Reconstructing memories: An investigation of the relationship between mental and real space in art and architecture

As an architect and artist I believe that there is a strong relationship between art and architecture. The perceived relationship between both has at times been thought more or less significant; however, history has shown us that a society or an individual can enhance the relationship between the two disciplines. I am working on establishing the strength of that relationship. My work of art is focused on the creation of spaces. It is about experiencing a variety of places through the visual and the emotional senses. The architectural settings that I depict and construct are far from the realm of realism. The intention is rather to place the viewer inside a sequence of spaces in order to make his experience an imaginative, personal, and contemplative one. My work is about the creation of a visual space in the mind, a “mind-escape:” an opportunity to imagine yourself away from this physical reality into one “created” by you. As with architecture, harmony achieved through the evocation of sensations of space is essential in my art. Without an attachment to architectural and physical function, form and space become flexible and freer, discarding the responsibility of creating “good art” in favor of the creation of an artistic journey. The concepts of “mental” and “real” space are key in this investigation. Places I have seen, spaces I have lived, are part of the real spaces in my life. They are my source of inspiration and subject matter for most of the work I have produced for my MFA show. The images from the memories of those real spaces are kept and reinvented in my mind. The exercise of reconstructing those memories results in the creation of mental spaces. These mental and real spaces are expressed through my two-dimensional renderings and three-dimensional constructions

Enhancing Cultural Competence Among Dental Students Through Active Teaching and Experiential Learning

Dental schools are required to utilize teaching practices that increase students’ culture competence and ensure their ability to deliver equitable oral care. This study explored the impact of active teaching, an approach that offered comprehensive engagement and experiential learning. Students participated in small group activities, conducted interviews and developed reflective writings. A QUAN→qual sequential mixed method was used to analyze their reflective writings. Quantitative results indicated that students’ cultural competence was significantly enhanced. Qualitative findings showed that students recognized their unconscious biases and reported an increase of cultural competence. This study demonstrates the effectiveness of experiential learning, particularly the addition of small group discussions, in instruction aimed at enhancing cultural competence among 84 first year pre-doctoral dental students

Assessing Participant Group Affiliation and Attitudes Towards CTSI Services

Analyzing open-ended survey text responses holds the capacity to yield greater insight about participants’ perceptions of clinical translational science institute (CTSI) initiatives. Few translational research studies have explored their effectiveness. The aim of this mixed methods analysis was to assess participant perspectives of the impact and effectiveness of our CTSI program and services. We selected two open-ended survey question items (how CTSI benefitted research, and the most important impact of the research facilitated by the CTSI) from a larger set and compared responses by participant affiliations (clinical/non-clinical; lab/non-lab). We used a three-step analysis. First, nodes were generated using NVivo word frequency function. Next, with the aid of Python, we used sentiment analysis to classify each node (as positive, negative, or neutral) to indicate participant ratings toward their experiences with the CTSI and computed the average differences between groups. Third, we selected nodes that met pre-established criteria and report the qualitative distinctions. We recommend using precisely worded open-ended questions in future annual surveys or administering a survey using only opened-ended questions every six months

Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature

The authors reviewed 42 empirical studies of teaching of critical thinking skills in postsecondary education published between 1994 and 2009. The instructional intervention, test measure, and research design of the studies were analyzed. Study results suggest that: (1) the same instructional interventions can lead to different results, depending on the intervention’s implementation; (2) qualitative data can inform researchers about intervention effects that are not easily captured by quantitative instruments; and (3) most studies reviewed are subject to limitations in research design, sample size, or sample representativeness. The following recommendations are made: (1) statistical significance should not be the only criterion for instructors to consider when choosing new teaching methods; (2) multiple test measures, including quantitative and qualitative, should be used to assess changes in students’ critical thinking skills; (3) future research should properly address internal validity threats, e.g. by adopting at least a quasi-experimental design, in order to establish causal relationship between intervention and changes in students’ critical thinking skills

From Contemplation to Action: Mechanisms of Change in the Mentoring Academy

Mentoring is fundamental to the professional development of research scientists in academic health centers (AHC). Qualified mentors can support the development of competencies considered most significant in training research scientists. Yet AHC faculty may have little preparation in and knowledge of how to mentor. Emerging AHC mentor academies provide educational environments whereby faculty can learn the art and practice of mentoring. However, little is known about their effectiveness. Using the Transtheoretical Change Model (TTM), this study explored how 23 mentors used newly learned information to change their communication styles and develop shared expectations with mentees. Based on an inductive analysis of 46 reflective writing assignments, the results showed that the mentor academy enabled progress through the stages of contemplation and preparation, however, mentors rarely implemented new knowledge to make changes in their approach to mentoring. The authors suggest instructional strategies that will promote actionable change and accountability for implementation

What Open-Ended Comments Reveal: An Analysis of a Clinical Translational Science Institute’s Annual Surveys

Analyzing open-ended responses can provide insight regarding participants’ experiences or illuminate organizational issues. The purpose of this study was to qualitatively analyze 1096 open-ended responses to a longitudinal survey and report patterns observed across participants. Word frequency, text search and matrix coding were used to analyze the data. Thematic differences were noted by the college group denoting the participant’s primary appointment. Although perceived gaps between expectations and service delivery were expected, participants’ statements pointed out informational inaccuracies or an absence of awareness. The inherent richness and insight of the analysis yielded complexities, otherwise not discernable using quantitative analyses. The authors offer suggestions for improving the university clinical translational science institute’s delivery of biomedical research services