Journal articles: 'EXPERIENTIAL ANATOMY'

1

Salk, Jennifer. "Teaching Modern Technique through Experiential Anatomy." Journal of Dance Education 5, no. 3 (July 2005): 97–102. http://dx.doi.org/10.1080/15290824.2005.10387292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Surgue, Megan, Barbie Klein, and Mackenzie Loyet. "Yoga Anatomy Workshops: Yoga as Experiential Learning in Undergraduate Anatomy Courses." HAPS Educator 21, no. 3 (December 2017): 65–74. http://dx.doi.org/10.21692/haps.2017.056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hoye, Scott. "The anatomy of experiential impact through ericksonian psychotherapy." American Journal of Clinical Hypnosis 62, no. 3 (January 13, 2020): 311–12. http://dx.doi.org/10.1080/00029157.2019.1677417.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Park, Chan Sik, Quang Tuan Le, Akeem Pedro, and Chung Rok Lim. "Interactive Building Anatomy Modeling for Experiential Building Construction Education." Journal of Professional Issues in Engineering Education and Practice 142, no. 3 (July 2016): 04015019. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Jensen, Murray, Allison Mattheis, and Anne Loyle. "Offering an anatomy and physiology course through a high school-university partnership: the Minnesota model." Advances in Physiology Education 37, no. 2 (June 2013): 157–64. http://dx.doi.org/10.1152/advan.00147.2012.

Full text

Abstract:

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors.

APA, Harvard, Vancouver, ISO, and other styles

6

Stewart, MaryAnne, and VeraLucia Mendes-Kramer. "Fostering Interprofessionalism Through Experiential Learning: A Prosection Lab for Clinical Laboratory Science Students." Journal of Education and Training Studies 11, no. 1 (August 29, 2022): 1. http://dx.doi.org/10.11114/jets.v11i1.5700.

Full text

Abstract:

Background: Interprofessional collaboration between clinical laboratory scientists and pathologists’ assistants is important when developing a strong supportive network for the medical field. These professions work closely together in the daily clinical setting; however, in the academic setting, the education delivered through these individual programs occurs separately without interdisciplinary contact. Building an interdisciplinary foundation or partnership between these two programs early in a student’s academic preparation will cement future professionalism in the workplace as well as provide a deeper understanding of each other’s disciplines and professional practice and, in this case, of the intricacies of anatomy through a prosection experience.Methods: The goal of the interprofessional experience was to improve the understanding of anatomy for the undergraduate Clinical Laboratory Science student population (n=19) through a cadaver-based prosection experience led by the Pathologists’ Assistant faculty at Wayne State University. After the prosection, each student wrote a post-activity reflection, which was collected and analyzed. Results: The students’ written post-activity reflections revealed they were highly satisfied with the experience and believed that cadaver-based learning not only increased their knowledge of content matter, but also their understanding of a different health profession.Conclusion: The use of a cadaver-based teaching strategy that integrates anatomy to achieve relevant laboratory outcomes in both clinical laboratory science and pathology can provide an optimal learning experience to solidify the bond between these two laboratory professions.

APA, Harvard, Vancouver, ISO, and other styles

7

Kirk, Johanna. "Moving from the Membranes: Exploring the Integumentary System Through Experiential Anatomy and Dance." Journal of Dance Education 17, no. 1 (January 2, 2017): 8–15. http://dx.doi.org/10.1080/15290824.2016.1134797.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sarkar, Suchismita, Ranjana Verma, and Sonu Singh. "Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates." Advances in Medical Education and Practice Volume 13 (May 2022): 543–54. http://dx.doi.org/10.2147/amep.s359140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Towill, Denis R. "Fadotomy – anatomy of the transformation of a fad into a management paradigm." Journal of Management History 12, no. 3 (July 1, 2006): 319–38. http://dx.doi.org/10.1108/17511340610670214.

Full text

Abstract:

PurposeTo provide a methodology for determining how and when a management fad has become an established paradigm.Design/methodology/approachThe penticulation approach compares the outputs from the five separate research sources of horizontal surveys, experiential rules‐of‐thumb, theoretical models, quick scan audits, and vertical case studies.FindingsThe total cycle time compression (TCTC) paradigm is supported both individually and collectively by the five data sources which can be related to Kuhnsian requirements.Research limitations/implicationsPenticulation is a unique approach to establishing if a paradigm actually exists. However, this is its first known application.Practical implicationsIt is manifest that TCTC can be used as both a business process engineering objective, and subsequently as a prime performance metric.Originality/valueThe output is twofold. Penticulation is a new approach to paradigm testing, and our understanding of the TCTC principle has been further strengthened.

APA, Harvard, Vancouver, ISO, and other styles

10

Naug, Helen L., Natalie J. Colson, and Daniel Donner. "Experiential Learning, Spatial Visualization and Metacognition: An Exercise with the “Blank Page” Technique for Learning Anatomy." Health Professions Education 2, no. 1 (June 2016): 51–57. http://dx.doi.org/10.1016/j.hpe.2016.01.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Diaz, Claudia M., and Torres Woolley. "Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches." Medical Science Educator 25, no. 4 (August 13, 2015): 367–76. http://dx.doi.org/10.1007/s40670-015-0165-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Bentley, Danielle C., and Stephen C. Pang. "Yoga asanas as an effective form of experiential learning when teaching musculoskeletal anatomy of the lower limb." Anatomical Sciences Education 5, no. 5 (May 1, 2012): 281–86. http://dx.doi.org/10.1002/ase.1282.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Silveira, Juliana Carvalho Franco da. "Somatic ways of approaching a kinesthetic2 mode of attention in dance." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 29–45. http://dx.doi.org/10.1386/jdsp_00011_1.

Full text

Abstract:

In this article, I address ways of nurturing a ‘heightened sense of kinesthesia’ (expression used by Caroline Potter) within the context of contemporary dance. To do that, I articulate existing literature with data collected in a field research, at which time I taught classes that aimed to integrate the study of experiential anatomy, from a Body-Mind Centering® perspective, with dance practices. The nuanced attention to the sense of movement is here regarded as a central aspect for contemporary dancers that is yet to be widely considered pedagogically. Thus, by nurturing the awareness of kinesthesia and giving voice to this multilayered sense, I sought to broaden its understanding within the context of dance.

APA, Harvard, Vancouver, ISO, and other styles

14

NOWAKOWSKI, RICHARD S., and NANCY L. HAYES. "CNS development: An overview." Development and Psychopathology 11, no. 3 (September 1999): 395–417. http://dx.doi.org/10.1017/s0954579499002126.

Full text

Abstract:

The basic principles of the development of the central nervous system (CNS) are reviewed, and their implications for both normal and abnormal development of the brain are discussed. The goals of this review are (a) to provide a set of concepts to aid in understanding the variety of complex processes that occur during CNS development, (b) to illustrate how these concepts contribute to our knowledge of the normal anatomy of the adult brain, and (c) to provide a basis for understanding how modifications of normal developmental processes by traumatic injury, by environmental or experiential influences, or by genetic variations may lead to modifications in the resultant structure and function of the adult CNS.

APA, Harvard, Vancouver, ISO, and other styles

15

Slominski, Tara N., Jennifer L. Momsen, and Lisa M. Montplaisir. "Drawing on student knowledge of neuroanatomy and neurophysiology." Advances in Physiology Education 41, no. 2 (June 1, 2017): 212–21. http://dx.doi.org/10.1152/advan.00129.2016.

Full text

Abstract:

Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students ( n = 352) created accurate representations of neuron anatomy. The remaining students created drawings suggesting an inaccurate or incomplete understanding of synaptic transmission. Of the 208 inaccurate student-generated drawings, 21% depicted the neurons as touching. When asked to illustrate summation, only 10 students (roughly 4%) were able to produce an accurate drawing. Overall, students were more successful at drawing anatomy (synapse) than physiology (summation) before formal instruction. The common errors observed in student-generated drawings indicate students do not enter the classroom as blank slates. The error of “touching” neurons in a chemical synapse suggests that students may be using intuitive or experiential knowledge when reasoning about physiological concepts. These results 1) support the utility of drawing tasks as a tool to reveal student content knowledge about neuroanatomy and neurophysiology; and 2) suggest students enter the classroom with better knowledge of anatomy than physiology. Collectively, the findings from this study inform both practitioners and researchers about the prevalence and nature of student difficulties in HA&P, while also demonstrating the utility of drawing in revealing student knowledge.

APA, Harvard, Vancouver, ISO, and other styles

16

Hagedorn, Rebecca L., Kathryn Baker, Sara E. DeJarnett, Tyler Hendricks, Melissa McGowan, Lauren Joseph, and Melissa D. Olfert. "Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles." Children 5, no. 12 (November 28, 2018): 162. http://dx.doi.org/10.3390/children5120162.

Full text

Abstract:

This pilot study evaluated the impact of the Katalyst curriculum, a fifth-grade experiential learning program, on students’ knowledge of a healthy lifestyle’s impact on body functions. Katalyst’s interactive curriculum spans two days and includes four, 60-min stations on body systems: cardiovascular/endocrine, gastrointestinal, neurological, and respiratory/musculoskeletal. Three schools were recruited, and two schools completed the intervention sessions. Prior to beginning the stations, fifth-grade students completed a 37-item questionnaire to assess knowledge and perceptions. Students completed the same survey at the end of the Katalyst intervention. Teachers at the school also completed a survey post intervention to provide feedback on the program. Frequency and paired analyses were conducted on student responses and summative content analysis on teacher and volunteer feedback. The School 1 completer (n = 63) baseline mean knowledge score was 66.2%. The School 2 completer (n = 47) baseline mean knowledge score was 67.3%. Following the Katalyst intervention, both schools showed a statistically significant increase in the mean post score to 70.3% (p = 0.0017) and 78.4%(p < 0.0001) at School 1 (n = 63) and School 2 (n = 47), respectively. Teacher feedback (n = 7) revealed that Katalyst was effective in meeting state educational health standards and teachers perceived that the students benefitted from the program more than “reading about the body systems in a textbook or health magazine”. The Katalyst pilot study appeared to improve fifth-grade students’ knowledge of body systems and health. Katalyst aligned with state educational standards and is supported by teachers for an experiential learning opportunity. The Katalyst curriculum could be a potential avenue for health educators in Appalachia.

APA, Harvard, Vancouver, ISO, and other styles

17

Hendricks, Benjamin K., Jerome Hartman, and Aaron A. Cohen-Gadol. "Cerebrovascular Operative Anatomy: An Immersive 3D and Virtual Reality Description." Operative Neurosurgery 15, no. 6 (November 15, 2018): 613–23. http://dx.doi.org/10.1093/ons/opy283.

Full text

Abstract:

Abstract BACKGROUND The innate detail of the cerebrovasculature is a demonstration of the structural complexity exhibited within the nervous system and highlights the challenges intrinsic to surgically influencing this system. Bridging the knowledge gap between the 2-dimentional learning environment and the 3-dimensional (3D) clinical setting is a challenge requiring experience. Computer graphic technology provides an opportunity for the learner to step into a new era of learning via the use of interactive 3D models and virtual reality. OBJECTIVE To create virtually anatomically accurate cerebrovascular models with superior detail and visual appeal. METHODS High-resolution angiographic radiological studies were utilized to create virtual 3D models which were edited for anatomical accuracy and artistry post-processing. RESULTS We have created anatomically realistic and detailed 3D virtual models of the cerebrovascular structures including the arterial and venous systems. The relevant surgical anatomy of the bony and brain structures was also included. In addition, these models were used to illustrate the pathoanatomy of a deep vascular malformation to demonstrate the potential of this technology. These models allow user interactivity in the 3D environment for improved understanding of anatomical relationships. CONCLUSION Advances in computer graphics have invited a new era of education and experiential learning. The authors have created an immersive virtual 3D model of the cerebrovasculature to augment education, research, and clinical applications.

APA, Harvard, Vancouver, ISO, and other styles

18

Yamazaki, Ayame, Taku Ito, Maki Sugimoto, Soichiro Yoshida, Keiji Honda, Yoshiyuki Kawashima, Taro Fujikawa, Yasuhisa Fujii, and Takeshi Tsutsumi. "Patient-specific virtual and mixed reality for immersive, experiential anatomy education and for surgical planning in temporal bone surgery." Auris Nasus Larynx 48, no. 6 (December 2021): 1081–91. http://dx.doi.org/10.1016/j.anl.2021.03.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Glaser, Laura. "Reflections on somatic learning processes in higher education: Student experiences and teacher interpretations of Experiential Anatomy into Contemporary Dance." Journal of Dance & Somatic Practices 7, no. 1 (June 1, 2015): 43–61. http://dx.doi.org/10.1386/jdsp.7.1.43_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Lima, Paola de, Renata Souza e. Silva, Denis Guilherme Guedert, Gilberto dos Santos Cerqueira, and Emmanuel Prata de Souza. "The participation of human anatomy monitoring in the teaching and student learning process: a critical review of the literature." Research, Society and Development 11, no. 7 (May 26, 2022): e33511730088. http://dx.doi.org/10.33448/rsd-v11i7.30088.

Full text

Abstract:

Implemented in Higher Education Institutions (HEIs) for some years, the monitoring activity is understood as a pedagogical resource to strengthen the teaching and learning process through the establishment of new pedagogical and experiential practices and experiences. In this work we aim, through an integrative review, to describe the monitoring activity of human anatomy in the process of teaching and student learning. The PICo strategy was used to form the guiding question, the results were presented through the Prisma Flow diagram. The databases consulted were Scielo, Portal Capes and Google Scholar, searching for articles from 2011 to 2021. Our results show that in addition to generating a strengthening of learning, the monitoring activity provides an incentive for teaching and is a collaborative and cooperative moment. between peers making the teaching and learning process active. In the search for a more critical and reflective professional future for the demands of today's world.

APA, Harvard, Vancouver, ISO, and other styles

21

Prabhath, Sushma, Suhani Sumalatha, Ashwija Shetty, and Kumar MR Bhat. "Enhancing the Embryology teachinglearning experience in the medical curriculum: a faculty & student lookout." European Journal of Anatomy 27, no. 2 (March 2023): 237–46. http://dx.doi.org/10.52083/pdwd6678.

Full text

Abstract:

It has been identified that most medical students are dissatisfied with current embryology teaching, and they often find embryology learning difficult. The present study was conducted to evaluate the perception of faculty and undergraduate medical students regarding the existing teaching-learning practices in embryology. The present cross-sectional study involved faculty, undergraduate, and postgraduate students engaged in embryology teaching-learning. The study was conducted in two steps. In the first step, the undergraduates were provided with a semi-structured questionnaire that addressed the practices of embryology teaching- learning in the current medical curriculum. The responses were recorded using a Likert scale. In the second step, the participants were invited to answer an open-ended question on improving the teaching-learning practices of embryology. The study involved 50 faculty, 232 medical undergraduates, and 15 postgraduate students. Most participants (76.1%) agreed that human embryology is essential in understanding anatomical variations, congenital anomalies, and clinical ailments. Although embryology is interesting to study, it is not easy to comprehend, as stated by most students (52.24%). They also felt that embryology is often neglected while learning Anatomy (70.73%). Ways to improve the embryology teaching-learning practices assessed in step two identified the following themes: image and video-assisted learning, experiential learning, 3D-models assisted learning, case-based learning, specimen-based learning, assessment-based learning, and smallgroup teaching. Embryology teaching-learning is an integral part of the Anatomy curriculum. Therefore, there is a need to reform the existing methodologies of embryology teaching-learning to enhance student engagement. Seeking students and faculty’s perceptions about the current practices of embryology teaching and its impact on their learning becomes useful. This study intents to utilize the feedback gained in improving the process of imparting embryology knowledge and will assist in a positive learning experience for the students.

APA, Harvard, Vancouver, ISO, and other styles

22

Al-Jarshawi, Mustafa Hussein Ajlan, and Ahmed Al-Imam. "A Thousand Words About Modern Medical Education: A Mini-Review Concerning the Theory of Education." Journal of Medical Science 91, no. 2 (May 23, 2022): e636. http://dx.doi.org/10.20883/medical.e636.

Full text

Abstract:

The present article represents a mini-review and a reflective essay concerning modern medical education methods, as well as ways to adapt them to medical education's local conditions (disciplines), including basic medical sciences. We introduced Gagné's theory of learning and other theories – Constructivist, Experiential, and Humanistic – followed by Dennik's "twelve tips" for effective learning and Harden's ten questions for curriculum development. Outcome-based education (OBE) was discussed and related to relevant concepts within Miller's pyramid and Bloom's taxonomy. Harden's SPICES model was emphasized concerning education strategies while discussing the assessment of learning (AoL), assessment as learning (AaL), and assessment for learning (AfL). Finally, the authors advise exploring the adaptation of modern education methods for a specific discipline of basic medical sciences – Human Anatomy – by incorporating the abovementioned concepts and integrating different AfL and AaL assessment tools while conveying a graphical concept map for this scenario.

APA, Harvard, Vancouver, ISO, and other styles

23

Mochocki, Michał, and Raine Koskimaa. "Story beats in videogames as value-driven choice-based unit operations." Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 29, no. 38 (June 15, 2021): 5–31. http://dx.doi.org/10.14746/i.2021.38.01.

Full text

Abstract:

We present a framework of story beats, defined as microunits of dramatic action, as a tool for the ludonarrative analysis of videogames. First, we explain the Goal - Action - Reaction - Outcome model of the story beat. Then, we present six types of story beats, Action, Interaction, Inaction, Mental, Emotion, and Sensory, providing videogame examples for each category. In the second half of the paper, we contextualise this framework in the classic game studies theory of videogame narrative and player action: unit operations, gamic action, anatomy of choice, and game design patterns, wrapping it up in the most recent trends in cognitive narratology. Ultimately, we present the story beat as a ludonarrative unit, working simultaneously as a ‘unit operation’ in the study of games as systems, and as a microunit of character action in narrative analysis. The conclusion outlines prospective directions for using story beats in formal, experiential, and cultural game research.

APA, Harvard, Vancouver, ISO, and other styles

24

Mejia, Valia Luz Venegas, Jadira Del Rocio Jara Nunayalle, ocio Jimenez Camana, and Javier Benigno Jaramillo Zavala. "Body Paint and its Impact on the Argumentation of the Integrity of Systems and Apparatus of the Human Body." NeuroQuantology 20, no. 5 (May 18, 2022): 599–606. http://dx.doi.org/10.14704/nq.2022.20.5.nq22213.

Full text

Abstract:

The objective of this research is to explain how Body Paint favors the argumentation of the anatomical structures of the human body in the students of the Morphology and Function course of the Obstetrics career at a Private University of Lima, period 2020-I. the participants that constituted the sample of the present study were 15 students of the 2nd cycle of the Morphology and Function I course. The methodology used developed a qualitative approach, descriptive - explanatory scope and phenomenological design. For the collection of information, interviews and an observation guide were applied to the students applying Body Paint. The results reveal that students easily apply the Body Paint technique, they find it very practical, it does not take much time, but above all it helps to understand anatomy and physiology in a playful, colorful and simple way. By having the experience of representing the anatomical pieces, the process is more significant and experiential learning consolidates knowledge, allowing students to argue the integration of systems and devices of the human body. The study concludes that the Body Paint technique is a simple to apply and functional learning resource, which favors the argumentation of the integration of systems and devices of the human body as a learning achievement through the understanding and explanation of the anatomy, the study of form, physiology and the study of function.

APA, Harvard, Vancouver, ISO, and other styles

25

Yum, Seung-Yun. "Experiential Imagination Based on Disasters Caused by Tigers - With a Focus on ‘Changgwi’ and the Folktale <Destined to be Eaten by a Tiger>－." Journal of Namdo folklore 44 (June 30, 2022): 179–205. http://dx.doi.org/10.46247/nf.44.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Rembetski, Benjamin E., Caroline A. Cobine, and Bernard T. Drumm. "Laboratory practical to study the differential innervation pathways of urinary tract smooth muscle." Advances in Physiology Education 42, no. 2 (June 1, 2018): 295–304. http://dx.doi.org/10.1152/advan.00014.2018.

Full text

Abstract:

In the mammalian lower urinary tract, there is a reciprocal relationship between the contractile state of the bladder and urethra. As the bladder fills with urine, it remains relaxed to accommodate increases in volume, while the urethra remains contracted to prevent leakage of urine from the bladder to the exterior. Disruptions to the normal contractile state of the bladder and urethra can lead to abnormal micturition patterns and urinary incontinence. While both the bladder and urethra are smooth-muscle organs, they are differentially contracted by input from cholinergic and sympathetic nerves, respectively. The laboratory practical described here provides an experiential approach to understanding the anatomy of the lower urinary tract. Several key factors in urinary tract physiology are outlined, e.g., the bladder is contracted by activation of the parasympathetic pathway via cholinergic stimulation on muscarinic receptors, whereas the urethra is contracted by activation of the sympathetic pathway via adrenergic stimulation on α1-adrenoceptors. This is achieved by measuring the force generated by bladder and urethra smooth muscle to demonstrate that acetylcholine contracts the smooth muscle of the bladder, whereas adrenergic agonists contract the urethral smooth muscle. An inhibition of these effects is also demonstrated by application of the muscarinic receptor antagonist atropine and the α1-adrenergic receptor blocker phentolamine. A list of suggested techniques and exam questions to evaluate student understanding on this topic is also provided.

APA, Harvard, Vancouver, ISO, and other styles

27

Arfiyanti, Mega Pandu, and Arum Kartika Dewi. "Pengaruh Penggunaan Metode Experiential Learning terhadap Hasil Belajar Anatomi Bagi Mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Semarang." MAGNA MEDICA: Berkala Ilmiah Kedokteran dan Kesehatan 1, no. 5 (March 18, 2019): 77. http://dx.doi.org/10.26714/magnamed.1.5.2018.77-82.

Full text

Abstract:

Anatomi merupakan ilmu dasar yang harus dikuasai oleh mahasiswa Fakultas Kedokteran sebagai dasar melakukan pemeriksaan fisik dan penalaran klinis. Pemahaman mahasiswa akan ilmu anatomi masihkurang karena menganggap anatomi sangat susah dipelajari. Metode pembelajaran aktif anatomi diperlukan untuk meningkatkan pemahaman mahasiswa. Penelitian ini bertujuan mengetahui pengaruh penggunaan metode experiential learning terhadap hasil belajar anatomi mahasiswa. Penelitian ini merupakan penelitian eksperimental pretest posttest design dengan sampel seluruh mahasiswa tahun pertama FK Unimus yang dibagi menjadi kelompok kontrol dan perlakuan dengan randomised sampling. Mahasiswa kelompok perlakuan diajarkan anatomi dengan metode experiential learning, sedangkan kelompok kontrol dengan metode konvensional. Data yang diambil adalah rerata selisih nilai pretest posttest kelompok kontrol dan kelompok perlakuan. Dari 110 mahasiswa hanya 94 mahasiswa yang mengikuti seluruh protokol penelitian yang terdiri dari 47 mahasiswa kelompok kontrol dan 47 mahasiswa kelompok perlakuan. Berdasarkan uji independent t test di dapatkan hasil sig (2-tailed) 0.000 yang artinya metode experiential learning memiliki pengaruh terhadap hasil belajar anatomi. Metode experiential learning efektif digunakan untuk meningkat hasil belajar anatomi mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Semarang.Kata kunci: Experiential learning, anatomi, pendidikan kedokteran

APA, Harvard, Vancouver, ISO, and other styles

28

DiCecco, J., J. Wu, K. Kuwasawa, and Y. Sun. "A novel approach to physiology education for biomedical engineering students." Advances in Physiology Education 31, no. 1 (January 2007): 45–50. http://dx.doi.org/10.1152/advan.00054.2006.

Full text

Abstract:

It is challenging for biomedical engineering programs to incorporate an indepth study of the systemic interdependence of cells, tissues, and organs into the rigorous mathematical curriculum that is the cornerstone of engineering education. To be sure, many biomedical engineering programs require their students to enroll in anatomy and physiology courses. Often, however, these courses tend to provide bulk information with only a modicum of live tissue experimentation. In the Electrical, Computer, and Biomedical Engineering Department of the University of Rhode Island, this issue is addressed to some extent by implementing an experiential physiology laboratory that addresses research in electrophysiology and biomechanics. The two-semester project-based course exposes the students to laboratory skills in dissection, instrumentation, and physiological measurements. In a novel approach to laboratory intensive learning, the course meets on six Sundays throughout the semester for an 8-h laboratory period. At the end of the course, students are required to prepare a two-page conference paper and submit the results to the Northeast Bioengineering Conference (NEBC) for consideration. Students then travel to the conference location to present their work. Since the inception of the course in the fall of 2003, we have collectively submitted 22 papers to the NEBC. This article will discuss the nature of the experimentation, the types of experiments performed, the goals of the course, and the metrics used to determine the success of the students and the research.

APA, Harvard, Vancouver, ISO, and other styles

29

Min, Jeeyoung. "Self-Directed Interdisciplinary Curriculum Trends in Higher Education." Korean Society of Culture and Convergence 45, no. 1 (January 31, 2023): 149–61. http://dx.doi.org/10.33645/cnc.2023.01.45.01.149.

Full text

Abstract:

This study examined self-directed interdisciplinary curriculum trends in higher education by delving into the self-directed interdisciplinary curricula (SDIC) of Korean universities, compared to those of U.S. universities. Data sources included SDIC information from the individualized studies program websites and hyperlinked documents. The analysis centered on (1) whether a student should include interdisciplinary independent study and experiential learning courses and (2) whether a student was given support in curriculum design and course study. Results revealed that U.S. and Korean universities enacted SDIC under different names to make the traditional curriculum diverse and flexible. The former required students to develop course plans, including interdisciplinary independent study and experiential learning courses. The latter encouraged students to design course plans to improve their multidisciplinary expertise and skills. Both SDIC were oriented toward the shared object: to foster individuals equipped with creativity and interdisciplinary competencies to meet the needs of society and industry. U.S. universities provided diverse aids to students who planned to take the SDIC. Korean universities gradually secured professionals to help students design and complete the SDIC. Based on the results, I suggested management systems of SDIC in higher education.

APA, Harvard, Vancouver, ISO, and other styles

30

Ito, Taku. "Authors’ reply to: Comment on the article by Dr. Georgios P. Skandalakis: Patient-specific virtual and mixed reality for immersive, experiential anatomy education and for surgical planning in temporal bone surgery." Auris Nasus Larynx 49, no. 1 (February 2022): 164. http://dx.doi.org/10.1016/j.anl.2022.01.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Bliven, Kellie C. Huxel, Barton E. Anderson, and Inder Raj S. Makin. "Commentary: Integrating Diagnostic Ultrasound into Athletic Training Education Programs." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 367–71. http://dx.doi.org/10.4085/1304367.

Full text

Abstract:

Context: The use of point-of-care ultrasound (POCUS) is increasingly becoming a standard of care for sports medicine and orthopedic physicians. As such, there will be increased demand for athletic trainers to have knowledge and skills in diagnostic ultrasound. Objective: To provide key considerations for integration of diagnostic ultrasound into athletic training education and address challenges and barriers to such integration. Background: Advancements in designing portable, user-friendly ultrasound units have enabled clinicians to perform POCUS as an adjunct to the physical exam, resulting in improved patient care. Increased demands for POCUS across medicine have prompted medical schools to integrate diagnostic ultrasound throughout the curriculum, providing athletic training education programs a framework to consider within their curriculum. Synthesis: Integrating diagnostic ultrasound throughout the curriculum provides focused experiences to prepare, conduct, and link imaging to clinical and physical exam skills. Diagnostic ultrasound has a role in visualizing structures in an anatomy course, as an adjunct to physical exam in medical conditions, orthopedic exam, and diagnosis courses, and as a visual feedback tool in rehabilitation courses, thus enabling it to be integrated throughout existing curriculum. Barriers to diagnostic ultrasound include cost, time, and faculty expertise. Results: Cost sharing or use of ultrasound simulators can overcome cost barriers. Use of online educational modules to deliver content virtually is effective and allows face-to-face time to be spent in hands-on experiential learning. Finally, developing interprofessional partnerships to “teach the teacher” is an effective model in teaching faculty about diagnostic ultrasound. Recommendation(s): Educational programs should consider ways to overcome barriers and integrate diagnostic ultrasound into curriculum equipping future athletic trainers with knowledge and skills for POCUS, thus increasing their effectiveness on a health care team. Conclusion(s): Proactive integration of diagnostic ultrasound into athletic training education will equip graduates to add value to a health care team.

APA, Harvard, Vancouver, ISO, and other styles

32

Baek, Hai-Sung, and Boo-Sook Park. "A Self-experiential Study on the Settlement Process of Professors at Korean University in Uzbekistan." K Association of Education Research 7, no. 2 (August 31, 2022): 89–107. http://dx.doi.org/10.48033/jss.7.2.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

de Vera Mouliaá, Luis Rodríguez. "Can Physical Education Improve Attitudes towards Disability?" Current Research in Psychology and Behavioral Science (CRPBS) 4, no. 1 (January 24, 2023): 1–5. http://dx.doi.org/10.54026/crpbs/1082.

Full text

Abstract:

Nowadays, there is still some discrimination against people with disabilities, which tends to manifest itself subtly within “politically correct” parameters. These manifestations have a negative charge that can provoke feelings of rejection and fear, thus blocking the process of social inclusion of this group, which began several decades ago. Among several constraints, the literature indicates the negative attitudes of people without disabilities towards their peers with disabilities as one of the main barriers, and therefore, they consider positive attitudes as a criterion for success in the inclusion process. In the school context, the physical education discipline has been presented as an excellent tool for the development of positive attitudes towards disability due to its experiential and playful nature, potentially cooperative, which leads to deep personal interactions. In this context, structured contact between groups is seen as the basis that sustains these changes. It is in this way that in this opinion text, we focus on the results of research based on the theory of contact applied through the discipline of physical education and the development of positive attitudes. We conclude that, despite the large number of variables involved in the research presented, the results are indeed encouraging.

APA, Harvard, Vancouver, ISO, and other styles

34

McCarberg, Bill, and John Peppin. "Pain Pathways and Nervous System Plasticity: Learning and Memory in Pain." Pain Medicine 20, no. 12 (March 13, 2019): 2421–37. http://dx.doi.org/10.1093/pm/pnz017.

Full text

Abstract:

Abstract Objective This article reviews the structural and functional changes in pain chronification and explores the association between memory and the development of chronic pain. Methods PubMed was searched using the terms “chronic pain,” “central sensitization,” “learning,” “memory,” “long-term potentiation,” “long-term depression,” and “pain memory.” Relevant findings were synthesized into a narrative of the processes affecting pain chronification. Results Pain pathways represent a complex sensory system with cognitive, emotional, and behavioral influences. Anatomically, the hippocampus, amygdala, and anterior cortex—central to the encoding and consolidation of memory—are also implicated in experiential aspects of pain. Common neurotransmitters and similar mechanisms of neural plasticity (eg, central sensitization, long-term potentiation) suggest a mechanistic overlap between chronic pain and memory. These anatomic and mechanistic correlates indicate that chronic pain and memory intimately interact on several levels. Longitudinal imaging studies suggest that spatiotemporal reorganization of brain activity accompanies the transition to chronic pain, during which the representation of pain gradually shifts from sensory to emotional and limbic structures. Conclusions The chronification of pain can be conceptualized as activity-induced plasticity of the limbic–cortical circuitry resulting in reorganization of the neocortex. The state of the limbic–cortical network determines whether nociceptive signals are transient or chronic by extinguishing pathways or amplifying signals that intensify the emotional component of nociceptive inputs. Thus, chronic pain can be seen as the persistence of the memory of pain and/or the inability to extinguish painful memories. Ideally, pharmacologic, physical, and/or psychological approaches should reverse the reorganization accompanying chronic pain.

APA, Harvard, Vancouver, ISO, and other styles

35

Kumar, Abhishek, Abdul Khader Jilani Saudagar, Mohammed Alkhathami, Badr Alsamani, Muhammad Badruddin Khan, Mozaherul Hoque Abul Hasanat, Zakir Hussain Ahmed, Ankit Kumar, and Bhavana Srinivasan. "Gamified Learning and Assessment Using ARCS with Next-Generation AIoMT Integrated 3D Animation and Virtual Reality Simulation." Electronics 12, no. 4 (February 7, 2023): 835. http://dx.doi.org/10.3390/electronics12040835.

Full text

Abstract:

In higher education institutions (HEI), particularly in biology and medical education, the use of 3D animation, virtual reality, and simulation offers great potential in terms of enhancing learning and engaging students. Higher education researchers are still investigating virtual reality’s possibilities and outcomes in various fields. This study focuses on the effects of 3D gamification using an Artificial Intelligence integrated Internet of Medical Things (AIoMT) implemented with virtual reality application for biology and medical students to learn about the human brain. Nowadays, both theoretical and practical education frequently incorporate virtual reality and augmented reality. Virtual tours of the human body’s systems are offered to biology students so that they may comprehend such systems’ functions. This study focuses on the use of 3D animation, virtual reality, and simulation in medical education, with a specific focus on the effects of a 3D gamification app using the Internet of Medical Things (AIoMT) on medical professionals’ passion for learning. This study uses the ARCS model and SEM analysis to examine the impact of virtual reality on students’ motivation and learning. The results show that virtual reality positively impacts motivation and the understanding of the concept-to-execution process through practice and simulation-based training. To assess how well students are learning, what they are analyzing, and how well they can understand the objects of analysis, a 3D-simulation-based and user-feedback-based design has been developed using the proposed research methodology. According to this article’s findings, a smartphone app that uses virtual reality can help medical professionals better understand the concept-to-execution process through practice. VR simulation-based training, as well as Biology teachers or medical colleges, can offer high-definition 3D VR models rather than organs in jars to understand the human anatomy and its functions more experientially and effectively.

APA, Harvard, Vancouver, ISO, and other styles

36

Durocher, John J., Colleen A. Toorongian, and Grant S. Thivierge. "An Experiential Learning Course for Cardiovascular and Sleep Technology." Advances in Physiology Education, August 25, 2022. http://dx.doi.org/10.1152/advan.00173.2022.

Full text

Abstract:

Undergraduate programs related to allied health are often pursued by students to prepare for entrance into professional programs, but many students also ask about what types of employment options they may have upon completion of the bachelor's degree. This experiential learning course in cardiovascular and sleep technology was designed to provide opportunities for students to gain hands-on clinical skills that could help them to enter professional programs or to find employment in an allied health field such as cardiopulmonary rehabilitation, cardiovascular technology, or sleep technology. The prerequisites for this course were the completion of two semesters of anatomy and physiology. This course was based on experiential learning and was structured into three modules: clinical exercise physiology, autonomic physiology, and sleep physiology. As part of the course students completed a 4-page scientific report for one designated topic within each of the modules. The two exams in the course were essay-based. The design of this course required students to review key topics from anatomy and physiology, to comprehend peer-reviewed manuscripts, to gain hands-on experiences with sophisticated physiological equipment, to work as individuals and in groups, and to become better oral and written communicators. The sleep physiology module included an introduction to electroencephalography (EEG) and student led nap study which may be an effective way to introduce students to sleep medicine. We are hopeful that the summary of this course will be useful to physiology educators as they work to provide the most meaningful experiences to their undergraduates in the health sciences.

APA, Harvard, Vancouver, ISO, and other styles

37

Chen, Yingqian, Keguo Zheng, Shanshan Ye, Jifei Wang, Ling Xu, Ziping Li, Quanfei Meng, Jianyong Yang, and Shi-Ting Feng. "Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS)." BMC Medical Education 19, no. 1 (October 21, 2019). http://dx.doi.org/10.1186/s12909-019-1827-0.

Full text

Abstract:

Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

APA, Harvard, Vancouver, ISO, and other styles

38

Hammond, Sarah, and April A. Kedrowicz. "Increasing Team Effectiveness Through Experiential Team Training: An Explanatory Mixed-Methods Study of First-Year Veterinary Students’ Team Experiences." Journal of Veterinary Medical Education, November 15, 2021. http://dx.doi.org/10.3138/jvme-2021-0108.

Full text

Abstract:

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.

APA, Harvard, Vancouver, ISO, and other styles

39

Peleg, Smadar, Tomer Yona, Yuval Almog, Alon Barash, and Ruth Pelleg-Kallevag. "On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors." BMC Medical Education 22, no. 1 (May 10, 2022). http://dx.doi.org/10.1186/s12909-022-03390-y.

Full text

Abstract:

Abstract Background The training of near-peer (NP) teachers and junior faculty instructors received major attention as a possible solution for the shortage of experienced anatomy instructors in faculties of medicine and health professions. Several studies described the training of NP teachers and junior instructors (≤ 2 years of teaching experience) using various methods. However, few publications include On the Job Training (OJT), which enables reflection and performance evaluation and encourages professionals to cope with their blind spots. Previous publications describing OJT did not include formal observation of the NP teacher or junior instructor. Therefore, this study aimed to present a novel approach to OJT inclusion during prosection laboratories based on the Lewinian experiential model. Methods Eight physical therapy (PT) graduates were recruited as junior anatomy instructors into the prosection laboratories. All participated in a unique training program during two consecutive academic years (2017, 2018) and received OJT during the teaching sessions. Two questionnaires were filled out to evaluate the educational impact of the training program. Eighty-three first-year PT students participated in prosection laboratories in anatomy taught by junior instructors, and filled out a questionnaire evaluating the performance of both junior and senior instructors. In addition, we compared the final grades in anatomy obtained by students taught by senior instructors to the grades of those taught by junior instructors. Results Each junior anatomy instructor participated in four OJT sessions. Based on self-reported measures, all professional and didactic aspects of the training program received a median score of 4.5 or higher on a five-point Likert scale. Students obtained similar grades in anatomy when taught by junior instructors compared with senior ones, and were similarly satisfied from the teaching performance of both senior and junior anatomy instructors. Conclusions OJT is applicable in a small-sized PT program facing a shortage of anatomy instructors. Including junior anatomy instructors in prosection laboratories for PT students is a viable solution to the shortage of experienced anatomy instructors. Further study, involving a larger cohort with a longer follow up will strengthen the preliminary results presented here.

APA, Harvard, Vancouver, ISO, and other styles

40

SINGH, Neetu. "The Role of Brand Experience in Formulating Brand Loyalty for Lingerie Buying Consumers of India." ASR Chiang Mai University Journal of Social Sciences and Humanities 10, no. 1 (January 3, 2023). http://dx.doi.org/10.12982/cmujasr.2023.003.

Full text

Abstract:

In contrast to external apparel, experiential aspects of lingerie, have received scant attention despite it being a product of high involvement by consumers with significant symbolic importance for women. This article investigates how brand experience influences Indian consumers of lingerie in their purchasing decisions, and whether this experience results in increased brand loyalty. This study employs the usage of a non-probability, quota sampling technique and is based on a questionnaire administered to 1,392 Indian women aged 18-44 and educated to at least the 12th grade. It calculates consumers’ consolidated brand experience score, based on sensory, affective, intellectual and behavioral dimensions. Data has been analyzed using Chi square tests to establish that brand experience indeed leads to brand loyalty for women consumers. This research can help lingerie brand manufacturers, retailers and marketers improve their consumers’ brand experience to influences consumer purchase motivation and brand loyalty. Keywords: Brand experience, Fashion marketing, Brand loyalty, Experiential marketing, Consumer behavior.

APA, Harvard, Vancouver, ISO, and other styles

41

Camilo, Gustavo Bittencourt, Sérgio Murta Maciel, Gabriela Cumani Toledo Camilo, Kayan Felipe de Oliveira Andrade, Beatriz de Oliveira, Rayane da Silva Silveira, Isabella Nunes Borges Ferreira, Caroline da Silva Fernandes, and Mariana Vilela Ferreira. "Introducing medical students to radiological anatomy: The importance of experiential learning during the Covid‐19 pandemic lockdowns." Anatomical Sciences Education, July 7, 2022. http://dx.doi.org/10.1002/ase.2210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Tomson, Allison, and Ann Zumwalt. "Yoga as an experiential learning tool to effectively teach musculoskeletal anatomy of the back and lower extremities." FASEB Journal 27, S1 (April 2013). http://dx.doi.org/10.1096/fasebj.27.1_supplement.lb19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wisco, Jonathan J., Molly M. Diaz, Jessica Padilla, and Kenechukwu Ojukwu. "Anatomy Academy exposes undergraduate and medical students to all ACGME core competencies through an experiential learning environment." FASEB Journal 27, S1 (April 2013). http://dx.doi.org/10.1096/fasebj.27.1_supplement.19.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

He, Marie‐Helene, Michelle Zec, Danielle Bentley, Wilma Hopman, and Stephen C. Pang. "The Effectiveness of a Student‐Centered, Experiential Learning Curriculum on Musculoskeletal Anatomy of the Lower Limb Using Yoga Asanas." FASEB Journal 32, S1 (April 2018). http://dx.doi.org/10.1096/fasebj.2018.32.1_supplement.508.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Thang, Christine Katie, Molly Diaz, Jessica Padilla, Kene Ojukwu, Heajung Lee, Naomi Schmalz, and Jonathan Wisco. "Medical students applying newly learned anatomy knowledge as part of a mentoring and experiential learning environment with undergraduate and elementary students." FASEB Journal 27, S1 (April 2013). http://dx.doi.org/10.1096/fasebj.27.1_supplement.961.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Arcaro, Michael J., Margaret S. Livingstone, Kendrick N. Kay, and Kevin S. Weiner. "The retrocalcarine sulcus maps different retinotopic representations in macaques and humans." Brain Structure and Function, December 17, 2021. http://dx.doi.org/10.1007/s00429-021-02427-0.

Full text

Abstract:

AbstractPrimate cerebral cortex is highly convoluted with much of the cortical surface buried in sulcal folds. The origins of cortical folding and its functional relevance have been a major focus of systems and cognitive neuroscience, especially when considering stereotyped patterns of cortical folding that are shared across individuals within a primate species and across multiple species. However, foundational questions regarding organizing principles shared across species remain unanswered. Taking a cross-species comparative approach with a careful consideration of historical observations, we investigate cortical folding relative to primary visual cortex (area V1). We identify two macroanatomical structures—the retrocalcarine and external calcarine sulci—in 24 humans and 6 macaque monkeys. We show that within species, these sulci are identifiable in all individuals, fall on a similar part of the V1 retinotopic map, and thus, serve as anatomical landmarks predictive of functional organization. Yet, across species, the underlying eccentricity representations corresponding to these macroanatomical structures differ strikingly across humans and macaques. Thus, the correspondence between retinotopic representation and cortical folding for an evolutionarily old structure like V1 is species-specific and suggests potential differences in developmental and experiential constraints across primates.

APA, Harvard, Vancouver, ISO, and other styles

47

Harries, Jane, Deborah Constant, Vanessa Wright, Chelsea Morroni, Alex Müller, and Christopher J. Colvin. "A multidimensional approach to inform family planning needs, preferences and behaviours amongst women in South Africa through body mapping." Reproductive Health 16, no. 1 (November 6, 2019). http://dx.doi.org/10.1186/s12978-019-0830-6.

Full text

Abstract:

Abstract Background In recent decades there have been great improvements in the reproductive health of women in low- and middle-income countries and increases in the use of modern contraceptive methods. Nonetheless, many women are not able to access information, contraceptive technologies and services that could facilitate preventing unintended pregnancies and planning the number and timing of desired pregnancies. In South Africa, the contraceptive prevalence rate is 64.6%. However, this relatively high contraceptive prevalence rate masks problems with quality contraceptive service delivery, equitable access, and women’s ability to correctly and consistently, use contraceptive methods of their choice. This study set out to understand the specific family planning and contraceptive needs and behaviours of women of reproductive age in South Africa, through a lived experience, multisensory approach. Methods Participatory qualitative research methods were used including body mapping workshops amongst reproductive aged women recruited from urban and peri urban areas in the Western Cape South Africa. Data including body map images were analysed using a thematic analysis approach. Results Women had limited biomedical knowledge of the female reproductive anatomy, conception, fertility and how contraceptives worked, compounded by a lack of contraceptive counseling and support from health care providers. Women’s preferences for different contraceptive methods were not based on a single, sensory or experiential factor. Rather, they were made up of a composite of sensory, physical, social and emotional experiences underscored by potential for threats to bodily harm. Conclusions This study highlighted the need to address communication and knowledge gaps around the female reproductive anatomy, different contraceptive methods and how contraception works to prevent a pregnancy. Women, including younger women, identified sexual and reproductive health knowledge gaps themselves and identified these gaps as important factors that influenced uptake and effective contraceptive use. These knowledge gaps were overwhelmingly linked to poor or absent communication and counseling provided by health care providers. Body mapping techniques could be used in education and communication strategies around sexual and reproductive health programmes in diverse settings.

APA, Harvard, Vancouver, ISO, and other styles

48

Kariyawasam, Dulmini, Darren Marsh, Siobhan Pender, Marie Jones, Rebecca Rogers, Simon Chapman, Stephanie Singham, et al. "A preliminary evaluation of a novel education model for young people with Type 1 diabetes: the Youth Empowerment Skills programme." International Diabetes Nursing 15 (November 14, 2022). http://dx.doi.org/10.57177/idn.v15.325.

Full text

Abstract:

Background: Adolescence is a challenging time for young people with Type 1 diabetes, associated with worsening glycaemia and disengagement with care. To improve support, we co-designed with young people a novel psychosocially modelled programme of diabetes education (the Youth Empowerment Skills [YES] programme). This study aimed to estimate the clinical impact and feasibility (recruitment, retention and participant experiences) of this programme. Methods: A pilot study using mixed-methods was conducted to assess process and outcomes, involving a pre- and post-exposure assessment of glycaemic control, programme participation data, service utilisation and qualitative semi-structured interviews (analysed using Framework Analysis). Participants were recruited from two hospital diabetes centres in Southeast London. The intervention was conducted in local community centres. Participants were young people with Type 1 diabetes aged 15–21 years. The YES programme involves contact with an outreach youth worker and attending a 3-day psychologically modelled course encompassing social learning, peer facilitation and simulation exercises. The primary outcome was change in HbA1c at 6 and 12-months post-intervention. Secondary outcomes included diabetes-related hospital admissions and incident diabetic ketoacidosis (DKA). Results: Twenty-six young people participated in the programme, mean age 18 (±1.7) years. Uptake was 34% (n = 26) of those approached, with 96% (n = 25) programme completion. Pre-exposure (12 month mean) HbA1c was 93.5 (±29.7) mmol/mol (10.7%), and at 12 months post-exposure, it was 85.1 (±25.4) mmol/mol (10%) (P = 0.01), with 46% (n = 12) of participants achieving a reduction in their HbA1c ≥5.5 mmol/mol (0.5%). Unplanned hospital admissions and DKA rates reduced by 38 and 30%, respectively. The qualitative data identified positive psychosocial impacts including increased diabetes engagement and activation. Active ingredients were social learning, peer support and experiential learning. Participants emphasised the importance of the youth worker in engaging with the programme. Conclusion: The evaluation indicates that the YES programme helps improve young people’s self-confidence in managing diabetes, enhances diabetes engagement and improves clinical outcomes.

APA, Harvard, Vancouver, ISO, and other styles

49

Yeh, Mary J., Lisa Bergersen, Kimberlee Gauvreau, Oliver M. Barry, Sarosh P. Batlivala, Elsa Bjornlund, Brian Boe, et al. "COVID-19 international experience in paediatric patients with congenital heart disease." Heart, December 12, 2022, heartjnl—2022–321208. http://dx.doi.org/10.1136/heartjnl-2022-321208.

Full text

Abstract:

ObjectiveAs COVID-19 continues to affect the global population, it is crucial to study the impact of the disease in vulnerable populations. This study of a diverse, international cohort aims to provide timely, experiential data on the course of disease in paediatric patients with congenital heart disease (CHD).MethodsData were collected by capitalising on two pre-existing CHD registries, the International Quality Improvement Collaborative for Congenital Heart Disease:Improving Care in Low- and Middle-Income Countriesand the Congenital Cardiac Catheterization Project on Outcomes. 35 participating sites reported data for all patients under 18 years of age with diagnosed CHD and known COVID-19 illness during 2020 identified at their institution. Patients were classified as low, moderate or high risk for moderate or severe COVID-19 illness based on patient anatomy, physiology and genetic syndrome using current published guidelines. Association of risk factors with hospitalisation and intensive care unit (ICU) level care were assessed.ResultsThe study included 339 COVID-19 cases in paediatric patients with CHD from 35 sites worldwide. Of these cases, 84 patients (25%) required hospitalisation, and 40 (12%) required ICU care. Age <1 year, recent cardiac intervention, anatomical complexity, clinical cardiac status and overall risk were all significantly associated with need for hospitalisation and ICU admission. A multivariable model for ICU admission including clinical cardiac status and recent cardiac intervention produced a c-statistic of 0.86.ConclusionsThese observational data suggest risk factors for hospitalisation related to COVID-19 in paediatric CHD include age, lower functional cardiac status and recent cardiac interventions. There is a need for further data to identify factors relevant to the care of patients with CHD who contract COVID-19 illness.

APA, Harvard, Vancouver, ISO, and other styles

50

Ito, Taku, and Ayame Yamazaki. "Authors’ reply to: Comment on the article by Dr. Georgios P. Skandalakis: Patient-specific virtual and mixed reality for immersive, experiential anatomy education and for surgical planning in temporal bone surgery." Auris Nasus Larynx, July 2021. http://dx.doi.org/10.1016/j.anl.2021.07.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'EXPERIENTIAL ANATOMY'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles