Sedimentary and Slump Structures of Central Maine

Guidebook for field trips in east-central and north-central Maine: 66th annual meeting October 12 and 13, 1974: Trip A-

Concordant paleolatitudes for Neoproterozoic ophiolitic rocks of the Trinity Complex, Klamath Mountains, California

New paleomagnetic results from the eastern Klamath Mountains of northern California show that Neoproterozoic rocks of the Trinity ophiolitic complex and overlying Middle Devonian volcanic rocks are latitudinally concordant with cratonal North America. Combining paleomagnetic data with regional geologic and faunal evidence suggests that the Trinity Complex and related terranes of the eastern Klamath plate were linked in some fashion to the North American craton throughout that time, but that distance between them may have varied considerably. A possible model that is consistent with our paleomagnetic results and the geologic evidence is that the Trinity Complex formed and migrated parallel to paleolatitude in the basin between Laurasia and Australia–East Antarctica as the Rodinian supercontinent began to break up. It then continued to move parallel to paleolatitude at least through Middle Devonian time. Although the eastern Klamath plate served as a nucleus against which more western components of the Klamath Mountains province amalgamated, the Klamath superterrane was not accreted to North America until Early Cretaceous time

A Comparison of Interteaching and Lecture in the College Classroom

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction—the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction

Medical Student Attitudes toward USMLE Step 1 and Health Systems Science–A Multi-Institutional Survey

© 2020 Taylor & Francis Group, LLC. Phenomenon: Because of its importance in residency selection, the United States Medical Licensing Examination Step 1 occupies a critical position in medical education, stimulating national debate about appropriate score use, equitable selection criteria, and the goals of undergraduate medical education. Yet, student perspectives on these issues and their implications for engagement with health systems science-related curricular content are relatively underexplored. Approach: We conducted an online survey of medical students at 19 American allopathic medical schools from March-July, 2019. Survey items were designed to elicit student opinions on the Step 1 examination and the impact of the examination on their engagement with new, non-test curricular content related to health systems science. Findings: A total of 2856 students participated in the survey, representing 23.5% of those invited. While 87% of students agreed that doing well on the Step 1 exam was their top priority, 56% disagreed that studying for Step 1 had a positive impact on engagement in the medical school curriculum. Eighty-two percent of students disagreed that Step 1 scores should be the top item residency programs use to offer interviews. When asked whether Step 1 results should be reported pass/fail with no numeric score, 55% of students agreed, while 33% disagreed. The majority of medical students agreed that health systems science topics were important but disagreed that studying for Step 1 helped learn this content. Students reported being more motivated to study a topic if it was on the exam, part of a course grade, prioritized by residency program directors, or if it would make them a better physician in the future. Insights: These results confirm the primacy of the United States Medical Licensing Examination Step 1 exam in preclinical medical education and demonstrate the need to balance the objectives of medical licensure and residency selection with the goals of the broader medical profession. The survey responses suggest several potential solutions to increase student engagement in health systems science curricula which may be especially important after Step 1 examination results are reported as pass/fail