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PubMed1991

A prolegomenon to the study of graduate research training.

Academic physiologists are both teachers and researchers. As a teacher the physiologist has two main tasks, to teach courses and to supervise graduate student research. It is argued that these two tasks involve different pedagogic strategies and therefore should not be confounded with one another. The physiologist who acts as a teacher in a situation of research advising will be an inappropriate advisor and will provide the student with inappropriate research training. When performing the task of graduate advisor, the physiologist should maintain a liberal attitude that fosters the graduate student's research education.

Education, Graduate↗
PubMed1991

Ventilatory control (Ventrol) simulation for education.

An educational microcomputer-based simulation of respiratory control has been developed. The program contains three major sections: tutorial, stimulation, and unknown testing. The tutorial section provides a brief discussion of the major factors involved in respiratory control. The simulation section provides a menu of variables to demonstrate the effects of altering inspired gases, changing compliance or airway resistance, metabolic acidosis, neural activity, and lesions (including vagotomy) or exercise. The last section of the program allows students to test their understanding of abnormal respiratory and blood gas values. The program has been used as a problem-solving exercise in a medical physiology course. Student groups were assigned to a microcomputer and given a specific problem during a regularly scheduled laboratory period. The students collected data using the program, analyzed and graphed or tabulated the results, and presented their findings in a minisymposium format to their fellow students. This approach has proven valuable and provides a number of pedagogical benefits that are lacking in a lecture-based basic science curriculum.

Computer Simulation↗
PubMed1994

An educational tool for understanding the cardiopulmonary changes associated with heart failure.

We wanted a new and innovative method of engaging students in interactive learning. To this end, we developed an educational tool that compares and contracts the cardiopulmonary responses to exercise in an individual with heart failure with an individual with normal cardiac function. This exercise provides a unique opportunity to analyze, integrate, and interpret the changes associated with heart failure because more is learned about how a system operates when it is forced to perform than when it is idle. In this laboratory, basic anatomical and physiological data about heart failure are provided. Subsequently, figures are presented that illustrate the response of specific cardiopulmonary variables during exercise (e.g., heart rate, cardiac output, blood pressure), and the students are challenged to analyze and assimilate information from figures, answer questions, make calculations, and plot graphs. The answers to the questions are provided. The students reported that this tool was an interesting and thoughtful approach to learning cardiopulmonary physiology. We conclude that this method is pedagogically sound inasmuch as students are forced to draw conclusions with directed exercises and questions.

Exercise↗
PubMed1996

Cooperative quizzes in the anatomy and physiology laboratory: a description and evaluation.

Physiology educators read journals, such as this one, to gather ideas about curriculum and instruction. Most articles focus on curriculum (i.e., what is taught), but this paper will focus on instruction (i.e., how curriculum is implemented). Just as there are different types of curricula, there are different types of instruction. The most common strategy is lecture. Lectures are extremely efficient for delivering large amounts of information in a short period of time. A common laboratory strategy is discovery or inquiry-based learning (i.e., giving students tools, cognitive and physical, to deduce new information via investigations). A third instructional strategy is the use of cooperative learning. Proper conditions are required for each instructional strategy, and problems arise when the wrong combinations are put together. This paper will describe how a cooperative learning environment can be created in the anatomy and physiology laboratory through the use of cooperative quizzes. It will include a brief introduction to the pedagogical theory behind cooperative learning and an evaluation of the effectiveness of quizzes compared with more traditional methods.

Anatomy↗
PubMedDate not supplied

Three-dimensional confocal microscopy of the human cornea in vivo.

This paper reviews the literature from 1990 to 2000 and evaluates the seminal investigations performed with the confocal microscope on the in vivo human cornea. Our pedagogical technique is to illustrate both the advantages and the problems associated with occular confocal microscopy by way of annotated examples. Confocal microscopy offers improved resolution and has resulted in new discoveries of corneal pathology at the cellular level. The ability to provide high-resolution, real-time images of the full thickness of the cornea gives the clinician and the researcher an important new tool for the investigation of the cornea.

Cell Count↗
PubMedDate not supplied

Breath management: gender-based differences in classical singers.

Fifty-five subjects (38 female, 17 male), consisting of professional operatic singers, singing teachers and advanced classical voice students, were surveyed to explore gender-based differences in breath management strategies for singing. Respondents evaluated extent and significance of thoracic and abdominal movement for inhalation and for control of singing extended phrases. Females were found to concentrate breath efforts lower in the body than did men (hypogastric vs. epigastric regions). Both groups relied heavily on low thoracic activity to provide an antagonistic mechanism for control. Results corroborated a review of standard pedagogical literature, which showed variations in recommended breathing methods that strongly correlate to the gender of the author.

Adult↗
PubMedDate not supplied

'Mixing' the registers: glottal source or vocal tract?

Electroglottograph and microphone signals are examined of scale passages crossing the boundary between chest and middle registers in the female singing voice. From a protocol executed by professional classical singers, the examples are selected to illustrate differing approaches to the chest-middle transition, as well as to illuminate varying theories on the female middle register, specifically the question of 'mixing' the primary registers, chest and falsetto. The results suggest that the skillful tuning of the resonances of the vocal tract contributes more toward the pedagogical goal of smoothing the register transition than does a presumed mixing of the registers at the glottal source.

Female↗
PubMed1990

Psychotherapeutic training in an institutional setting.

Many child and adolescent psychotherapists are asked to work in specialized institutions (where the children are either interns or externs), with children presenting behaviour problems, learning difficulties, mental handicap or important psychosocial problems. They learn through diverse treatment forms, or parent accompaniment during the child's treatment (bifocal or conjoint treatment more or less regular therapeutic sessions with both parents and children, etc.). The treatment of children within an institution makes the treatment modalities and technique more complicated. The psychotherapist must have a perfect knowledge of the specific environment of the child, and keep in mind the desires and requests of the direction and the people who work directly with the child (teachers, specialized teachers, etc.). How can the problems brought up by the rivalry between the institution and the psychotherapist be canalized: length of therapy, merits (how did the pedagogical intervention help, recognition of a specific action or of work done in conjunction with the educative action)? If these facts are not recognized, the treatment will often be interrupted and the psychotherapist may be excluded from the institution. This will be avoided by ensuring further training of the therapist.

Adolescent↗
PubMed2003

Beyond a beautiful mind: film choices for teaching schizophrenia.

For psychiatric educators interested in using film to teach professional and lay audiences about schizophrenia, the 2001 release of A Beautiful Mind has made the process much easier. The movie shows a range of symptoms and complications, and it gives viewers-especially patients and families-hope for recovery. However, many other commercial films depict various aspects of the illness, and the choice of which one to use is determined by the audience, the pedagogical focus, and the time available. Clean, Shaven (1995), for instance, may be more challenging for professional audiences. Psychiatric educators should familiarize themselves with the variety of film options when teaching about schizophrenia.

Family Health↗
PubMedDate not supplied

The challenge of teaching psychopharmacology in the new millennium: the role of curricula.

OBJECTIVE: For a variety of pedagogical, political and financial reasons, there are major problems in achieving effective teaching of cutting-edge psychopharmacology for psychiatric residents. This article focuses on ways to improve the teaching/learning process, in part through the use of structured curricula. The authors review 1) attempted solutions to the educational problems, including use of the 1980s American College of Neuropsychopharmacology (ACNP) and 1990s American Society of Clinical Psychopharmacology (ASCP) model curriculums; 2) evaluation of and obstacles to change; and 3) suggestions of what to do now. METHOD: A psychopharmacology curriculum was prepared in the early 1980s under the auspices of the ACNP and in the 1990s and early 2000s by the ASCP in three editions. Three separate surveys of training directors and Chairs of departments using the curriculum, informal feedback from a variety of psychopharmacology experts, interactive presentations at national meetings (e.g., ACNP and AADPRT) served to guide development and revisions of the curriculum. RESULTS: Three formal follow up evaluations over two decades of users of the curriculum have suggested that it is not enough to have a strong content of what needs to be taught. In addition, a successful psychopharmacology curriculum must have 1) the pedagogy, (i.e., features like pre-post questions, teaching points, etc.) to facilitate use of the many facets and considerable amounts of information; 2) advanced technology to make the content current, adaptable, and both teacher- and student-friendly; 3) accompanying strategies to allow buy-in from training directors and teachers who have had no role in development; 4) reasonable cost to allow wide-spread dissemination while covering preparation expense (preferably without industry support); and, finally 5) evaluation of competence both at the end of training and post-residency in actual practice. CONCLUSION: The long-term objective of improving the teaching/learning process is to improve the clinical practice of psychopharmacology.

Curriculum↗
PubMed2005

Ethnography as metaphor in psychotherapy training.

The utilization of ethnography as a tool in psychotherapy training appears to be unique to the literature and a substantive departure from pedagogical approaches of the past. Although EPPM may have limitations, its unique advantages make it a viable alternative or supplement to current methods of instruction in psychotherapy.

Anthropology, Cultural↗
PubMedDate not supplied

Mainstreaming during the early childhood years.

Issues surrounding the implementation of the integration imperative during infancy and early childhood present formidable challenges to education and community providers. Key among these issues is how professionals provide high-quality services to young children with disabilities in mainstream environments. This article explores current issues related to integration and reexamines the concept of "best practices" as it applies to mainstreaming during the early childhood years. The author recommends an integrated set of indicators for high-quality programs and describes an outcomes-based process for making administrative and pedagogical decisions.

Child, Preschool↗
PubMedDate not supplied

The pitfalls and promises of special education practice.

It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discussed a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.

Adolescent↗
PubMedDate not supplied

Putting struggling readers on the PHAST track: a program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes.

PHAST (for Phonological and Strategy Training) is a research-based remedial reading program that attempts to capitalize upon current research on reading disabilities and their remediation. The focus of the program is on the primary obstacles to word identification learning and independent decoding that most disabled readers face and the steps necessary to help these children achieve independent reading skills. A framework of phonologically based remediation was used as a foundation upon which a set of flexible and effective word identification strategies were scaffolded in an integrated developmental sequence. The program uses a combination of direct instruction and dialogue-based metacognitive training, with the pedagogical emphasis shifting from an initial direct instruction, remedial focus to increasingly metacognitive-strategy-based methods. A continuum of intervention over 70 hours provides both (a) remediation of the basic phonological awareness and letter-sound-learning deficits of disabled readers and (b) specific training of five word identification strategies that offer different approaches to the decoding of unfamiliar words and exposure to different levels of subsyllabic segmentation. Explicit instruction in the application and monitoring of multiple word identification strategies and their application to text-reading activities continues throughout the PHAST Program. PHAST training provides the disabled reader with the opportunity to become a flexible reader who approaches new words in or out of context with multiple strategies and has the ability to evaluate the success of their application. The PHAST Program was developed following the controlled evaluation of its components in laboratory classroom settings and recent positive results from their sequential combination. PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities.

Child↗
PubMedDate not supplied

Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.

Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.

Child↗
PubMedDate not supplied

Comparisons of learning ease and transfer propensity in poor and average readers.

Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the topic sentence was either first, last, or missing. Children were trained to find the main idea in one- and two-paragraph texts and took pre- and posttests in which they were asked to write the main ideas contained in one-, and six- to eight-paragraph texts. The main ideas contained in these texts either were explicitly stated (topic sentence first or last) or were implicit (topic sentence missing). Children's performance improved from pre- to posttest, although the effect of topic sentence placement was evident at both test times (performance on topic-sentence-first paragraphs was better than on topic-sentence-last paragraphs, which was, in turn, better than performance on topic-sentence-missing paragraphs). Although average achieving children and children with learning disabilities did not differ on static pre- and posttest measures, they did differ in how easily they learned to find the main idea under different topic sentence placement conditions. Children with learning disabilities required significantly more instruction than average readers to reach mastery criterion on nonideal text structures. Implications of the findings are discussed from both assessment and pedagogical perspectives.

Achievement↗
PubMed1995

Critical pedagogy in a bilingual special education classroom.

This article describes the application of critical pedagogical principles in a first- and second-grade bilingual special day class for Latino children with limited English proficiency. Recommendations for translating critical pedagogy to classroom practice are given.

California↗
PubMedDate not supplied

Mathematics education and students with learning disabilities: introduction to the special series.

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and influences on the field of mathematics education. Reform efforts have shaped the field significantly since the 1950s, contributing to the curriculum offered in mathematics textbooks and the pedagogical practices taught in higher education courses. Mathematics educators continue to search for a better understanding of how children learn mathematics; this process is shaped by the prevailing theoretical orientations and research methodologies. This special series in mathematics special education provides readers with information about the characteristics of students with mathematics learning disabilities, assessment procedures, mathematics programming, teacher preparation, and future directions for the field. The series originated as a result of discussions with Dr. Lee Wiederholt and Dr. Judith K. Voress, who saw a need for the compilation of recent research and best practices in mathematics special education. I thank them for their support of and thoughtful insights about the development of this series. I also appreciate the support of Dr. George Hynd and his editorial assistant, Kathryn Black, in finalizing the details for publication. Finally, I am most appreciative of the authors' contributions to this series; their work continues to significantly influence the development of the field of mathematics special education and programming for students with mathematics learning disabilities.

Adolescent↗