Copyright in the Health Sciences Literature: A Narrative Review

Health science educators, researchers, and clinicians are regularly faced with challenges surrounding copyright and fair use. However, little is known about how copyright is addressed in the professional literature. In order to identify themes and gaps, the authors undertook a narrative review of articles published in health sciences literature between 2000-2016. Only 154 articles were identified on the topic, which attempted to address areas of concern for educators, researchers, and clinicians across all health science disciplines. Overarching issues were identified including prevalence of misinformation or misunderstandings, particularly around fair use, and the continued need for authoritative copyright education and definition of best practices

Timing of Case‐Based Discussions and Educational Outcomes for Dental Students

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153714/1/jddjde018056.pd

Social Constructivism and Case-Writing for an Integrated Curriculum

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted by the problem-based learning process in which our students engage

Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning

A pilot study into the effects of X-ray and computed tomography exposure on the amplification of DNA from bone

This research investigates the intersection of radiography and aDNA, two commonly used methods in bioarchaeology. The goal of this project was to investigate the effects of radiation on the ability to amplify DNA from bone. Bones (n = 124) from domestic pig (Sus scrofa) feet were randomly sorted into a control group and four treatment groups: (1) single exposure X-ray; (2) single exposure CT; (3) multiple exposures X-ray; and (4) multiple exposures CT. Number of PCR cycles required to amplify DNA in 100 bp, 200 bp and 400 bp segments were used as a proxy for the amount of available DNA. In the 200 bp CT sample, distal phalanges required significantly more amplification cycles than did the other bones and were removed from analysis. Results suggest that in general radiation exposure fragments DNA thereby decreasing the amount that is amplifiable. While these results are suggestive, further research is required to elucidate the degree to which radiation fragments DNA in archaeological specimens

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information

Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the U.S. and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r(pooled) = 0.240; CI at 95% = 0.09, 0.38; p = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial and non-spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability