Anatomy taught courses face a unique challenge in that they are always considered a foundation course for careers in Medical / Dental and Health Sciences related fields. The increase in class size and the decrease in classroom-learning interest among students have made the teaching and learning more challenging. In recent years, many reports have shown that there is a substandard level of anatomy knowledge among medical / dental graduates). Such a deficiency definitely is having an impact on safe medical practice as there has been a steady increase in medico-legal litigation for surgical malpractice. Learner's analysis is an important step in identifying the general level of the learner characteristics. The latter include gender differences, background information and previous anatomy knowledge. This study gives guidance towards generation of teaching objectives and selection of appropriate strategies to achieve these objectives. The results of this study provide useful information in selecting effective anatomy teaching methods and generating educational strategies.
The level of readability at which the oral commentaries of factual instructional films were written had a measurable effect upon the learning of the factual content of the film. Commentary written one grade level below the present grade level of the pupils resulted in significantly greater learning than did commentary written one grade level above. The Flesch, Dale-Chall, and Lorge Readability Formulas were about equal in predicting the comparative readability of film commentaries when several were measured. However, the Lorge Formula consistently predicted a reading level approximately 2 years lower than the Flesch Reading Ease Formula, and the Dale-Chall Formula varied in its prediction. The incorporation of such human interest factors as questions, imperatives, and personal pronouns in a film that lends itself to such humanizing resulted in much greater learning than when such a procedure was not used. The length of the passage had no measurable effect upon the learning from the films.
An innovative interdisciplinary course convering a violent event makes students say "we are no longer apathetic."Although historians have amassed huge amounts of data on practically all phases of the Nazi genocide of the Jews, and behavioral scientists have constructed theories of violence from which hypotheses have been derived, tested and in some cases confirmed, the historical and behavioral disciplines have remained relatively isolated from each other. Whether because of different theoretical approaches, different research strategies, or different orientations toward similar data, one result of this type of academic parochialism has been the construction of explanatory models which are either incomplete or in some cases represent distortions of historical facts or misinterpretations of unwarranted extrapolations of behavioral principles and concepts. Yet to understand an event as complex and multi-determined as the Nazi seizure of power which culminated in the holocaust requires a fruitful and creative rapprochement between the social and behavioral sciences. Each discipline has to become aware of how the other proceeds with the collection and interpretation of data and to understand the theoretical guides which determine the kinds of data to be collected.Although University-level courses on the holocaust continue to proliferate, none, as far as we know, is truly interdisciplinary in the sense of involving a mutual interchange between historian and psychologist in the preparation and presentation of lectures within a formal academic setting, where each may challenge the other's points of view, alter personal biases, explore methods for the valid integration of data and theory, and involve our students in the excitement and inevitable frustrations attendant upon interdisciplinary dialogue in an area so fraught with emotion and horror.Our first course, offered during the Spring, 1976 semester and titled: Historical and Psychological Analyses of Genocide, was viewed by us as an experiment in crossdiscipline teaching, the results of which would be used in preparing a second offering of the course for the Spring, 1977 semester. A total of 130 students completed the first course. Most of the declared majors were in Psychology and History with the remainder scattered across 20 additional disciplines. The reasons given for taking the course were varied, and in order of frequency included: interest in the history of National Socialism and the Holocaust, interest in psychological explanations of genocide as practiced under National Socialism, previous information about or experience with either or both instructors, personal reasons, and interest in an interdisciplinary approach to a complex historical event.Curriculum. Two one hour and twenty minute lectures were delivered twice a week with Fridays set aside, on an optional basis, for discussions of required readings and previous lectures, and for the showing of films. Although attendance varied, at least half the class was present every FridayFollowing an introduction...
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