatomy and embryology were integrated with other basic science disciplines throughout the first two years of undergraduate medical education. Here we describe the methods of instruction and integration of gross anatomy and embryology in this curriculum as well as challenges faced along the way. Gross anatomy and embryology are taught through a combination of didactic lectures, team-based learning activities, and cadaveric dissection laboratories. Vertical integration occurs through third- and fourth-year anatomy and embryology elective courses. Radiology is integrated with anatomy instruction through self-study modules and hands- on ultrasound sessions. Our model of anatomy instruction is time efficient, clinically relevant, and effective as demonstrated by student performance on the United States Medical Licensing Examination® (USMLE® ) Step 1 examination. We recommend that medical schools considering full integration of gross anatomy and embryology (1) carefully consider the sequencing of organ system modules, (2) be willing to sacrifice anatomical detail for clinical application, (3) provide additional electives to third- and fourth-year students, and (4) integrate radiology with anatomical education. Anat Sci Educ. © 2014 American Association of Anatomists. © 2014 American Association of Anatomists. ! J Clin Ultrasound. 2014 Aug 14. doi: 10.1002/jcu.22224. [Epub ahead of print] Bedside ultrasound curriculum for medical students: Report of a blended learning curriculum implementation and validation. !Blackstock U1, Munson J, Szyld D.
    [Show full text]