A Look at Questions asked in Gross Anatomy Lab: An Analysis at Indiana University-Bloomington School of Medicine

poster abstractMedical education is shifting to a more integrated approach in schools across the country. At Indiana University School of Medicine-Bloomington, the Anatomy course has incorporated multiple approaches to integrate lab and lecture material. One way this integration occurs is by asking both identification and steeplechase questions on lab examinations. Steeplechase questions are where an identification question is asked about a tagged structure, and then it is followed up with a question about the embryological origin, innervation, function, or clinical significance of that structure. This study examines first year medical students’ perception of integration within their Anatomy class. Surveys asking about the perceived difficulty of the identification and steeplechase questions were given to the students. It was primarily a quantitative survey, but the students had the chance to answer qualitative questions to expand on their answers to the quantitative questions. The surveys were given out after the first set of exams in fall, and again after their second to last set of exams in spring. Data taken from the survey were analyzed to find the most common responses to the questions. The fall surveys were compared to the spring surveys as well to see if there were any changes in responses among the students. Some of the challenges of integrating lab and lecture material that were indicated by the students included the instructors not talking about the significance of structures in lab, not having enough time to think through the answer during the exam, and knowing the structure tagged but not quite knowing the functions or clinical applications of the structure. Students also reported different ways they tried to integrate lab and lecture while studying. These responses included looking at the atlas or dissector while studying for lecture and drawing pictures of the structures while learning the lecture material

Connecting ETC and ARC: The Beginnings of an Integrative Framework for Working with Children with Relational Trauma, a Literature Review

Relational trauma is an impactful experience, affecting a person’s physical, mental, and emotional well-being. Children with relational trauma experiences are particularly vulnerable due to being in a stage of active development. Relational trauma can have a lasting impact on a child’s psychosocial, cognitive, and neurological development. This literature review explores the current research concerning children who have experienced relational trauma, the developmental impact of relational trauma, the treatment needs of this population, and a current, evidence-based treatment option for this population—the Attachment, Self-Regulation, Competency (ARC) framework. On the basis of this research, this literature review will outline how expressive arts therapy and the Expressive Therapies Continuum (ETC) can be used as effective treatment options for this population. Additionally, this literature review will highlight treatment correlations between the ETC and ARC, demonstrating the beginnings of an ETC/ARC integrative framework for working with children with relational trauma

Size relationship of the tympanic bullae and pinnae in bandicoots and bilbies (Marsupialia: Peramelemorphia)

Hearing is an important factor allowing species to obtain information about their environment. Variation in tympanic bullae and external pinnae morphology has been linked with hearing sensitivity and sound localisation in different mammals. Bandicoots and bilbies (Order Peramelemorphia) typically occupy omnivorous niches across a range of habitats from open, arid deserts to dense, tropical forests in Australia and New Guinea. The morphology of tympanic bullae and pinnae varies between peramelemorphian taxa. Little is known about the relationship between these structures, or the extent to which they vary with respect to aspects of ecology, environment or behaviour. This thesis investigated the relationship between tympanic bulla and pinna size in 29 species of bandicoot and bilby. Measurements were taken from museum specimens to investigate this relationship using direct measuring methods and linear dimensions. It was hypothesised that an inverse relationship between bullae and pinnae may exist and that species residing in arid regions would have more extreme differences. Environmental variables were examined to determine the level of influence they had on bullae and pinnae. This study found that there was a phylogenetic correlation between the structures and that they were significantly influenced by temperature (max/average) and precipitation (average). Species which inhabited more complex, temperate habitats had relatively smaller bullae and pinnae than those in less complex, more arid habitats. Species tended to have either a relatively larger bulla or pinna, with the relationship being more pronounced in species in more arid habitats. No inverse relationship was found between relative bulla and pinna size. Previous studies have found a relationship between relative bulla and pinna and predator evasion tactics; the findings of this study appeared to support this. These findings suggest that ecological traits and habitat types may be linked with relative bullae and pinnae sizes

Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers

Increasing numbers of underemployed bachelor degree holders are seeking career-tooling opportunities at community colleges in an enrollment phenomenon known as post-baccalaureate reverse transfer (PRTS). Limited research exists on this enrollment pattern, despite the fact PRTS disrupts traditional concepts of transfer and signifies evolving postsecondary pathways to careers. Through an exploratory multiple-case study methodology, the study examined the PRTS enrollment phenomenon. More specifically, the study explored the demographic profile of PRTS enrollment in Texas, the challenges PRTS students encounter, and institutional responses to this enrollment phenomenon. Three key findings emerged from the study: (1) discrepancies in PRTS data reporting pose significant limitations in research aimed at better understanding PRTS enrollment demographics, (2) institutional resources and programs are not commonly organized for PRTS student pathways, and (3) institutional responses to the PRTS enrollment phenomenon are limited by traditional, more predominant pathways of student transfer from two-year to four-year institutions. Findings from the study suggest inadvertent oversight of the PRTS enrollment phenomenon with potential equity implications for access to high-value careers.Educational Administratio

The Impact of Medical Education Reform on the Teaching and Learning of the Anatomical Sciences

Indiana University-Purdue University Indianapolis (IUPUI)Curricular reform in medical education is a process that has been ongoing for quite some time. Major revision of medical curricula has been occurring since the early eighteenth century. In recent decades, curricular reform has had a monumental impact on the anatomical science subjects. This research investigated how specifically the anatomical science disciplines were impacted by curricular reform at various allopathic medical schools within the United States. The goal of this research was to discover curricular variations in medical schools and to examine the perceptions of those curricular programs by faculty and students alike. Four research questions were addressed to explore the role of curricular reform in medical education using a mixed methods study design. Medical curricular websites were qualitatively analyzed to discover common trends used to describe medical curricula and content organization. Perceptions about the medical curriculum were gathered through surveys and interviews of anatomical science faculty across the country and first year medical students at Indiana University School of Medicine-Bloomington. Finally, a case study of curricular changes at Indiana University School of Medicine was documented. Results from this research demonstrated that curricular reform has had a major impact on the anatomical disciplines. Didactic lectures have been supplemented or replaced by non-didactic teaching tools. Hours dedicated to the teaching of the anatomical sciences have greatly decreased, and most anatomical disciplines are no longer taught as stand-alone courses. Qualitative results discovered that there is an overall administrative control of the medical curriculum. Additional perceptual data demonstrated the need for measuring student success past the licensing exam scores. There’s a need for future studies to further analyze student success regarding lifelong learning, problem-solving, and critical thinking skills

Changes in Herbaceous Plant Diversity in an Old-Growth Ohio Forest Before and After Emerald Ash Borer Invasion

The herbaceous layer of eastern North American deciduous forests is an important contributor to biodiversity in this region. One of the greatest threats to herbaceous plant diversity is the introduction of invasive species, which can suppress native species and alter local environmental conditions. Agrilus planipennis (emerald ash borer) is a non-native insect pest that has caused a mass death of ash trees (Fraxinus spp.) in North America since its introduction to the United States. The resultant changes in canopy structure may affect local conditions and thus have indirect impacts on herbaceous layer composition. Drew Woods State Nature Preserve is a 6-ha old-growth forest fragment in Darke County, Ohio that has recently experienced EAB-related ash mortality. Our goal was to understand how herbaceous layer diversity has been changing through time in response to this sitewide canopy disturbance. Annual surveys of herbaceous biodiversity were conducted across 32 1-m2 sampling plots from 2012 to 2017. Species richness, total cover, Shannon Diversity, and species evenness were calculated for each plot by year, and beta diversity (Bray-Curtis Dissimilarity) was used to assess community turnover through time. Repeated measures ANOVA was used to test for significant changes over this period, and regression analyses were used to understand relationships between diversity and environmental variables (canopy cover, soil moisture, and distance to forest edge). Species richness and herbaceous cover tended to be higher in more recent sampling years. There was a temporally consistent north-south gradient where diversity tended to be greater toward the southern edge of the stand. These results suggest that EAB-induced ash mortality is increasing light availability via canopy gap formation, which is a driving factor of herbaceous diversity. The full impact of EAB is not yet clear, but will likely extend beyond ash mortality and have important indirect effects on other parts of forest ecosystems

Probability and Statistics for Third through Fifth Grade Classrooms.

This document contains a variety of lesson plans that can be readily used by a teacher of intermediate students. This thesis contains two units in Probability and one unit in Statistics. Any educator can supplement this document with any curriculum to teach lessons from vocabulary to concept

Microgenerations: Bridging the generation gap in workplace values.

Generational differences are a popular topic, and attention to them is heightened each time a new generational cohort comes of age. This trend continues with increasing interest in the Homelander generation that is now entering the workforce. Differences in values are often blamed for tensions in generationally diverse organizations. Past generational research has reported mixed results and acquired many critics. This study aimed to address common challenges with generational research and assist in distinguishing between truly valid and simply popular information. This study’s purpose was to identify differences in values between members of major generational cohorts and individuals in microgenerations overlapping them. The present study examined values of members of various generations by first separating them into traditional generational cohorts and then by excluding members of the microgenerations. An ex-post facto design applying a time-lag framework with data from 2,327 participants was used. Interviewees of the World Values Survey who answered eight values questions comprised the study’s sample. Two variables – honesty and autonomy - were identified through exploratory factor analysis. Kruskal–Wallis H tests were used to analyze the two variables for the study’s three research questions. Significant differences in honesty and autonomy were revealed using the three traditional generational cohorts for analysis and when members of microgenerations between them were removed. When the sample was divided into five generational cohorts to include the microgenerations, significant differences were found between traditional generational cohorts; however, microgenerations were not found to be significantly different than some of the traditional generational cohorts. Findings suggest that differences in generational values are more than simply the punchline of a generational joke or casual stereotype and that including microgenerations in traditional generational cohorts may have clouded past research results. Members of microgenerations, with their ability to relate to members of multiple major generational cohorts, may be a key in bridging the generation gap in today’s workplace. This study provides a strong foundation for additional research into the concept of microgenerations