Search

Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students' perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the team-taught format: "Improved student learning experience;" "Diverse perspectives;" "Demonstrator characteristics"(Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.

Despite collaboration being integrated into business education, challenges remain in preparing students to collaborate in modern organizations. This challenge is partially due to educators primarily focusing on within-team collaboration while, due to increased work complexity, organizations have moved to multiteam systems which also require between-team collaboration. Therefore, we developed the Magnetic Tower, which integrates within and between-team collaboration in an experiential learning exercise. In this exercise, teams implement within-team collaboration aspects such as communication, coordination, balancing members' contributions, and mutual support as well as between-team collaboration aspects such as boundary spanning, knowledge sharing, and integration to successfully complete the project.

Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes "learn-observe-support," "more time with students" and "catering for student differences." While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of "consistency in teaching" but challenges in "providing adequate support" to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.

Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student's co-creation of learning resources and allows for students to provide feedback and rate their peers' submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students' ATAR scores, strongly influenced their engagement and the benefits received.

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.

Background: Subsequent short‐latency leukemias are well‐described among survivors of childhood cancer. However, late (5–14.9 years from diagnosis, LL) and very late (≥15 years from diagnosis, VLL) subsequent leukemias have not been well studied. We assessed risk factors, prevalence, and outcomes for LL and VLL in the Childhood Cancer Survivor Study cohort. Methods: Subsequent leukemias, among 25,656 five‐year survivors, were self‐reported and confirmed by pathology review. Standardized incidence ratios (SIR) and cumulative incidences were calculated, and relative risks (RR) were estimated using Cox regression for exposures. Results: Seventy‐seven survivors developed subsequent leukemia, 49 survivors with LL (median time from diagnosis 7.8 years, range 5.0–14.5 years) and 28 with VLL (median time from diagnosis 25.4 years, range 15.9–42.8 years), with a cumulative incidence of 0.23% (95% CI 0.18%–0.30%) 20 years from diagnosis for all subsequent leukemias. The most common leukemia subtypes were acute myeloid leukemia, myelodysplastic syndrome, and chronic myeloid leukemia. Compared to the general population, survivors were at increased risk, for developing LL (SIR 9.3, 95% CI 7.0–12.1) and VLL (SIR 5.9, 95% CI 3.9–8.4). In multivariable relative risk analyses, cumulative epipodophyllotoxin dose >4000 mg/m2 was associated with increased risk for LL and VLL (RR 4.5, 95% CI 2.0–9.9). Conclusions: In this large series of late subsequent leukemias, survivors of childhood cancer are at increased risk, with no evidence of plateau over time. We observed most risk among survivors who received high cumulative doses of epipodophyllotoxins. Ongoing consideration for this late effect should continue beyond 10 years. [ABSTRACT FROM AUTHOR]

Simple Summary: Survivors of childhood cancer are predisposed to a range of late effects of treatment, including high symptom burden. Symptom burden may vary over time. The aim of this prospective pilot study was to assess the feasibility of collecting daily symptoms from adult survivors of childhood cancer using mobile health (mHealth) technology to evaluate symptom fluctuation and associations with future health-related quality of life (HRQOL). The 41 survivors included in this study had high adherence to symptom reporting (83%) and HRQOL reporting (95%). Variability of daily symptom burden differed from person-to-person (74%), day-to-day (18%), and month-to-month (8%). Additionally, a higher symptom burden was associated with poorer HRQOL in the future. Daily assessment of symptoms using mHealth technology revealed fluctuations in symptomology and the association between symptom burden and HRQOL. This method of symptom assessment is valuable for improving our understanding of symptom dynamics and sources of variability. Background: Cancer therapies predispose survivors to a high symptom burden. This study utilized mobile health (mHealth) technology to assess the feasibility of collecting daily symptoms from adult survivors of childhood cancer to evaluate symptom fluctuation and associations with future health-related quality-of-life (HRQOL). Methods: This prospective study used an mHealth platform to distribute a 20-item cancer-related symptom survey (5 consecutive days each month) and an HRQOL survey (the day after the symptom survey) over 3 consecutive months to participants from the Childhood Cancer Survivor Study. These surveys comprised a PROMIS-29 Profile and Neuro-QOL assessed HRQOL. Daily symptom burden was calculated by summing the severity (mild, moderate, or severe) of 20 symptoms. Univariate linear mixed-effects models were used to analyze total, person-to-person, day-to-day, and month-to-month variability for the burden of 20 individual symptoms. Multivariable linear regression was used to analyze the association between daily symptom burden in the first month and HRQOL in the third month, adjusted for covariates. Results: Out of the 60 survivors invited, 41 participated in this study (68% enrollment rate); 83% reported their symptoms ≥3 times and 95% reported HRQOL in each study week across 3 months. Variability of daily symptom burden differed from person-to-person (74%), day-to-day (18%), and month-to-month (8%). Higher first-month symptom burden was associated with poorer HRQOL related to anxiety (regression coefficient: 6.56; 95% CI: 4.10–9.02), depression (6.32; 95% CI: 3.18–9.47), fatigue (7.93; 95% CI: 5.11–10.80), sleep (6.07; 95% CI: 3.43–8.70), pain (5.16; 95% CI: 2.11–8.22), and cognitive function (–6.89; 95% CI: –10.00 to –3.79) in the third month. Conclusions: Daily assessment revealed fluctuations in symptomology, and higher symptom burden was associated with poorer HRQOL in the future. Utilizing mHealth technology for daily symptom assessment improves our understanding of symptom dynamics and sources of variability. [ABSTRACT FROM AUTHOR]

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy.

Drawing on longitudinal data of state K–12 education policymaker demographics, we examine education policymaking body diversity over time, and across states and institutional structures. Though dominated by white businessmen, females and professional educators increased their presence at the education policymaking table. There was little movement in representation of policymakers of color. Institutional structures such as election type and professionalism were related to greater representation of females and persons of color in state education policymaking bodies. [ABSTRACT FROM AUTHOR]

This study examined the impact of 3 2nd-year charter schools (1 elementary, 1 middle, and 1 high school) on student achievement, school climate, and pedagogy. All schools served predominantly African American students in an inner-city district. Using a matched treatment-control student analytical design, charter school enrollees were individually matched to highly comparable control students of the same ethnicity, poverty level, gender, and ability. Qualitative and descriptive analyses showed reasonable to good progress in program implementation, very strong school climate, positive teacher and parent perceptions, largely traditional but academically-focused teaching, and positive student achievement on state-mandated tests (p less than 0.05 on 12 out of 18 school x cohort x subtest comparisons). Interpretations of results stress the likely implications of teacher and family choice for effective implementation of the charter schools' academic and organizational programs. (Contains 4 tables and 2 footnotes.)

Comprehensive school reform (CSR), a federally funded program, is designed to raise student achievement via the implementation of whole school reforms. Unfortunately, although close to 400 CSR models have been adopted by schools nationally, there is relatively limited empirical evidence from rigorous research studies regarding the effectiveness of CSR in general or of specific models in particular. Of additional importance is the extent to which CSR models can demonstrate positive effects over time. The purpose of this study is to evaluate the effects on student achievement and attendance, in an urban school district in Kentucky, of the Year 3 implementation of the Different Ways of Knowing (DWoK) for the Middle Grades model. Results indicated that achievement results on both the Comprehensive Test of Basic Skills and Kentucky Core Content Test were significantly superior for the DWoK schools relative to matched control schools; no positive impacts on student attendance occurred for Year 3. The implications of the study lies in revealing that learner-centered CSR models that integrate the arts with the core curriculum can produce observable achievement gains in both normed- and criterion-referenced tests. (Contains 1 footnote and 6 tables.)

This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconomic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation. (Contains 6 tables and 1 footnote.)

Components of the School Renaissance[R] program, including Accelerated Reader and Reading Renaissance, have been implemented in more than 65,000 schools in the United States. Despite the program's popularity, there have been no published, well-controlled evaluations of its effectiveness. This randomized field experiment was designed to gauge program impacts on the reading achievement of 978 urban students in Grades 3 to 6. Schools and teachers within schools volunteered to participate in the study, with the foreknowledge that teachers would be randomly assigned to either implement School Renaissance or serve as controls. A 3-level hierarchical linear model was used to estimate the impact of the program on student reading growth trajectories on the STAR Reading test. Students in School Renaissance classrooms exhibited significantly higher growth rates than those in control classrooms, with effect size estimates ranging from +0.07 to +0.34 across grades. Quality of program implementation did not predict student achievement growth but was correlated with a reduction in the negative effect of learning disability status.

This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs-Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school change outcomes (e.g., teacher buy-in, school climate), a mixed-method research design was employed, encompassing both quantitative and qualitative analyses. Student achievement results on the reading sections of the Ohio Proficiency Test and the Stanford Achievement Test showed that both DI and SFA schools performed comparably to other district schools after statistically adjusting for school and student variables. Qualitative measures indicated generally positive support for both models by teachers, principals, and parents. However, in the case of DI, findings indicated weaknesses in implementation due largely to uncertainties involving school versus district roles and inadequate training. Results are discussed with regard to the influences of contextual and implementation variables on judging CSR model effectiveness in general and for specific schools and districts.