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PubMed1996

Pierre Auger--a life in the service of science.

A short biography of Pierre Auger, the discoverer of the atomic auger electron effect, is given. Professor Auger's outstanding professional career covered physics, nuclear power and space research, organization and administration of research, diplomatic services and pedagogics but also extended into modern biology, humanistic sciences, poetry and arts. Part of a speech in Paris of professor Auger held in 1989 on the theme 'Research and Creativity' at an international symposium on the auger effect is included in this biography as well as one of his poems.

Biophysics↗
PubMed2002

An interactive, student-centered approach to teaching large-group sessions in veterinary clinical pathology.

INTRODUCTION: The purpose of this study was to describe and evaluate an interactive, student-centered approach to teaching large-group sessions in Veterinary Clinical Pathology. The strategy was designed to operate in the place of expository lectures and to encourage a deep approach to learning though discussion and problem solving. METHODOLOGY: The teaching strategy ran over two hours and required students to answer a series of questions on the topic to be discussed before attending the session. In the first part of the session, limited information and laboratory data related to a series of cases were presented to the students for discussion and analysis. These cases were selected on the basis of their usefulness for discussion in relation to the answers to the previously set questions and to reinforce an approach to the analysis of laboratory data. After a break, students were given a series of multiple-choice questions, related to the topic previously discussed, to answer. Students were given the opportunity to discuss the reasons for their answers. Finally, the students were given information and laboratory data from an unknown case and asked to analyze them, through a mechanism previously practiced in small-group tutorials, in order to reach conclusions and to consider the need for further investigation and implications for case management. A consensus diagnosis and plan for the case was reached after reflective observation and discussion. The teaching strategy was evaluated, utilizing teacher reflection and a student questionnaire, on the basis of its success in encouraging active and simulated experiential learning. CONCLUSION: The evaluation of one session indicated that students strongly valued the strategy in relation to actively engaging them in discussion, providing feedback on how they were learning, and enhancing their understanding of how theoretical knowledge can be applied to actual clinical cases. These pedagogical principles appeared to give students greater confidence in analyzing laboratory data through a mechanism of diagnostic reasoning. More sessions of this kind, tied to specific content or skills areas, will allow better evaluation of the perceived student outcomes, which can then be correlated with actual student outcomes through formal assessment.

Education, Veterinary↗
PubMed2002

Using the world wide web to develop key professional skills in veterinary undergraduates.

This paper outlines the pedagogical and practical reasons for developing two interactive online pathology modules for use by third-year undergraduates in veterinary medicine at the University of Glasgow: namely, to further students' understanding of general and systems pathology, as well as their acquisition of key professional skills, and to provide access to a core-elective system of education and to subsequent employment and lifelong learning.

Animals↗
PubMed2003

The application of information technology in the teaching of veterinary epidemiology and public health.

Information technology (IT) is an imprecise term currently used to describe computer-based techniques for data manipulation, storage, dissemination, publication, and retrieval. IT possesses several characteristics that promote meaningful learning, including (1) just-in-time, personalized; (2) student-centered versus teacher-centric; (3) self-paced; (4) anytime, anywhere; and (5) discovery (through bibliographic and other information searches). However, if done improperly, IT-based teaching can be counterproductive. Factors to consider when evaluating the effectiveness of IT-based teaching methods include (1) content, (2) learning, (3) delivery support, (4) usability, and (5) technological. IT has been used to support instruction in epidemiology and public health at many levels, ranging from basic computer literacy to hands-on training in epidemiological methods through computer-based problem sets, case workups, outbreak investigations, and tutorials. Online quizzes based on articles selected from practice-oriented journals have been used to promote evidence-based medicine skills, including the critical evaluation of medical claims. As online access and delivery improve, opportunities for substantive online education and lifelong learning through IT have expanded. One of the most novel and comprehensive implementations of collaborative online sharing of educational content in epidemiology and public health is the Epidemiology Supercourse (http://www.pitt.edu/~super1/). More than 9,000 faculty from 118 countries have contributed to an online library of more than 700 lectures with quality control and adherence to accepted pedagogic principles. The goal is to improve teaching and research in epidemiology and public health worldwide. Although the focus is on human medicine, the concepts, methods, and principles can easily be applied to veterinary medicine. The Association for Veterinary Epidemiology and Preventive Medicine (AVEPM) seeks to heighten awareness of issues in veterinary epidemiology and public health education among veterinary educators through various forums, symposia, and workshops. The AVEPM Web site (http://www.cvm.uiuc.edu/avepm/) includes a listing of educational software and Web sites supporting epidemiology and public health education.

Animals↗
PubMed2005

Veterinary students as elite performers: preliminary insights.

The KPMG ''Mega Study'' (Brown JP, Silverman JD. The current and future market for veterinarians and veterinary medical services in the United States. J Am Vet Med Assoc 215:161-183, 1999) and other studies (Cron WL, Slocum JV, Goodnight DB, Volk JO. Impact of management practices and business behaviors on small animal veterinarians' incomes. J Am Vet Med Assoc 217:332-338, 1999; Lewis RE. Non-technical Competencies Underlying Career Success as a Veterinarian: A New Model for Selecting and Training Veterinary Students. Minneapolis: Personnel Decisions, 2002) concur that improvement in veterinary practitioner performance is necessary. Improvement in practitioners' non-technical competencies is considered most vital. Little research exists that identifies underlying psychological factors harbored by veterinary students that inhibit ability to achieve sustained maximum professional performance. Left unaddressed, these same characteristics may lead to coping behaviors that disrupt or, in the worst cases, lead to voluntary or involuntary termination of professional careers. Several performance-related characteristics and interpersonal dynamics are investigated in this study that provide preliminary evidence for the long-term shortcomings addressed in previous veterinary practice management literature. Pedagogical recommendations for addressing these student psychological characteristics are submitted for consideration.

Adult↗
PubMed2005

Developing and implementing an assessment method to evaluate a virtual canine anatomy program.

A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program's effect on student-instructor interactions.

Anatomy↗
PubMed2006

A philosophy and approach to teaching the epidemiology of food-borne, waterborne, and zoonotic diseases.

Faculty members from veterinary colleges that teach courses on food-borne, waterborne, and zoonotic diseases to non-veterinary students face unique challenges. The diversity of students' backgrounds, skills, and goals and the public nature of the science require some ingenuity in combining good science with the ability to communicate clearly in a variety of public forums. Drawing on pedagogical theory, the nature of the material, and the diverse abilities of the students, we have put together an effective teaching package for non-veterinary courses on these subjects, which includes a range of methods from outbreak investigations to town hall meetings and food diaries.

Animal Diseases↗
PubMed1999

The potential of open learning in animal breeding.

Animal breeding education is presently facing many challenges. These include rapid changes in breeding knowledge and technology, resource and funding restrictions, and altering demographics of the learner and the animal breeding industry. These challenges can be met via an open learning educational format. This nontraditional approach is based on the needs of individual learners, not the interests of the teacher or the institution. An important feature of open learning is its appropriateness for the professional development audience. Delivery methods include interactive distance courses on the Web, computer-assisted learning, and team-based study. The Canadian dairy breeding industry has expressed the need for ongoing professional development to understand and adopt new animal breeding technologies. The University of Guelph responded by delivering a series of animal breeding short courses (Executive Certificate Program in Animal Breeding) to industry decision makers in 1997. A version modified specifically for farmers and breeding industry personnel was offered in 1998. Through the collaboration of experts from various agricultural institutions and the use of a learner-centered format, this professional development initiative was a pedagogical and financial success. This paper describes how the open learning approach differs from traditional university teaching. Using the University of Guelph example in animal breeding professional development, the framework for a successful open learning program will be examined. The best practices for effective adult education will also be identified and discussed within this case study.

Adult↗
PubMed2006

Factors associated with college student intent to engage in community service.

Many universities in the United States highlight service as an integral component to their mission. Additionally, a growing pedagogical focus highlights the importance of community service as an integral component of student development. The current study was an investigation of the factors associated with college student intentions to engage in volunteer community service. University students (N = 403) at a comprehensive university located in the southern plains completed an anonymous Web-based questionnaire to assess community service attitudes and intentions. Subsequent to testing for statistical assumptions, results from multiple regression analysis suggest that a sense of community connectedness, cost and benefit considerations, and the seriousness of community needs are significant variables in explaining variance in the intent to engage in community service.

Adult↗
PubMed1983

Influence of music on memory and education, and the application of its underlying principles to acupuncture.

The interrelations among learning, brain waves, music and the relief of pain by acupuncture are discussed from the standpoint of an educator, who has some practical experience in suggestive-accelerative learning and teaching (S.A.L.T.). Through the diverse fields of science, e.g. educational psychology, physiology, electronics and acoustics, the principal law governing the l/f fluctuations (where f is frequency), or the inverse frequency distribution of the power spectrum, seems to play an important role in their phenomenological mechanism. The author totally explained in this paper such relations and he arranged the related phenomena into physical, physiological, psychological and pedagogical fields. Finally, he referred to an interesting example of the application of l/f fluctuations to the relief of pain by acupuncture.

Acupuncture Therapy↗
PubMed2005

Gaze aversion: a response to cognitive or social difficulty?

When asked questions, adults and children often avert their gaze at certain points within the interaction, especially when questions are difficult (Doherty-Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002; Glenberg, Schroeder, & Robertson, 1998). Gaze aversion may be a way of managing the cognitive load associated with the processing of visual environmental information, or it may serve to alleviate a negative social-emotional experience, such as the self-consciousness associated with, for example, a fear of failure. In the present study, thirty-six 8-year-olds were questioned either face to face or across a live video link. Questions varied in type (arithmetic, verbal reasoning, and autobiographical and episodic memory) and in difficulty. Children averted their gaze more during face-to-face questioning than during video-mediated questioning; however, question difficulty had a very strong influence on aversion in both interview conditions. It is concluded that although social factors play a role in children's gaze aversion during pedagogical question-answer sequences, the primary function of averting gaze is to manage the cognitive load involved in the processing of environmental information.

Affect↗
PubMed2002

Teaching psychology as a laboratory science in the age of the Internet.

For over 30 years, psychologists have relied on computers to teach experimental psychology. With the advent of experiment generators, students can create well-designed experiments and can test sophisticated hypotheses from the start of their undergraduate training. Characteristics of new Net-based experiment generators are discussed and compared with traditional stand-alone generators. A call is made to formally evaluate the instructional effectiveness of the wide range of experiment generators now available. Specifically, software should be evaluated in terms of known learning outcomes, using appropriate control groups. The many inherent differences between any two software programs should be made clear. The teacher's instructional method should be fully described and held constant between comparisons. Finally, the often complex interaction between the teacher's instructional method and the pedagogical details of the software must be considered.

Internet↗
PubMed2002

On-line Homework/Quiz/Exam applet: freely available Java software for evaluating performance on line.

The Homework/Quiz/Exam applet is a freely available Java program that can be used to evaluate student performance on line for any content authored by a teacher. It has database connectivity so that student scores are automatically recorded. It allows several different types of questions. Each question can be linked to images and detailed story problems. Three levels of feedback are provided to student responses. It allows teachers to randomize the sequence of questions and to randomize which of several options is the correct answer in multiple-choice questions. The creation and editing of questions involves menu selections, button-presses, and the typing of content; no programming knowledge is required. The code is open source in order to encourage modifications that will meet individual pedagogical needs.

Computer-Assisted Instruction↗
PubMed2003

An SAS/IML procedure for maximum likelihood factor analysis.

Maximum likelihood factor analysis (MLFA), originally introduced by Lawley (1940), is based on a firm mathematical foundation that allows hypothesis testing when normality is assumed with large sample sizes. MLFA has gained in popularity since Jöreskog (1967) implemented an iterative algorithm to estimate parameters. This article presents a concise program using matrix language SAS/IML with the optimization subroutine NLPQN to obtain MLFA solutions. The program is pedagogically useful because it shows the step-by-step computational processes for MLFA, whereas almost all other statistical packages for MLFA are in "black boxes." It is also demonstrated that this approach can be extended to other multivariate methods requiring numerical optimizations, such as the widely used structural equation modeling. Researchers may find this program useful in conducting Monte Carlo simulation studies to investigate the properties of multivariate methods that involve numerical optimizations.

Algorithms↗
PubMed1999

A Web-accessible tutorial for PsyScope based on classic experiments in human cognition.

PsyScope is a graphically oriented, script-based program for the control of experiments on Macintosh computers that has been made freely available to the psychology community by its developers (Cohen, MacWhinney, Flatt, & Provost, 1993) at Carnegie Mellon University. We describe a graduated tutorial that was written for new users of PsyScope (instructors or students); the text and scripts can be retrieved from a website at Hamilton College (http:/(/)cogito.hamilton.edu/tutorial/). The tutorial examples may be used as classroom demonstrations or as pedagogical aids in teaching students how to use PsyScope in their own research projects. The four examples include a Stroop test, simple and choice reaction time, and a sentence-verification task.

Cognition↗
PubMed1999

A case study report on integrating statistics, problem-based learning, and computerized data analysis.

This paper addresses the pedagogical advantages of teaching statistics not as a stand-alone subject in itself, but rather as a topic integrated into teaching hands-on, problem-based computer-assisted data analysis. For over 10 years, such a two-term course has been taught at Drexel University in lieu of the usual statistics courses formerly taken by undergraduate majors in psychology and sociology. One virtue of the courses as currently implemented is that students seem to learn not just how to perform statistical procedures but how to apply them on their own.

Electronic Data Processing↗
PubMed1999

Undergraduate labs and computers: the case for PsychExps.

PsychExps (http:/(/)www.olemiss.edu/PsychExps) is an interactive on-line psychology laboratory designed to facilitate teaching and conducting research over the Internet. With the increased use of the Web among students and the development of technology enabling the deployment of experiments via the Internet, a laboratory such as PsychExps appears to offer numerous advantages over the solely classroom-based laboratory. As part of the development of PsychExps, a survey was conducted, to assess the utility of this novel approach to the traditional computer-based psychology laboratory classes. Responses generally indicate interest in and a need for cost-effective resources such as an Internet-based laboratory. In addition, PsychExps offers several advantages over the mostly pedagogical and demonstration-based psychology sites on the Internet.

Computers↗
PubMed2005

The instructional effectiveness of a web-based audiometry simulator.

With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

Adult↗