Thinking science with thinking machines: The multiple realities of basic and applied knowledge in a research border zone.

PubMed

Hoffman, Steve G

2015-04-01

Some scholars dismiss the distinction between basic and applied science as passé, yet substantive assumptions about this boundary remain obdurate in research policy, popular rhetoric, the sociology and philosophy of science, and, indeed, at the level of bench practice. In this article, I draw on a multiple ontology framework to provide a more stable affirmation of a constructivist position in science and technology studies that cannot be reduced to a matter of competing perspectives on a single reality. The analysis is grounded in ethnographic research in the border zone of Artificial Intelligence science. I translate in-situ moments in which members of neighboring but differently situated labs engage in three distinct repertoires that render the reality of basic and applied science: partitioning, flipping, and collapsing. While the essences of scientific objects are nowhere to be found, the boundary between basic and applied is neither illusion nor mere propaganda. Instead, distinctions among scientific knowledge are made real as a matter of course.

Basic Principles of Animal Science. Reprinted.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The reference book is designed to fulfill the need for organized subject matter dealing with basic principles of animal science to be incorporated into the high school agriculture curriculum. The material presented is scientific knowledge basic to livestock production. Five units contain specific information on the following topics: anatomy and…

An overview of conceptual understanding in science education curriculum in Indonesia

NASA Astrophysics Data System (ADS)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.

PubMed

Charlton, Bruce G

2010-02-01

In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.

Comparison of Basic Science Knowledge Between DO and MD Students.

PubMed

Davis, Glenn E; Gayer, Gregory G

2017-02-01

With the coming single accreditation system for graduate medical education, medical educators may wonder whether knowledge in basic sciences is equivalent for osteopathic and allopathic medical students. To examine whether medical students' basic science knowledge is the same among osteopathic and allopathic medical students. A dataset of the Touro University College of Osteopathic Medicine-CA student records from the classes of 2013, 2014, and 2015 and the national cohort of National Board of Medical Examiners Comprehensive Basic Science Examination (NBME-CBSE) parameters for MD students were used. Models of the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores were fit using linear and logistic regression. The models included variables used in both osteopathic and allopathic medical professions to predict COMLEX-USA outcomes, such as Medical College Admission Test biology scores, preclinical grade point average, number of undergraduate science units, and scores on the NBME-CBSE. Regression statistics were studied to compare the effectiveness of models that included or excluded NBME-CBSE scores at predicting COMLEX-USA Level 1 scores. Variance inflation factor was used to investigate multicollinearity. Receiver operating characteristic curves were used to show the effectiveness of NBME-CBSE scores at predicting COMLEX-USA Level 1 pass/fail outcomes. A t test at 99% level was used to compare mean NBME-CBSE scores with the national cohort. A total of 390 student records were analyzed. Scores on the NBME-CBSE were found to be an effective predictor of COMLEX-USA Level 1 scores (P<.001). The pass/fail outcome on COMLEX-USA Level 1 was also well predicted by NBME-CBSE scores (P<.001). No significant difference was found in performance on the NBME-CBSE between osteopathic and allopathic medical students (P=.322). As an examination constructed to assess the basic science knowledge of allopathic medical students, the NBME-CBSE is effective at predicting performance on COMLEX-USA Level 1. In addition, osteopathic medical students performed the same as allopathic medical students on the NBME-CBSE. The results imply that the same basic science knowledge is expected for DO and MD students.

Charlatans, Knowledge, Curriculum and Phenomenological Research. Working Papers in Distance Education, No. 5.

ERIC Educational Resources Information Center

Vandenberg, Donald

Arguing that the word "knowledge" has become unfashionable, having been replaced by "science," this paper begins by positing that there are many sciences and that it is the task of basic theorist within each science to ascertain the appropriate procedures, principles, and canons of enquiry based on detailed knowledge of the…

Speaking of food: connecting basic and applied plant science.

PubMed

Gross, Briana L; Kellogg, Elizabeth A; Miller, Allison J

2014-10-01

The Food and Agriculture Organization (FAO) predicts that food production must rise 70% over the next 40 years to meet the demands of a growing population that is expected to reach nine billion by the year 2050. Many facets of basic plant science promoted by the Botanical Society of America are important for agriculture; however, more explicit connections are needed to bridge the gap between basic and applied plant research. This special issue, Speaking of Food: Connecting Basic and Applied Plant Science, was conceived to showcase productive overlaps of basic and applied research to address the challenges posed by feeding billions of people and to stimulate more research, fresh connections, and new paradigms. Contributions to this special issue thus illustrate some interactive areas of study in plant science-historical and modern plant-human interaction, crop and weed origins and evolution, and the effects of natural and artificial selection on crops and their wild relatives. These papers provide examples of how research integrating the basic and applied aspects of plant science benefits the pursuit of knowledge and the translation of that knowledge into actions toward sustainable production of crops and conservation of diversity in a changing climate. © 2014 Botanical Society of America, Inc.

The Development of Clinical Reasoning Skills: A Major Objective of the Anatomy Course

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo E.; Lopez, Santos Guzman

2008-01-01

Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives:…

Basic science right, not basic science lite: medical education at a crossroad.

PubMed

Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

2009-11-01

This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

78 FR 55299 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-10

... to address the effects of question design on survey estimates of public science knowledge and the...: Title: Experimentation with Factual Knowledge of Science Survey Items. OMB Approval Number: 3145-NEW.... 1862) authorizes the National Science foundation to ``initiate and support basic scientific research...

Integration and timing of basic and clinical sciences education.

PubMed

Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

2013-05-01

Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational/applied model may yield benefits in training widely competent future physicians.

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Westenskow, Arla

2012-01-01

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

Teachers' Involvement in Implementing the Basic Science and Technology Curriculum of the Nine-Year Basic Education

ERIC Educational Resources Information Center

Odili, John Nwanibeze; Ebisine, Sele Sylvester; Ajuar, Helen Nwakaife

2011-01-01

The study investigated teachers' involvement in implementing the basic science and technology curriculum in primary schools in WSLGA (Warri South Local Government Area) of Delta State. It sought to identify the availability of the document in primary schools and teachers' knowledge of the objectives and activities specified in the curriculum.…

Contexts, concepts and cognition: principles for the transfer of basic science knowledge.

PubMed

Kulasegaram, Kulamakan M; Chaudhary, Zarah; Woods, Nicole; Dore, Kelly; Neville, Alan; Norman, Geoffrey

2017-02-01

Transfer of basic science aids novices in the development of clinical reasoning. The literature suggests that although transfer is often difficult for novices, it can be optimised by two complementary strategies: (i) focusing learners on conceptual knowledge of basic science or (ii) exposing learners to multiple contexts in which the basic science concepts may apply. The relative efficacy of each strategy as well as the mechanisms that facilitate transfer are unknown. In two sequential experiments, we compared both strategies and explored mechanistic changes in how learners address new transfer problems. Experiment 1 was a 2 × 3 design in which participants were randomised to learn three physiology concepts with or without emphasis on the conceptual structure of basic science via illustrative analogies and by means of one, two or three contexts during practice (operationalised as organ systems). Transfer of these concepts to explain pathologies in familiar organ systems (near transfer) and unfamiliar organ systems (far transfer) was evaluated during immediate and delayed testing. Experiment 2 examined whether exposure to conceptual analogies and multiple contexts changed how learners classified new problems. Experiment 1 showed that increasing context variation significantly improved far transfer performance but there was no difference between two and three contexts during practice. Similarly, the increased conceptual analogies led to higher performance for far transfer. Both interventions had independent but additive effects on overall performance. Experiment 2 showed that such analogies and context variation caused learners to shift to using structural characteristics to classify new problems even when there was superficial similarity to previous examples. Understanding problems based on conceptual structural characteristics is necessary for successful transfer. Transfer of basic science can be optimised by using multiple strategies that collectively emphasise conceptual structure. This means teaching must focus on conserved basic science knowledge and de-emphasise superficial features. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Medical University admission test: a confirmatory factor analysis of the results.

PubMed

Luschin-Ebengreuth, Marion; Dimai, Hans P; Ithaler, Daniel; Neges, Heide M; Reibnegger, Gilbert

2016-05-01

The Graz Admission Test has been applied since the academic year 2006/2007. The validity of the Test was demonstrated by a significant improvement of study success and a significant reduction of dropout rate. The purpose of this study was a detailed analysis of the internal correlation structure of the various components of the Graz Admission Test. In particular, the question investigated was whether or not the various test parts constitute a suitable construct which might be designated as "Basic Knowledge in Natural Science." This study is an observational investigation, analyzing the results of the Graz Admission Test for the study of human medicine and dentistry. A total of 4741 applicants were included in the analysis. Principal component factor analysis (PCFA) as well as techniques from structural equation modeling, specifically confirmatory factor analysis (CFA), were employed to detect potential underlying latent variables governing the behavior of the measured variables. PCFA showed good clustering of the science test parts, including also text comprehension. A putative latent variable "Basic Knowledge in Natural Science," investigated by CFA, was indeed shown to govern the response behavior of the applicants in biology, chemistry, physics, and mathematics as well as text comprehension. The analysis of the correlation structure of the various test parts confirmed that the science test parts together with text comprehension constitute a satisfactory instrument for measuring a latent construct variable "Basic Knowledge in Natural Science." The present results suggest the fundamental importance of basic science knowledge for results obtained in the framework of the admission process for medical universities.

Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

PubMed Central

2013-01-01

Background Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course. PMID:24099045

The use of simulation in teaching the basic sciences.

PubMed

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.

What does the American Board of Surgery In-Training/Surgical Basic Science Examination tell us about graduate surgical education?

PubMed

DaRosa, D A; Shuck, J M; Biester, T W; Folse, R

1993-01-01

This research sought to identify the strengths and weakness in residents' basic science knowledge and, second, to determine whether they progressively improve in their abilities to recall basic science information and clinical management facts, to analyze cause-effect relationships, and to solve clinical problems. Basic science knowledge was assessed by means of the results of the January 1990 American Board of Surgery's In-Training/Surgical Basic Science Exam (IT/SBSE). Postgraduate year (PGY) 1 residents' scores were compared with those of PGY5 residents. Content related to a question was considered "known" if 67% or more of the residents in each of the two groups answered it correctly. Findings showed 44% of the content tested by the basic science questions were unknown by new and graduating residents. The second research question required the 250 IT/SBSE questions to be classified into one of three levels of thinking abilities: recall, analysis, and inferential thinking. Profile analysis (split-plot analysis of variance) for each pair of resident levels indicated significant (P < 0.001) differences in performance on questions requiring factual recall, analysis, and inference between all levels except for PGY3s and PGY4s. The results of this research enable program directors to evaluate strengths and weaknesses in residency training curricula and the cognitive development of residents.

A Method of Synthesizing Large Bodies of Knowledge in the Social Sciences.

ERIC Educational Resources Information Center

Thiemann, Francis C.

Employing concepts of formal symbolic logic, the philosophy of science, computer technology, and the work of Hans Zetterberg, a format is suggested for synthesizing and increasing use of the rapidly expanding knowledge of the social sciences. Steps in the process include formulating basic propositions, utilizing computers to establish sets, and…

Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year.

PubMed

Brown, Bethanne; Skau, Kenneth; Wall, Andrea

2009-04-07

To facilitate the student's ability to make the connection of the core foundational basic science courses to the practice of pharmacy. In 2000, 10 faculty members from basic science and practice courses created and implemented an integrated Patient Care Project for which students chose a volunteer patient and completed 15 different assignments Evidence of student learning, such as grades and reflective comments along with collected evaluative data, indicated an enhancement in students' perceived understanding of the connection between basic science and patient care. The Patient Care Project provided students an opportunity to use knowledge gained in their first-year foundational courses to the care of a patient, solidifying their understanding of the connection between basic science and patient care.

Positions Toward Science Studies in Medicine Among University Graduates of Medicine and the Teenaged Participants of the "Medical Systems" Study Program

NASA Astrophysics Data System (ADS)

Ben-Zvi-Assaraf, Orit; Even-Israel, Chava

2011-08-01

The "Medical Systems" program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students' interest in basic science. This study compares the teen-aged graduates of "Medical Systems" with fourth and fifth-year medical students. It aims to identify the attitudes of these two groups towards medical science and basic sciences in medicine. The population included 94 graduates of "Medical Systems" from schools throughout Israel, who had also completed an advanced-level course in a basic science (biology, chemistry or physics), and 96 medical students from different Israeli universities. The students' attitudes were measured using West et al.'s questionnaire (Med Educ 16(4):188-191, 1982), which assesses both the attitude of the participants towards basic science knowledge, and their attitude towards their learning experience in medical school. Nine participants from each group were also interviewed using a semi-structured interview protocol. The results showed essential differences in the attitudes of the two groups. The high school students consider scientific knowledge far more essential for a physician than do the medical students, who also showed a far lower estimation of the effectiveness of their science studies.

Improving Medical Students' Application of Knowledge and Clinical Decision-Making Through a Porcine-Based Integrated Cardiac Basic Science Program.

PubMed

Stott, Martyn Charles; Gooseman, Michael Richard; Briffa, Norman Paul

2016-01-01

Despite the concerted effort of modern undergraduate curriculum designers, the ability to integrate basic sciences in clinical rotations is an ongoing problem in medical education. Students and newly qualified doctors themselves report worry about the effect this has on their clinical performance. There are examples in the literature to support development of attempts at integrating such aspects, but this "vertical integration" has proven to be difficult. We designed an expert-led integrated program using dissection of porcine hearts to improve the use of cardiac basic sciences in clinical medical students' decision-making processes. To our knowledge, this is the first time in the United Kingdom that an animal model has been used to teach undergraduate clinical anatomy to medical students to direct wider application of knowledge. Action research methodology was used to evaluate the local curriculum and assess learners needs, and the agreed teaching outcomes, methods, and delivery outline were established. A total of 18 students in the clinical years of their degree program attended, completing precourse and postcourse multichoice questions examinations and questionnaires to assess learners' development. Student's knowledge scores improved by 17.5% (p = 0.01; students t-test). Students also felt more confident at applying underlying knowledge to decision-making and diagnosis in clinical medicine. An expert teacher (consultant surgeon) was seen as beneficial to students' understanding and appreciation. This study outlines how the development of a teaching intervention using porcine-based methods successfully improved both student's knowledge and application of cardiac basic sciences. We recommend that clinicians fully engage with integrating previously learnt underlying sciences to aid students in developing decision-making and diagnostic skills as well as a deeper approach to learning. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Anatomy Integration Blueprint: A Fourth-Year Musculoskeletal Anatomy Elective Model

ERIC Educational Resources Information Center

Lazarus, Michelle D.; Kauffman, Gordon L., Jr.; Kothari, Milind J.; Mosher, Timothy J.; Silvis, Matthew L.; Wawrzyniak, John R.; Anderson, Daniel T.; Black, Kevin P.

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of…

Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?

ERIC Educational Resources Information Center

Ghassib, Hisham B.

2010-01-01

The basic premise of this paper is the fact that science has become a major industry: the knowledge industry. The paper throws some light on the reasons for the transformation of science from a limited, constrained and marginal craft into a major industry. It, then, presents a productivist industrial model of knowledge production, which shows its…

Contextualizing the relevance of basic sciences: small-group simulation with debrief for first- and second-year medical students in an integrated curriculum.

PubMed

Ginzburg, Samara B; Brenner, Judith; Cassara, Michael; Kwiatkowski, Thomas; Willey, Joanne M

2017-01-01

There has been a call for increased integration of basic and clinical sciences during preclinical years of undergraduate medical education. Despite the recognition that clinical simulation is an effective pedagogical tool, little has been reported on its use to demonstrate the relevance of basic science principles to the practice of clinical medicine. We hypothesized that simulation with an integrated science and clinical debrief used with early learners would illustrate the importance of basic science principles in clinical diagnosis and management of patients. Small groups of first- and second-year medical students were engaged in a high-fidelity simulation followed by a comprehensive debrief facilitated by a basic scientist and clinician. Surveys including anchored and open-ended questions were distributed at the conclusion of each experience. The majority of the students agreed that simulation followed by an integrated debrief illustrated the clinical relevance of basic sciences (mean ± standard deviation: 93.8% ± 2.9% of first-year medical students; 96.7% ± 3.5% of second-year medical students) and its importance in patient care (92.8% of first-year medical students; 90.4% of second-year medical students). In a thematic analysis of open-ended responses, students felt that these experiences provided opportunities for direct application of scientific knowledge to diagnosis and treatment, improving student knowledge, simulating real-world experience, and developing clinical reasoning, all of which specifically helped them understand the clinical relevance of basic sciences. Small-group simulation followed by a debrief that integrates basic and clinical sciences is an effective means of demonstrating the relationship between scientific fundamentals and patient care for early learners. As more medical schools embrace integrated curricula and seek opportunities for integration, our model is a novel approach that can be utilized.

Anatomy integration blueprint: A fourth-year musculoskeletal anatomy elective model.

PubMed

Lazarus, Michelle D; Kauffman, Gordon L; Kothari, Milind J; Mosher, Timothy J; Silvis, Matthew L; Wawrzyniak, John R; Anderson, Daniel T; Black, Kevin P

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi-specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. © 2014 American Association of Anatomists.

Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.

PubMed

Eisenbarth, Sophie; Tilling, Thomas; Lueerss, Eva; Meyer, Jelka; Sehner, Susanne; Guse, Andreas H; Guse Nee Kurré, Jennifer

2016-04-29

Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.

Public's Knowledge of Science and Technology

ERIC Educational Resources Information Center

Pew Research Center, 2013

2013-01-01

The public's knowledge of science and technology varies widely across a range of questions on current topics and basic scientific concepts, according to a new quiz by the Pew Research Center and "Smithsonian" magazine. About eight-in-ten Americans (83%) identify ultraviolet as the type of radiation that sunscreen protects against. Nearly…

Using Ontologies for Knowledge Management: An Information Systems Perspective.

ERIC Educational Resources Information Center

Jurisica, Igor; Mylopoulos, John; Yu, Eric

1999-01-01

Surveys some of the basic concepts that have been used in computer science for the representation of knowledge and summarizes some of their advantages and drawbacks. Relates these techniques to information sciences theory and practice. Concepts are classified in four broad ontological categories: static ontology, dynamic ontology, intentional…

Obstacles of Implementing the Science Curricula of the Basic Stage as Perceived by the Teachers in a Jordanian Town

ERIC Educational Resources Information Center

Ayasra, Ahmad

2015-01-01

This study aimed to investigate obstacles that prevent implementation of science curriculum which was developed within the Education Reform for the Knowledge Economy project (ErfKE). To achieve this, a purposeful sample consisted of four teachers of science for the basic stage in the town located in the north of Jordan in the first semester of the…

Basic science in a predoctoral family practice curriculum.

PubMed

Davies, T C; Barnett, B L

1978-02-01

A course in applied basic science was designed with topic material organized according to anatomic body regions. Details of the diagnostic method were explained early in the course, and clinical procedures for data gathering and problem analyzing were followed while the significance of basic science knowledge in dealing with clinical situations was described. A collection of 35mm slides constituted the focal point of the course. The authors conducted the course together and an atmosphere of intellectual honesty was developed through open discussion between faculty and students. Student curiosity was respected and rewarded. Summaries of the discussions were prepared retrospectively by the faculty instructors for review gy the students. This experience proved that family physicians can demonstrate effectively the relevance of basic science to clinical medicine.

Basic energy sciences: Summary of accomplishments

NASA Astrophysics Data System (ADS)

1990-05-01

For more than four decades, the Department of Energy, including its predecessor agencies, has supported a program of basic research in nuclear- and energy related sciences, known as Basic Energy Sciences. The purpose of the program is to explore fundamental phenomena, create scientific knowledge, and provide unique user facilities necessary for conducting basic research. Its technical interests span the range of scientific disciplines: physical and biological sciences, geological sciences, engineering, mathematics, and computer sciences. Its products and facilities are essential to technology development in many of the more applied areas of the Department's energy, science, and national defense missions. The accomplishments of Basic Energy Sciences research are numerous and significant. Not only have they contributed to Departmental missions, but have aided significantly the development of technologies which now serve modern society daily in business, industry, science, and medicine. In a series of stories, this report highlights 22 accomplishments, selected because of their particularly noteworthy contributions to modern society. A full accounting of all the accomplishments would be voluminous. Detailed documentation of the research results can be found in many thousands of articles published in peer-reviewed technical literature.

Basic Energy Sciences: Summary of Accomplishments

DOE R&D Accomplishments Database

1990-05-01

For more than four decades, the Department of Energy, including its predecessor agencies, has supported a program of basic research in nuclear- and energy-related sciences, known as Basic Energy Sciences. The purpose of the program is to explore fundamental phenomena, create scientific knowledge, and provide unique user'' facilities necessary for conducting basic research. Its technical interests span the range of scientific disciplines: physical and biological sciences, geological sciences, engineering, mathematics, and computer sciences. Its products and facilities are essential to technology development in many of the more applied areas of the Department's energy, science, and national defense missions. The accomplishments of Basic Energy Sciences research are numerous and significant. Not only have they contributed to Departmental missions, but have aided significantly the development of technologies which now serve modern society daily in business, industry, science, and medicine. In a series of stories, this report highlights 22 accomplishments, selected because of their particularly noteworthy contributions to modern society. A full accounting of all the accomplishments would be voluminous. Detailed documentation of the research results can be found in many thousands of articles published in peer-reviewed technical literature.

The relevance of basic sciences in undergraduate medical education.

PubMed

Lynch, C; Grant, T; McLoughlin, P; Last, J

2016-02-01

Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.

Histological Knowledge as a Predictor of Medical Students' Performance in Diagnostic Pathology

ERIC Educational Resources Information Center

Nivala, Markus; Lehtinen, Erno; Helle, Laura; Kronqvist, Pauliina; Paranko, Jorma; Säljö, Roger

2013-01-01

Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and…

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515) and the intervention group received lecture plus a simulation exercise (n l+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l =515) and the intervention group received lecture plus a simulation exercise (n l+s =1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Wilderness science in a time of change conference-Volume 3: Wilderness as a place for scientific inquiry; 1999 May 23-27; Missoula, MT

Treesearch

Stephen F. McCool; David N. Cole; William T. Borrie; Jennifer O' Loughlin

2000-01-01

Thirty-six papers related to the theme of wilderness as a place to conduct science are included. Five overview papers synthesize knowledge and research about basic work in the biophysical and social sciences that has been conducted in wilderness. Other papers present the results of focused basic research in wilderness, with one set of papers devoted to the conduct and...

Reinventing Biostatistics Education for Basic Scientists

PubMed Central

Weissgerber, Tracey L.; Garovic, Vesna D.; Milin-Lazovic, Jelena S.; Winham, Stacey J.; Obradovic, Zoran; Trzeciakowski, Jerome P.; Milic, Natasa M.

2016-01-01

Numerous studies demonstrating that statistical errors are common in basic science publications have led to calls to improve statistical training for basic scientists. In this article, we sought to evaluate statistical requirements for PhD training and to identify opportunities for improving biostatistics education in the basic sciences. We provide recommendations for improving statistics training for basic biomedical scientists, including: 1. Encouraging departments to require statistics training, 2. Tailoring coursework to the students’ fields of research, and 3. Developing tools and strategies to promote education and dissemination of statistical knowledge. We also provide a list of statistical considerations that should be addressed in statistics education for basic scientists. PMID:27058055

An Ontology for Representing Geoscience Theories and Related Knowledge

NASA Astrophysics Data System (ADS)

Brodaric, B.

2009-12-01

Online scientific research, or e-science, is increasingly reliant on machine-readable representations of scientific data and knowledge. At present, much of the knowledge is represented in ontologies, which typically contain geoscience categories such as ‘water body’, ‘aquifer’, ‘granite’, ‘temperature’, ‘density’, ‘Co2’. While extremely useful for many e-science activities, such categorical representations constitute only a fragment of geoscience knowledge. Also needed are online representations of elements such as geoscience theories, to enable geoscientists to pose and evaluate hypotheses online. To address this need, the Science Knowledge Infrastructure ontology (SKIo) specializes the DOLCE foundational ontology with basic science knowledge primitives such as theory, model, observation, and prediction. Discussed will be SKIo as well as its implementation in the geosciences, including case studies from marine science, environmental science, and geologic mapping. These case studies demonstrate SKIo’s ability to represent a wide spectrum of geoscience knowledge types, to help fuel next generation e-science.

Comparison of pharmacy students' perceived and actual knowledge using the Pharmacy Curricular Outcomes Assessment.

PubMed

Naughton, Cynthia A; Friesner, Daniel L

2012-05-10

To determine whether a correlation exists between third-year PharmD students' perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students' perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs.

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

PubMed

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles

ERIC Educational Resources Information Center

Tsaparlis, Georgios; Hartzavalos, Sotiris; Nakiboglu, Canan

2013-01-01

Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society,…

Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328

Creatures in the Classroom: Preservice Teacher Beliefs About Fantastic Beasts, Magic, Extraterrestrials, Evolution and Creationism

NASA Astrophysics Data System (ADS)

Losh, Susan Carol; Nzekwe, Brandon

2011-05-01

Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs among 540 female and 123 male upperclass preservice teachers, comparing them with representative samples of comparably educated American adults. Future teachers resembled national adults on basic science knowledge. Their scores on evolution; creationism; intelligent design; fantastic beasts; magic; and extraterrestrials indices depended on the topic. Exempting science education, preservice teachers rejected evolution, accepting Biblical creation and intelligent design accounts. Sizable minorities "awaited more evidence" about fantastic beasts, magic, or extraterrestrials. Although gender, disciplinary major, grade point average, science knowledge, and two religiosity measures related to beliefs about evolution-creation, these factors were generally unassociated with the other indices. The findings suggest more training is needed for preservice educators in the critical evaluation of material evidence. We also discuss the judicious use of pseudoscience beliefs in such training.

Developing a complex systems perspective for medical education to facilitate the integration of basic science and clinical medicine.

PubMed

Aron, David C

2017-04-01

The purpose of medical education is to produce competent and capable professional practitioners who can combine the art and science of medicine. Moreover, this process must prepare individuals to practise in a field in which knowledge is increasing and the contexts in which that knowledge is applied are changing in unpredictable ways. The 'basic sciences' are important in the training of a physician. The goal of basic science training is to learn it in a way that the material can be applied in practice. Much effort has been expended to integrate basic science and clinical training, while adding many other topics to the medical curriculum. This effort has been challenging. The aims of the paper are (1) to propose a unifying conceptual framework that facilitates knowledge integration among all levels of living systems from cell to society and (2) illustrate the organizing principles with two examples of the framework in action - cybernetic systems (with feedback) and distributed robustness. Literature related to hierarchical and holarchical frameworks was reviewed. An organizing framework derived from living systems theory and spanning the range from molecular biology to health systems management was developed. The application of cybernetic systems to three levels (regulation of pancreatic beta cell production of insulin, physician adjustment of medication for glycaemic control and development and action of performance measures for diabetes care) was illustrated. Similarly distributed robustness was illustrated by the DNA damage response system and principles underlying patient safety. Each of the illustrated organizing principles offers a means to facilitate the weaving of basic science and clinical medicine throughout the course of study. The use of such an approach may promote systems thinking, which is a core competency for effective and capable medical practice. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

Educational Intervention in a Medically Underserved Area.

PubMed

Atance, Joel; Mickalis, Morgan; Kincade, Brianna

2018-04-01

Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.

Research, the lifeline of medicine.

PubMed

Kornberg, A

1976-05-27

Advances in medicine spring from discoveries in physics, chemistry and biology. Among key contributions to the diagnosis, treatment and prevention of cardiovascular and pulmonary diseases, a recent Comroe-Dripps analysis shows two thirds to have been basic rather than applied research. Without a firm foundation in basic knowledge innovations perceived as advances prove hollow and collapse. Strong social, economic and political pressures now threaten acquisition of basic knowledge. Scientists feel driven to undertake excessively complex problems and gamble against the historical record that science generally progresses by tackling discrete and well defined questions. Regardless of circumstances, professional standards require the physician and scientist to be creative and enlarge the fund of knowledge.

Foundations for Gerontological Education.

ERIC Educational Resources Information Center

Johnson, Harold R.; And Others

1980-01-01

Focuses on: (1) components of a basic core of knowledge essential for all people working in the field of aging; (2) knowledge essential for professions related to biomedical science, human services, social and physical environment; and (3) knowledge essential for clinical psychology, nursing, nutrition, and social work. (Author)

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

PubMed Central

Wright, Nicholas J.D.; Alston, Gregory L.

2015-01-01

Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

SCIENCE AND LAW IN SUSTAINABILITY

EPA Science Inventory

Understanding sustainability depends in large part on research in science and technology, subjects that provide basic knowledge about humankind's interaction with the natural environment and how much impact and development the environment can sustain without suffering irreparable...

Comparison of Pharmacy Students’ Perceived and Actual Knowledge Using the Pharmacy Curricular Outcomes Assessment

PubMed Central

Friesner, Daniel L.

2012-01-01

Objective. To determine whether a correlation exists between third-year PharmD students’ perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). Methods. In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. Results. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students’ perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. Conclusion. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs. PMID:22611272

On Access to Knowledge in the Social Sciences and Humanities, From the Viewpoint of Cybernetics and Information Science.

ERIC Educational Resources Information Center

Heilprin, Laurence B.

The literature of knowledge is a very large system in the cybernetic sense of intractibility to control. Improving access to it needs some simplifying theory. A step in this direction is a hypothesis constructed from basic concepts. These include cybernetic concepts of variety and requisite variety; a version of the mathematical concept of…

Literature and Bibliography of the Social Sciences.

ERIC Educational Resources Information Center

Freides, Thelma

The first part of this work sets forth some basic points concerning the nature of scientific work and the meaning of knowledge in science, and the patterns of organization and communication characteristic of the scientific world. It considers the ways in which the attributes of science manifest themselves in the social sciences and describes,…

Open Science as a Knowledge Transfer strategy

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Dalmeier-Thiessen, Suenje

2015-04-01

Beyond providing basic understanding of how our Blue Planet functions, flows and breathes, the collection of Earth & Marine Research disciplines are of major service to most of today's Societal Challenges: from Food Security and Sustainable Resource Management, to Renewable Energies, Climate Mitigation & Ecosystem Services and Hazards. Natural Resources are a key commodity in the long-term strategy of the EU Innovation Union(1), and better understanding of the natural process governing them, as well as science-based management are seen as a key area for stimulating future economic growth. Such potential places responsibility on research project managers to devise innovative methods to ensure effective transfer of new research to public and private sector users, and society at large. Open Science is about removing all barriers to full sphere basic research knowledge and outputs, not just the publishable part of research but also the data, the software code, and failed experiments. The concept is central to EU's Responsible Research and Innovation philosophy(2), and removing barriers to basic research measurably contributes to the EU's Blue Growth Agenda(3). Despite the potential of the internet age to deliver on that promise, only 50% of today's basic research is freely available(4). The talk will demonstrate how and why Open Science can be a first, passive but effective strategy for any research project to transfer knowledge to society by allowing access and dicoverability to the full sphere of new knowledge, not just the published outputs. Apart from contributing to economic growth, Open Science can also optimize collaboration, within academia, assist with better engagement of citizen scientists into the research process and co-creation of solutions to societal challenges, as well as providing a solid ground for more sophisticated communication strategies and Ocean/Earth Literacy initiatives targeting policy makers and the public at large. (1)EC Digital Agenda & Access to Knowledge http://ec.europa.eu/digital-agenda/en/open-access-scientific-knowledge-0 (2)Responsible Research and Innovation for Societal Challenges http://ec.europa.eu/research/science-society/document_library/pdf_06/responsible-research-and-innovation-leaflet_en.pdf (3)Houghton, J., Swan, A., Brown, S., 2011. Access to research and technical information in Denmark [WWW Document]. URL http://www.deff.dk/uploads/media/Access_to_Research_and_Technical_Information_in_Denmark.pdf (4)Proportion of OA Peer-Reviewed Papers at the European & World Levels 2004-2011, EC Report http://www.science-metrix.com/pdf/SM_EC_OA_Availability_2004-2011.pdf

An elective course on the basic and clinical sciences aspects of vitamins and minerals.

PubMed

Islam, Mohammed A

2013-02-12

Objective. To develop and implement an elective course on vitamins and minerals and their usefulness as dietary supplements. Design. A 2-credit-hour elective course designed to provide students with the most up-to-date basic and clinical science information on vitamins and minerals was developed and implemented in the doctor of pharmacy (PharmD) curriculum. In addition to classroom lectures, an active-learning component was incorporated in the course in the form of group discussion. Assessment. Student learning was demonstrated by examination scores. Performance on pre- and post-course surveys administered in 2011 demonstrated a significant increase in students' knowledge of the basic and clinical science aspects of vitamins and minerals, with average scores increasing from 61% to 86%. At the end of the semester, students completed a standard course evaluation. Conclusion. An elective course on vitamin and mineral supplements was well received by pharmacy students and helped them to acquire knowledge and competence in patient counseling regarding safe, appropriate, effective, and economical use of these products.

Assessment of knowledge and perceptions toward generic medicines among basic science undergraduate medical students at Aruba.

PubMed

Shankar, P Ravi; Herz, Burton L; Dubey, Arun K; Hassali, Mohamed A

2016-10-01

Use of generic medicines is important to reduce rising health-care costs. Proper knowledge and perception of medical students and doctors toward generic medicines are important. Xavier University School of Medicine in Aruba admits students from the United States, Canada, and other countries to the undergraduate medical (MD) program. The present study was conducted to study the knowledge and perception about generic medicines among basic science MD students. The cross-sectional study was conducted among first to fifth semester students during February 2015. A previously developed instrument was used. Basic demographic information was collected. Respondent's agreement with a set of statements was noted using a Likert-type scale. The calculated total score was compared among subgroups of respondents. One sample Kolmogorov-Smirnov test was used to study the normality of distribution, Independent samples t -test to compare the total score for dichotomous variables, and analysis of variance for others were used for statistical analysis. Fifty-six of the 85 students (65.8%) participated. Around 55% of respondents were between 20 and 25 years of age and of American nationality. Only three respondents (5.3%) provided the correct value of the regulatory bioequivalence limits. The mean total score was 43.41 (maximum 60). There was no significant difference in scores among subgroups. There was a significant knowledge gap with regard to the regulatory bioequivalence limits for generic medicines. Respondents' level of knowledge about other aspects of generic medicines was good but could be improved. Studies among clinical students in the institution and in other Caribbean medical schools are required. Deficiencies were noted and we have strengthened learning about generic medicines during the basic science years.

Investigating the Relationship between Students' Science Knowledge and Their Reported Sources of Information

NASA Astrophysics Data System (ADS)

Buxner, S.; Romine, J.; Impey, C.; Nieberding, M.

2015-11-01

Building on a 25 year study of undergraduate students' science literacy, we have been investigating where students report getting information about science. In this study, we investigated the relationship between students' basic science knowledge, responses about studying something scientifically, and where they report gaining information about science. Data for this study was collected through an online survey of astronomy courses during 2014. Responses were collected from a total of 400 students through online surveys. Most survey respondents were non-science majors in the first two years of college who had taken 3 or fewer college science courses. Our results show a relationship between students who report online searches and Wikipedia as reliable sources of information and lower science literacy scores, although there was no relationship between science knowledge and where students report getting information about science. Our results suggest that information literacy is an important component to overall science literacy.

Assessment of preclinical problem-based learning versus lecture-based learning.

PubMed

Login, G R; Ransil, B J; Meyer, M; Truong, N T; Donoff, R B; McArdle, P J

1997-06-01

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

Cause and Effect: Testing a Mechanism and Method for the Cognitive Integration of Basic Science.

PubMed

Kulasegaram, Kulamakan; Manzone, Julian C; Ku, Cheryl; Skye, Aimee; Wadey, Veronica; Woods, Nicole N

2015-11-01

Methods of integrating basic science with clinical knowledge are still debated in medical training. One possibility is increasing the spatial and temporal proximity of clinical content to basic science. An alternative model argues that teaching must purposefully expose relationships between the domains. The authors compared different methods of integrating basic science: causal explanations linking basic science to clinical features, presenting both domains separately but in proximity, and simply presenting clinical features First-year undergraduate health professions students were randomized to four conditions: (1) science-causal explanations (SC), (2) basic science before clinical concepts (BC), (3) clinical concepts before basic science (CB), and (4) clinical features list only (FL). Based on assigned conditions, participants were given explanations for four disorders in neurology or rheumatology followed by a memory quiz and diagnostic test consisting of 12 cases which were repeated after one week. Ninety-four participants completed the study. No difference was found on memory test performance, but on the diagnostic test, a condition by time interaction was found (F[3,88] = 3.05, P < .03, ηp = 0.10). Although all groups had similar immediate performance, the SC group had a minimal decrease in performance on delayed testing; the CB and FL groups had the greatest decreases. These results suggest that creating proximity between basic science and clinical concepts may not guarantee cognitive integration. Although cause-and-effect explanations may not be possible for all domains, making explicit and specific connections between domains will likely facilitate the benefits of integration for learners.

Designing Biomedical Informatics Infrastructure for Clinical and Translational Science

ERIC Educational Resources Information Center

La Paz Lillo, Ariel Isaac

2009-01-01

Clinical and Translational Science (CTS) rests largely on information flowing smoothly at multiple levels, in multiple directions, across multiple locations. Biomedical Informatics (BI) is seen as a backbone that helps to manage information flows for the translation of knowledge generated and stored in silos of basic science into bedside…

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

ERIC Educational Resources Information Center

Dogan, Nihal

2017-01-01

In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in…

Science ethics education part II: changes in attitude toward scientific fraud among medical researchers after a short course in science ethics.

PubMed

Vuckovic-Dekic, L; Gavrilovic, D; Kezic, I; Bogdanovic, G; Brkic, S

2012-01-01

To determine the impact of the short science ethics courses on the knowledge of basic principles of responsible conduct of research (RCR), and on the attitude toward scientific fraud among young biomedical researchers. A total of 361 attendees of the course on science ethics answered a specially designed anonymous multiple- choice questionnaire before and after a one-day course in science ethics. The educational course consisted of 10 lectures: 1) Good scientific practice - basic principles; 2) Publication ethics; 3) Scientific fraud - fabrication, falsification, plagiarism; 4) Conflict of interests; 5) Underpublishing; 6) Mentorship; 7) Authorship; 8) Coauthorship; 9) False authorship; 10) Good scientific practice - ethical codex of science. In comparison to their answers before the course, a significantly higher (p<0.001) number of students qualified their knowledge of science ethics as sufficient after the course was completed. That the wrongdoers deserve severe punishment for all types of scientific fraud, including false authorship, thought significantly (p<0.001) more attendees than before the course, while notably fewer attendees (p<0.001) would give or accept undeserved authorship Even a short course in science ethics had a great impact on the attendees, enlarging their knowledge of responsible conduct of research and changing their previous, somewhat opportunistic, behavior regarding the reluctance to react publicly and punish the wrongdoers.

Expanding the Basic Science Debate: The Role of Physics Knowledge in Interpreting Clinical Findings

ERIC Educational Resources Information Center

Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L.; Skye, Aimee L.; Woods, Nicole N.

2012-01-01

Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical…

A pilot study designed to acquaint medical educators with basic pedagogic principles.

PubMed

McLeod, P J; Brawer, J; Steinert, Y; Chalk, C; McLeod, A

2008-02-01

Faculty development activities in medical schools regularly target teaching behaviours but rarely address basic pedagogic principles underlying those behaviours. Although many teachers have an intuitive or tacit knowledge of basic pedagogic principles, overt knowledge of fundamental educational principles is rare. We conducted a short-term pilot study designed to transform teachers' tacit knowledge into explicit knowledge of pedagogic principles. We hypothesized that conscious awareness of these principles will positively influence their teaching effectiveness. The intervention included a workshop, provision of a workbook on pedagogic principles and free access to educational consultants. For the intervention, we chose a purposive sample of experienced teachers at our medical school. Evaluation of the impact of the intervention using questionnaires and semi-structured interviews revealed three notable findings; 1. Participants were surprised to discover the existence of an extensive body of pedagogic science underlying teaching and learning. 2. They were enthusiastic about the intervention and expressed interest in learning more about basic pedagogic principles. 3. The knowledge acquired had an immediate impact on their teaching.

Science Literacy and Prior Knowledge of Astronomy MOOC Students

NASA Astrophysics Data System (ADS)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Making evolutionary biology a basic science for medicine

PubMed Central

Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

2010-01-01

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

Evolution in health and medicine Sackler colloquium: Making evolutionary biology a basic science for medicine.

PubMed

Nesse, Randolph M; Bergstrom, Carl T; Ellison, Peter T; Flier, Jeffrey S; Gluckman, Peter; Govindaraju, Diddahally R; Niethammer, Dietrich; Omenn, Gilbert S; Perlman, Robert L; Schwartz, Mark D; Thomas, Mark G; Stearns, Stephen C; Valle, David

2010-01-26

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease.

Applied Electronics and Optical Laboratory: an optimized practical course for comprehensive training on optics and electronics

NASA Astrophysics Data System (ADS)

Wang, Kaiwei; Wang, Xiaoping

2017-08-01

In order to enhance the practical education and hands-on experience of optoelectronics and eliminate the overlapping contents that previously existed in the experiments section adhering to several different courses, a lab course of "Applied Optoelectronics Laboratory" has been established in the College of Optical Science and Engineering, Zhejiang University. The course consists of two sections, i.e., basic experiments and project design. In section 1, basic experiments provide hands-on experience with most of the fundamental concept taught in the corresponding courses. These basic experiments including the study of common light sources such as He-Ne laser, semiconductor laser and solid laser and LED; the testing and analysis of optical detectors based on effects of photovoltaic effect, photoconduction effect, photo emissive effect and array detectors. In section 2, the course encourages students to build a team and establish a stand-alone optical system to realize specific function by taking advantage of the basic knowledge learned from section 1. Through these measures, students acquired both basic knowledge and the practical application skills. Moreover, interest in science has been developed among students.

Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.

Translational Epidemiology in Psychiatry

PubMed Central

Weissman, Myrna M.; Brown, Alan S.; Talati, Ardesheer

2012-01-01

Translational research generally refers to the application of knowledge generated by advances in basic sciences research translated into new approaches for diagnosis, prevention, and treatment of disease. This direction is called bench-to-bedside. Psychiatry has similarly emphasized the basic sciences as the starting point of translational research. This article introduces the term translational epidemiology for psychiatry research as a bidirectional concept in which the knowledge generated from the bedside or the population can also be translated to the benches of laboratory science. Epidemiologic studies are primarily observational but can generate representative samples, novel designs, and hypotheses that can be translated into more tractable experimental approaches in the clinical and basic sciences. This bedside-to-bench concept has not been explicated in psychiatry, although there are an increasing number of examples in the research literature. This article describes selected epidemiologic designs, providing examples and opportunities for translational research from community surveys and prospective, birth cohort, and family-based designs. Rapid developments in informatics, emphases on large sample collection for genetic and biomarker studies, and interest in personalized medicine—which requires information on relative and absolute risk factors—make this topic timely. The approach described has implications for providing fresh metaphors to communicate complex issues in interdisciplinary collaborations and for training in epidemiology and other sciences in psychiatry. PMID:21646577

Scientific and Technical Information Transfer for Education (STITE). Research Report No. 2.

ERIC Educational Resources Information Center

Zunde, Pranas

STITE (Scientific and Technical Information Transfer for Education) is basically a system to interface between science information and the science learner. As such STITE acts as a link between STIC (Science and Technology Infromation Centers) and LIS (Learning Information Systems). In this second progress report the internal knowledge of STITE is…

Science: A Practical View. Volume I. Teacher Edition. Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the first in a series of three, provides the intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) ecology (what marine science…

The Effects of Motivation on Student Performance on Science Assessments

ERIC Educational Resources Information Center

Glenn, Tina Heard

2013-01-01

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly…

Occupationally Related Science. Draft Curriculum 1986-87.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. of Occupational Education Programs.

To prepare occupational students for employment, a basic understanding of scientific knowledge and the processes of science that have been applied in the development of tools, machines, instruments, and technological techniques or processes should be taught. When a second unit of science was included for all high school students in the New York…

Application of basic science to clinical problems: traditional vs. hybrid problem-based learning.

PubMed

Callis, Amber N; McCann, Ann L; Schneiderman, Emet D; Babler, William J; Lacy, Ernestine S; Hale, David Sidney

2010-10-01

It is widely acknowledged that clinical problem-solving is a key skill for dental practitioners. The aim of this study was to determine if students in a hybrid problem-based learning curriculum (h-PBL) were better at integrating basic science knowledge with clinical cases than students in a traditional, lecture-based curriculum (TC). The performance of TC students (n=40) was compared to that of h-PBL students (n=31). Participants read two clinical scenarios and answered a series of questions regarding each. To control for differences in ability, Dental Admission Test (DAT) Academic Average scores and predental grade point averages (GPAs) were compared, and an ANCOVA was used to adjust for the significant differences in DAT (t-test, p=0.002). Results showed that h-PBL students were better at applying basic science knowledge to a clinical case (ANCOVA, p=0.022) based on overall scores on one case. TC students' overall scores were better than h-PBL students on a separate case; however, it was not statistically significant (p=0.107). The h-PBL students also demonstrated greater skills in the areas of hypothesis generation (Mann-Whitney U, p=0.016) and communication (p=0.006). Basic science comprehension (p=0.01) and neurology (p<0.001) were two areas in which the TC students did score significantly higher than h-PBL students.

Hydrology for everyone: Share your knowledge

NASA Astrophysics Data System (ADS)

Dogulu, Nilay; Dogulu, Canay

2015-04-01

Hydrology, the science of water, plays a central role in understanding the function and behaviour of water on the earth. Given the increasingly complex, uncertain, and dynamic nature of this system, the study of hydrology presents challenges in solving water-related problems in societies. While researchers in hydrologic science and engineering embrace these challenges, it is important that we also realize our critical role in promoting the basic understanding of hydrology concepts among the general public. Hydrology is everywhere, yet, the general public often lacks the basic understanding of the hydrologic environment surrounding them. Essentially, we believe that a basic level of knowledge on hydrology is a must for everyone and that this knowledge might facilitate resilience of communities to hydrological extremes. For instance, in case of flood and drought conditions, which are the most frequent and widespread hydrological phenomena that societies live with, a key aspect of facilitating community resilience would be to create awareness on the hydrological, meteorological, and climatological processes behind floods and droughts, and also on their potential implications on water resources management. Such knowledge awareness can lead to an increase in individuals' awareness on their role in water-related problems which in turn can potentially motivate them to adopt preparedness behaviours. For these reasons, embracing an approach that will increase hydrologic literacy of the general public should be a common objective for the hydrologic community. This talk, hopefully, will motivate researchers in hydrologic science and engineering to share their knowledge with the general public. We, as early career hydrologists, should take this responsibility more than anybody else. Start teaching hydrology now and share your knowledge with people around you - friends, family, relatives, neighbours, and others. There is hydrology for everyone!

An Elective Course on the Basic and Clinical Sciences Aspects of Vitamins and Minerals

PubMed Central

2013-01-01

Objective. To develop and implement an elective course on vitamins and minerals and their usefulness as dietary supplements. Design. A 2-credit-hour elective course designed to provide students with the most up-to-date basic and clinical science information on vitamins and minerals was developed and implemented in the doctor of pharmacy (PharmD) curriculum. In addition to classroom lectures, an active-learning component was incorporated in the course in the form of group discussion. Assessment. Student learning was demonstrated by examination scores. Performance on pre- and post-course surveys administered in 2011 demonstrated a significant increase in students’ knowledge of the basic and clinical science aspects of vitamins and minerals, with average scores increasing from 61% to 86%. At the end of the semester, students completed a standard course evaluation. Conclusion. An elective course on vitamin and mineral supplements was well received by pharmacy students and helped them to acquire knowledge and competence in patient counseling regarding safe, appropriate, effective, and economical use of these products. PMID:23463149

32 CFR 34.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

.... Basic, applied, and advanced research activities. Basic research is defined as efforts directed toward increasing knowledge or understanding in science and engineering. Applied research is defined as efforts that...). TIAs are covered by part 37 of the DoDGARs (32 CFR part 37). Portions of this part may apply to a TIA...

Early-Years Teachers' Professional Upgrading in Science: A Long-Term Programme

ERIC Educational Resources Information Center

Kallery, Maria

2018-01-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups.

PubMed

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-08-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concepts are expected to be used for the organization of the maps. These hypotheses are derived from studies about knowledge development of individuals. However, integrated curricula require a high degree of cooperation between clinicians and basic scientists. This study examined whether there are consistent variations regarding the articulation of integration when groups of experienced clinicians and basic scientists and groups of residents and basic scientists-in-training construct concept maps. Seven groups of three clinicians and basic scientists on experienced level and seven such groups on resident level constructed concept maps illuminating clinical problems. They were guided by instructions that focused them on articulation of integration. The concept maps were analysed by features that described integration. Descriptive statistics showed consistent variations between the two expertise levels. The concept maps of the resident groups exceeded those of the experienced groups in articulated integration. First, they used significantly more links between clinical and basic science concepts. Second, these links connected basic science concepts with a greater variety of clinical concepts than the experienced groups. Third, although residents did not use significantly more basic science concepts, they used them significantly more frequent to organize the clinical concepts. The conclusion was drawn that not all hypotheses could be confirmed and that the resident concept maps were more elaborate than expected. This article discusses the implications for the role that residents and basic scientists-in-training might play in the construction of preconstructed concept maps and the development of integrated curricula.

A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications.

PubMed

Han, Xueying; Williams, Sharon R; Zuckerman, Brian L

2018-01-01

The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational.

A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications

PubMed Central

Williams, Sharon R.; Zuckerman, Brian L.

2018-01-01

The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational. PMID:29742129

University science students' knowledge of fats.

PubMed

Mazier, M J Patricia; McLeod, Sheena L

2007-01-01

Students entering university often lack knowledge about fats; whether students gain such information during four years at university is unclear. Students' knowledge of fat in the first and fourth years was measured and compared. The effect of a nutrition course on knowledge was also examined. A total of 215 science students at a small undergraduate university completed a 15-item, closed-ended questionnaire concerning knowledge of fats in the diet. Fourth-year science students have greater nutrition knowledge of fats than do first-year science students (p<0.005). Given that the majority of first-year students reside on campus and the majority of fourth-year students reside off campus, the purchasing of food and preparation of meals may explain the senior students' greater knowledge of fat. Students who have taken a nutrition course know more about fats than do those who have not (p<0.001). Taking even one course in nutrition greatly increases nutrition knowledge. Universities could encourage undergraduate students to take a basic nutrition course, which should emphasize the identification and understanding of different types of dietary fats.

Evaluating the Science of Discovery in Complex Health Systems

ERIC Educational Resources Information Center

Norman, Cameron D.; Best, Allan; Mortimer, Sharon; Huerta, Timothy; Buchan, Alison

2011-01-01

Complex health problems such as chronic disease or pandemics require knowledge that transcends disciplinary boundaries to generate solutions. Such transdisciplinary discovery requires researchers to work and collaborate across boundaries, combining elements of basic and applied science. At the same time, calls for more interdisciplinary health…

Microprocessors in the Curriculum and the Classroom.

ERIC Educational Resources Information Center

Summers, M. K.

1978-01-01

This article, directed at teachers concerned with computer science courses at sixth-form level with no prior knowledge of microprocessors, provides a basic introduction, and describes possible applications of a microprocessor development system as a teaching aid in computer sciences courses in UK secondary school. (Author/RAO)

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

Exploring Attractiveness of the Basic Sciences for Female Physicians.

PubMed

Yamazaki, Yuka; Fukushima, Shinji; Kozono, Yuki; Uka, Takanori; Marui, Eiji

2018-01-01

In Japan, traditional gender roles of women, especially the role of motherhood, may cause early career resignations in female physicians and a shortage of female researchers. Besides this gender issue, a general physician shortage is affecting basic science fields. Our previous study suggested that female physicians could be good candidates for the basic sciences because such work offers good work-life balance. However, the attractiveness for female physicians of working in the basic sciences, including work-life balance, is not known. In a 2012 nationwide cross-sectional questionnaire survey, female physicians holding tenured positions in the basic sciences at Japan's medical schools were asked an open-ended question about positive aspects of basic sciences that clinical medicine lacks, and we analyzed 58 respondents' comments. Qualitative analysis using the Kawakita Jiro method revealed four positive aspects: research attractiveness, priority on research productivity, a healthy work-life balance, and exemption from clinical duties. The most consistent positive aspect was research attractiveness, which was heightened by medical knowledge and clinical experience. The other aspects were double-edged swords; for example, while the priority on research productivity resulted in less gender segregation, it sometimes created tough competition, and while exemption from clinical duties contributed to a healthy work-life balance, it sometimes lowered motivation as a physician and provided unstable income. Overall, if female physicians lack an intrinsic interest in research and seek good work-life balance, they may drop out of research fields. Respecting and cultivating students' research interest is critical to alleviating the physician shortage in the basic sciences.

Basic Scientific and Engineering Research at U.S. Universities. AAU Data & Policy Brief. No. 1

ERIC Educational Resources Information Center

Association of American Universities, 2015

2015-01-01

"Discovery," wrote William Press in a 2013 article in "Science," "leads to technology and invention, which lead to new products, jobs, and industries." Basic, curiosity-driven research continually expands the boundaries of knowledge across fields, providing insights that enrich lives. Such research helps drive the…

Proposal for Support of Miami Inner City Marine Summer Intern Program, Dade County.

DTIC Science & Technology

1987-12-21

employer NUMBER OF POSITIONS ONE MINIMUM AGE 16 SPECIAL REQUIREMENTS * General Science * Basic knowledge of library orncedures, an interest in library ... science in helpful * Minimum Grade Point Average 3.0 DRESS REQUIREMENTS Discuss with employer JOB DESCRIPTION p. * Catalogs and files new sets of

Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

The Impact of an Educational Intervention on Knowledge and Competency Levels for Students Enrolled in a Forensic Nursing Science Course

ERIC Educational Resources Information Center

Drake, Stacy A.

2014-01-01

Forensic nursing is an emerging nursing specialty recognized by the American Nursing Association. However, nurses often do not have the basic knowledge or practical competence to provide the appropriate level of forensic care. The purpose of this study was to determine if differences in knowledge or practical competence existed between students…

Vertical integration of basic science in final year of medical education.

PubMed

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

The founding of ISOTT: the Shamattawa of engineering science and medical science.

PubMed

Bruley, Duane F

2014-01-01

The founding of ISOTT was based upon the blending of Medical and Engineering sciences. This occurrence is portrayed by the Shamattawa, the joining of the Chippewa and Flambeau rivers. Beginning with Carl Scheele's discovery of oxygen, the medical sciences advanced the knowledge of its importance to physiological phenomena. Meanwhile, engineering science was evolving as a mathematical discipline used to define systems quantitatively from basic principles. In particular, Adolf Fick's employment of a gradient led to the formalization of transport phenomena. These two rivers of knowledge were blended to found ISOTT at Clemson/Charleston, South Carolina, USA, in 1973.The establishment of our society with a mission to support the collaborative work of medical scientists, clinicians and all disciplines of engineering was a supporting step in the evolution of bioengineering. Traditional engineers typically worked in areas not requiring knowledge of biology or the life sciences. By encouraging collaboration between medical science and traditional engineering, our society became one of the forerunners in establishing bioengineering as the fifth traditional discipline of engineering.

Cognition before curriculum: rethinking the integration of basic science and clinical learning.

PubMed

Kulasegaram, Kulamakan Mahan; Martimianakis, Maria Athina; Mylopoulos, Maria; Whitehead, Cynthia R; Woods, Nicole N

2013-10-01

Integrating basic science and clinical concepts in the undergraduate medical curriculum is an important challenge for medical education. The health professions education literature includes a variety of educational strategies for integrating basic science and clinical concepts at multiple levels of the curriculum. To date, assessment of this literature has been limited. In this critical narrative review, the authors analyzed literature published in the last 30 years (1982-2012) using a previously published integration framework. They included studies that documented approaches to integration at the level of programs, courses, or teaching sessions and that aimed to improve learning outcomes. The authors evaluated these studies for evidence of successful integration and to identify factors that contribute to integration. Several strategies at the program and course level are well described but poorly evaluated. Multiple factors contribute to successful learning, so identifying how interventions at these levels result in successful integration is difficult. Evidence from session-level interventions and experimental studies suggests that integration can be achieved if learning interventions attempt to link basic and clinical science in a causal relationship. These interventions attend to how learners connect different domains of knowledge and suggest that successful integration requires learners to build cognitive associations between basic and clinical science. One way of understanding the integration of basic and clinical science is as a cognitive activity occurring within learners. This perspective suggests that learner-centered, content-focused, and session-level-oriented strategies can achieve cognitive integration.

The Power of Edutainment: Alliance for Climate Education's Assembly Presentation: Impact on Student Knowledge, Attitude and Behavior

NASA Astrophysics Data System (ADS)

Lappe, M. D.

2011-12-01

The Alliance for Climate Education (ACE) is a national nonprofit that delivers an in-school multi-media assembly presentation to high school students about climate science and solutions. In two years of operation, ACE has reached 870,000 students in over 1400 schools. Throughout spring 2011 and fall 2012, the Alliance for Climate Education (ACE) will survey approximately 2000 high school students in 100 classrooms at 20 schools before and after its assembly to assess impact on knowledge, attitude and behavior related to global warming and climate science. The survey instrument has been designed in partnership with experts at the Yale School of the Environment and Stanford University's Precourt Energy Center. The knowledge section of the survey queries students' factual understanding of basic climate science. The behavior section asks students about basic climate-related habits related to waste, transportation and energy consumption. The attitude section is comprised of a 15-question subset of the national survey reported in Global Warming's Six Americas. Preliminary results from approximately 200 pre and post-presentation surveys suggest that after viewing the ACE Assembly, climate friendly behaviors increase slightly; correct answers to climate knowledge questions increase by 8%; and attitudes shift away from "Disengaged, Doubtful and Dismissive" toward "Alarmed, Concerned and Cautious."

[The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

PubMed

Liu, Jun; Luo, Pei-Gao

2011-11-01

Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.

From Flavr Savr Tomatoes to Stem Cell Therapy: Young People's Understandings of Gene Technology, 15 Years on

NASA Astrophysics Data System (ADS)

Lewis, Jenny

2014-02-01

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a `science for all' National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14-16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short `news' items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a `science for all' curriculum are considered.

Ten-Year Change in the Scientific Literacy of Primary Science Teachers in China: Reflections on Training Programs and Personnel Policies

ERIC Educational Resources Information Center

Zhang, Hongshia; Shamsi, Imran Haider; Batool, Iffat; Wan, Dongsheng; Yu, Bo

2016-01-01

Using two rounds in 2003 and 2013 of large sample longitudinal surveys of science teachers in primary schools from 21 provinces and autonomous regions of China, results suggest that Chinese teachers' basic scientific literacy was still low with only a slight increase in the procedural knowledge of science. The evidence also suggests little…

La ciencia en la vida actual. Volumen I. Edicion para el maestro (Science in Everyday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the first in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) ecology (what…

La ciencia en la vida actual. Volumen II. Edicion para el maestro (Science in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the second in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. This guide is divided into three components. The first component…

La ciencia en la vida actual. Volumen III. Edicion para el maestro (Science in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the third in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) the scientific…

From Big Data to Knowledge in the Social Sciences.

PubMed

Hesse, Bradford W; Moser, Richard P; Riley, William T

2015-05-01

One of the challenges associated with high-volume, diverse datasets is whether synthesis of open data streams can translate into actionable knowledge. Recognizing that challenge and other issues related to these types of data, the National Institutes of Health developed the Big Data to Knowledge or BD2K initiative. The concept of translating "big data to knowledge" is important to the social and behavioral sciences in several respects. First, a general shift to data-intensive science will exert an influence on all scientific disciplines, but particularly on the behavioral and social sciences given the wealth of behavior and related constructs captured by big data sources. Second, science is itself a social enterprise; by applying principles from the social sciences to the conduct of research, it should be possible to ameliorate some of the systemic problems that plague the scientific enterprise in the age of big data. We explore the feasibility of recalibrating the basic mechanisms of the scientific enterprise so that they are more transparent and cumulative; more integrative and cohesive; and more rapid, relevant, and responsive.

Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back

ERIC Educational Resources Information Center

Klahr, David; Li, Junlei

2005-01-01

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and…

Use of Creative Drama in Science and Mathematics by Preservice Elementary Teachers

ERIC Educational Resources Information Center

Ozdemir, Pinar; Akkus Cikla, Oylum

2005-01-01

The purpose of this study is to analyse science and mathematics lesson plans prepared in the light of drama based instruction by preservice elementary teachers. For this purpose, 12 female participants were chosen volunteerly. They gained basic knowledge and experience about creative drama by involving sample creative drama activities and lesson…

Devising Your Own Investigations Using Common Classroom and Household Materials.

ERIC Educational Resources Information Center

Wentworth, Daniel F.

Many elementary classroom teachers must overcome the following problems in order to teach science effectively: (1) a lack of background in scientific concepts and general information; (2) a scarcity of science equipment and supplies on hand or insufficient funds to purchase them; (3) little basic knowledge of the skills, processes and attitudes…

Nuclear Science.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum Services.

This document is a report on a course in nuclear science for the high school curriculum. The course is designed to provide a basic but comprehensive understanding of the atom in the light of modern knowledge, and to show how people attempt to harness the tremendous energy liberated through fission and fusion reactions. The course crosses what are…

Creatures in the Classroom: Preservice Teacher Beliefs about Fantastic Beasts, Magic, Extraterrestrials, Evolution and Creationism

ERIC Educational Resources Information Center

Losh, Susan Carol; Nzekwe, Brandon

2011-01-01

Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs…

Career Exploration in the Physical Sciences.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

The purpose of the teacher's guide is to acquaint ninth grade students with the areas of physical science and the possible occupations within those areas. By exploring some of the basic concepts of chemistry, physics, metallurgy, and geology, students gain insight into the knowledge and skill required by those in occupations related to these…

Comparing Levels of School Performance to Science Teachers' Reports on Knowledge

ERIC Educational Resources Information Center

Kerr, Rebecca

2013-01-01

The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and…

Freshwater Ecosystem Research in Water Quality Management

ERIC Educational Resources Information Center

Ferris, James J.; And Others

1974-01-01

Describes the use of modeling techniques to contribute to the basic knowledge of ecologic science, and in solving problems of biological production, resource-use planning and management, and environmental quality. (JR)

Cystic fibrosis research topics featured at the 14th ECFS Basic Science Conference: Chairman's summary.

PubMed

Mall, Marcus A; Hwang, Tzyh-Chang; Braakman, Ineke

2018-03-01

In recent years, tremendous progress has been made in the development of novel drugs targeting the basic defect in patients with cystic fibrosis (CF). This breakthrough is based on a solid foundation of knowledge on CFTR's function in health and how mutations in CFTR cause CF multi-organ disease. This knowledge has been collected and continuously expanded by an active and persistent CF research community and has paved the way for precision medicine for CF. Since 2004, the European Cystic Fibrosis Society (ECFS) has held an annual Basic Science Conference that has evolved as an international forum for interdisciplinary discussion of hot topics and unsolved questions related to CF research. This Special Issue reviews CF research topics featured at the 14th ECFS Basic Science Conference and provides an up-to-date overview of recent progress in our understanding of CFTR structure and function, disease mechanisms implicated in airway mucus plugging, inflammation and abnormal host-pathogen interactions, and advancements with enhanced cell and animal model systems and breakthrough therapies directed at mutant CFTR or alternative targets. In addition, this Special Issue also identifies a number of fundamental questions and hurdles that still have to be overcome to realize the full potential of precision medicine and develop transformative therapies for all patients with CF. Copyright © 2017 European Cystic Fibrosis Society. Published by Elsevier B.V. All rights reserved.

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings.

PubMed

Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L; Skye, Aimee L; Woods, Nicole N

2012-10-01

Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical information. Participants studied a handout about several respiratory disorders and how to interpret respiratory exam findings. The control group received the information in standard "textbook" format and the experimental group was presented with the same information as well as a causal explanation about how sound travels through lungs in both the normal and disease states. Comprehension and memory of the information was evaluated with a multiple-choice exam. Several questions that were not related to the causal knowledge served as control items. Questions related to the interpretation of physical exam findings served as the critical test items. The experimental group outperformed the control group on the critical test items, and our study shows that a causal explanation can improve a student's memory for interpreting clinical details. We suggest an expansion of which basic sciences are considered fundamental to medical education.

Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

PubMed Central

D'Eon, Marcel F

2006-01-01

Background Many senior undergraduate students from the University of Saskatchewan indicated informally that they did not remember much from their first year courses and wondered why we were teaching content that did not seem relevant to later clinical work or studies. To determine the extent of the problem a course evaluation study that measured the knowledge loss of medical students on selected first year courses was conducted. This study replicates previous memory decrement studies with three first year medicine basic science courses, something that was not found in the literature. It was expected that some courses would show more and some courses would show less knowledge loss. Methods In the spring of 2004 over 20 students were recruited to retake questions from three first year courses: Immunology, physiology, and neuroanatomy. Student scores on the selected questions at the time of the final examination in May 2003 (the 'test') were compared with their scores on the questions 10 or 11 months later (the 're-test') using paired samples t -tests. A repeated-measures MANOVA was used to compare the test and re-test scores among the three courses. The re-test scores were matched with the overall student ratings of the courses and the student scores on the May 2003 examinations. Results A statistically significant main effect of knowledge loss (F = 297.385; p < .001) and an interaction effect by course (F = 46.081; p < .001) were found. The students' scores in the Immunology course dropped 13.1%, 46.5% in Neuroanatomy, and 16.1% in physiology. Bonferroni post hoc comparisons showed a significant difference between Neuroanatomy and Physiology (mean difference of 10.7, p = .004). Conclusion There was considerable knowledge loss among medical students in the three basic science courses tested and this loss was not uniform across courses. Knowledge loss does not seem to be related to the marks on the final examination or the assessment of course quality by the students. PMID:16412241

Basic life support: knowledge and attitude of medical/paramedical professionals.

PubMed

Roshana, Shrestha; Kh, Batajoo; Rm, Piryani; Mw, Sharma

2012-01-01

Basic life support (BLS), a key component of the chain of survival decreases the arrest - cardiopulmonary resuscitation interval and increases the rate of hospital discharge. The study aimed to explore the knowledge of and attitude towards basic life support (BLS) among medical/paramedical professionals. An observational study was conducted by assessing response to self prepared questionnaire consisting of the demographic information of the medical/paramedical staff, their personnel experience/attitude and knowledge of BLS based on the 2005 BLS Guidelines of European Resuscitation Council. After excluding incomplete questionnaires, the data from 121 responders (27 clinical faculty members, 21 dental and basic sciences faculty members, 29 house officers and 44 nurses and health assistants) were analyzed. Only 9 (7.4%) of the 121 responders answered ≥11, 53 (43%) answered 7-10, and 58 (48%) answered <7 of 15 questions correctly. The clinical faculty members, house officers and nurses/HA had a mean score of 7.4±3.15, 7.37±2.02 and 6.63±2.16 respectively, while dental/basic sciences faculty members attained a least mean score of 4.52 ±2.13 (P<0.001). Those who had received cardiopulmonary resuscitation (CPR) training within 5 years obtained a highest mean score of 8.62±2.49, whereas those who had the training more than 5 years back or no training obtained a mean score of 5.54±2.38 and 6.1±2.29 respectively (P=0.001). Those who were involved in resuscitation frequently had a higher median score of 8 in comparison to those who were seldom involved or not involved at all (P<0.001). The average health personnel in our hospital lack adequate knowledge in CPR/BLS. Training and experience can enhance knowledge of CPR of these personnel. Thus standard of CPR/BLS training and assessment are recommended at our hospital.

Can Clinical Scenario Videos Improve Dental Students' Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?

PubMed

Miller, Cynthia Jayne; Metz, Michael James

2015-12-01

Dental students often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers. To help alleviate this problem, the aim of this study was to create and evaluate a series of video modules using simulated patients and custom-designed animations that showcase medical emergencies in the dental practice. First-year students in a dental physiology course formatively assessed their knowledge using embedded questions in each of the three videos; 108 to 114 of the total 120 first-year students answered the questions, for a 90-95% response rate. These responses indicated that while the students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high-level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically related questions (6.2% increase). Surveys were administered to the first-year students who participated in the video modules and fourth-year students who had completed the course prior to implementation of any clinical material. The response rate for the first-year students was 96% (115/120) and for the fourth-year students was 57% (68/120). The first-year students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career than the fourth-year students. The students perceived that the most positive aspects of the modules were the clear applications of physiology to real-life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may be used successfully to improve students' perceptions of the basic sciences and enhance their ability to apply basic science content to clinically important scenarios.

Self-assessment of current knowledge in nuclear medicine (second edition)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Selby, J.B.; Frey, G.D.; Cooper, J.F.

1981-01-01

In this updated second edition, the order of contents of the textbook has been reorganized. It has been divided into main parts: Basic Science and Clinical Nuclear Medicine. Basic Science, Part I, encompasses basic physics, radiation protection, interaction of radiation with matter and radiation detection, imaging, nuclear pharmacy, and radiation biology. Part II, Clinical Nuclear Medicine, covers the central nervous system, bone, gastroenterology (liver/spleen), cardiovascular system, pulmonary system, genitourinary system, thyroid and endocrine systems, gallium studies, radioassay, hematology, and therapy. The total number of pages of the current edition is increased to 250 from the 213 of the first editionmore » but there are fewer questions because those in the basic science area have been carefully selected to 60 of the original 98 questions. Compared with the previous edition, there are two advantages in the current one: (1) the addition of explanatory answers; and (2) the inclusion of up-to-date scintiphotos replacing rectilinear scan illustrations.« less

Vertical integration of basic science in final year of medical education

PubMed Central

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Background: Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. Aim: To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. Materials and Methods: After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Results: Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Conclusion: Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students. PMID:27563584

The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems.

PubMed

Fishbein, Diana H; Ridenour, Ty A; Stahl, Mindy; Sussman, Steve

2016-03-01

A broad-span, six-stage translational prevention model is presented, extending from the basic sciences-taking a multi-level systems approach, including the neurobiological sciences-through to globalization. The application of a very wide perspective of translation research from basic scientific discovery to international policy change promises to elicit sustainable, population-level reductions in behavioral health disorders. To illustrate the conceptualization and actualization of a program of translational prevention research, we walk through each stage of research to practice and policy using an exemplar, callous-unemotional (CU) traits. Basic science has identified neurobiological, psychophysiological, behavioral, contextual, and experiential differences in this subgroup, and yet, these findings have not been applied to the development of more targeted intervention. As a result, there are currently no programs considered especially effective for CU traits, likely because they do not specifically target underlying mechanisms. To prevent/reduce the prevalence of conduct disorder, it is critical that we transfer existing knowledge to subsequent translational stages, including intervention development, implementation, and scaling. And eventually, once resulting programs have been rigorously evaluated, replicated, and adapted across cultural, ethnic, and gender groups, there is potential to institutionalize them as well as call attention to the special needs of this population. In this paper, we begin to consider what resources and changes in research perspectives are needed to move along this translational spectrum.

Space human factors discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

The purpose of this Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the comprehensive areas of behavior, performance, and human factors. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, defines critical questions in the subdiscipline areas, and identifies technological priorities. It covers the significant research areas critical to NASA's programmatic requirements for the Extended Duration Orbiter, Space Station Freedom, and Exploration mission science activities. These science activities include ground-based and flight; basic, applied and operational; and animal and human research and development. This document contains a general plan that will be used by both NASA Headquarters program offices and the field centers to review and plan basic, applied, and operational research and development activities, both intramural and extramural, in this area.

A Novel Multi-Finger Gate Structure of AlGaN/GaN High Electron Mobility Transistor

NASA Astrophysics Data System (ADS)

Cui, Lei; Wang, Quan; Wang, Xiao-Liang; Xiao, Hong-Ling; Wang, Cui-Mei; Jiang, Li-Juan; Feng, Chun; Yin, Hai-Bo; Gong, Jia-Min; Li, Bai-Quan; Wang, Zhan-Guo

2015-05-01

Not Available Supported by the Knowledge Innovation Engineering of the Chinese Academy of Sciences under Grant No YYY-0701-02, the National Nature Science Foundation of China under Grant Nos 61106014, 61204017 and 61334002, the State Key Development Program for Basic Research of China under Grant No 2010CB327503, and the National Science and Technology Major Project of China.

The development of science during this century

NASA Astrophysics Data System (ADS)

Weisskopf, V. F.

1993-12-01

This is a slightly revised version of a talk delivered at the meeting of the American Association for the Advancement of Science, in Boston, on 14 February 1993, and at a CERN Colloquium, on 5 August 1993, entitled 'Science -yesterday, today and tomorrow'. It describes the tremendous growth of scientific knowledge and insights acquired since the beginning of this century. The changes in the character, sociology and support, of science are discussed, including the growing predominance of American science and the recent trend away from basic science towards applied research.

A Short Course on Patent Reference for Science and Technology Librarians

ERIC Educational Resources Information Center

Shackle, Linda

2009-01-01

Now that the full text of patents as well as patent searching tools are available for free on the Internet, every librarian who is responsible for assisting people with science and technology information should have a basic knowledge of this aspect of intellectual property. Whether a school librarian helping children discover the world of…

Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

ERIC Educational Resources Information Center

Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

2016-01-01

The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to…

Understanding the Science of Environmental Issues: Development of a Subject Knowledge Guide for Primary Teacher Education.

ERIC Educational Resources Information Center

Summers, Mike; Kruger, Colin; Childs, Ann; Mant, Jenny

2001-01-01

Uses a questionnaire to explore understanding in practicing primary school teachers (n=170), primary trainees (n= 120), and secondary science trainees (n=88) in the areas of biodiversity, carbon cycle, ozone, and global warming. Suggests that both basic explanations and difficulties in understanding of teachers in some areas can usefully inform…

Agarose Gel Electrophoresis System in the Classroom: Detection of DNA Strand Breaks through the Alteration of Plasmid Topology

ERIC Educational Resources Information Center

De Mattos, J. C. P.; Dantas, F. J. S.; Caldeira-de-Araujo, A.; Moraes, M. O.

2004-01-01

Good quality scientific teaching depends on the ability of researchers to translate laboratory experiments into high school and undergraduate classes, bridging the advanced and basic science with common knowledge. A fast-growing field in biomedical sciences is oxidative stress, which has been associated to several diseases, including cancer and…

Knowledge Translation versus Knowledge Integration: A "Funder's" Perspective

ERIC Educational Resources Information Center

Kerner, Jon F.

2006-01-01

Each year, billions of US tax dollars are spent on basic discovery, intervention development, and efficacy research, while hundreds of billions of US tax dollars are also spent on health service delivery programs. However, little is spent on or known about how best to ensure that the lessons learned from science inform and improve the quality of…

Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning

ERIC Educational Resources Information Center

Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.

2012-01-01

This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…

How Do Physicians Become Medical Experts? A Test of Three Competing Theories: Distinct Domains, Independent Influence and Encapsulation Models

ERIC Educational Resources Information Center

Violato, Claudio; Gao, Hong; O'Brien, Mary Claire; Grier, David; Shen, E.

2018-01-01

The distinction between basic sciences and clinical knowledge which has led to a theoretical debate on how medical expertise is developed has implications for medical school and lifelong medical education. This longitudinal, population based observational study was conducted to test the fit of three theories--knowledge encapsulation, independent…

Development of an Agile Knowledge Engineering Framework in Support of Multi-Disciplinary Translational Research

PubMed Central

Borlawsky, Tara B.; Dhaval, Rakesh; Hastings, Shannon L.; Payne, Philip R. O.

2009-01-01

In October 2006, the National Institutes of Health launched a new national consortium, funded through Clinical and Translational Science Awards (CTSA), with the primary objective of improving the conduct and efficiency of the inherently multi-disciplinary field of translational research. To help meet this goal, the Ohio State University Center for Clinical and Translational Science has launched a knowledge management initiative that is focused on facilitating widespread semantic interoperability among administrative, basic science, clinical and research computing systems, both internally and among the translational research community at-large, through the integration of domain-specific standard terminologies and ontologies with local annotations. This manuscript describes an agile framework that builds upon prevailing knowledge engineering and semantic interoperability methods, and will be implemented as part this initiative. PMID:21347164

Development of an agile knowledge engineering framework in support of multi-disciplinary translational research.

PubMed

Borlawsky, Tara B; Dhaval, Rakesh; Hastings, Shannon L; Payne, Philip R O

2009-03-01

In October 2006, the National Institutes of Health launched a new national consortium, funded through Clinical and Translational Science Awards (CTSA), with the primary objective of improving the conduct and efficiency of the inherently multi-disciplinary field of translational research. To help meet this goal, the Ohio State University Center for Clinical and Translational Science has launched a knowledge management initiative that is focused on facilitating widespread semantic interoperability among administrative, basic science, clinical and research computing systems, both internally and among the translational research community at-large, through the integration of domain-specific standard terminologies and ontologies with local annotations. This manuscript describes an agile framework that builds upon prevailing knowledge engineering and semantic interoperability methods, and will be implemented as part this initiative.

Science Educational Outreach Programs That Benefit Students and Scientists

PubMed Central

Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M.; Beckham, Josh T.; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

2016-01-01

Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs—"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist”—that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

Water Resources Research October 1, 1979 - September 30, 1980: Summary statements of research activities by the Water Resources Division

USGS Publications Warehouse

,

1981-01-01

Research in the WRD had its beginnings in the late 1950's when the "core research" line item was added to the Congressional budget. Since this time the Federal program has grown from a "basic sciences" program to one that includes a broad spectrum of basic and applied scientific investigations. Water resources research in WRD includes the study of water in all its phases and uses the basic sciences of mathematics, chemistry, physics, biology, geology and engineering to gain a fundamental understanding of the processes that affect the movement of water and its chemical constituents through hydrologic systems. The basic knowledge and methodologies derived from water resources research are applicable not only to the solution of current problems associated with the Nation's water resources, but also to anticipated hydrologic issues.

Policies to increase the social value of science and the scientist satisfaction. An exploratory survey among Harvard bioscientists.

PubMed Central

Ballabeni, Andrea; Boggio, Andrea; Hemenway, David

2014-01-01

Basic research in the biomedical field generates both knowledge that has a value per se regardless of its possible practical outcome and knowledge that has the potential to produce more practical benefits. Policies can increase the benefit potential to society of basic biomedical research by offering various kinds of incentives to basic researchers. In this paper we argue that soft incentives or “nudges” are particularly promising. However, to be well designed, these incentives must take into account the motivations, goals and views of the basic scientists. In the paper we present the results of an investigation that involved more than 300 scientists at Harvard Medical School and affiliated institutes. The results of this study suggest that some soft incentives could be valuable tools to increase the transformative value of fundamental investigations without affecting the spirit of the basic research and scientists’ work satisfaction. After discussing the findings, we discuss a few examples of nudges for basic researchers in the biomedical fields. PMID:24795807

Policies to increase the social value of science and the scientist satisfaction. An exploratory survey among Harvard bioscientists.

PubMed

Ballabeni, Andrea; Boggio, Andrea; Hemenway, David

2014-01-01

Basic research in the biomedical field generates both knowledge that has a value per se regardless of its possible practical outcome and knowledge that has the potential to produce more practical benefits. Policies can increase the benefit potential to society of basic biomedical research by offering various kinds of incentives to basic researchers. In this paper we argue that soft incentives or "nudges" are particularly promising. However, to be well designed, these incentives must take into account the motivations, goals and views of the basic scientists. In the paper we present the results of an investigation that involved more than 300 scientists at Harvard Medical School and affiliated institutes. The results of this study suggest that some soft incentives could be valuable tools to increase the transformative value of fundamental investigations without affecting the spirit of the basic research and scientists' work satisfaction. After discussing the findings, we discuss a few examples of nudges for basic researchers in the biomedical fields.

Underdetermination in evidence-based medicine.

PubMed

Chin-Yee, Benjamin H

2014-12-01

This article explores the philosophical implications of evidence-based medicine's (EBM's) epistemology in terms of the problem of underdetermination of theory by evidence as expounded by the Duhem-Quine thesis. EBM hierarchies of evidence privilege clinical research over basic science, exacerbating the problem of underdetermination. Because of severe underdetermination, EBM is unable to meaningfully test core medical beliefs that form the basis of our understanding of disease and therapeutics. As a result, EBM adopts an epistemic attitude that is sceptical of explanations from the basic biological sciences, and is relegated to a view of disease at a population level. EBM's epistemic attitude provides a limited research heuristic by preventing the development of a theoretical framework required for understanding disease mechanism and integrating knowledge to develop new therapies. Medical epistemology should remain pluralistic and include complementary approaches of basic science and clinical research, thus avoiding the limited epistemic attitude entailed by EBM hierarchies. © 2014 John Wiley & Sons, Ltd.

Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

PubMed

Shimazu, Akihito; Nakao, Mutsuhiro

2016-01-01

This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

[Common sense, science and philosophy: the links of knowledge necessary for promoting health care].

PubMed

Rios, Ediara Rabello Girão; Franchi, Kristiane Mesquita Barros; da Silva, Raimunda Magalhães; de Amorim, Rosendo Freitas; Costa, Nhandeyjara de Carvalho

2007-01-01

In its evolution, humanity has accumulated data which were systematized as knowledge. Philosophy through self examination helps us in its practical and theoretical functions to reach a concept of the universe. Common sense helps science evolve. People's daily difficulties stir up the need for research, for deepening data interpretation and to propose solutions to overcome the population's problems. Science exists to explain difficult aspects of common sense, to support questions, as well as to substantiate knowledge produced as a response to demands. Thus, knowledge involved in this reflection sets out to foster an articulation between basic forms of knowledge and to develop a satisfactory understanding of the health care process, through a shared and critically consciousness view of the changes in the health system's paradigm. We understand that health education is an essential component within this process, provided that it is focused primarily on an individual belonging to a community with its multiple relationships, especially between the community context and the subjective dimension, which can provide citizenship empowerment redemption.

The Impact of a Science Education Game on Students' Learning and Perception of Inhalants as Body Pollutants.

PubMed

Klisch, Yvonne; Miller, Leslie M; Wang, Shu; Epstein, Joel

2012-04-01

This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students ( n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.

The Impact of a Science Education Game on Students' Learning and Perception of Inhalants as Body Pollutants

NASA Astrophysics Data System (ADS)

Klisch, Yvonne; Miller, Leslie M.; Wang, Shu; Epstein, Joel

2012-04-01

This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students (n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.

[Basic science and applied science].

PubMed

Pérez-Tamayo, R

2001-01-01

A lecture was presented by the author at the Democratic Opinion Forum on Health Teaching and Research, organized by Mexico's National Health Institutes Coordinating Office, at National Cardiology Institute "Ignacio Chavez", where he presented a critical review of the conventional classification of basic and applied science, as well as his personal view on health science teaching and research. According to the author, "well-conducted science" is that "generating reality-checked knowledge" and "mis-conducted science" is that "unproductive or producing 'just lies' and 'non-fundable'. To support his views, the author reviews utilitarian and pejorative definitions of science, as well as those of committed and pure science, useful and useless science, and practical and esoterical science, as synonyms of applied and basic science. He also asserts that, in Mexico, "this classification has been used in the past to justify federal funding cutbacks to basic science, allegedly because it is not targeted at solving 'national problems' or because it was not relevant to priorities set in a given six-year political administration period". Regarding health education and research, the author asserts that the current academic programs are inefficient and ineffective; his proposal to tackle these problems is to carry out a solid scientific study, conducted by a multidisciplinary team of experts, "to design the scientific researcher curricula from recruitment of intelligent young people to retirement or death". Performance assessment of researchers would not be restricted to publication of papers, since "the quality of scientific work and contribution to the development of science is not reflected by the number of published papers". The English version of this paper is available at: http://www.insp.mx/salud/index.html

Research progress on quantum informatics and quantum computation

NASA Astrophysics Data System (ADS)

Zhao, Yusheng

2018-03-01

Quantum informatics is an emerging interdisciplinary subject developed by the combination of quantum mechanics, information science, and computer science in the 1980s. The birth and development of quantum information science has far-reaching significance in science and technology. At present, the application of quantum information technology has become the direction of people’s efforts. The preparation, storage, purification and regulation, transmission, quantum coding and decoding of quantum state have become the hotspot of scientists and technicians, which have a profound impact on the national economy and the people’s livelihood, technology and defense technology. This paper first summarizes the background of quantum information science and quantum computer and the current situation of domestic and foreign research, and then introduces the basic knowledge and basic concepts of quantum computing. Finally, several quantum algorithms are introduced in detail, including Quantum Fourier transform, Deutsch-Jozsa algorithm, Shor’s quantum algorithm, quantum phase estimation.

Teaching bioethics: the tale of a "soft" science in a hard world.

PubMed

Lovy, Andrew; Paskhover, Boris; Trachtman, Howard

2010-10-01

Although bioethics is considered essential to the practice of medicine, medical students often view it as a "soft" subject that is secondary in importance to the other courses in their basic science and clinical curriculum. This perspective may be a consequence of the heavy reliance on students' aptitude in the quantitative sciences as a criterion for entry into medical school and as a barometer of academic success after admission. It is exacerbated by the widespread impression that bioethics is imprecise and culturally relativistic. In an effort to redress this imbalance, we propose an approach to teaching bioethics to medical students which emphasizes that the intellectual basis and the degree of certainty of knowledge is comparable in all medical subjects ranging from basic science courses to clinical rotations to bioethics tutorials. Adopting these pedagogical steps may promote greater integration of the various elements-bioethics and clinical science-in the medical school curriculum.

Students Become Scientists at Science Skills Boot Camp | Poster

Cancer.gov

At the 2016 Science Skills Boot Camp (SSBC), a one-day training program designed for NIH summer interns with little or no prior research experience, students gathered to learn about basic research and laboratory skills. The boot camp provided a unique opportunity for interns to expand their knowledge of simple bench techniques, scientific papers, and ways to communicate their

Students Become Scientists at Science Skills Boot Camp | Poster

Cancer.gov

At the 2016 Science Skills Boot Camp (SSBC), a one-day training program designed for NIH summer interns with little or no prior research experience, students gathered to learn about basic research and laboratory skills. The boot camp provided a unique opportunity for interns to expand their knowledge of simple bench techniques, scientific papers, and ways to communicate their research.

Relating the Learned Knowledge and Acquired Skills to Real Life: Function Sample

ERIC Educational Resources Information Center

Albayrak, Mustafa; Yazici, Nurullah; Simsek, Mertkan

2017-01-01

Considering that Mathematics is a multidimensional problem-solving method that can be effective in all areas of cultural life, it is of great importance because of its contribution to other sciences such as physical and social sciences. It is known that the basic concepts of mathematics, which can also be expressed as a way of life, have helped to…

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

PubMed

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

Open Science: a first step towards Science Communication

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Tuddenham, Peter

2015-04-01

As Earth Science communicators gear up to adopt the new tools and captivating approaches to engage citizen scientists, budding entrepreneurs, policy makers and the public in general, researchers have the responsibility, and opportunity, to fully adopt Open Science principles and capitalize on its full societal impact and engagement. Open Science is about removing all barriers to basic research, whatever its formats, so that it can be freely used, re-used and re-hashed, thus fueling discourse and accelerating generation of innovative ideas. The concept is central to EU's Responsible Research and Innovation philosophy, and removing barriers to basic research measurably contributes to engaging citizen scientists into the research process, it sets the scene for co-creation of solutions to societal challenges, and raises the general science literacy level of the public. Despite this potential, only 50% of today's basic research is freely available. Open Science can be the first passive step of communicating marine research outside academia. Full and unrestricted access to our knowledge including data, software code and scientific publications is not just an ethical obligation, but also gives solid credibility to a more sophisticated communication strategy on engaging society. The presentation will demonstrate how Open Science perfectly compliments a coherent communication strategy for placing Marine Research in societal context, and how it underpin an effective integration of Ocean & Earth Literacy principles in standard educational, as well mobilizing citizen marine scientists, thus making marine science Open Science.

Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460

From Big Data to Knowledge in the Social Sciences

PubMed Central

Hesse, Bradford W.; Moser, Richard P.; Riley, William T.

2015-01-01

One of the challenges associated with high-volume, diverse datasets is whether synthesis of open data streams can translate into actionable knowledge. Recognizing that challenge and other issues related to these types of data, the National Institutes of Health developed the Big Data to Knowledge or BD2K initiative. The concept of translating “big data to knowledge” is important to the social and behavioral sciences in several respects. First, a general shift to data-intensive science will exert an influence on all scientific disciplines, but particularly on the behavioral and social sciences given the wealth of behavior and related constructs captured by big data sources. Second, science is itself a social enterprise; by applying principles from the social sciences to the conduct of research, it should be possible to ameliorate some of the systemic problems that plague the scientific enterprise in the age of big data. We explore the feasibility of recalibrating the basic mechanisms of the scientific enterprise so that they are more transparent and cumulative; more integrative and cohesive; and more rapid, relevant, and responsive. PMID:26294799

Basic Science Evidence for the Link Between Erectile Dysfunction and Cardiometabolic Dysfunction

PubMed Central

Musicki, Biljana; Bella, Anthony J.; Bivalacqua, Trinity J.; Davies, Kelvin P.; DiSanto, Michael E.; Gonzalez-Cadavid, Nestor F.; Hannan, Johanna L.; Kim, Noel N.; Podlasek, Carol A.; Wingard, Christopher J.; Burnett, Arthur L.

2016-01-01

Introduction Although clinical evidence supports an association between cardiovascular/metabolic diseases (CVMD) and erectile dysfunction (ED), scientific evidence for this link is incompletely elucidated. Aim This study aims to provide scientific evidence for the link between CVMD and ED. Methods In this White Paper, the Basic Science Committee of the Sexual Medicine Society of North America assessed the current literature on basic scientific support for a mechanistic link between ED and CVMD, and deficiencies in this regard with a critical assessment of current preclinical models of disease. Results A link exists between ED and CVMD on several grounds: the endothelium (endothelium-derived nitric oxide and oxidative stress imbalance); smooth muscle (SM) (SM abundance and altered molecular regulation of SM contractility); autonomic innervation (autonomic neuropathy and decreased neuronal-derived nitric oxide); hormones (impaired testosterone release and actions); and metabolics (hyperlipidemia, advanced glycation end product formation). Conclusion Basic science evidence supports the link between ED and CVMD. The Committee also highlighted gaps in knowledge and provided recommendations for guiding further scientific study defining this risk relationship. This endeavor serves to develop novel strategic directions for therapeutic interventions. PMID:26646025

Organization Development

ERIC Educational Resources Information Center

Huse, Edgar F.

1978-01-01

Organization Development (OD) is the application of behavioral-science knowledge to enhance an organization's effectiveness and efficiency. This article discusses the evolution of organization development, the basic components of an OD program, typologies of OD interventions, problems with organization development, and organization development in…

The Graduate Training Programme "Molecular Imaging for the Analysis of Gene and Protein Expression": A Case Study with an Insight into the Participation of Universities of Applied Sciences

ERIC Educational Resources Information Center

Hafner, Mathias

2008-01-01

Cell biology and molecular imaging technologies have made enormous progress in basic research. However, the transfer of this knowledge to the pharmaceutical drug discovery process, or even therapeutic improvements for disorders such as neuronal diseases, is still in its infancy. This transfer needs scientists who can integrate basic research with…

Learning basic programming using CLIS through gamification

NASA Astrophysics Data System (ADS)

Prabawa, H. W.; Sutarno, H.; Kusnendar, J.; Rahmah, F.

2018-05-01

The difficulty of understanding programming concept is a major problem in basic programming lessons. Based on the results of preliminary studies, 60% of students reveal the monotonous of learning process caused by the limited number of media. Children Learning in Science (CLIS) method was chosen as solution because CLIS has facilitated students’ initial knowledge to be optimized into conceptual knowledge. Technological involvement in CLIS (gamification) helped students to understand basic programming concept. This research developed a media using CLIS method with gamification elements to increase the excitement of learning process. This research declared that multimedia is considered good by students, especially regarding the mechanical aspects of multimedia, multimedia elements and aspects of multimedia information structure. Multimedia gamification learning with the CLIS model showed increased number of students’ concept understanding.

When science became Western: historiographical reflections.

PubMed

Elshakry, Marwa

2010-03-01

While thinking about the notion of the "global" in the history of the history of science, this essay examines a related but equally basic concept: the idea of "Western science." Tracing its rise in the nineteenth century, it shows how it developed as much outside the Western world as within it. Ironically, while the idea itself was crucial for the disciplinary formation of the history of science, the global history behind this story has not been much attended to. Drawing on examples from nineteenth-century Egypt and China, the essay begins by looking at how international vectors of knowledge production (viz., missionaries and technocrats) created new global histories of science through the construction of novel genealogies and through a process of conceptual syncretism. Turning next to the work of early professional historians of science, it shows how Arabic and Chinese knowledge traditions were similarly reinterpreted in light of the modern sciences, now viewed as part of a diachronic and universalist teleology ending in "Western science." It concludes by arguing that examining the global emergence of the idea of Western science in this way highlights key questions pertaining to the relation of the history of science to knowledge traditions across the world and the continuing search for global histories of science.

Awareness of basic life support among staff and students in a dental school.

PubMed

Reddy, Sahithi; Doshi, Dolar; Reddy, Padma; Kulkarni, Suhas; Reddy, Srikanth

2013-05-01

To assess and compare the knowledge of basic life support (BLS) among third, fourth and fifth (III, IV and V) year Bachelor of Dental Surgery (BDS) clinical students, dental interns, postgraduate students and Bachelor of Dental Surgery (BDS) and Master of Dental Surgery (MDS) faculty of Panineeya Institute of Dental Sciences and Hospital, Hyderabad, India. A BLS questionnaire consisting of 22 questions was used to assess the levels of III, IV and V years BDS clinical students, dental interns, postgraduate students and BDS and MDS faculty of Panineeya Institute of Dental Sciences and Hospital, Hyderabad, India. Statistical Package for Social Sciences software (SPSS version 12.0) was used to analyze the statistical data. The p<0.05 was considered statistically significant. A total of 338 respondents took part in the study. When gender comparison was done with correct knowledge responses, statistically significant differences were noted for Q6, Q9, Q12, Q13, Q15 and Q17. For age groups and educational qualifications, significant difference was observed for all questions. It was noted that III, IV and V year undergraduate clinical students and half of interns had adequate knowledge when compared to postgraduate students (6.9%), BDS tutors (0.00%) and MDS staff (10.7%). The study concludes that there is a significant lack of knowledge among postgraduates students BDS and MDS faculty, regarding BLS when compared to III, IV and V year's clinical BDS students and dental interns. This study emphasizes the need for all health care professionals to regularly update the knowledge and skills regarding BLS.

Summaries of FY 1982 research in the chemical sciences

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

1982-09-01

The purpose of this booklet is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. These summaries are intended to provide a rapid means for becoming acquainted with the Chemical Sciences program to members of the scientific and technological public and interested persons in the Legislative and Executive Branches of the Government. Areas of research supported by the Division are to be seen in the section headings, the index and the summaries themselves. Energymore » technologies which may be advanced by use of the basic knowledge discovered in this program can be seen in the index and again (by reference) in the summaries. The table of contents lists the following: photochemical and radiation sciences; chemical physics; atomic physics; chemical energy; separation and analysis; chemical engineering sciences; offsite contracts; equipment funds; special facilities; topical index; institutional index for offsite contracts; investigator index.« less

From Flavr Savr Tomatoes to STEM Cell Therapy: Young People's Understandings of Gene Technology, 15 Years On

ERIC Educational Resources Information Center

Lewis, Jenny

2014-01-01

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a "science for all" National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of…

Investigations of Anatomical Variations of the Thorax and Heart, and Anatomical Knowledge for First Year Medical Dental and Podiatry Students

ERIC Educational Resources Information Center

Verenna, Anne-Marie

2013-01-01

The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial…

Knowledge Production at Industrial Research Institutes: Institutional Logics and Struggles for Relevance in the Swedish Institute for Surface Chemistry, 1980-2005

ERIC Educational Resources Information Center

Bruno, Karl; Larsen, Katarina; van Leeuwen, Thed N.

2017-01-01

This article examines dynamics of knowledge production and discourses of basic-applied science and relevance at the Swedish Institute for Surface Chemistry, a semi-public industrially oriented research institute, from 1980 to 2005. We employ a three-pronged method, consisting of (1) an analysis of how the institute articulated its research…

Summaries of FY 1979 research in the chemical sciences

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1980-05-01

The purpose of this report is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. Chemists, physicists, chemical engineers and others who are considering the possibility of proposing research for support by this Division wll find the booklet useful for gauging the scope of the program in basic research, and the relationship of their interests to the overall program. These smmaries are intended to provide a rapid means for becoming acquainted with the Chemicalmore » Sciences program for members of the scientific and technological public, and interested persons in the Legislative and Executive Branches of the Government, in order to indicate the areas of research supported by the Division and energy technologies which may be advanced by use of basic knowledge discovered in this program. Scientific excellence is a major criterion applied in the selection of research supported by Chemical Sciences. Another important consideration is the identifying of chemical, physical and chemical engineering subdisciplines which are advancing in ways which produce new information related to energy, needed data, or new ideas.« less

Bradbury science museum: your window to Los Alamos National Laboratory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Deck, Linda Theresa

The Bradbury Science Museum is the public's window to Los Alamos National Laboratory and supports the Community Program Office's mission to develop community support to accomplish LANL's national security and science mission. It does this by stimulating interest in and increasing basic knowledge of science and technology in northern New Mexico audiences, and increasing public understanding and appreciation of how LANL science and technology solve our global problems. In performing these prime functions, the Museum also preserves the history of scientific accomplishment at the Lab by collecting and preserving artifacts of scientific and historical importance.

How medicine has become a science?

PubMed

Zieliński, Andrzej

2014-01-01

The historical review of medical activities draws attention how late in its very long history therapies of proven effectiveness were introduced. Author attributes it to the late development of methods which would be capable to determine the causal relations which would scientifically justified identification the causes and risk factors of diseases as well as checking the effectiveness of preventive and therapeutic procedures. Among the fundamental tools for scientific knowledge of the causes and mechanisms of diseases, the author indicates: achievements of basic science and the development of epidemiological methods used to study causal relationships. In the author's opinion the results of basic research are an essential source of variables among which, with an increased likelihood could be found the causes and risk factors of studied conditions, including diseases. The author also stresses the role of medical technology, which is the primary source of potential medicines, other therapeutic procedures and diagnostic methods whose effectiveness is tested in experimental epidemiological studies. Medical technologies create also tools for the development of basic sciences.

Proceedings of National Symposium on the Role of Academia in National Competitiveness and Total Quality Management (1st) Held in Morgantown, West Virginia on 18-20 July 1990

DTIC Science & Technology

1990-07-20

sciences: The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies...business, and government partnership to develop TQM as a process to improve national competitiveness. • Investigate and develop resources to implement...and develop TQM. 4 • Investigate and resolve TQM curriculum and accreditation issues. • Develop measurements to assess the effectiveness of TQM in the

Science and self-assessment: phrenological charts 1840-1940.

PubMed

Sysling, Fenneke

2018-06-01

This paper looks at phrenological charts as mediators of (pseudo-)scientific knowledge to individual clients who used them as a means of self-assessment. Phrenologists propagated the idea that the human mind could be categorized into different mental faculties, with each particular faculty represented in a different area of the brain and by bumps on the head. In the US and the UK popular phrenologists examined individual clients for a fee. Drawing on a collection of phrenological charts completed for individual clients, this paper shows how charts aspired to convey new ideals of selfhood by using the authority of science in tailor-made certificates, and by teaching clients some of the basic practices of that science. Hitherto historians studying phrenology have focused mainly on the attraction of the content of phrenological knowledge for the wider public, but in this paper I show how the charts enabled clients to participate actively in creating knowledge of their own bodies and selves.

Productivity in physical and chemical science predicts the future economic growth of developing countries better than other popular indices.

PubMed

Jaffe, Klaus; Caicedo, Mario; Manzanares, Marcos; Gil, Mario; Rios, Alfredo; Florez, Astrid; Montoreano, Claudia; Davila, Vicente

2013-01-01

Scientific productivity of middle income countries correlates stronger with present and future wealth than indices reflecting its financial, social, economic or technological sophistication. We identify the contribution of the relative productivity of different scientific disciplines in predicting the future economic growth of a nation. Results show that rich and poor countries differ in the relative proportion of their scientific output in the different disciplines: countries with higher relative productivity in basic sciences such as physics and chemistry had the highest economic growth in the following five years compared to countries with a higher relative productivity in applied sciences such as medicine and pharmacy. Results suggest that the economies of middle income countries that focus their academic efforts in selected areas of applied knowledge grow slower than countries which invest in general basic sciences.

Environmental health discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

The purpose of this plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in environmental health. It covers the significant research areas critical to NASA's programmatic requirements for the Extended Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; animal and human subjects; and research and development. This document summarizes the history and current status of the program elements, outlines available knowledge, establishes goals and objectives, identifies scientific priorities, and defines critical questions in the three disciplines: (1) Barophysiology, (2) Toxicology, and (3) Microbiology. This document contains a general plan that will be used by both NASA Headquarters Program Officers and the field centers to review and plan basic, applied, and operational research and development activities, both intramural and extramural, in this area. The document is divided into sections addressing these three disciplines.

The psychological science of addiction.

PubMed

Gifford, Elizabeth; Humphreys, Keith

2007-03-01

To discuss the contributions and future course of the psychological science of addiction. The psychology of addiction includes a tremendous range of scientific activity, from the basic experimental laboratory through increasingly broad relational contexts, including patient-practitioner interactions, families, social networks, institutional settings, economics and culture. Some of the contributions discussed here include applications of behavioral principles, cognitive and behavioral neuroscience and the development and evaluation of addiction treatment. Psychology has at times been guilty of proliferating theories with relatively little pruning, and of overemphasizing intrapersonal explanations for human behavior. However, at its best, defined as the science of the individual in context, psychology is an integrated discipline using diverse methods well-suited to capture the multi-dimensional nature of addictive behavior. Psychology has a unique ability to integrate basic experimental and applied clinical science and to apply the knowledge gained from multiple levels of analysis to the pragmatic goal of reducing the prevalence of addiction.

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Can science be a business? Lessons from biotech.

PubMed

Pisano, Gary P

2006-10-01

In 1976, Genentech, the first biotechnology company, was founded by a young venture capitalist and a university professor to exploit recombinant DNA technology. Thirty years and more than 300 billion dollars in investments later, only a handful of biotech firms have matched Genentech's success or even shown a profit. No avalanche of new drugs has hit the market, and the long-awaited breakthrough in R&D productivity has yet to materialize. This disappointing performance raises a question: Can organizations motivated by the need to make profits and please shareholders successfully conduct basic scientific research as a core activity? The question has largely been ignored, despite intense debate over whether business's invasion of basic science-long the domain of universities and nonprofit research institutions- is limiting access to discoveries, thereby slowing advances in science. Biotech has not lived up to its promise, says the author, because its anatomy, which has worked well in other high-tech sectors, can't handle the fundamental challenges facing drug R&D: profound, persistent uncertainty and high risks rooted in the limited knowledge of human biology; the need for the diverse disciplines involved in drug discovery to work together in an integrated fashion; and barriers to learning, including tacit knowledge and murky intellectual property rights, which can slow the pace of scientific advance. A more suitable anatomy would include increased vertical integration; a smaller number of closer, longer collaborations; an emphasis by universities on sharing rather than patenting scientific discoveries; more cross-disciplinary academic research; and more federal and private funding for translational research, which bridges basic and applied science. With such modifications, science can be a business.

Evaluation of Computer-Based Training for Health Workers in Echocardiography for RHD.

PubMed

Engelman, Daniel; Okello, Emmy; Beaton, Andrea; Selnow, Gary; Remenyi, Bo; Watson, Caroline; Longenecker, Chris T; Sable, Craig; Steer, Andrew C

2017-03-01

The implementation of screening for rheumatic heart disease at a population-scale would require a considerable increase in human resources. Training nonexpert staff in echocardiography requires appropriate methods and materials. This pre/post study aims to measure the change in the knowledge and confidence of a group of health workers after a computer-assisted training intervention in basic echocardiography for rheumatic heart disease. A syllabus of self-guided, computer-based modules to train nonexpert health workers in basic echocardiography for rheumatic heart disease was developed. Thirty-eight health workers from Uganda participated in the training. Using a pre/post design, identical test instruments were administered before and after the training intervention, assessing the knowledge (using multiple-choice questions) and confidence (using Likert scale questions) in clinical science and echocardiography. The mean total score on knowledge tests rose from 44.8% to 85.4% (mean difference: 40.6%, 95% confidence interval [CI]: 35.4% to 45.8%), with strong evidence for an increase in scores across all knowledge theme areas (p < 0.001). Increased confidence with each key aspect was reported, and there was strong evidence for an increase in the mean score for confidence scales in clinical science (difference: 7.1, 95% CI: 6.2 to 8.0; p < 0.001) and echocardiography (difference: 18.3, 95% CI: 16.6 to 20.0; p < 0.001). The training program was effective at increasing knowledge and confidence for basic echocardiography in nonexpert health workers. Use of computer-assisted learning may reduce the human resource requirements for training staff in echocardiography. Copyright © 2016 World Heart Federation (Geneva). Published by Elsevier B.V. All rights reserved.

An elective course in aromatherapy science.

PubMed

Esposito, Emily R; Bystrek, Mary V; Klein, JoAnn S

2014-05-15

To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.

The use of geospatial technologies to increase students' spatial abilities and knowledge of certain atmospheric science content

NASA Astrophysics Data System (ADS)

Hedley, Mikell Lynne

2008-10-01

The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day institute. Scientists who use the technologies in their research taught the basics of their use and scientific background. Standards-based activities were used to integrate the technologies in the classroom setting. Students were tested before any instruction in the technologies and then tested two other times. They used the technologies in field data collection and used that data in an inquiry-based project. Their projects were presented at a mini-science conference with scientists, teachers, parents, and other students in attendance. Significant differences were noted from pre-test to second post-test in the test in both the spatial abilities and science section. There was a gain in both spatial abilities and in specific atmospheric science content knowledge.

Astrobiology for the 21st Century

NASA Astrophysics Data System (ADS)

Oliveira, C.

2008-02-01

We live in a scientific world. Science is all around us. We take scientific principles for granted every time we use a piece of technological apparatus, such as a car, a computer, or a cellphone. In today's world, citizens frequently have to make decisions that require them to have some basic scientific knowledge. To be a contributing citizen in a modern democracy, a person needs to understand the general principles of science.

Investigating the Fundamental Scientific Issues Affecting the Long-term Geologic Storage of Carbon Dioxide

DOE Office of Scientific and Technical Information (OSTI.GOV)

Spangler, Lee; Cunningham, Alfred; Barnhart, Elliot

2014-12-19

The Zero Emissions Research and Technology (ZERT) collaborative was formed to address basic science and engineering knowledge gaps relevant to geologic carbon sequestration. The original funding round of ZERT (ZERT I) identified and addressed many of these gaps. ZERT II has focused on specific science and technology areas identified in ZERT I that showed strong promise and needed greater effort to fully develop.

Composition design for (PrNd–La–Ce)2Fe14B melt-spun magnets by machine learning technique

NASA Astrophysics Data System (ADS)

Li, Rui; Liu, Yao; Zuo, Shu-Lan; Zhao, Tong-Yun; Hu, Feng-Xia; Sun, Ji-Rong; Shen, Bao-Gen

2018-04-01

Not Available Project supported by the National Basic Research Program of China (Grant No. 2014CB643702), the National Natural Science Foundation of China (Grant No. 51590880), the Knowledge Innovation Project of the Chinese Academy of Sciences (Grant No. KJZD-EW-M05), and the National Key Research and Development Program of China (Grant No. 2016YFB0700903).

A study of the competency of third year medical students to interpret biochemically based clinical scenarios using knowledge and skills gained in year 1 and 2.

PubMed

Gowda, Veena Bhaskar S; Nagaiah, Bhaskar Hebbani; Sengodan, Bharathi

2016-01-01

Medical students build clinical knowledge on the grounds of previously obtained basic knowledge. The study aimed to evaluate the competency of third year medical students to interpret biochemically based clinical scenarios using knowledge and skills gained during year 1 and 2 of undergraduate medical training. Study was conducted on year 3 MBBS students at AIMST University, Malaysia. Clinical scenarios (25) were constructed and administered to student volunteers, making sure at least one question from each system of year 2 was represented. Feedback was obtained on a five-point Likert scale regarding perception of learning biochemistry in MBBS year 1 versus 2. Mean score of test was 18 (72.11%). Performance was comparatively better in questions related to topics learnt in year 1 and reinforced in year 2 compared to those learnt for first time in year 2. In the feedback obtained, 31% strongly agreed and 56% agreed understanding the subject was helped more by learning biochemistry in year 2 than in year 1. Likewise, 36% strongly agreed and 56% agreed appreciating the importance of biochemistry in patient diagnosis was helped more by learning biochemistry in year 2 than year 1. Thirty one percent strongly agreed and 54% agreed that year 1 biochemistry would have been more relevant if case discussions were done simultaneously. Students retain basic science subjects better and appreciate the importance of basic sciences in patient diagnosis if they are reinforced in the context of clinical situations. © 2016 The International Union of Biochemistry and Molecular Biology.

Basics of Compounding: Clinical Pharmaceutics, Part 1.

PubMed

Allen, Loyd V

2016-01-01

Pharmaceutics is relevant far beyond the pharmaceutical industry, compounding, and the laboratory. Pharmaceutics can be used to solve many clinical problems in medication therapy. A pharmacists' knowledge of the physicochemical aspects of drugs and drug products should help the patient, physician, and healthcare professionals resolve issues in the increasingly complex world of modern medicine. Pharmacy is unique as it contains a knowledge base significantly different from that of physicians, nurses, and other health-related practitioners. The separation of the science and the practice of pharmacy have prevented the complete utilization of pharmaceutical sciences in the clinical environment far too long. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

The Case History Method of Testing Students in Gross Anatomy.

ERIC Educational Resources Information Center

Cruise, Leon J.

1980-01-01

The use of case histories to test a student's knowledge of the previous weeks' dissection in gross anatomy class is discussed. The test is seen as a way to integrate other basic sciences. An example of this type of test is provided. (MLW)

Students' Mental Models of Atomic Spectra

ERIC Educational Resources Information Center

Körhasan, Nilüfer Didis; Wang, Lu

2016-01-01

Mental modeling, which is a theory about knowledge organization, has been recently studied by science educators to examine students' understanding of scientific concepts. This qualitative study investigates undergraduate students' mental models of atomic spectra. Nine second-year physics students, who have already taken the basic chemistry and…

Analysis of Major Histocompatibility Complex (MHC) Immunopeptidomes Using Mass Spectrometry.

PubMed

Caron, Etienne; Kowalewski, Daniel J; Chiek Koh, Ching; Sturm, Theo; Schuster, Heiko; Aebersold, Ruedi

2015-12-01

The myriad of peptides presented at the cell surface by class I and class II major histocompatibility complex (MHC) molecules are referred to as the immunopeptidome and are of great importance for basic and translational science. For basic science, the immunopeptidome is a critical component for understanding the immune system; for translational science, exact knowledge of the immunopeptidome can directly fuel and guide the development of next-generation vaccines and immunotherapies against autoimmunity, infectious diseases, and cancers. In this mini-review, we summarize established isolation techniques as well as emerging mass spectrometry-based platforms (i.e. SWATH-MS) to identify and quantify MHC-associated peptides. We also highlight selected biological applications and discuss important current technical limitations that need to be solved to accelerate the development of this field. © 2015 by The American Society for Biochemistry and Molecular Biology, Inc.

A language based on the fundamental facts of science.

PubMed

Devito, C L; Oehrle, R T

1990-12-01

The problem of how to communicate with the members of an alien society has been discussed by many authors but only one, Hans Freudenthal, has constructed a language for this purpose. Freudenthal assumes nothing other than the ability to reason as humans do and, because he assumes so little, it is necessary to communicate a great deal about the language itself before being able to communicate any interesting information. The problem is here approached differently. Since it is likely that contact between our civilization and an alien one would be via radio, potential correspondents would have a basic knowledge of science. Such beings should therefore be able to learn a language based on fundamental science. It is assumed, more specifically, that our correspondents can count, understand chemical elements, are familiar with the melting and boiling behaviour of a pure substance and understand the properties of the gaseous state. All this should be known to any society capable of developing the radio telescope. By systematically using this common knowledge one can communicate notation for numbers and chemical elements and then communicate our basic physical units; i.e., the gram, the calorie, the degree (Kelvin), etc. Once this is done more interesting information can be exchanged.

University Students' Understanding of Electromagnetic Induction

ERIC Educational Resources Information Center

Guisasola, Jenaro; Almudi, Jose M.; Zuza, Kristina

2013-01-01

This study examined engineering and physical science students' understanding of the electromagnetic induction (EMI) phenomena. It is assumed that significant knowledge of the EMI theory is a basic prerequisite when students have to think about electromagnetic phenomena. To analyse students' conceptions, we have taken into account the fact that…

Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas

NASA Astrophysics Data System (ADS)

Kind, Vanessa; Morten Kind, Per

2011-10-01

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by questionnaire, indicate that despite all PSTs being regarded technically as 'academically well-qualified' for science teaching, biology and physics specialists have more extensive misconceptions than chemists. Two personal characteristics, PSTs' preferences for teaching as a subject 'specialist' or as a 'generalist' teaching all sciences and their self-confidence for working in these two domains, were assessed by responses to Likert-scale statements. Proportionately more biologists tend to be 'super-confident' generalists, while more physicists were specialists anxious about outside specialism teaching. No statistically significant relationships between personal characteristics and misconceptions were found, suggesting that chemistry may be being taught by confident PSTs with poor understandings of basic ideas. Furthermore, these data suggest that attending to PSTs' personal characteristics alongside other components of a teacher's professional knowledge base may contribute to creating more effective science teachers. The paper presents a novel way of considering PSTs' qualities for teaching that offers potential for further research and initial teacher training course development.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some interesting similarities and differences in how these successful elementary science teachers developed their science knowledge, and identified the following main sources of science learning opportunities: (a) science content courses; (b) methods courses; (c) student teaching; (d) in-service workshops; (e) opportunities to work with colleagues on the design and/or delivery of science units. Based on what was learned from these case studies, a preliminary set of recommendations to improve elementary teacher's science learning opportunities was identified. Two focus groups were held---one with elementary teachers and another with teacher educators---to share these preliminary recommendations and gather feedback and additional suggestions. Informed by the information gathered in these focus groups, a final set of recommendations to improve elementary teacher's preparation to teach science was articulated.

[The basic life support guidance of American Heart Association (AHA)].

PubMed

Higashioka, Hiroaki; Yonemori, Terutake; Maeda, Daigen

2011-04-01

The American Heart Association (AHA) and other member councils of International Liaison Committee on Resuscitation (ILCOR) complete review of resuscitation science every 5 years. And ILCOR publishes Consensus on Science with Treatment Recommendations(CoSTR). The AHA published "American Heart Association (AHA) Guidelines for Cardiopulmonary Resuscitation(CPR) and Emergency Cardiovascular Care (ECC)" (G2010), that basis on CoSTR 2010 on Oct. 18th, 2010. The switchover to new curriculum based on G2010 on and after Mar. 1st, 2011 is the policy of AHA in their all training courses. The AHA maintains the quality of their training courses by some systems. AHA instructors are trained by some steps of instructor courses and monitoring systems and update their scientific knowledge on resuscitation by e-learning. The authors introduce an outline of basic life support for healthcare providers, the instructor training systems of AHA and summary of basic life support basis on G2010.

The Anatomy of Learning Anatomy

ERIC Educational Resources Information Center

Wilhelmsson, Niklas; Dahlgren, Lars Owe; Hult, Hakan; Scheja, Max; Lonka, Kirsti; Josephson, Anna

2010-01-01

The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy.…

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Evaluation and Assessment in Early Social Science

ERIC Educational Resources Information Center

Hus, Vlasta; Matjašic, Jasmina

2017-01-01

Authenticity is an important element in the newer models of teaching, evaluation and assessment. Due to the fact that it is quite unclear how authentic evaluation and assessment should be implemented into practice, teachers still cling too much to traditional forms of knowledge evaluation and assessment. First, some basic theoretical facts on…

Skylab Experiments, Volume 4, Life Sciences.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

Basic knowledge about Skylab experiments is presented in this book, one of a series, for the purpose of informing high school teachers about scientific research performed in orbit and enabling the teachers to broaden their basis for material selection. This fourth volume is concerned with experiments designed to improve man's understanding of…

Dividing and Conquering Biostatistics

ERIC Educational Resources Information Center

Walker, James K.; Weiner, Myron

1977-01-01

An approach to the teaching of biostatistics is discussed that is presented in a multistage fashion beginning with a core of knowledge in a separate course but rapidly integrated with other basic science and clinical courses in the pharmacy curriculum. Biostatistics is thus seen as more interesting and relevant to the student. (LBH)

The Wisdom of Scientific Inquiry on Education

ERIC Educational Resources Information Center

Glass, Gene V.

1972-01-01

Under current conditions evaluative research based on curriculum products of master teachers using basic knowledge from the social and natural sciences is more likely to contribute to the improvement of educational practice than is an attempt to build theories of teaching based upon rapidly changing philosophy and technique. (AL)

Teaching Embedded System Concepts for Technological Literacy

ERIC Educational Resources Information Center

Winzker, M.; Schwandt, A.

2011-01-01

A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

ERIC Educational Resources Information Center

Butler, Susan M.; McColskey, Wendy; O'Sullivan, Rita

2005-01-01

Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work…

Literacy Express. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Literacy Express" is a preschool curriculum designed for three-to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development. It can be used in half-or full-day programs with typically developing children and children with special…

An Elective Course in Aromatherapy Science

PubMed Central

Bystrek, Mary V.; Klein, JoAnn S.

2014-01-01

Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students’ knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines. PMID:24850941

Crossing borders: High school science teachers learning to teach the specialized language of science

NASA Astrophysics Data System (ADS)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html)

Exploring the Moon: A Teacher's Guide with Activities for Earth and Space Sciences

NASA Technical Reports Server (NTRS)

Martel, Linda M. V. (Editor)

1997-01-01

The "Teacher's Guide" tells the story of the Moon's geological history and how scientists try to decipher the story. This background information may be useful reading for students as well. Key facts about the Moon appear on the "Moon ABCs" and "Rock ABCs" pages. These pages were named to emphasize the basic nature of the information. The "Progress in Lunar Science Chart" summarizes our knowledge about the Moon from 1959 to 1997.

The NASA Materials Science Research Program - It's New Strategic Goals and Plans

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.

2003-01-01

In 2001, the NASA created a separate science enterprise, the Office of Biological and Physical Research (OBPR), to perform strategical and fundamental research bringing together physics, chemistry, biology, and engineering to solve problems needed for future agency mission goals. The Materials Science Program is one of basic research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program participates to utilize effective use of International Space Station (ISS) experimental facilities, target new scientific and technology questions, and transfer results for Earth benefits. The program has recently pursued new investigative research in areas necessary to expand NASA knowledge base for exploration of the universe, some of which will need access to the microgravity of space. The program has a wide variety of traditional ground and flight based research related types of basic science related to materials crystallization, fundamental processing, and properties characterization in order to obtain basic understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. A summary of the types and sources for this research is presented and those experiments planned for the space. Areas to help expand the science basis for NASA future missions are described. An overview of the program is given including the scope of the current and future NASA Research Announcements with emphasis on new materials science initiatives. A description of the planned flight experiments to be conducted on the International Space Station program along with the planned facility class Materials Science Research Rack (MSRR) and Microgravity Glovebox (MSG) type investigations.

Science Illiteracy: Breaking the Cycle

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

NASA Astrophysics Data System (ADS)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

Summary of papers presented at the 2012 seventh international cough symposium

PubMed Central

2013-01-01

Twenty six papers were presented as posters in the Seventh International Symposium on Cough; 12 papers were presented in the Basic Science of Cough session, and 14 papers presented in the Clinical Science of Cough session. These papers explored a wide spectrum of cough-related areas including pathophysiological mechanisms, treatment and detection of cough, and symptom assessment and perception, and were grouped into several general themes for facilitate the discussion. Studies presented in these posters have provided new information that should improve our knowledge on the basic physiology and pharmacology of cough, and the peripheral and central neural mechanisms involved in the generation of the cough motor pattern. In addition, in the clinical science section, studies reporting potential new anti-tussive agents and further characterisation of cough symptoms and perception have provided a base for the fruitful strategies for the development of novel anti-tussive therapies and cough management. PMID:23639195

TRANSAUTOPHAGY: European network for multidisciplinary research and translation of autophagy knowledge.

PubMed

Casas, Caty; Codogno, Patrice; Pinti, Marcello; Batoko, Henri; Morán, María; Proikas-Cezanne, Tassula; Reggiori, Fulvio; Sirko, Agnieszka; Soengas, María S; Velasco, Guillermo; Lafont, Frank; Lane, Jon; Faure, Mathias; Cossarizza, Andrea

2016-01-01

A collaborative consortium, named "TRANSAUTOPHAGY," has been created among European research groups, comprising more than 150 scientists from 21 countries studying diverse branches of basic and translational autophagy. The consortium was approved in the framework of the Horizon 2020 Program in November 2015 as a COST Action of the European Union (COST means: CO-operation in Science and Technology), and will be sponsored for 4 years. TRANSAUTOPHAGY will form an interdisciplinary platform for basic and translational researchers, enterprises and stakeholders of diverse disciplines (including nanotechnology, bioinformatics, physics, chemistry, biology and various medical disciplines). TRANSAUTOPHAGY will establish 5 different thematic working groups, formulated to cooperate in research projects, share ideas, and results through workshops, meetings and short term exchanges of personnel (among other initiatives). TRANSAUTOPHAGY aims to generate breakthrough multidisciplinary knowledge about autophagy regulation, and to boost translation of this knowledge into biomedical and biotechnological applications.

TRANSAUTOPHAGY: European network for multidisciplinary research and translation of autophagy knowledge

PubMed Central

Casas, Caty; Codogno, Patrice; Pinti, Marcello; Batoko, Henri; Morán, María; Proikas-Cezanne, Tassula; Reggiori, Fulvio; Sirko, Agnieszka; Soengas, María S; Velasco, Guillermo; Lafont, Frank; Lane, Jon; Faure, Mathias; Cossarizza, Andrea

2016-01-01

abstract A collaborative consortium, named “TRANSAUTOPHAGY,” has been created among European research groups, comprising more than 150 scientists from 21 countries studying diverse branches of basic and translational autophagy. The consortium was approved in the framework of the Horizon 2020 Program in November 2015 as a COST Action of the European Union (COST means: CO-operation in Science and Technology), and will be sponsored for 4 years. TRANSAUTOPHAGY will form an interdisciplinary platform for basic and translational researchers, enterprises and stakeholders of diverse disciplines (including nanotechnology, bioinformatics, physics, chemistry, biology and various medical disciplines). TRANSAUTOPHAGY will establish 5 different thematic working groups, formulated to cooperate in research projects, share ideas, and results through workshops, meetings and short term exchanges of personnel (among other initiatives). TRANSAUTOPHAGY aims to generate breakthrough multidisciplinary knowledge about autophagy regulation, and to boost translation of this knowledge into biomedical and biotechnological applications. PMID:27046256

The Translational Science Training Program at NIH: Introducing Early Career Researchers to the Science and Operation of Translation of Basic Research to Medical Interventions

PubMed Central

Gilliland, C. Taylor; Sittampalam, G. Sitta; Wang, Philip Y.; Ryan, Philip E.

2016-01-01

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP)1. The TSTP is an intensive 2–3 day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. PMID:27231204

Bridging the Gap Between Research and Practice: Implementation Science.

PubMed

Olswang, Lesley B; Prelock, Patricia A

2015-12-01

This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice. The narrative defines implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate evidence-based service delivery. This review identifies challenges in developing and testing interventions in order to achieve widespread adoption in practice settings. A framework for conceptualizing implementation research is provided, including an example to illustrate the application of principles in speech-language pathology. Last, the authors reflect on the status of implementation research in the discipline of communication sciences and disorders. The extant literature highlights the value of implementation science for reducing the gap between research and practice in our discipline. While having unique principles guiding implementation research, many of the challenges and questions are similar to those facing any investigators who are attempting to design valid and reliable studies. This article is intended to invigorate interest in the uniqueness of implementation science among those pursuing both basic and applied research. In this way, it should help ensure the discipline's knowledge base is realized in practice and policy that affects the lives of individuals with communication disorders.

Medical students' attitudes towards early clinical exposure in Iran.

PubMed

Khabaz Mafinejad, Mahboobeh; Mirzazadeh, Azim; Peiman, Soheil; Khajavirad, Nasim; Mirabdolhagh Hazaveh, Mojgan; Edalatifard, Maryam; Allameh, Seyed-Farshad; Naderi, Neda; Foroumandi, Morteza; Afshari, Ali; Asghari, Fariba

2016-06-19

This study was carried out to investigate the medical students' attitudes towards early clinical exposure at Tehran University of Medical Sciences. A cross-sectional study was conducted during 2012-2015. A convenience sample of 298 first- and second-year students, enrolled in the undergraduate medical curriculum, participated in an early clinical exposure program. To collect data from medical students, a questionnaire consisting of open-ended questions and structured questions, rated on a five-point Likert scale, was used to investigate students' attitudes toward early clinical exposure. Of the 298 medical students, 216 (72%) completed the questionnaires. The results demonstrated that medical students had a positive attitude toward early clinical exposure. Most students (80.1%) stated that early clinical exposure could familiarize them with the role of basic sciences knowledge in medicine and how to apply this knowledge in clinical settings. Moreover, 84.5% of them believed that early clinical exposure increased their interest in medicine and encouraged them to read more. Furthermore, content analysis of the students' responses uncovered three main themes of early clinical exposure, were considered helpful to improve learning: "integration of theory and practice", "interaction with others and professional development" and "desire and motivation for learning medicine". Medical students found their first experience with clinical setting valuable. Providing clinical exposure in the initial years of medical curricula and teaching the application of basic sciences knowledge in clinical practice can enhance students' understanding of the role they will play in the future as a physician.

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

PubMed

Watmough, Simon D; O'Sullivan, Helen; Taylor, David C M

2010-09-29

In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated. Between 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum. The interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences. According to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Knowledge, Attitude and Practice of Self-Medication Among Basic Science Undergraduate Medical Students in a Medical School in Western Nepal.

PubMed

Gyawali, Sudesh; Shankar, P Ravi; Poudel, Phanindra Prasad; Saha, Archana

2015-12-01

Studies have shown self-medication to be common among medical students. These studies are however, few in Nepal. The present study assessed knowledge, attitude, and practice of self-medication among second and fourth semesters' undergraduate medical students and studied differences in knowledge and attitude (if any) among different subgroups of the respondents. A cross-sectional survey was conducted using a questionnaire among basic science medical students of Manipal College of Medical Sciences, Nepal. Semester of study, gender, age, nationality, and the profession of their parents were noted. Students' knowledge and attitude about self-medication was studied by noting their degree of agreement with a set of 40 statements using a Likert-type scale. The average scores and frequency of occurrence of particular behaviors among different categories of respondents were compared using appropriate statistical tests. Two hundred and seventy-six of the 295 (93.6%) students participated. The mean (SD) knowledge, attitude, and total scores were 74.54 (6.92), 67.18 (5.68), and 141.73 (10.76) with maximum possible scores 100, 100 and 200, respectively. There was no significant difference in scores according to respondents' gender, age, and the profession of their parents. However, the mean knowledge, attitude and total scores were significantly different among students of different nationalities. Mean scores of fourth semester students were significantly higher compared to second semester students. There were differences in knowledge and total scores among students of different nationalities. Eighty two percent of respondents had self-medicated during the one year period preceding the study; 149 respondents (54%) shared that previous experience with the medicine was one of the information sources for self-medication. Prevalence of self-medication among respondents according to semester of study, gender, age, and profession of the parents was not significantly different. The use of self-medication was more common among Sri Lankan respondents compared to Nepalese. Painkillers (73.2%), antipyretics (68.8%), and antimicrobials (56.2%) were most commonly used for self-medication. Students' knowledge and attitude about self-medication is good. The prevalence of self-medication among medical students was high.

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help?

PubMed

Miller, C J; Aiken, S A; Metz, M J

2015-02-01

There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.

White Paper on Nuclear Data Needs and Capabilities for Basic Science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Batchelder, J.; Kawano, T.; Kelley, J.

Reliable nuclear structure and reaction data represent the fundamental building blocks of nuclear physics and astrophysics research, and are also of importance in many applications. There is a continuous demand for high-quality updates of the main nuclear physics databases via the prompt compilation and evaluation of the latest experimental and theoretical results. The nuclear physics research community benefits greatly from comprehensive, systematic and up-to-date reviews of the experimentally determined nuclear properties and observables, as well as from the ability to rapidly access these data in user-friendly forms. Such credible databases also act as a bridge between science, technology, and societymore » by making the results of basic nuclear physics research available to a broad audience of users, and hence expand the societal utilization of nuclear science. Compilation and evaluation of nuclear data has deep roots in the history of nuclear science research, as outlined in Appendix 1. They have an enormous impact on many areas of science and applications, as illustrated in Figure 2 for the Evaluated Nuclear Structure Data File (ENSDF) database. The present workshop concentrated on the needs of the basic nuclear science community for data and capabilities. The main role of this community is to generate and use data in order to understand the basic nuclear forces and interactions that are responsible for the existence and the properties of all nuclides and, as a consequence, to gain knowledge about the origins, evolution and structure of the universe. Thus, the experiments designed to measure a wealth of nuclear properties towards these fundamental scientific goals are typically performed from within this community.« less

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

PubMed

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

The evolution and provision of expert knowledge and its effective utilisation

NASA Astrophysics Data System (ADS)

Sammonds, Peter

2017-04-01

The specific aims of increasing Resilience to Natural Hazards in China programme are (i) to improve hazard forecasting, risk mitigation and preparedness based upon reliable knowledge of the fundamental processes involved and underpinned by basic science and, (ii) to improve the uptake of and responses to scientific advice, by developing risk-based approaches to natural hazards in collaboration with the communities at risk. One of the programme's principal goals is to integrate natural and social science research to increase the benefits for those affected by natural hazards. To that end a co-productive approach to research is expected, involving a framework for sharing knowledge and values between natural and social scientists and consultation with policy makers, civil society and other stakeholders. This paper explore knowledge relationships and reflective learning across disciplines. There is commonly a disjunction between the evolution and provision of expert knowledge and its effective utilisation. Building on experience as Strategic Advisor to the Increasing Resilience to Natural Hazards programme, this paper addresses the research needs to assess how scientific knowledge and risk reduction strategies can be most effectively developed and communicated.

Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students.

PubMed

Harrison-Bernard, Lisa M; Naljayan, Mihran V; Eason, Jane M; Mercante, Donald E; Gunaldo, Tina P

2017-12-01

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies. Copyright © 2017 the American Physiological Society.

Integrating Learner-Driven and Organization-Driven Agendas: A Workplace Study.

ERIC Educational Resources Information Center

Lessard, Richard

For the past 4 years, Alpena Community College (ACC) in Michigan has been involved in the Workplace Partnership Project (WPP), a federally funded program which brings basic skills classes into the worksite to help upgrade employees' math, reading, writing, problem-solving, and science knowledge. The college works with partner companies to help…

NASSP Curriculum Report, Vol. 7, No. 1. Education for Citizenship.

ERIC Educational Resources Information Center

Larkin, Brian; Pannwitt, Barbara

This issue examines the trend of citizenship education in the public schools. Four basic approaches are described. The content approach is based on the belief that knowledge gained from certain courses will aid students in rational decision making and in being responsible citizens. It emphasizes law-related education, political science, and…

Locating Asian Materials in the Meramec Library. Asian Studies Module.

ERIC Educational Resources Information Center

Finkelston, Candy

This curriculum guide introduces the different components of a library science course which provides students with the basic skills to search Asian sources and materials. The first part of the curriculum guide discusses the student objectives of the course, which is designed to provide students with expanded knowledge of searching CD-ROM programs…

Laryngeal Support Device Enhances the Learning of Laryngeal Anatomy and Voice Physiology

ERIC Educational Resources Information Center

Curcio, Daniella Franco; Behlau, Mara; Barros, Mirna Duarte; Smith, Ricardo Luiz

2012-01-01

Multidisciplinary cooperation in health care requires a solid knowledge in the basic sciences for a common ground of communication. In speech pathology, these fundamentals improve the accuracy of descriptive diagnoses and support the development of new therapeutic techniques and strategies. The aim of this study is to briefly discuss the benefits…

Issues in Teacher Education; A Social Scientist's View.

ERIC Educational Resources Information Center

Senesh, Lawrence

The basic problem in training teachers (teaching them what makes social institutions tick and how to relate this knowledge to present and future needs of children) has not been solved by teacher training institutions. The author's plan for a one-year social sciences training program emphasizing the project approach may provide a solution. Its…

GUIDE FOR COURSE OF STUDY FOR COOK (HOTEL AND RESTAURANT) (ENTRY).

ERIC Educational Resources Information Center

GUNN, VIRLAH

DESIGNED FOR TEACHER USE, THIS GUIDE FOR TRAINING COOKS IN HOTEL AND RESTAURANT OCCUPATIONS AIMS--(1) TO DEVELOP MANIPULATIVE SKILLS, (2) TO DEVELOP UNDERSTANDING OF THE BASIC PRINCIPLES OF SCIENCE, MATHEMATICS, AND RELATED KNOWLEDGE THAT CONDITION THESE SKILLS, (3) TO UNDERSTAND THE ADVANTAGES OF STEADY EMPLOYMENT, (4) TO DEVELOP HIGH STANDARDS…

Learning Paramedic Science Skills from a First Person Point of View

ERIC Educational Resources Information Center

Lynch, Kathy; Barr, Nigel; Oprescu, Florin

2012-01-01

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such…

Skylab Experiments, Volume 3, Materials Science.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

Basic knowledge about Skylab experiments is presented in this book, one of a series, for the purpose of informing high school teachers about scientific research performed in orbit and enabling the teachers to broaden their basis for material selection. This third volume is concerned with the effect of a weightless environment on melting and…

Process versus Product: What Ethic Does the FCS-BOK Uphold?

ERIC Educational Resources Information Center

Roubanis, Jody L.

2017-01-01

Fundamental moral implications for professional practice inherent to the Family and Consumer Sciences Body of Knowledge (FCS-BOK) are revealed by using paradigms conventional to normative ethics. A product-oriented teleological ethic is linked to the FCS-BOK core concepts: basic human needs, individual well-being, family strengths, and community…

Development of a Structured Undergraduate Research Experience: Framework and Implications

ERIC Educational Resources Information Center

Brown, Anne M.; Lewis, Stephanie N.; Bevan, David R.

2016-01-01

Participating in undergraduate research can be a pivotal experience for students in life science disciplines. Development of critical thinking skills, in addition to conveying scientific ideas in oral and written formats, is essential to ensuring that students develop a greater understanding of basic scientific knowledge and the research process.…

Why Problem-Based Learning Works: Theoretical Foundations

ERIC Educational Resources Information Center

Marra, Rose M.; Jonassen, David H.; Palmer, Betsy; Luft, Steve

2014-01-01

Problem-based learning (PBL) is an instructional method where student learning occurs in the context of solving an authentic problem. PBL was initially developed out of an instructional need to help medical school students learn their basic sciences knowledge in a way that would be more lasting while helping to develop clinical skills…

Solar Village--Educational Initiative for Kids.

ERIC Educational Resources Information Center

Hugerat, Muhamad; Ilyian, Salman; Toren, Zehava; Anabosi, Fawzi

2003-01-01

Explains a model of a solar village in the context of the school which does not contribute to air pollution by using only solar energy. Suggests that pupils would be active participants in building systems and understanding the contact between the knowledge of the basic science of solar energy and the technology processes in daily life.…

Ideas and Activities for Recycling Education for Grades K-12.

ERIC Educational Resources Information Center

Ayers, Jerry B., Ed.; Olberding, April H., Ed.

In June 1997, Tennessee Technological University's Center for Manufacturing Research conducted a one-week program on plastics recycling for science teachers. The purpose of the program was to increase the teachers' basic knowledge about the importance of recycling plastics and to better prepare the teachers for teaching recycling in the classroom.…

Student versus Faculty Attitudes toward the Veterinary Medical Profession and Education.

ERIC Educational Resources Information Center

Hoppe, Astrid; Trowald-Wigh, Gunilla

2000-01-01

Surveyed and interviewed first-year students and faculty in veterinary medicine at the Swedish University of Agricultural Sciences on attitudes toward education and practice. Students placed emphasis on specific knowledge and practical skills, while faculty spoke in favor of basic theory; students also wanted integrated exams. Both agreed that…

Mechanisms Influencing Student Understanding on an Outdoor Guided Field Trip

ERIC Educational Resources Information Center

Caskey, Nourah Al-Rashid

2009-01-01

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the…

Can Computers Be Used Successfully for Teaching College Mathematics?

ERIC Educational Resources Information Center

Hatfield, Steven H.

1976-01-01

Author states that the use of computers in mathematics courses tends to generate interest in course subject matter and make learning a less passive experience. Computers also introduce students to computer science as a field of study, and provide basic knowledge of computers as an important aspect of today's technology. (Author/RW)

The advantages of problem-based curricula.

PubMed Central

Dolmans, D.; Schmidt, H.

1996-01-01

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises. PMID:8949589

The Effects of Motivation on Student Performance on Science Assessments

NASA Astrophysics Data System (ADS)

Glenn, Tina Heard

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

Building the Capacity for Climate Services: Thoughts on Training Next Generation Climate Science Integrators

NASA Astrophysics Data System (ADS)

Garfin, G. M.; Brugger, J.; Gordon, E. S.; Barsugli, J. J.; Rangwala, I.; Travis, W.

2015-12-01

For more than a decade, stakeholder needs assessments and reports, including the recent National Climate Assessment, have pointed out the need for climate "science translators" or "science integrators" who can help bridge the gap between the cultures and contexts of researchers and decision-makers. Integration is important for exchanging and enhancing knowledge, building capacity to use climate information in decision making, and fostering more robust planning for decision-making in the context of climate change. This talk will report on the characteristics of successful climate science integrators, and a variety of models for training the upcoming generation of climate science integrators. Science integration characteristics identified by an experienced vanguard in the U.S. include maintaining credibility in both the scientific and stakeholder communities, a basic respect for stakeholders demonstrated through active listening, and a deep understanding of the decision-making context. Drawing upon the lessons of training programs for Cooperative Extension, public health professionals, and natural resource managers, we offer ideas about training next generation climate science integrators. Our model combines training and development of skills in interpersonal relations, communication of science, project implementation, education techniques and practices - integrated with a strong foundation in disciplinary knowledge.

Scientific Research: Commodities or Commons?

NASA Astrophysics Data System (ADS)

Vermeir, Koen

2013-10-01

Truth is for sale today, some critics claim. The increased commodification of science corrupts it, scientific fraud is rampant and the age-old trust in science is shattered. This cynical view, although gaining in prominence, does not explain very well the surprising motivation and integrity that is still central to the scientific life. Although scientific knowledge becomes more and more treated as a commodity or as a product that is for sale, a central part of academic scientific practice is still organized according to different principles. In this paper, I critically analyze alternative models for understanding the organization of knowledge, such as the idea of the scientific commons and the gift economy of science. After weighing the diverse positive and negative aspects of free market economies of science and gift economies of science, a commons structured as a gift economy seems best suited to preserve and take advantage of the specific character of scientific knowledge. Furthermore, commons and gift economies promote the rich social texture that is important for supporting central norms of science. Some of these basic norms might break down if the gift character of science is lost. To conclude, I consider the possibility and desirability of hybrid economies of academic science, which combine aspects of gift economies and free market economies. The aim of this paper is to gain a better understanding of these deeper structural challenges faced by science policy. Such theoretical reflections should eventually assist us in formulating new policy guidelines.

Highest Impact Articles in Microsurgery: A Citation Analysis.

PubMed

Kim, Kuylhee; Ibrahim, Ahmed M S; Koolen, Pieter G L; Markarian, Mark K; Lee, Bernard T; Lin, Samuel J

2015-09-01

Microsurgery has developed significantly since the inception of the first surgical microscope. There have been few attempts to describe "classic" microsurgery articles. In this study citation analysis was done to identify the most highly cited clinical and basic science articles published in five peer-reviewed plastic surgery journals. Thomson/Reuters web of knowledge was used to identify the most highly cited microsurgery articles from five journals: Plastic and Reconstructive Surgery, Annals of Plastic Surgery, Journal of Plastic, Reconstructive & Aesthetic Surgery, Journal of Reconstructive Microsurgery, and Microsurgery. Articles were identified and sorted based on the number of citations and citations per year. The 50 most cited clinical and basic science articles were identified. For clinical articles, number of total citations ranged from 120 to 691 (mean, 212.38) and citations per year ranged from 30.92 to 3.05 (mean, 9.33). The most common defect site was the head and neck (n = 15, 30%), and flaps were perforator and muscle/musculocutaneous flaps (n = 10 each, 20%, respectively). For basic science articles, number of citations ranged from 71 to 332 (mean, 130.82) and citations per year ranged from 2.20 to 11.07 (mean, 5.27). There were 27 animal, 21 cadaveric, and 2 combined studies. The most highly cited microsurgery articles are a direct reflection of the educational and clinical trends. Awareness of the most frequently cited articles may serve as a basis for core knowledge in the education of plastic surgery trainees. III. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The Process of Science Communications at NASA/Marshall Space Flight Center

NASA Technical Reports Server (NTRS)

Horack, John M.; Treise, Deborah

1998-01-01

The communication of new scientific knowledge and understanding is an integral component of science research, essential for its continued survival. Like any learning- based activity, science cannot continue without communication between and among peers so that skeptical inquiry and learning can take place. This communication provides necessary organic support to maintain the development of new knowledge and technology. However, communication beyond the peer-community is becoming equally critical for science to survive as an enterprise into the 21st century. Therefore, scientists not only have a 'noble responsibility' to advance and communicate scientific knowledge and understanding to audiences within and beyond the peer-community, but their fulfillment of this responsibility is necessary to maintain the survival of the science enterprise. Despite the critical importance of communication to the viability of science, the skills required to perform effective science communications historically have not been taught as a part of the training of scientist, and the culture of science is often averse to significant communication beyond the peer community. Thus scientists can find themselves ill equipped and uncomfortable with the requirements of their job in the new millennium. At NASA/Marshall Space Flight Center, we have developed and implemented an integrated science communications process, providing an institutional capability to help scientist accurately convey the content and meaning of new scientific knowledge to a wide variety of audiences, adding intrinsic value to the research itself through communication, while still maintaining the integrity of the peer-review process. The process utilizes initial communication through the world-wide web at the site http://science.nasa.gov to strategically leverage other communications vehicles and to reach a wide-variety of audiences. Here we present and discuss the basic design of the science communications process, now in operation for nearly two years. Serving scientists in Earth Science, Microgravity Science, and Space Science. Critical features of the design are illustrated, and essential skills required to operate the process are defined. Measures of success will also be presented.

Research in the chemical sciences. Summaries of FY 1995

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1995-09-01

This summary book is published annually to provide information on research supported by the Department of Energy`s Division of Chemical Sciences, which is one of four Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. These summaries provide the scientific and technical public, as well as the legislative and executive branches of the Government, information, either generally or in some depth, about the Chemical Sciences program. Scientists interested in proposing research for support will find the publication useful for gauging the scope of the present basic research program and it`s relationship to their interests. Proposalsmore » that expand this scope may also be considered or directed to more appropriate offices. The primary goal of the research summarized here is to add significantly to the knowledge base in which existing and future efficient and safe energy technologies can evolve. As a result, scientific excellence is a major criterion applied in the selection of research supported by the Division of Chemical Sciences, but another important consideration is emphasis on science that is advancing in ways that will produce new information related to energy.« less

Moonshot Science-Risks and Benefits.

PubMed

Casadevall, Arturo; Fang, Ferric C

2016-08-30

Ever since the successful Apollo 11 Moon landing in 1969, a "moonshot" has come to signify a bold effort to achieve a seemingly impossible task. The Obama administration recently called for a moonshot to cure cancer, an initiative that has elicited mixed responses from researchers who welcome additional funding but worry about raising expectations. We suggest that a successful moonshot requires a sufficient understanding of the basic science underlying a problem in question so that efforts can be focused on engineering a solution. Current gaps in our basic knowledge of cancer biology make the cancer moonshot a uniquely challenging endeavor. Nevertheless, history has shown that intensive research efforts have frequently yielded conceptual and technological breakthroughs with unanticipated benefits for society. We expect that this effort will be no different. Copyright © 2016 Casadevall and Fang.

Using Analytics to Support Petabyte-Scale Science on the NASA Earth Exchange (NEX)

NASA Astrophysics Data System (ADS)

Votava, P.; Michaelis, A.; Ganguly, S.; Nemani, R. R.

2014-12-01

NASA Earth Exchange (NEX) is a data, supercomputing and knowledge collaboratory that houses NASA satellite, climate and ancillary data where a focused community can come together to address large-scale challenges in Earth sciences. Analytics within NEX occurs at several levels - data, workflows, science and knowledge. At the data level, we are focusing on collecting and analyzing any information that is relevant to efficient acquisition, processing and management of data at the smallest granularity, such as files or collections. This includes processing and analyzing all local and many external metadata that are relevant to data quality, size, provenance, usage and other attributes. This then helps us better understand usage patterns and improve efficiency of data handling within NEX. When large-scale workflows are executed on NEX, we capture information that is relevant to processing and that can be analyzed in order to improve efficiencies in job scheduling, resource optimization, or data partitioning that would improve processing throughput. At this point we also collect data provenance as well as basic statistics of intermediate and final products created during the workflow execution. These statistics and metrics form basic process and data QA that, when combined with analytics algorithms, helps us identify issues early in the production process. We have already seen impact in some petabyte-scale projects, such as global Landsat processing, where we were able to reduce processing times from days to hours and enhance process monitoring and QA. While the focus so far has been mostly on support of NEX operations, we are also building a web-based infrastructure that enables users to perform direct analytics on science data - such as climate predictions or satellite data. Finally, as one of the main goals of NEX is knowledge acquisition and sharing, we began gathering and organizing information that associates users and projects with data, publications, locations and other attributes that can then be analyzed as a part of the NEX knowledge graph and used to greatly improve advanced search capabilities. Overall, we see data analytics at all levels as an important part of NEX as we are continuously seeking improvements in data management, workflow processing, use of resources, usability and science acceleration.

[Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

PubMed

Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

2015-04-01

Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

Hot Strange Hadronic Matter in an Effective Model

NASA Astrophysics Data System (ADS)

Qian, Wei-Liang; Su, Ru-Keng; Song, Hong-Qiu

2003-10-01

An effective model used to describe the strange hadronic matter with nucleons, Λ-hyperons, and Ξ-hyperons is extended to finite temperature. The extended model is used to study the density, temperature, and strangeness fraction dependence of the effective masses of baryons in the matter. The thermodynamical quantities, such as free energy and pressure, as well as the equation of state of the matter, are given. The project supported in part by National Natural Science Foundation of China under Grant Nos. 10075071, 10047005, 19947001, 19975010, and 10235030, and the CAS Knowledge Innovation Project No. KJCX2-N11. Also supported by the State Key Basic Research Development Program under Grant No. G200077400 and the Exploration Project of Knowledge Innovation Program of the Chinese Academy of Sciences

Communicating the Value of Science--Issues, Imperatives and Insights

NASA Astrophysics Data System (ADS)

Gan, J.; Topousis, D.

2013-12-01

Over the last six decades, federal investments in scientific research have led to unquestionable economic and societal advances, while expanding human knowledge. Yet, in the current federal fiscal climate, funding for fundamental research is being challenged in some quarters. This situation has created the need for stakeholders in science to step forward and defend the role that basic research plays in creating the knowledge and workforce necessary to address current and future challenges. Communicating to fellow scientists in this environment is necessary but not sufficient to sustaining, or even expanding, support for fundamental research. A multi-faceted approach will be described for enhancing communication to broader audiences, including policy makers and the general public, increasingly responsible for ensuring the future of scientific progress.

The concept verification testing of materials science payloads

NASA Technical Reports Server (NTRS)

Griner, C. S.; Johnston, M. H.; Whitaker, A.

1976-01-01

The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning

NASA Astrophysics Data System (ADS)

Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.

2018-05-01

A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.

Leveraging the power of music to improve science education

NASA Astrophysics Data System (ADS)

Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

2016-01-01

We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on 'bonus questions' not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom's taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version ('Fossil Rock Anthem'); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as 'fun', and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.

Analysis of knowledge in Astronomy of the students of the Course of Technology in Industrial Automation at the Federal Institute of Education, Science and Technology of São Paulo - Campus Cubatao

NASA Astrophysics Data System (ADS)

Moraes, A. C.

2014-02-01

This work is part of a research of the academic Masters in Science in Education. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute of Education, Science and Technology of São Paulo at the Campus Cubatão (IFSP Campus Cubatão). In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. In a second step, a Basic Course in Astronomy was held outside the syllabus, including classes, lectures and films with pertinent content, which corrected initially found erros. Through a special approach, containing diverse teaching strategies, astronomical concepts were learned or relearned. Analysing the responses of this second step it was found that students had a significant improvement in learning.

Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities

NASA Astrophysics Data System (ADS)

Riggs, Eric M.

2005-03-01

The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education.

Diagnostic Tests for Entering and Departing Undergraduate Students

NASA Astrophysics Data System (ADS)

Waltham, Chris; Kotlicki, A.

2006-12-01

A diagnostic test administered at the start of a class should test basic concepts which are recognized as course prerequisites. The questions should not be over-packaged: e.g. students should be required to create models, rather than this being done for them each time. Students should be allowed great latitude in their answers, so we can discover what they are thinking. When administered at the end of a class the goals should be similar: testing concepts taught in the class itself and the retention of necessary concepts from previous classes. Great care has to be taken to avoid teaching to the test. In assessing an entire program, for example an undergraduate majors degree in physics, then one looks for very general skills and knowledge not specific to any one course. The purpose of an undergraduate degree in physics (or indeed any science) is to equip the students with a set of problem-solving skills and basic knowledge which can be applied in a large variety of workplace settings and to allow that student to contribute to civic society as a science-literate person. The creator of any diagnostic test should always have these big goals in mind. We have developed a set of questions which we think fulfill these criteria, yet are not specific to any particular level of science education. They have been administered to students in secondary schools across Canada, incoming first-year science students and final-year physics students at the University of British Columbia. The results will be presented.

Mapping of the Academic Production at Science and Mathematics Education Postgraduate about the Theory of Social Representations

NASA Astrophysics Data System (ADS)

Barbosa, José Isnaldo de Lima; Curi, Edda; Voelzke, Marcos Rincon

2016-12-01

The theory of social representations, appeared in 1961, arrived in Brazil in 1982, and since then has advanced significantly, been used in various areas of knowledge, assumed a significant role also in education. Thus, the aim of this article is to make a mapping of theses and dissertations in post-graduation programs, whose basic area is the Teaching of Science and Mathematics, and used as the theoretical foundation the theory of social representations, highlighted the social groups that are subject of this research. This is a documentary research, and lifting to the "state of knowledge" of two theses and 36 dissertations, defended in ten of the 37 existing programs in the basic area of Science and Mathematics Teaching, with the delimitation of academic masters and doctorates. The data collection was executed on December 2014 and was placed in the virtual libraries of these masters and doctoral programs, these elements were analysed according to some categories established after reading the summaries of the work, and the results showed that the theory of social representations has been used as a theoretical framework in various research groups, established in postgraduate programs in this area, for almost the entire Brazil. As for the subjects involved in this research, three groups were detected, which are: Middle school and high school students, teachers who are in full swing, spread from the early years to higher education, and undergraduates in Science and Mathematics.

Awareness, Attitude, and Knowledge of Basic Life Support among Medical, Dental, and Nursing Faculties and Students in the University Hospital.

PubMed

Sangamesh, N C; Vidya, K C; Pathi, Jugajyoti; Singh, Arpita

2017-01-01

To assess the awareness, attitude, and knowledge about basic life support (BLS) among medical, dental, and nursing students and faculties and the proposal of BLS skills in the academic curriculum of undergraduate (UG) course. Recognition, prevention, and effective management of life-threatening emergencies are the responsibility of health-care professionals. These situations can be successfully managed by proper knowledge and training of the BLS skills. These life-saving maneuvers can be given through the structured resuscitation programs, which are lacking in the academic curriculum. A questionnaire study consisting of 20 questions was conducted among 659 participants in the Kalinga Institute of Dental Sciences, Kalinga Institute of Medical Sciences, KIIT University. Medical junior residents, BDS faculties, interns, nursing faculties, and 3 rd -year and final-year UG students from both medical and dental colleges were chosen. The statistical analysis was carried out using SPSS software version 20.0 (Armonk, NY:IBM Corp). After collecting the data, the values were statistically analyzed and tabulated. Statistical analysis was performed using Mann-Whitney U-test. The results with P < 0.05 were considered statistically significant. Our participants were aware of BLS, showed positive attitude toward it, whereas the knowledge about BLS was lacking, with the statistically significant P value. By introducing BLS regularly in the academic curriculum and by routine hands on workshops, all the health-care providers should be well versed with the BLS skills for effectively managing the life-threatening emergencies.

Explanation, argumentation and dialogic interactions in science classrooms

NASA Astrophysics Data System (ADS)

Aguiar, Orlando G.

2016-12-01

As a responsive article to Miranda Rocksén's paper "The many roles of `explanation' in science education: a case study", this paper aims to emphasize the importance of the two central themes of her paper: dialogic approaches in science education and the role of explanations in science classrooms. I start discussing the concepts of dialogue and dialogism in science classrooms contexts. Dialogism is discussed as the basic tenet from which Rocksén developed her research design and methods. In turn, dialogues in science classrooms may be considered as a particular type of discourse that allows the students' culture, mostly based on everyday knowledge, and the science school culture, related to scientific knowledge and language to be interwoven. I argue that in school, science teachers are always committed to the resolution of differences according to a scientific position for the knowledge to be constructed. Thus, the institution of schooling constrains the ways in which dialogue can be conducted in the classrooms, as the scientific perspective will be always, beforehand, the reference for the conclusions to be reached. The second theme developed here, in dialogue with Rocksén, is about explanations in science classrooms. Based on Jean Paul Bronckart (Atividade de linguagem, textos e discursos: por um interacionismo sócio-discursivo, Educ, São Paulo, 1999), the differences and relationship between explanation and argumentation as communicative acts are re-discussed as well its practical consequences to science teaching. Finally, some epistemological questions are raised about the status of scientific explanations in relation to non-scientific ones.

Medical students’ attitudes towards early clinical exposure in Iran

PubMed Central

Khabaz Mafinejad, Mahboobeh; Peiman, Soheil; Khajavirad, Nasim; Mirabdolhagh Hazaveh, Mojgan; Edalatifard, Maryam; Allameh, Seyed-Farshad; Naderi, Neda; Foroumandi, Morteza; Afshari, Ali; Asghari, Fariba

2016-01-01

Objectives This study was carried out to investigate the medical students’ attitudes towards early clinical exposure at Tehran University of Medical Sciences. Methods A cross-sectional study was conducted during 2012-2015. A convenience sample of 298 first- and second-year students, enrolled in the undergraduate medical curriculum, participated in an early clinical exposure program. To collect data from medical students, a questionnaire consisting of open-ended questions and structured questions, rated on a five-point Likert scale, was used to investigate students’ attitudes toward early clinical exposure. Results Of the 298 medical students, 216 (72%) completed the questionnaires. The results demonstrated that medical students had a positive attitude toward early clinical exposure. Most students (80.1%) stated that early clinical exposure could familiarize them with the role of basic sciences knowledge in medicine and how to apply this knowledge in clinical settings. Moreover, 84.5% of them believed that early clinical exposure increased their interest in medicine and encouraged them to read more. Furthermore, content analysis of the students’ responses uncovered three main themes of early clinical exposure, were considered helpful to improve learning: “integration of theory and practice”, “interaction with others and professional development” and “desire and motivation for learning medicine”. Conclusions Medical students found their first experience with clinical setting valuable. Providing clinical exposure in the initial years of medical curricula and teaching the application of basic sciences knowledge in clinical practice can enhance students’ understanding of the role they will play in the future as a physician. PMID:27318794

Syntactical and Punctuation Errors: An Analysis of Technical Writing of University Students Science College, Taif University, KSA

ERIC Educational Resources Information Center

Alamin, Abdulamir; Ahmed, Sawsan

2012-01-01

Analyzing errors committed by second language learners during their first year of study at the University of Taif, can offer insights and knowledge of the learners' difficulties in acquiring technical English communication. With reference to the errors analyzed, the researcher found that the learners' failure to understand basic English grammar…

Experiences with Efficient Methodologies for Teaching Computer Programming to Geoscientists

ERIC Educational Resources Information Center

Jacobs, Christian T.; Gorman, Gerard J.; Rees, Huw E.; Craig, Lorraine E.

2016-01-01

Computer programming was once thought of as a skill required only by professional software developers. But today, given the ubiquitous nature of computation and data science it is quickly becoming necessary for all scientists and engineers to have at least a basic knowledge of how to program. Teaching how to program, particularly to those students…

Experiences in Digital Circuit Design Courses: A Self-Study Platform for Learning Support

ERIC Educational Resources Information Center

Bañeres, David; Clarisó, Robert; Jorba, Josep; Serra, Montse

2014-01-01

The synthesis of digital circuits is a basic skill in all the bachelor programmes around the ICT area of knowledge, such as Computer Science, Telecommunication Engineering or Electrical Engineering. An important hindrance in the learning process of this skill is that the existing educational tools for the design of circuits do not allow the…

Orthopedic Resident Anatomy Review Course: A Collaboration between Anatomists and Orthopedic Surgeons

ERIC Educational Resources Information Center

DeFriez, Curtis B.; Morton, David A.; Horwitz, Daniel S.; Eckel, Christine M.; Foreman, K. Bo; Albertine, Kurt H.

2011-01-01

A challenge for new residents and senior residents preparing for board examinations is refreshing their knowledge of basic science disciplines, such as human gross anatomy. The Department of Orthopaedics at the University of Utah School of Medicine has for many years held an annual Orthopedic Resident Anatomy Review Course during the summer months…

Gender Equality in Preschool STEM Programs as a Factor Determining Russia's Successful Technological Development

ERIC Educational Resources Information Center

Savinskaya, O. B.

2017-01-01

The article discusses the importance of introducing training programs for preschool children that allow them to master basic knowledge in science, technology, engineering, and mathematics (STEM subjects) as an academic basis for the technological transition that is currently taking place in the modern world. It is shown that when preschool…

Expert systems research

DOE Office of Scientific and Technical Information (OSTI.GOV)

Duda, R.O.; Shortliffe, E.H.

1983-04-15

Artificial intelligence, long a topic of basic computer science research, is now being applied to problems of scientific, technical, and commercial interest. Some consultation programs although limited in versatility, have achieved levels of performance rivaling those of human experts. A collateral benefit of this work is the systematization of previously unformalized knowledge in areas such as medical diagnosis and geology. 30 references.

Influence of Previous Knowledge, Language Skills and Domain-Specific Interest on Observation Competency

ERIC Educational Resources Information Center

Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

2011-01-01

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as "just looking" rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice…

Swallowing and Dysphagia Rehabilitation: Translating Principles of Neural Plasticity into Clinically Oriented Evidence

ERIC Educational Resources Information Center

Robbins, JoAnne; Butler, Susan G.; Daniels, Stephanie K.; Gross, Roxann Diez; Langmore, Susan; Lazarus, Cathy L.; Martin-Harris, Bonnie; McCabe, Daniel; Musson, Nan; Rosenbek, John

2008-01-01

Purpose: This review presents the state of swallowing rehabilitation science as it relates to evidence for neural plastic changes in the brain. The case is made for essential collaboration between clinical and basic scientists to expand the positive influences of dysphagia rehabilitation in synergy with growth in technology and knowledge. The…

The Role of Research Coordination in Enhancing Integrative Research: the Co-production of Knowledge Agenda of the Global Land Programme

NASA Astrophysics Data System (ADS)

Scarpa, F. M.; Boillat, S. P.; Grove, J. M.

2015-12-01

The search for sustainability and resilience requires the integration of natural science with social science, as well as the joint production of knowledge and solutions by science and society. In this context, international science coordination initiatives, like Future Earth, have increasingly stressed the need to perform more integrated and more socially relevant research. This contribution has the objective to highlight the potential role of a research coordination initiative, the Global Land Programme (GLP), to provide guidance for more integrative research. The need to perform integrative research is particularly true for land systems, which include dynamic interactions among social and natural drivers that are often multifunctional. Thus, their governance and management is particularity complex and involve highly diverse stakeholders. A key aspect of integrative research is co-production of knowledge, understood as the interactive production of knowledge by both academics and non-academics, that leads to new forms of solutions-oriented knowledge. We relied on experiences of co-production of knowledge on land systems from the GLP network, and drove seven lessons learnt: 1) the importance of including several learning loops in the process, 2) the importance of long-term relationships, 3) the need to overcome the distinction between basic and applied science, 4) the opportunities offered by new communication technologies, 5) the need to train professionals in both breadth and depth, 6) the access to knowledge, and 7) the need to understand better the roles of scientists and decision-makers. These lessons were used to define action-research priorities for enhancing co-production of knowledge on land systems in GLP projects and working groups. As a conclusion, we argue that research coordination initiatives have the potential to provide analysis and guidance for more integrative research. This can be done by performing synthesis and self-reflection activities that feed back into research and action.

Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

Teaching the history of science in physics classrooms—the story of the neutrino

NASA Astrophysics Data System (ADS)

Demirci, Neset

2016-07-01

Because there is little connection between physics concepts and real life, most students find physics very difficult. In this frontline I have provided a timely link of the historical development using the basic story of neutrino physics and integrated this into introductory modern physics courses in high schools or in higher education. In this way an instructor may be able to build on students’ curiosity in order to enhance the curriculum with some remarkable new physics. Using the history of science in the classroom shapes and improves students’ views and knowledge of the nature of science and increase students’ interest in physics.

Behavioural science at work for Canada: National Research Council laboratories.

PubMed

Veitch, Jennifer A

2007-03-01

The National Research Council is Canada's principal research and development agency. Its 20 institutes are structured to address interdisciplinary problems for industrial sectors, and to provide the necessary scientific infrastructure, such as the national science library. Behavioural scientists are active in five institutes: Biological Sciences, Biodiagnostics, Aerospace, Information Technology, and Construction. Research topics include basic cellular neuroscience, brain function, human factors in the cockpit, human-computer interaction, emergency evacuation, and indoor environment effects on occupants. Working in collaboration with NRC colleagues and with researchers from universities and industry, NRC behavioural scientists develop knowledge, designs, and applications that put technology to work for people, designed with people in mind.

A Challenge for International Cooperation in Astronomy and Basic Space Science

NASA Astrophysics Data System (ADS)

Haubold, Hans

In 1990, the United Nations in cooperation with the European Space Agency initiated the organization of a series of annual Workshops on Basic Space Science for the benefit of astronomers and space scientists in (i) Asia and the Pacific, (ii) Latin America and the Caribbean, (iii) Africa, (iv) Western Asia, and (v) Europe. This article provides an update on accomplishments of three cycles of these workshops and their follow-up projects held for the five regions in (i) India (1991), Sri Lanka (1995), (ii) Costa Rica and Colombia (1992), Honduras (1997), (iii) Nigeria (1993), (iv) Egypt (1994), Jordan (1999), and (v) Germany (1996), France (2000). The workshop series is being considered unique and a model for the world-wide development of astronomy and space science. It has been organized based on the notion that astronomy has deep roots in virtually every human culture, that it helps to understand humanity's place in the vast scale of the Universe, and that it increases the knowledge of humanity about its origins and evolution.

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience.

PubMed

Leadbeatter, Delyse; Gao, Jinlong

2018-04-01

Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek integrative methods to help students engage in meaningful knowledge production and understand that what they are learning goes beyond acquisition of scientific facts.

Basic Knowledge for Market Principle: Approaches to the Price Coordination Mechanism by Using Optimization Theory and Algorithm

NASA Astrophysics Data System (ADS)

Aiyoshi, Eitaro; Masuda, Kazuaki

On the basis of market fundamentalism, new types of social systems with the market mechanism such as electricity trading markets and carbon dioxide (CO2) emission trading markets have been developed. However, there are few textbooks in science and technology which present the explanation that Lagrange multipliers can be interpreted as market prices. This tutorial paper explains that (1) the steepest descent method for dual problems in optimization, and (2) Gauss-Seidel method for solving the stationary conditions of Lagrange problems with market principles, can formulate the mechanism of market pricing, which works even in the information-oriented modern society. The authors expect readers to acquire basic knowledge on optimization theory and algorithms related to economics and to utilize them for designing the mechanism of more complicated markets.

Impact of Space Exploration on Biology and Medicine

NASA Technical Reports Server (NTRS)

Randt, Clark T.

1960-01-01

Basic human drives for pioneering and conquest can find acceptable expression in extraterrestrial exploration. It is unmistakably clear that our civilization cannot survive a thermonuclear conflict. The expression of aggressive drives in war has repeatedly supplied an impetus for unusual increments in the growth of the arts and sciences.. A historical review of intellectual progress and concomitant technological advance gives reason to expect that expanded knowledge of the universe will produce an unprecedented burst of creative activity in biology and medicine as well as in the physical sciences and engineering.

Endodontic Microbiology and Pathobiology: Current State of Knowledge.

PubMed

Fouad, Ashraf F

2017-01-01

Newer research tools and basic science knowledge base have allowed the exploration of endodontic diseases in the pulp and periapical tissues in novel ways. The use of next generation sequencing, bioinformatics analyses, genome-wide association studies, to name just a few of these innovations, has allowed the identification of hundreds of microorganisms and of host response factors. This review addresses recent advances in endodontic microbiology and the host response and discusses the potential for future innovations in this area. Copyright © 2016 Elsevier Inc. All rights reserved.

Using Hollywood Movies to Teach Basic Geological Concepts: A Comparison of Student Outcomes

NASA Astrophysics Data System (ADS)

Crowder, M. E.

2008-12-01

Throughout the history of cinema, events based in Earth Science have been the focus of many an action- disaster plot. From the most recent 2008 remake of Journey to the Center of the Earth, to 1965's Crack in the World, and all the way back to the 1925 silent film rendition of The Lost World, Hollywood's obsession with the geological sciences has been clear. These particular sub-genres of disaster films and science fiction present science that, from a Hollywood viewpoint, looks exciting and seems realistic. However, from a scientific viewpoint, the presentations of science are often shockingly incorrect and unfortunately serve to perpetuate common misconceptions. In 2003, Western Kentucky University began offering an elective non-majors science course, Geology and Cinema, to combat these misconceptions while using the framework of Hollywood films as a tool to appeal and connect to a broad student population. To see if this method is truly working, this study performs a student outcome comparison for basic geologic knowledge and general course perception between several sections of standard, lecture-based Introductory Geology courses and concurrent semester sections of Geology and Cinema. Preliminary results indicate that while performance data is similar between the courses, students have a more positive perception of the Cinema sections.

Environmental Management Science Program Workshop. Proceedings

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

1998-07-01

The Department of Energy Office of Environmental Management (EM), in partnership with the Office of Energy Research (ER), designed, developed, and implemented the Environmental Management Science Program as a basic research effort to fund the scientific and engineering understanding required to solve the most challenging technical problems facing the government's largest, most complex environmental cleanup program. The intent of the Environmental Management Science Program is to: (1) Provide scientific knowledge that will revolutionize technologies and cleanup approaches to significantly reduce future costs, schedules, and risks. (2) Bridge the gap between broad fundamental research that has wide-ranging applications such as thatmore » performed in the Department's Office of Energy Research and needs-driven applied technology development that is conducted in Environmental Management's Office of Science and Technology. (3) Focus the nation's science infrastructure on critical Department of Energy environmental problems. In an effort to share information regarding basic research efforts being funded by the Environmental Management Science Program and the Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program), this CD includes summaries for each project. These project summaries, available in portable document format (PDF), were prepared in the spring of 1998 by the principal investigators and provide information about their most recent project activities and accomplishments.« less

Comparing the Indonesian Kurikulum 2013 with the Australian Curriculum: Focusing on Science for Junior Secondary Schools

ERIC Educational Resources Information Center

Michie, Michael

2017-01-01

The introduction of a new curriculum in Indonesian schools seeks to bring about changes in Indonesian society as well as students' knowledge base. The curriculum is based on two layers of competencies: Core Competencies, and Basic Competencies. Core Competencies are applicable at all year levels and for all subjects. They include religious and…

Translational Research: A Historical Overview and Contemporary Reflections on the Transformative Nature of Research

ERIC Educational Resources Information Center

Boynton, Bruce R.; Elster, Eric

2012-01-01

Translational research, the process of applying the discoveries of basic science to clinical practice, is drawing increasing attention from funding agencies and policy makers. Translational research can be thought of as an attempt to bridge the gap between our knowledge of the world and our ability to intervene in that world. Seen in this light,…

Applied Agricultural Science and Mechanics 1 and 2. A Curriculum Guide for Agricultural Grades 9 and 10.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

This curriculum guide is designed to provide students with opportunities to explore different careers related to agriculture, to develop basic skills and knowledge related to the agriculture industry, and to make an intelligent selection of the speciality fields in agriculture that they will pursue in the eleventh and twelvth grades. An…

An Activity-Based Study on Providing Basic Knowledge and Skills of Measurement in Teaching

ERIC Educational Resources Information Center

Maral, Sahide; Oguz-Unver, Ayse; Yurumezoglu, Kemal

2012-01-01

Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement…

Modern Aspects of Communication in Education of Teachers Using New Information and Communication Technologies (ICT)

ERIC Educational Resources Information Center

Tatkovic, Nevenka; Sehanovic, Jusuf; Ruzic, Maja

2005-01-01

This work deals with the need of introducing modern aspects of communication on higher education of future teachers using information and communication technologies. The emphasis is put on the importance for future teachers to have basic information science knowledge and skills and their preparations for using ICT. A growth of the number of…

Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

ERIC Educational Resources Information Center

Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling

2017-01-01

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards.…

An Online Guided E-Journal Exercise in Pre-Clerkship Years: Oxidative Phosphorylation in Brown Adipose Tissue

ERIC Educational Resources Information Center

Abali, Emine Ercikan; Phadtare, Sangita; Galt, Jim; Brodsky, Barbara

2014-01-01

The rationale for this mandatory, guided online e-journal exercise is to foster the ability of students to independently read medical and scientific literature in a critical manner and to integrate journal reading with their basic science knowledge. After a lecture on oxidative phosphorylation, students were assigned to read an article on brown…

A Three-Year Prospective Longitudinal Cohort Study of Medical Students' Attitudes toward Anatomy Teaching and Their Career Aspirations

ERIC Educational Resources Information Center

Bhangu, Aneel; Boutefnouchet, Tarek; Yong, Xu; Abrahams, Peter; Joplin, Ruth

2010-01-01

Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale…

Citation Analysis of Iranian Journal of Basic Medical Sciences in ISI Web of Knowledge, Scopus, and Google Scholar.

PubMed

Zarifmahmoudi, Leili; Kianifar, Hamid Reza; Sadeghi, Ramin

2013-10-01

Citation tracking is an important method to analyze the scientific impact of journal articles and can be done through Scopus (SC), Google Scholar (GS), or ISI web of knowledge (WOS). In the current study, we analyzed the citations to 2011-2012 articles of Iranian Journal of Basic Medical Sciences (IJBMS) in these three resources. The relevant data from SC, GS, and WOS official websites. Total number of citations, their overlap and unique citations of these three recourses were evaluated. WOS and SC covered 100% and GS covered 97% of the IJBMS items. Totally, 37 articles were cited at least once in one of the studied resources. Total number of citations were 20, 30, and 59 in WOS, SC, and GS respectively. Forty citations of GS, 6 citation of SC, and 2 citations of WOS were unique. Every scientific resource has its own inaccuracies in providing citation analysis information. Citation analysis studies are better to be done each year to correct any inaccuracy as soon as possible. IJBMS has gained considerable scientific attention from wide range of high impact journals and through citation tracking method; this visibility can be traced more thoroughly.

Undergraduate Conceptions About What it Means to Study Something Scientifically

NASA Astrophysics Data System (ADS)

Nieberding, Megan; Impey, Chris; Buxner, Sanlyn; Romine, James

2014-11-01

Non-science major students represent individuals who will become productive members of society in non-science fields including our business leaders, policy makers, and teachers. Their college non-major science courses are often the last formal instruction they will receive in science. As such, it important to understand what students already know about science and provide instruction that is engaging and helps them gain a greater appreciation for doing science. We report on a study of almost 12,000 undergraduate students enrolled in introduction astronomy courses from 1989 - 2014, most of who were freshman or sophomore students. Almost every year during the 25 year period, students were asked to complete an in-class survey that included basic science content questions and attitude towards science questions. They were also asked to write a response to the question, “What does it mean to study something scientifically?”Sixty-five percent of responses were meaningful and considered to be on target. In their responses 16% of students described science as a way of gaining knowledge or learning about something. Twenty three percent of respondents described science as using observations or experimentation and 10% described it as involving a hypothesis. Only 8% of respondents mentioned data analysis while 6% described using data or evidence. Four percent of respondents mentioned science was a way to solve problems and 4% described science as being systematic. Students who were self-reported STEM majors (Pre-med, engineering, math, and science majors) more often mentioned that science is an empirical technique as well as the use of hypotheses in science STEM majors also mentioned data twice as often as non-STEM majors in their responses. Education majors, who made up 6% of the sample, had the least descriptive answers overall, and were the group who most often not include aspects that were essential to studying science.Gathering this information has helped characterize students’ knowledge about science and make instruction to support their knowledge

Investigating Knowledge and Sources of Scientific Information of University Students and Lifelong Learners

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris; Romine, James; Nieberding, Megan

2015-08-01

Using 25 years of data, we have been conducting a long-term study of undergraduate students’ science literacy. Based on questions developed for the National Science Board’s survey of the US public, we have gathered data from students enrolled in astronomy courses to help us understand their basic science knowledge as well as attitudes towards and beliefs about science. Science literacy of students in this study has remained relatively unchanged over a quarter of a century. Additionally, students’ beliefs and attitudes were associated with their overall knowledge in science. Less predictive were their self-reported majors, year in school, and number of college science courses taken. Students in this study consistently outperformed the general public surveyed by the NSB.Three years ago we broadened to our study to include an investigation of where students get their information about science and what sources they believe are the most and least reliable for that information. This past year, we have collected parallel data from lifelong learners from around the globe enrolled in a Massively Open Online Course (MOOC) in astronomy, 70% of this audience lives outside the US and represent 170 countries. We will present results of these new studies of almost 700 undergraduate students and over 2500 lifelong learners. Overall, the lifelong learners possess a greater interest in science and better knowledge in science despite less overall college science course experience. Using online sources of scientific information were prevalent for both traditional college students and lifelong learners, although there were distinct differences between how different groups of learners perceived the reliability of online information. We will discuss the implications of teaching science in both traditional in-person college classes and in online learning environments as sources of scientific information and information literacy.This material is based upon work supported by the National Science Foundation under Grant No.1244799. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

L'appropriation du domaine scientifique chez l'eleve togolais

NASA Astrophysics Data System (ADS)

Lalancette, Lucie

1998-12-01

Science and technology are essential to sustainable development. They must be endogenous in nature to reduce the dependency and vulnerability of developing countries. Hence we seek to determine how Togolese students appropriate the field of science. Science education should answer fundamental educational needs by aiming for autonomy and individualization, that is, the skills and attitudes necessary to the resolution of, problems (and thus necessary to creativity), the concept of which includes the production of new ideas and adaptation to change. This basic scientific culture allows citizens to understand socioeconomic and environmental imperatives related to science and technology. This study answers the following questions: (1) How is the appropriation of knowledge by Togolese students favored? (2) What are the representations acquired by Togolese students in the science classroom regarding key research concepts, namely education, culture, science, knowledge and development? The objective of this research is to partially describe the context of science learning in the first cycle of the Second Degree in Togo, a French-language developing country of Africa, and particularly to understand the influence of the sociocultural setting on pedagogy and development. We first present our conception of science teaching, followed by the construction of knowledge in context. This research permits clearer propositions in terms of plausible explanations for the observed relationships among the categories of data. Indeed, the framework of the transmission of knowledge considerably influences the appropriation of the field of science by Togolese students. Science is a mythical and mystical field, still perceived as the "white mans's thing", in spite of favorable attitudes developed by students concerning the application of science and technology in their environment. By way of the favored learning methods (which also represent those of the traditional environment) and curricula (which are exogenous in nature), students formally appropriate scientific knowledge without actually transferring that knowledge outside the school setting. For this study, the validity of the propositions is dependent upon the perceptions of the key research concepts by the subjects. That is why the propositions are supported by the analysis of the Togolese student's answers during interviews, as well as by lectures given by African essayists. This is an a priori exploratory research, characterized by a qualitative methodology. The research concentrates on preliminary description and comprehension. Specifically, the method is based on an interpretive approach, while also being reflexive in nature. Observation data were gathered through documentation, field observations, a group discussion and a questionnaire. The pertinence of this study's results lies in a better understanding of the construction of knowledge in context.

The New Millennium and an Education That Captures the Basic Spirit of Science.

ERIC Educational Resources Information Center

Bybee, Rodger W.

This document discusses reflections of the old and new millennium on education that capture the basic spirit of science. The explanation includes basic scientific ideas in physical sciences, earth systems, solar system and space; living systems; basic scientific thinking; the basic distinction between science and technology; basic connections…

A guide to understanding social science research for natural scientists.

PubMed

Moon, Katie; Blackman, Deborah

2014-10-01

Natural scientists are increasingly interested in social research because they recognize that conservation problems are commonly social problems. Interpreting social research, however, requires at least a basic understanding of the philosophical principles and theoretical assumptions of the discipline, which are embedded in the design of social research. Natural scientists who engage in social science but are unfamiliar with these principles and assumptions can misinterpret their results. We developed a guide to assist natural scientists in understanding the philosophical basis of social science to support the meaningful interpretation of social research outcomes. The 3 fundamental elements of research are ontology, what exists in the human world that researchers can acquire knowledge about; epistemology, how knowledge is created; and philosophical perspective, the philosophical orientation of the researcher that guides her or his action. Many elements of the guide also apply to the natural sciences. Natural scientists can use the guide to assist them in interpreting social science research to determine how the ontological position of the researcher can influence the nature of the research; how the epistemological position can be used to support the legitimacy of different types of knowledge; and how philosophical perspective can shape the researcher's choice of methods and affect interpretation, communication, and application of results. The use of this guide can also support and promote the effective integration of the natural and social sciences to generate more insightful and relevant conservation research outcomes. © 2014 Society for Conservation Biology.

Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval.

PubMed

Hennrikus, Eileen F; Skolka, Michael P; Hennrikus, Nicholas

2018-01-01

Medical school curriculum continues to search for methods to develop a conceptual educational framework that promotes the storage, retrieval, transfer, and application of basic science to the human experience. To achieve this goal, we propose a metacognitive approach that integrates basic science with the humanistic and health system aspects of medical education. During the week, via problem-based learning and lectures, first-year medical students were taught the basic science underlying a disease. Each Friday, a patient with the disease spoke to the class. Students then wrote illness scripts, which required them to metacognitively reflect not only on disease pathophysiology, complications, and treatments but also on the humanistic and health system issues revealed during the patient encounter. Evaluation of the intervention was conducted by measuring results on course exams and national board exams and analyzing free responses on the illness scripts and student course feedback. The course exams and National Board of Medical Examiners questions were divided into 3 categories: content covered in lecture, problem-based learning, or patient + illness script. Comparisons were made using Student t -test. Free responses were inductively analyzed using grounded theory methodology. This curricular intervention was implemented during the first 13-week basic science course of medical school. The main objective of the course, Scientific Principles of Medicine, is to lay the scientific foundation for subsequent organ system courses. A total of 150 students were enrolled each year. We evaluated this intervention over 2 years, totaling 300 students. Students scored significantly higher on illness script content compared to lecture content on the course exams (mean difference = 11.1, P  = .006) and national board exams given in December (mean difference = 21.8, P  = .0002) and June (mean difference = 12.7, P  = .016). Themes extracted from students' free responses included the following: relevance of basic science, humanistic themes of empathy, resilience, and the doctor-patient relationship, and systems themes of cost, barriers to care, and support systems. A metacognitive approach to learning through the use of patient encounters and illness script reflections creates stronger conceptual frameworks for students to integrate, store, retain, and retrieve knowledge.

Foundations in Science and Mathematics Program for Middle School and High School Students

NASA Astrophysics Data System (ADS)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

Engaging Underserved and Underrepresented Students in the Earth Sciences through a Summer Outreach Program

NASA Astrophysics Data System (ADS)

Güereque, M.; Olgin, J. G.; Pennington, D. D.

2016-12-01

The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its second year, the program chose to address the intersection of science and societal issues by selecting an overall topic for the weeklong program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips proved a critical component based on student feedback, by allowing the students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

NASA Astrophysics Data System (ADS)

Kerr, Rebecca

The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

Topical Review: Translating Translational Research in Behavioral Science.

PubMed

Hommel, Kevin A; Modi, Avani C; Piazza-Waggoner, Carrie; Myers, James D

2015-01-01

To present a model of translational research for behavioral science that communicates the role of behavioral research at each phase of translation. A task force identified gaps in knowledge regarding behavioral translational research processes and made recommendations regarding advancement of knowledge. A comprehensive model of translational behavioral research was developed. This model represents T1, T2, and T3 research activities, as well as Phase 1, 2, 3, and 4 clinical trials. Clinical illustrations of translational processes are also offered as support for the model. Behavioral science has struggled with defining a translational research model that effectively articulates each stage of translation and complements biomedical research. Our model defines key activities at each phase of translation from basic discovery to dissemination/implementation. This should be a starting point for communicating the role of behavioral science in translational research and a catalyst for better integration of biomedical and behavioral research. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Restructuring a basic science course for core competencies: an example from anatomy teaching.

PubMed

Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

2009-09-01

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

Cardiopulmonary discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

Life sciences research in the cardiopulmonary discipline must identify possible consequences of space flight on the cardiopulmonary system, understand the mechanisms of these effects, and develop effective and operationally practical countermeasures to protect crewmembers inflight and upon return to a gravitational environment. The long-range goal of the NASA Cardiopulmonary Discipline Research Program is to foster research to better understand the acute and long-term cardiovascular and pulmonary adaptation to space and to develop physiological countermeasures to ensure crew health in space and on return to Earth. The purpose of this Discipline Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the comprehensive area of cardiopulmonary sciences. It covers the significant research areas critical to NASA's programmatic requirements for the Extended-Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; and animal and human research and development. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, identifies science priorities, and defines critical questions in the subdiscipline areas of both cardiovascular and pulmonary function. It contains a general plan that will be used by both NASA Headquarters Program Offices and the field centers to review and plan basic, applied, and operational (intramural and extramural) research and development activities in this area.

The translational science training program at NIH: Introducing early career researchers to the science and operation of translation of basic research to medical interventions.

PubMed

Gilliland, C Taylor; Sittampalam, G Sitta; Wang, Philip Y; Ryan, Philip E

2017-01-02

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP). The TSTP is an intensive 2- to 3-day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):13-24, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

77 FR 5246 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-02

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L... FURTHER INFORMATION CONTACT: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy...

Implementing 'translational' biomedical research: convergence and divergence among clinical and basic scientists.

PubMed

Morgan, Myfanwy; Barry, Christine A; Donovan, Jenny L; Sandall, Jane; Wolfe, Charles D A; Boaz, Annette

2011-10-01

Universities are increasingly regarded as key actors in the new 'knowledge economy', with requirements to produce market-oriented knowledge and engage in commercialization. This is of particular significance in the biomedical field, reflecting the perceived gap between success in terms of scientific discoveries and its transformation into products. The dominant discourse attributes this situation to 'blocks' in the translational pathway from 'bench to bedside', leading to policies to 'reengineer' the research enterprise. This study examines a pilot initiative established by the UK's Medical Research Council (MRC). This involved employing a change agent (Research Translator) supported by a small amount of translational funding to promote the culture and practice of translational research at a university/hospital site in England. An ethnographically informed case study involving semi-structured and open exploratory interviews, observation and document review, was conducted in 2008. Analysis and interpretation were informed by Bourdieu's logic of practice applied to science. The requirements of translational research promoted by the Research Translator and its sources of capital (authority, prestige etc) were largely congruent with the 'field' of clinical science. In contrast, translational research diverged from perceptions of 'legitimate' science and requirements for capital accumulation held by the majority of basic scientists who often described this research as 'high risk' and were resistant to the Research Translator's advice. However some differences in motivations and practices were identified within groups of scientists associated with career stage, work environment and specialty. We argue that there are convergent and divergent forces that influence scientists' readiness to adopt a market-oriented translational research model and in turn facilitate or constrain the effectiveness of a knowledge broker. We also identify ways in which current structures and policies continue to promote a continuum of forms of knowledge production, thus challenging notions of a linear shift. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effects of professional development on the knowledge and classroom practices of elementary school science teachers

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

The extent of evidence-based information about child maltreatment fatalities in social science textbooks.

PubMed

Douglas, Emily M; Serino, Patricia J

2013-10-01

Previous research has established that child welfare workers lack important information about child maltreatment fatalities and risk factors leading to death. Further, training has not been associated with improvements in knowledge. The authors assessed the presence of evidence-based information about child maltreatment fatalities and risk factors for death in 24 social science textbooks about child abuse and neglect or child welfare. The results indicate that basic information, such as definitions and incidence rates of child maltreatment fatalities are routinely included in social science textbooks, but information about child, parent, and household risk factors are not, and that inaccurate information is often included. Implications of the findings are discussed.

Darnton’s Cats, Bacon’s Rifle, and History of Science 101.

PubMed

Küçük, Harun

2016-12-01

Many of us who teach History of Science 101 courses face a situation where we must tell our story without relying on students’ prior knowledge of, say, the significance of ancient Greece and China, premodern and modern colonialism, or Marx. This leaves us needing a clear and punchy basic message, supported by a solid, well-structured, and inclusive story line that also doubles as world history. This response takes a look at the prospects and problems of longue durée histories of science from the perspective of cultural history. It voices sympathy toward Frans van Lunteren’s project and presents a small sample of potential difficulties involved in matching machines with historical periods.

76 FR 48147 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-08

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of renewal of the Basic Energy Sciences Advisory Committee. SUMMARY... that the Basic Energy Sciences Advisory Committee will be renewed for a two-year period beginning July...

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

The Complementary Teaching of Physics and Music Acoustics - The Science of Sound

NASA Astrophysics Data System (ADS)

Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.

Online Learning Tools as Supplements for Basic and Clinical Science Education

PubMed Central

Ellman, Matthew S.; Schwartz, Michael L.

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered. PMID:29349323

Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls

NASA Astrophysics Data System (ADS)

Egbue, Ona; Long, Suzanna; Ng, Ean-Harn

2015-10-01

Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or engineering-related major. This article presents results from a workshop for 7th and 8th grade girls designed to promote knowledge building in the area of sustainability and alternative energy use in transportation and to stimulate greater interest in STEM subjects. The workshop based on research conducted at University X focused on basic concepts of electric vehicles and electric vehicles' batteries. Tests were conducted to evaluate the students' knowledge and perceptions of electric vehicles and to determine the impact of the workshop. Early exposure to meaningful engineering experiences for these young girls may boost interest and the eventual pursuit of engineering and technology education paths.

Foundations of translational ecology

USGS Publications Warehouse

Enquist, Carolyn A. F.; Jackson, Stephen T.; Garfin, Gregg M.; Davis, Frank W.; Gerber, Leah R.; Littell, Jeremy; Tank, Jennifer L.; Terando, Adam; Wall, Tamara U.; Halpern, Benjamin S.; Morelli, Toni L.; Hiers, J. Kevin; McNie, Elizabeth; Stephenson, Nathan L.; Williamson, Matthew A.; Woodhouse, Connie A.; Yung, Laurie; Brunson, Mark W.; Hall, Kimberly R.; Hallett, Lauren M.; Lawson, Dawn M.; Moritz, Max A.; Nydick, Koren R.; Pairis, Amber; Ray, Andrea J.; Regan, Claudia M.; Safford, Hugh D.; Schwartz, Mark W.; Shaw, M. Rebecca

2017-01-01

Ecologists who specialize in translational ecology (TE) seek to link ecological knowledge to decision making by integrating ecological science with the full complement of social dimensions that underlie today's complex environmental issues. TE is motivated by a search for outcomes that directly serve the needs of natural resource managers and decision makers. This objective distinguishes it from both basic and applied ecological research and, as a practice, it deliberately extends research beyond theory or opportunistic applications. TE is uniquely positioned to address complex issues through interdisciplinary team approaches and integrated scientist–practitioner partnerships. The creativity and context‐specific knowledge of resource managers, practitioners, and decision makers inform and enrich the scientific process and help shape use‐driven, actionable science. Moreover, addressing research questions that arise from on‐the‐ground management issues – as opposed to the top‐down or expert‐oriented perspectives of traditional science – can foster the high levels of trust and commitment that are critical for long‐term, sustained engagement between partners.

Science Communications: Providing a Return on Investment to the Taxpayer

NASA Technical Reports Server (NTRS)

Horack, John M.; Borchelt, Rick E.

1999-01-01

Nowhere is the disconnect between needing to better communicate science and technology and the skills and techniques used for that communication more evident than in the Federal research enterprise. As Federal research budgets stagnate or decline, and despite public clamor for more and better scientific information, communication of basic research results continues to rank among the lowest agency priorities, mortgaged against traditional public-relations activities to polish an agency's image or control negative information flow to the press and public. Alone among the Federal agencies, NASA articulates in its strategic plan the need "...to advance and communicate scientific knowledge and understanding..." These words emphasize the reality that if new knowledge is generated but not communicated, only half the job has been done. This is a reflection of the transition of NASA from primarily an engineering organization used to help win the Cold War to a producer of new knowledge and technology in the National interest for the 21st century.

Project-oriented teaching model about specialized courses in the information age

NASA Astrophysics Data System (ADS)

Chen, Xiaodong; Wang, Jinjiang; Tian, Qingguo; Wang, Yi; Cai, Huaiyu

2017-08-01

Specialized courses play a significant role in the usage of basic knowledge in the practical application for engineering college students. The engineering data available has sharply increased since the beginning of the information age in the 20th century, providing much more approaches to study and practice. Therefore, how to guide students to make full use of resources for active engineering practice learning has become one of the key problems for specialized courses. This paper took the digital image processing course for opto-electronic information science and technology major as an example, discussed the teaching model of specialized course in the information age, put forward the "engineering resource oriented model", and fostered the ability of engineering students to use the basic knowledge to innovate and deal with specific project objectives. The fusion of engineering examples into practical training and teaching encourages students to practice independent engineering thinking.

[Pitfalls in 'orthodox knowledge'].

PubMed

Taneda, Hiroyuki

2003-03-01

Within contemporary society both 'pseudoscience' and 'pseudomedicine' can be found. Such knowledge is seen as incorrect, wrong or irrational. I call them 'unorthodox (uncertain) knowledge'. Conversely, 'orthodox knowledge'--for example, science, medicine, etc.--is seen as correct, right or rational. Some people believe 'unorthodox (uncertain) knowledge'. Experts castigate such people from the standpoint that they lack the basic understanding of 'orthodox knowledge'. That is, experts see the ordinary lay person as subjective, ignorant or irrational (whereas they see themselves as objective, analytical, prudent or rational). But are people ignorant or irrational? The aim of this paper is to examine this question in terms of analyzing the interplay among the characteristics of 'orthodox knowledge', 'unorthodox (uncertain) knowledge' and the nature of people's concerns. Thus, this paper explains that people develop certain situated understandings of 'orthodox knowledge' and/or 'unorthodox (uncertain) knowledge' through their intensive experiences. Also, this paper suggests that people need to rethink or reflect on the good institutions which mediate between people and experts.

Lab to farm: applying research on plant genetics and genomics to crop improvement.

PubMed

Ronald, Pamela C

2014-06-01

Over the last 300 years, plant science research has provided important knowledge and technologies for advancing the sustainability of agriculture. In this Essay, I describe how basic research advances have been translated into crop improvement, explore some lessons learned, and discuss the potential for current and future contribution of plant genetic improvement technologies to continue to enhance food security and agricultural sustainability.

Scientific background for soil monitoring on National Forests and Rangelands: workshop proceedings; April 29-30, 2008; Denver, CO

Treesearch

Deborah Page-Dumroese; Daniel Neary; Carl Trettin

2010-01-01

This workshop was developed to determine the state-of-the-science for soil monitoring on National Forests and Rangelands. We asked international experts in the field of soil monitoring, soil monitoring indicators, and basic forest soil properties to describe the limits of our knowledge and the ongoing studies that are providing new information. This workshop and the...

The Role of Involvement and Emotional Well-Being for Preschool Children's Scientific Observation Competency in Biology

ERIC Educational Resources Information Center

Klemm, Janina; Neuhaus, Birgit J.

2017-01-01

Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of…

Fuzzy Logic and Education: Teaching the Basics of Fuzzy Logic through an Example (By Way of Cycling)

ERIC Educational Resources Information Center

Sobrino, Alejandro

2013-01-01

Fuzzy logic dates back to 1965 and it is related not only to current areas of knowledge, such as Control Theory and Computer Science, but also to traditional ones, such as Philosophy and Linguistics. Like any logic, fuzzy logic is concerned with argumentation, but unlike other modalities, which focus on the crisp reasoning of Mathematics, it deals…

Talk aloud problem solving: Exploration of acquisition and frequency building in science text

NASA Astrophysics Data System (ADS)

Dembek, Ginny

Discovering new ways to help students attain higher levels of scientific knowledge and to think critically is a national goal (Educate to Innovate campaign). Despite the best intentions, many students struggle to achieve a basic level of science knowledge (NAEP, 2011). The present study examined Talk Aloud Pair Problem Solving and frequency building with five students who were diagnosed with a disability and receive specialized reading instruction in a special education setting. Acquisition was obtained through scripted lessons and frequency building or practice strengthened the student's verbal repertoire making the problem solving process a durable behavior. Overall, students all demonstrated improvements in problem solving performance when compared to baseline. Students became more significantly accurate in performance and maintenance in learning was demonstrated. Generalization probes indicated improvement in student performance. Implications for practice and future research are discussed.

The Art of Astronomy: A New General Education Course for Non-Science Majors

NASA Astrophysics Data System (ADS)

Pilachowski, Catherine A.; van Zee, Liese

2017-01-01

The Art of Astronomy is a new general education course developed at Indiana University. The topic appeals to a broad range of undergraduates and the course gives students the tools to understand and appreciate astronomical images in a new way. The course explores the science of imaging the universe and the technology that makes the images possible. Topics include the night sky, telescopes and cameras, light and color, and the science behind the images. Coloring the Universe: An Insider's Look at Making Spectacular Images of Space" by T. A. Rector, K. Arcand, and M. Watzke serves as the basic text for the course, supplemented by readings from the web. Through the course, students participate in exploration activities designed to help them first to understand astronomy images, and then to create them. Learning goals include an understanding of scientific inquiry, an understanding of the basics of imaging science as applied in astronomy, a knowledge of the electromagnetic spectrum and how observations at different wavelengths inform us about different environments in the universe, and an ability to interpret astronomical images to learn about the universe and to model and understand the physical world.

Important role of translational science in rare disease innovation, discovery, and drug development.

PubMed

Pariser, Anne R; Gahl, William A

2014-08-01

Rare diseases play a leading role in innovation and the advancement of medical and pharmaceutical science. Most rare diseases are genetic disorders or atypical manifestations of infectious, immunologic, or oncologic diseases; they all provide opportunities to study extremes of human pathology and provide insight into both normal and aberrant physiology. Recently, drug development has become increasingly focused on classifying diseases largely on genetic grounds; this has allowed the identification of molecularly defined targets and the development of targeted therapies. Clinical trials are now focusing on progressively smaller subgroups within both common and rare disease populations, often based on genetic tests or biomarkers. Drug developers, researchers, and regulatory agencies face a variety of challenges throughout the life cycle of drug research and development for rare diseases. These include the small numbers of patients available for study, lack of knowledge of the disease's natural history, incomplete understanding of the basic mechanisms causing the disorder, and variability in disease severity, expression, and course. Traditional approaches to rare disease clinical research have not kept pace with advances in basic science, and increased attention to translational science is needed to address these challenges, especially diagnostic testing, registries, and novel trial designs.

Vertical and horizontal integration of knowledge and skills - a working model.

PubMed

Snyman, W D; Kroon, J

2005-02-01

The new integrated outcomes-based curriculum for dentistry was introduced at the University of Pretoria in 1997. The first participants graduated at the end of 2001. Educational principles that underpin the new innovative dental curriculum include vertical and horizontal integration, problem-oriented learning, student-centred learning, a holistic attitude to patient care and the promotion of oral health. The aim of this research project was to develop and assay a model to facilitate vertical integration of knowledge and skills thereby justifying the above mentioned action. The learning methodology proposed for the specific outcome of the Odontology module, namely the diagnosis of dental caries and the design of a primary preventive programme, included problem-solving as the driving force for the facilitation of vertical and horizontal integration, and an instructional design for the integration of the basic knowledge and clinical skills into a single learning programme. The paper describes the methodology of problem-oriented learning as applied in this study together with the detail of the programme. The consensus of those teachers who represent the basic and clinical sciences and who participate in this learning programme is that this model is practical and can assist vertical as well as horizontal integration of knowledge.

Tackling overweight and obesity: does the public health message match the science?

PubMed

Hafekost, Katherine; Lawrence, David; Mitrou, Francis; O'Sullivan, Therese A; Zubrick, Stephen R

2013-02-18

Despite the increasing understanding of the mechanisms relating to weight loss and maintenance, there are currently no validated public health interventions that are able to achieve sustained long-term weight loss or to stem the increasing prevalence of obesity in the population. We aimed to examine the models of energy balance underpinning current research about weight-loss intervention from the field of public health, and to determine whether they are consistent with the model provided by basic science. EMBASE was searched for papers published in 2011 on weight-loss interventions. We extracted details of the population, nature of the intervention, and key findings for 27 articles. Most public health interventions identified were based on a simple model of energy balance, and thus attempted to reduce caloric consumption and/or increase physical activity in order to create a negative energy balance. There appeared to be little consideration of homeostatic feedback mechanisms and their effect on weight-loss success. It seems that there has been a lack of translation between recent advances in understanding of the basic science behind weight loss, and the concepts underpinning the increasingly urgent efforts to reduce excess weight in the population. Public health weight-loss interventions seem to be based on an outdated understanding of the science. Their continued failure to achieve any meaningful, long-term results reflects the need to develop intervention science that is integrated with knowledge from basic science. Instead of asking why people persist in eating too much and exercising too little, the key questions of obesity research should address those factors (environmental, behavioral or otherwise) that lead to dysregulation of the homeostatic mechanism of energy regulation. There is a need for a multidisciplinary approach in the design of future weight-loss interventions in order to improve long-term weight-loss success.

The Sustainable Development Goals - conceptual approaches for science and research projects

NASA Astrophysics Data System (ADS)

Schmalzbauer, Bettina; Visbeck, Martin

2017-04-01

Challenged to provide answers to some of the world's biggest societal and environmental problems, the scientific community has consistently delivered exciting and solid information that is often used to assess the situation in many different parts of the globe to document the anthropogenic cause of environmental changes and to provide perspectives on possible development scenarios. With the adoption of the Paris climate agreement and the 2030 Agenda for Sustainable Development (and its 17 Sustainable Development Goals (SDGs)) major issues for society are now in its complexity in implementation. That are: consistency with other political processes (e.g. UNFCCC, IPBES), implementability (e.g. interactions between SDGs, pathways) and measurability (e.g. indicators). We argue that science can contribute to all these aspects by providing fundamental knowledge necessary for decision-making and practical implementation of the SDGs. Cooperation beyond disciplines and national boarders is essential, as well as the integration of concepts and methods of natural and social sciences. The outcome of two international conferences has called out four specific areas where science can make significant contributions towards SDG implementation: First, deep and integrated scientific knowledge is needed for better understanding key interactions, synergies and trade-offs embedded in the SDGs. Second, sound scientific input is needed for co-designing and executing of scientific assessments in the context of the SDG process (going beyond the good examples set by IPCC and IPBES). Third, science can support the establishment of evidence-based procedures for the development of scenarios and identify possible pathways for the world in 2030 or beyond. Fourth, progress on SDG implementation needs to be supported by a meaningful indicator framework, and this framework needs scientific input to refine indicators, and further develop and standardise methods. The main conclusion is that a comprehensive approach is needed that combines basic science and solution-oriented science, and integrates knowledge from natural science, social sciences, engineering and humanities (but also from other knowledge domains) to meet the overall objective of the 2030 Agenda. Foresight, integrated assessment and integrated modelling can be possible successful approaches for knowledge exchange, learning, and identifying possible coherent development pathways towards global sustainability.To ensure rapid and effective uptake of new research results the concepts of co-design of research projects and co-production of knowledge show promise.

Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2013-02-01

The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.

Symbolic Interaction and Applied Social Research: A FOCUS ON TRANSLATIONAL SCIENCE RESEARCH1.

PubMed

Kotarba, Joseph A

2014-08-01

In symbolic interaction, a traditional yet unfortunate and unnecessary distinction has been made between basic and applied research. The argument has been made that basic research is intended to generate new knowledge, whereas applied research is intended to apply knowledge to the solution of practical (social and organizational) problems. I will argue that the distinction between basic and applied research in symbolic interaction is outdated and dysfunctional. The masters of symbolic interactionist thought have left us a proud legacy of shaping their scholarly thinking and inquiry in response to and in light of practical issues of the day (e.g., Znaniecki, and Blumer). Current interactionist work continues this tradition in topical areas such as social justice studies. Applied research, especially in term of evaluation and needs assessment studies, can be designed to serve both basic and applied goals. Symbolic interaction provides three great resources to do this. The first is its orientation to dynamic sensitizing concepts that direct research and ask questions instead of supplying a priori and often impractical answers. The second is its orientation to qualitative methods, and appreciation for the logic of grounded theory. The third is interactionism's overall holistic approach to interfacing with the everyday life world. The primary illustrative case here is the qualitative component of the evaluation of an NIH-funded, translational medical research program. The qualitative component has provided interactionist-inspired insights into translational research, such as examining cultural change in medical research in terms of changes in the form and content of formal and informal discourse among scientists; delineating the impact of significant symbols such as "my lab" on the social organization of science; and appreciating the essence of the self-concept "scientist" on the increasingly bureaucratic and administrative identities of medical researchers. This component has also contributed to the basic social scientific literature on complex organizations and the self.

Mouse Models in Bone Marrow Transplantation and Adoptive Cellular Therapy

PubMed Central

Arber, Caroline; Brenner, Malcolm K.; Reddy, Pavan

2014-01-01

Mouse models of transplantation have been indispensable to the development of bone marrow transplantation (BMT). Their role in the generation of basic science knowledge is invaluable and is subject to discussion below. However, this article focuses on the direct role and relevance of mouse models towards the clinical development and advances in BMT and adoptive T-cell therapy for human diseases. The authors aim to present a thoughtful perspective on the pros and cons of mouse models while noting that despite imperfections these models are obligatory for the development of science-based medicine. PMID:24216170

Analogy Mapping Development for Learning Programming

NASA Astrophysics Data System (ADS)

Sukamto, R. A.; Prabawa, H. W.; Kurniawati, S.

2017-02-01

Programming skill is an important skill for computer science students, whereas nowadays, there many computer science students are lack of skills and information technology knowledges in Indonesia. This is contrary with the implementation of the ASEAN Economic Community (AEC) since the end of 2015 which is the qualified worker needed. This study provided an effort for nailing programming skills by mapping program code to visual analogies as learning media. The developed media was based on state machine and compiler principle and was implemented in C programming language. The state of every basic condition in programming were successful determined as analogy visualization.

On the brink of extinction: the future of translational physician-scientists in the United States.

PubMed

Furuya, Hideki; Brenner, Dean; Rosser, Charles J

2017-05-01

Over the past decade, we have seen an unparalleled growth in our knowledge of cancer biology and the translation of this biology into a new generation of therapeutic tools that are changing cancer treatment outcomes. With the continued explosion of new biologic discoveries, we find ourselves with a limited number of trained and engaged translational physician-scientists capable of bridging the chasm between basic science and clinical science. Here, we discuss the current state translational physician-scientists find themselves in and offer solutions to navigate during this difficult time.

1.4 Research and the dental student.

PubMed

DePaola, Dominick; Howell, Howard; Baker, Charles G; Boy-Lefevre, Marie Laure; Hull, Peter; Holmstrup, Palle; Jerolimov, Vjekoslav; Hardwick, Kevin; Lamster, Ira B; Lopez, Nestor J; Rifkin, Barry

2002-01-01

There has been significant concern that the dental curriculum and system of clinical education, in particular, is not designed to take advantage of the explosion in knowledge in biomedical science and its application to the health of the public. Although there are some examples of innovations in dental education on a global scale that have the capacity to increase the assimilation of basic and clinical knowledge, most of the dental education models are mired in the traditional '2 + 2' approach to education. This can be seen in North America and the European '2 + 3' model or the stomatological '4 + 2' approach. In each of these systems, the basic and behavioural science courses continue to be perceived as hurdles over which students must leap in order to reach the clinical programmes where there is little opportunity to use basic science information to advance patient care and treatment. Examples of issues that are not well represented include: innovations in imaging; diagnosis; bio-materials; science-based approaches to clinical practice; novel approaches to therapeutics; interactions between the oral, dental and craniofacial complex and systemic health and disorders; the role of oral infections and systemic disease; the increasing appreciation of chronic diseases and disorders such as osteoporosis and diabetes that affect oral tissues; the promise of bioengineering, tissue engineering and biomimetics; the potential use of saliva as a diagnostic tool; the understanding of oral complications of cancer treatment; the treatments of HIV/AIDS diseases and hepatitis; the use of dental and dental hygiene staff on health-care teams to deal with issues such as birth defects, orofacial trauma, head and neck cancer, chronic pain management and so on. There seems to be an excessive emphasis on restorative dentistry and, to a lesser extent, on the more biological approaches to diagnosis, prevention and therapeutics. This continued lack of integration of basic and clinical sciences in the curriculum continues to foster a dental workforce that is highly technically competent to provide specific clinical services but poorly equipped to evaluate and implement new biological approaches to diagnosis, therapeutics and intervention. Unfortunately, after many attempts by organized dental symposia aimed at the integration of basic and clinical sciences, there has been little discernible curricular change. It appears that there is an opportunity through this global congress to identify the best practices in the various global curricula that could change this paradigm in dental education and lead us toward the education of a more scientifically orientated practitioner-one who can take advantage of innovations in new and emerging technologies in their application to patient care. It is the challenge of this section to try to ascertain the best method or methods by which dental education promotes research to the dental student and what research represents in terms of critical thinking and evidence-based approaches to dental education and clinical practice.

An extensible and successful method of identifying collaborators for National Library of Medicine informationist projects.

PubMed

Williams, Jeff D; Rambo, Neil H

2015-07-01

The New York University (NYU) Health Sciences Library used a new method to arrange in-depth discussions with basic science researchers. The objective was to identify collaborators for a new National Library of Medicine administrative supplement. The research took place at the NYU Health Sciences Library. Using the National Institutes of Health (NIH) RePORTER, forty-four researchers were identified and later contacted through individualized emails. Nine researchers responded to the email followed by six in-person or phone discussions. At the conclusion of this process, two researchers submitted applications for supplemental funding, and both of these applications were successful. This method confirmed these users could benefit from the skills and knowledge of health sciences librarians, but they are largely unaware of this.

Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics.

PubMed

Bakr, Mahmoud M; Thompson, C Mark; Massadiq, Magdalena

2017-07-01

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Preparing for a Global Scientific Workforce: Lessons Learned by the Chemistry Community

NASA Astrophysics Data System (ADS)

Baranovic, M.; Nameroff, T.

2005-12-01

Globalization has significant implications for science, science education, and the workforce. Flows of capital and knowledge are altering patterns of economic and technological development. Technology is allowing science to be conducted in real time on a global scale. International connections and mobility are increasing worldwide. At the same time science is becoming a truly global endeavor, the convergence of disciplines suggests that scientists from different backgrounds can learn from each other's experiences in addressing these challenges and opportunities. This presentation reviews some of the impacts of globalization on the chemically related sciences, students, and profession. As a result of globalization, today's practitioners of chemistry need an ever-expanding skill set to succeed. In addition to a strong command of the basic principles of chemistry, students and practitioners need to know how to work on multicultural teams, have knowledge of other languages, and be able to communicate effectively. The American Chemical Society (ACS) is coming to terms with and responding to changes in the nature of chemistry and its practice. This presentation will explore some of the innovative efforts of ACS to meet the challenges for chemistry in an era of globalization. The Earth and space sciences community may benefit from the chemistry community's "lessons learned."

Nuclear medicine and imaging research (quantitative studies in radiopharmaceutical science)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cooper, M.D.; Beck, R.N.

1990-09-01

This is a report of progress in Year Two (January 1, 1990--December 31, 1990) of Grant FG02-86ER60438, Quantitative Studies in Radiopharmaceutical Science,'' awarded for the three-year period January 1, 1989--December 31, 1991 as a competitive renewal following site visit in the fall of 1988. This program addresses the problems involving the basic science and technology underlying the physical and conceptual tools of radioactive tracer methodology as they relate to the measurement of structural and functional parameters of physiologic importance in health and disease. The principal tool is quantitative radionuclide imaging. The overall objective of this program is to further themore » development and transfer of radiotracer methodology from basic theory to routine clinical practice in order that individual patients and society as a whole will receive the maximum net benefit from the new knowledge gained. The focus of the research is on the development of new instruments and radiopharmaceuticals, and the evaluation of these through the phase of clinical feasibility. 25 refs., 13 figs., 1 tab.« less

Characteristics of physicians engaged in basic science: a questionnaire survey of physicians in basic science departments of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2012-09-01

The number of physicians engaged in basic science and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study aimed to determine the characteristics of physicians who are engaged in basic science in efforts to recruit talent. A questionnaire was distributed to all 30 physicians in the basic science departments of Juntendo University School of Medicine. Question items inquired about sex, years since graduation, years between graduation and time entering basic science, clinical experience, recommending the career to medical students, expected obstacles to students entering basic science, efforts to inspire students in research, increased number of lectures and practical training sessions on research, and career choice satisfaction. Correlations between the variables were examined using χ(2) tests. Overall, 26 physicians, including 7 female physicians, returned the questionnaire (response rate 86.7%). Most physicians were satisfied with their career choice. Medical students were deemed not to choose basic science as their future career, because they aimed to become clinicians and because they were concerned about salary. Women physicians in basic science departments were younger than men. Women physicians also considered themselves to make more efforts in inspiring medical students to be interested in research. Moreover, physicians who became basic scientists earlier in their career wanted more research-related lectures in medical education. Improving physicians' salaries in basic science is important to securing talent. In addition, basic science may be a good career path for women physicians to follow.

Regulatory physiology discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

The focus of the Regulatory Physiology discipline of the Space Physiology and Countermeasures Program is twofold. First, to determine and study how microgravity and associated factors of space flight affect the regulatory mechanisms by which humans adapt and achieve homeostasis and thereby regulate their ability to respond to internal and external signals; and, second, to study selected physiological systems that have been demonstrated to be influenced by gravity. The Regulatory Physiology discipline, as defined here, is composed of seven subdisciplines: (1) Circadian Rhythms, (2) Endocrinology, (3) Fluid and Electrolyte Regulation, (4) Hematology, (5) Immunology, (6) Metabolism and Nutrition, and (7) Temperature Regulation. The purpose of this Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the area of regulatory physiology. It covers the research areas critical to NASA's programmatic requirements for the Extended-Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; and animal and human research and development. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, identifies science priorities, and defines critical questions in regulatory physiology. It contains a general plan that will be used by both NASA Headquarters Program Offices and the field centers to review and plan basic, applied, and operational intramural and extramural research and development activities in this area.

The soil education technical commission of the Brazilian Soil Science Society: achievements and challenges

NASA Astrophysics Data System (ADS)

Muggler, Cristine Carole; Aparecida de Mello, Nilvania

2013-04-01

The Soil Education and public awareness technical commission of the Brazilian Soil Science Society was created in 1987 as Soil Science teaching commission at that time. In the 90's of the last century the commission was very active and realized three national symposia in the years 1994 to 1996: in Viçosa, Minas Gerais; Santa Maria, Rio Grande do Sul and Pato Branco, Paraná. The following symposium scheduled to happen in Brasilia, 1997 could not be realized and was followed by a weakening and reduction of the involved group. Those three symposia were focused on the aspects of soil science taught at the university educational level, mainly in agrarian sciences. The concern about what was going on at basic education and perception by society was not much present. The commission was revitalized in 2005 and in 2007 realized its first meeting at the Brazilian Congress of Soil Science in Gramado, Rio Grande do Sul. At that meeting it was already an urge to assume the approach of soil education instead of soil science teaching, within a major concern how society consider soils. It was accepted and adequate under the structural reorganization undergone by the national society following the IUSS main lines. The commission was renamed and got two new mates at the newly created Division IV, Soils, Environment and Society, of the Brazilian Soil Science Society: Soils and Food Safety and History, Epistemology and Sociology of Soil Science. The national symposia were relaunched to happen biannually. An inventory of the soil education experiences around the country started and the geographic distribution of the future symposia intended to rescue and bring together experiences in different parts of the country that would not be known by other means. Three symposia were already realized: Piracicaba, Sao Paulo, 2008 (southeast); Curitiba, Paraná, 2010 (south) and Sobral, Ceará, 2012 (northeast). The next is planned to happen in Recife, Pernambuco in April 2014. The scope of the last three symposia was dramatically changed compared to the former ones, considering both participants and papers: basic school teachers, science mediators instead of university docents and a prevalence of papers on soil education in basic schools and non-formal education. The main challenge for soil scientists remains in how to spread the knowledge about the importance of soil and its care among individuals and society in general. Diversified experiences, strategies and instruments are on the move, still soils are overlooked in the present environmental issues. Within the commission the challenge remains with the popularity of the subject in the academic world: it is marginal, it is an interface between knowledge areas and it is commonly the second subject of researchers, easily abandoned when work pressure grows.

Basic science conferences in residency training: a national survey.

PubMed

Cruz, P D; Charley, M R; Bergstresser, P R

1987-02-01

Basic science teaching is an important component of dermatology residency training, and the basic science conference is the major tool utilized by departments of dermatology for its implementation. To characterize the role of basic science conferences in dermatology training, a national survey of chief residents was conducted. Although the survey confirmed that a high value is placed on basic science conferences, a surprising finding was a significant level of dissatisfaction among chief residents, particularly those from university-based programs. Results of the survey have been used to redefine our own objectives in basic science teaching and to propose elements of methodology and curriculum.

Novel Genetic Tools to Accelerate Our Understanding of Photosynthesis and Lipid Accumulation

DTIC Science & Technology

2014-08-20

understanding of photosynthesis and lipid accumulation Martin C. Jonikas, Ph.D. Carnegie Institution for Science, Department of Plant Biology 260...knowledge of algal lipid metabolism and photosynthesis . Advances in our basic understanding of these processes will facilitate genetic engineering of...algae to improve lipid yields. Currently, one of the greatest roadblocks in the study of algal photosynthesis and lipid metabolism is the slow pace of

Lab to Farm: Applying Research on Plant Genetics and Genomics to Crop Improvement

PubMed Central

Ronald, Pamela C.

2014-01-01

Over the last 300 years, plant science research has provided important knowledge and technologies for advancing the sustainability of agriculture. In this Essay, I describe how basic research advances have been translated into crop improvement, explore some lessons learned, and discuss the potential for current and future contribution of plant genetic improvement technologies to continue to enhance food security and agricultural sustainability. PMID:24915201

Adrenocortical Carcinoma

PubMed Central

Kim, Alex C.; Sabolch, Aaron; Raymond, Victoria M.; Kandathil, Asha; Caoili, Elaine M.; Jolly, Shruti; Miller, Barbra S.; Giordano, Thomas J.

2014-01-01

Adrenocortical carcinoma (ACC) is a rare endocrine malignancy, often with an unfavorable prognosis. Here we summarize the knowledge about diagnosis, epidemiology, pathophysiology, and therapy of ACC. Over recent years, multidisciplinary clinics have formed and the first international treatment trials have been conducted. This review focuses on evidence gained from recent basic science and clinical research and provides perspectives from the experience of a large multidisciplinary clinic dedicated to the care of patients with ACC. PMID:24423978

Use of Curricular and Extracurricular Assessments to Predict Performance on the United States Medical Licensing Examination (USMLE) Step 1: A Multi-Year Study

ERIC Educational Resources Information Center

Gandy, Robyn A.; Herial, Nabeel A.; Khuder, Sadik A.; Metting, Patricia J.

2008-01-01

This paper studies student performance predictions based on the United States Medical Licensure Exam (USMLE) Step 1. Subjects were second-year medical students from academic years of 2002 through 2006 (n = 711). Three measures of basic science knowledge (two curricular and one extracurricular) were evaluated as predictors of USMLE Step 1 scores.…

Promoting Self-Directed Learning in Developing or Poorly Defined Subject Areas: A Problem-Based Course in Molecular Biology, Genetics, and Cancer.

ERIC Educational Resources Information Center

Edmondson, Katherine M.

A new problem-based course in molecular biology, genetics, and cancer for first-year veterinary students was developed at the College of Veterinary Medicine at Cornell University (New York). The course was developed out of a desire to foster student-centered and lifelong learning and to integrate basic and clinical science knowledge despite a lack…

[Patents and scientific research: an ethical-legal approach].

PubMed

Darío Bergel, Salvador

2014-01-01

This article aims to review the relationship between patents and scientific research from an ethical point of view. The recent developments in the law of industrial property led in many cases to patent discoveries, contributions of basic science, and laws of nature. This trend, which denies the central principles of the discipline, creates disturbances in scientific activity, which requires the free movement of knowledge in order to develop their potentialities.

Citation Analysis of Iranian Journal of Basic Medical Sciences in ISI Web of Knowledge, Scopus, and Google Scholar

PubMed Central

Zarifmahmoudi, Leili; Kianifar, Hamid Reza; Sadeghi, Ramin

2013-01-01

Objective(s): Citation tracking is an important method to analyze the scientific impact of journal articles and can be done through Scopus (SC), Google Scholar (GS), or ISI web of knowledge (WOS). In the current study, we analyzed the citations to 2011-2012 articles of Iranian Journal of Basic Medical Sciences (IJBMS) in these three resources. Material and Methods: The relevant data from SC, GS, and WOS official websites. Total number of citations, their overlap and unique citations of these three recourses were evaluated. Results: WOS and SC covered 100% and GS covered 97% of the IJBMS items. Totally, 37 articles were cited at least once in one of the studied resources. Total number of citations were 20, 30, and 59 in WOS, SC, and GS respectively. Forty citations of GS, 6 citation of SC, and 2 citations of WOS were unique. Conclusion: Every scientific resource has its own inaccuracies in providing citation analysis information. Citation analysis studies are better to be done each year to correct any inaccuracy as soon as possible. IJBMS has gained considerable scientific attention from wide range of high impact journals and through citation tracking method; this visibility can be traced more thoroughly. PMID:24379959

Cancer Treatment–Related Cardiotoxicity: Current State of Knowledge and Future Research Priorities

PubMed Central

Adhikari, Bishow; Brell, Joanna; Davis, Myrtle; Desvigne-Nickens, Patrice; Freedman, Andrew; Minasian, Lori; Force, Thomas; Remick, Scot C.

2014-01-01

Cardiotoxicity resulting from direct myocyte damage has been a known complication of cancer treatment for decades. More recently, the emergence of hypertension as a clinically significant side effect of several new agents has been recognized as adversely affecting cancer treatment outcomes. With cancer patients living longer, in part because of treatment advances, these adverse events have become increasingly important to address. However, little is known about the cardiovascular pathogenic mechanisms associated with cancer treatment and even less about how to optimally prevent and manage short- and long-term cardiovascular complications, leading to improved patient safety and clinical outcomes. To identify research priorities, allocate resources, and establish infrastructure required to address cardiotoxicity associated with cancer treatment, the National Cancer Institute (NCI) and National Heart, Lung and Blood Institute (NHLBI) sponsored a two-day workshop, “Cancer treatment–related cardiotoxicity: Understanding the current state of knowledge and future research priorities,” in March 2013 in Bethesda, MD. Participants included leading oncology and cardiology researchers and health professionals, patient advocates and industry representatives, with expertise ranging from basic to clinical science. Attendees were charged with identifying research opportunities to advance the understanding of cancer treatment–related cardiotoxicity across basic and clinical science. This commentary highlights the key discussion points and overarching recommendations from that workshop. PMID:25210198

Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles

NASA Astrophysics Data System (ADS)

Tsaparlis, Georgios; Hartzavalos, Sotiris; Nakiboğlu, Canan

2013-08-01

Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20 % of Greek and 11 % of Turkish students, while a large proportion (on the average, around 50 % of Greek and 27 % of Turkish students) abstained from answering the questions. These findings are disappointing, but should be seen in the light of the limited or no coverage of the relevant learning material in the Greek and the Turkish high-school programs. Student conceptual difficulties, misconceptions and implications for research and high school curricula are discussed.

Nanotechnology in Dermatology*

PubMed Central

Antonio, João Roberto; Antônio, Carlos Roberto; Cardeal, Izabela Lídia Soares; Ballavenuto, Julia Maria Avelino; Oliveira, João Rodrigo

2014-01-01

The scientific community and general public have been exposed to a series of achievements attributed to a new area of knowledge: Nanotechnology. Both abroad and in Brazil, funding agencies have launched programs aimed at encouraging this type of research. Indeed, for many who come into contact with this subject it will be clear the key role that chemical knowledge will play in the evolution of this subject. And even more, will see that it is a science in which the basic structure is formed by distilling different areas of inter-and multidisciplinary knowledge along the lines of new paradigms. In this article, we attempt to clarify the foundations of nanotechnology, and demonstrate their contribution to new advances in dermatology as well as medicine in general. Nanotechnology is clearly the future. PMID:24626657

Neuroscience discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

Over the past two decades, NASA's efforts in the neurosciences have developed into a program of research directed at understanding the acute changes that occur in the neurovestibular and sensorimotor systems during short-duration space missions. However, the proposed extended-duration flights of up to 28 days on the Shuttle orbiter and 6 months on Space Station Freedom, a lunar outpost, and Mars missions of perhaps 1-3 years in space, make it imperative that NASA's Life Sciences Division begin to concentrate research in the neurosciences on the chronic effects of exposure to microgravity on the nervous system. Major areas of research will be directed at understanding (1) central processing, (2) motor systems, (3) cognitive/spatial orientation, and (4) sensory receptors. The purpose of the Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the comprehensive area of neurosciences. It covers the significant research areas critical to NASA's programmatic requirements for the Extended-Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; and animal and human research and development. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, identifies science priorities, and defines critical questions in the subdiscipline areas of nervous system function. It contains a general plan that will be used by NASA Headquarters Program Offices and the field centers to review and plan basic, applied, and operational intramural and extramural research and development activities in this area.

Radiation risk and human space exploration.

PubMed

Schimmerling, W; Cucinotta, F A; Wilson, J W

2003-01-01

Radiation protection is essential to enable humans to live and work safely in space. Predictions about the nature and magnitude of the risks posed by space radiation are subject to very large uncertainties. Prudent use of worst-case scenarios may impose unacceptable constraints on shielding mass for spacecraft or habitats, tours of duty of crews on Space Station, and on the radius and duration of sorties on planetary surfaces. The NASA Space Radiation Health Program has been devised to develop the knowledge required to accurately predict and to efficiently manage radiation risk. The knowledge will be acquired by means of a peer-reviewed, largely ground-based and investigator-initiated, basic science research program. The NASA Strategic Plan to accomplish these objectives in a manner consistent with the high priority assigned to the protection and health maintenance of crews will be presented. Published by Elsevier Science Ltd on behalf of COSPAR.

Translational plant proteomics: a perspective.

PubMed

Agrawal, Ganesh Kumar; Pedreschi, Romina; Barkla, Bronwyn J; Bindschedler, Laurence Veronique; Cramer, Rainer; Sarkar, Abhijit; Renaut, Jenny; Job, Dominique; Rakwal, Randeep

2012-08-03

Translational proteomics is an emerging sub-discipline of the proteomics field in the biological sciences. Translational plant proteomics aims to integrate knowledge from basic sciences to translate it into field applications to solve issues related but not limited to the recreational and economic values of plants, food security and safety, and energy sustainability. In this review, we highlight the substantial progress reached in plant proteomics during the past decade which has paved the way for translational plant proteomics. Increasing proteomics knowledge in plants is not limited to model and non-model plants, proteogenomics, crop improvement, and food analysis, safety, and nutrition but to many more potential applications. Given the wealth of information generated and to some extent applied, there is the need for more efficient and broader channels to freely disseminate the information to the scientific community. This article is part of a Special Issue entitled: Translational Proteomics. Copyright © 2012 Elsevier B.V. All rights reserved.

Radiation risk and human space exploration

NASA Technical Reports Server (NTRS)

Schimmerling, W.; Cucinotta, F. A.; Wilson, J. W.

2003-01-01

Radiation protection is essential to enable humans to live and work safely in space. Predictions about the nature and magnitude of the risks posed by space radiation are subject to very large uncertainties. Prudent use of worst-case scenarios may impose unacceptable constraints on shielding mass for spacecraft or habitats, tours of duty of crews on Space Station, and on the radius and duration of sorties on planetary surfaces. The NASA Space Radiation Health Program has been devised to develop the knowledge required to accurately predict and to efficiently manage radiation risk. The knowledge will be acquired by means of a peer-reviewed, largely ground-based and investigator-initiated, basic science research program. The NASA Strategic Plan to accomplish these objectives in a manner consistent with the high priority assigned to the protection and health maintenance of crews will be presented. Published by Elsevier Science Ltd on behalf of COSPAR.

[Surgical laboratory in pregraduate medicine.

PubMed

Tapia-Jurado, Jesús

2011-01-01

Surgical laboratory in pregraduate students in medicine is beneficial and improves learning processes in cognitive aspects and skills acquisition. It is also an early initiation into scientific research. The laboratory is the introductory pathway into basic concepts of medical science (meaningful learning). It is also where students gain knowledge in procedures and abilities to obtain professional skills, an interactive teacher-student process. Medicine works rapidly to change from an art to a science. This fact compromises all schools and medical faculties to analyze their actual lesson plans. Simulators give students confidence and ability and save time, money and resources, eliminating at the same time the ethical factor of using live animals and the fear of patient safety. Multimedia programs may give a cognitive context evolving logically with an explanation based on written and visual animation followed by a clinical problem and its demonstration in a simulator, all before applying knowledge to the patient.

75 FR 65363 - Basic Behavioral and Social Science Opportunity Network (OppNet)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-22

... public meeting to promote and publicize the Basic Behavioral and Social Science Opportunity Network (Opp... . Background: The Basic Behavioral and Social Science Opportunity Network (OppNet) is a trans-NIH initiative to expand the agency's funding of basic behavioral and social sciences research (b-BSSR). OppNet prioritizes...

An extensible and successful method of identifying collaborators for National Library of Medicine informationist projects

PubMed Central

Williams, Jeff D.; Rambo, Neil H.

2015-01-01

Question/Purpose The New York University (NYU) Health Sciences Library used a new method to arrange in-depth discussions with basic science researchers. The objective was to identify collaborators for a new National Library of Medicine administrative supplement. Setting The research took place at the NYU Health Sciences Library. Methods Using the National Institutes of Health (NIH) RePORTER, forty-four researchers were identified and later contacted through individualized emails. Results Nine researchers responded to the email followed by six in-person or phone discussions. At the conclusion of this process, two researchers submitted applications for supplemental funding, and both of these applications were successful. Conclusions This method confirmed these users could benefit from the skills and knowledge of health sciences librarians, but they are largely unaware of this. PMID:26213507

Fundamental approaches in molecular biology for communication sciences and disorders.

PubMed

Bartlett, Rebecca S; Jetté, Marie E; King, Suzanne N; Schaser, Allison; Thibeault, Susan L

2012-08-01

This contemporary tutorial will introduce general principles of molecular biology, common deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and protein assays and their relevance in the field of communication sciences and disorders. Over the past 2 decades, knowledge of the molecular pathophysiology of human disease has increased at a remarkable pace. Most of this progress can be attributed to concomitant advances in basic molecular biology and, specifically, the development of an ever-expanding armamentarium of technologies for analysis of DNA, RNA, and protein structure and function. Details of these methodologies, their limitations, and examples from the communication sciences and disorders literature are presented. Results/Conclusions The use of molecular biology techniques in the fields of speech, language, and hearing sciences is increasing, facilitating the need for an understanding of molecular biology fundamentals and common experimental assays.

Designing Summer Outreach Programs as an Engagement tool to connect Underserved and Underrepresented HS Students with Climate Science Topics

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Ricketts, J.; Salas, K.

2017-12-01

The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year-round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its third year, the program chose to address the intersection of climate science and societal issues by selecting an overall topic for the week-long program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips, coupled with introducing data analysis projects using NASA's GLOBE program, proved to be critical learning components based on student feedback; allowing students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

Training of physicians for the twenty-first century: role of the basic sciences.

PubMed

Grande, Joseph P

2009-09-01

Rapid changes in the healthcare environment and public dissatisfaction with the cost and quality of medical care have prompted a critical analysis of how physicians are trained in the United States. Accrediting agencies have catalyzed a transformation from a process based to a competency-based curriculum, both at the undergraduate and the graduate levels. The objective of this overview is to determine how these changes are likely to alter the role of basic science in medical education. Policy statements related to basic science education from the National Board of Medical Examiners (NBME), the Accreditation Council for Graduate Medical Education (ACGME), American Board of Medical Specialties (ABMS), and the Federation of State Medical Boards (FSMB) were reviewed and assessed for common themes. Three primary roles for the basic sciences in medical education are proposed: (1) basic science to support the development of clinical reasoning skills; (2) basic science to support a critical analysis of medical and surgical interventions ("evidence-based medicine"); and (3) basic and translational science to support analysis of processes to improve healthcare ("science of healthcare delivery"). With these roles in mind, several methods to incorporate basic sciences into the curriculum are suggested.

78 FR 6088 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-29

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... INFORMATION CONTACT: Katie Perine, Office of Basic Energy Sciences, U.S. Department of Energy; SC-22...

Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

NASA Astrophysics Data System (ADS)

Foxx, Robbie Evelyn

Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

Quality knowledge of science through virtual laboratory as an element of visualization

NASA Astrophysics Data System (ADS)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic experiment, carried out over a period of two school years (2012/2013 and 2013/2014) in ten primary schools, the effectiveness of teaching carried out with the support of a virtual laboratory was analyzed. The obtained empirical findings reveal that the use of virtual laboratory has great impact on the pupils' knowledge and interest. At the end of the experiment, pupils in the experimental group had an advantage according to knowledge of chemical contents in science. Also, the use of virtual laboratory had an impact on the sustainability of the acquired knowledge of science contents and pupils' interest at the end of the experiment, because the pupils in the experimental group had a higher interest for learning science contents. The didactic experiment determined, that the use of virtual laboratory enables quality learning and teaching chemical contents of science, because it allows: (1) experimental work as an active learning method, (2) the visualization of abstract concepts and phenomena, (3) dynamic sub micro presentations (4) integration of all three levels of the chemical concept as a whole and (5) positively impacts pupils' interest, knowledge and sustainability of the acquired knowledge.

Basic life support knowledge of first-year university students from Brazil.

PubMed

Santos, S V; Margarido, M R R A; Caires, I S; Santos, R A N; Souza, S G; Souza, J M A; Martimiano, R R; Dutra, C S K; Palha, P; Zanetti, A C G; Pazin-Filho, A

2015-12-01

We aimed to evaluate knowledge of first aid among new undergraduates and whether it is affected by their chosen course. A questionnaire was developed to assess knowledge of how to activate the Mobile Emergency Attendance Service - MEAS (Serviço de Atendimento Móvel de Urgência; SAMU), recognize a pre-hospital emergency situation and the first aid required for cardiac arrest. The students were also asked about enrolling in a first aid course. Responses were received from 1038 of 1365 (76.04%) new undergraduates. The questionnaires were completed in a 2-week period 1 month after the beginning of classes. Of the 1038 respondents (59.5% studying biological sciences, 11.6% physical sciences, and 28.6% humanities), 58.5% knew how to activate the MEAS/SAMU (54.3% non-biological vs 61.4% biological, P=0.02), with an odds ratio (OR)=1.39 (95%CI=1.07-1.81) regardless of age, sex, origin, having a previous degree or having a relative with cardiac disease. The majority could distinguish emergency from non-emergency situations. When faced with a possible cardiac arrest, 17.7% of the students would perform chest compressions (15.5% non-biological vs 19.1% biological first-year university students, P=0.16) and 65.2% would enroll in a first aid course (51.1% non-biological vs 74.7% biological, P<0.01), with an OR=2.61 (95%CI=1.98-3.44) adjusted for the same confounders. Even though a high percentage of the students recognized emergency situations, a significant proportion did not know the MEAS/SAMU number and only a minority had sufficient basic life support skills to help with cardiac arrest. A significant proportion would not enroll in a first aid course. Biological first-year university students were more prone to enroll in a basic life support course.

How to link geography, cross-curricular approach and inquiry in science education at the primary schools

NASA Astrophysics Data System (ADS)

Karvánková, Petra; Popjaková, Dagmar

2018-05-01

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the 'effect of noise on the surroundings' explores the facts mentioned above, in geography teaching. It verifies the pupils' knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.

Cloning: can it be good for us? An overview of cloning technology and its moral implications.

PubMed

FitzGerald, K

2001-01-01

Adequate answers to moral questions about cloning require a working knowledge of the science and technology involved, both present and anticipated. This essay presents an overview of the current state of somatic cell nuclear transfer technology (SCNT), the type of cloning that now permits whole organism reproduction from adult DNA. This essay explains the basic science and technology of SCNT and explores its potential uses. Next, this essay notes remaining scientific obstacles and unanswered moral questions that must be resolved before SCNT can be used for human reproduction. Attention is given to aspects related to cloning for therapeutic and research purposes.

Basic science faculty in surgical departments: advantages, disadvantages and opportunities.

PubMed

Chinoy, Mala R; Moskowitz, Jay; Wilmore, Douglas W; Souba, Wiley W

2005-01-01

The number of Ph.D. faculty in clinical departments now exceeds the number of Ph.D. faculty in basic science departments. Given the escalating pressures on academic surgeons to produce in the clinical arena, the recruitment and retention of high-quality Ph.D.s will become critical to the success of an academic surgical department. This success will be as dependent on the surgical faculty understanding the importance of the partnership as the success of the Ph.D. investigator. Tighter alignment among the various clinical and research programs and between surgeons and basic scientists will facilitate the generation of new knowledge that can be translated into useful products and services (thus improving care). To capitalize on what Ph.D.s bring to the table, surgery departments may need to establish a more formal research infrastructure that encourages the ongoing exchange of ideas and resources. Physically removing barriers between the research groups, encouraging the open exchange of techniques and observations and sharing core laboratories is characteristic of successful research teams. These strategies can meaningfully contribute to developing successful training program grants, program projects and bringing greater research recognition to the department of surgery.

Basic Science Living Skills for Today's World. Teacher's Edition.

ERIC Educational Resources Information Center

Zellers (Robert W.) Educational Services, Johnstown, PA.

This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

Acoustic Absorption in Porous Materials

NASA Technical Reports Server (NTRS)

Kuczmarski, Maria A.; Johnston, James C.

2011-01-01

An understanding of both the areas of materials science and acoustics is necessary to successfully develop materials for acoustic absorption applications. This paper presents the basic knowledge and approaches for determining the acoustic performance of porous materials in a manner that will help materials researchers new to this area gain the understanding and skills necessary to make meaningful contributions to this field of study. Beginning with the basics and making as few assumptions as possible, this paper reviews relevant topics in the acoustic performance of porous materials, which are often used to make acoustic bulk absorbers, moving from the physics of sound wave interactions with porous materials to measurement techniques for flow resistivity, characteristic impedance, and wavenumber.

Structure of "Ventilation and Warming" in Notes on Nursing Written by Florence Nightingale in 19th Century: Introduction of Basic Physics to Nursing Students

NASA Astrophysics Data System (ADS)

Ogoh, Kazutoshi

"Basic Natural Science" for freshmen at Miyazaki Prefectural Nursing University has a component including physics. Here students learn three principles of thermal transfer; conduction, radiation, and convection through a series of experiments. The purpose of these experiments is to understand the structure of a method for the caring of breathing and temperature of patients as written in "Ventilation and Warming", the first chapter of F. Nightingale's Notes on Nursing. Students can then apply this structure to retain fresh air in today's hospital rooms, and can then appreciate studying real physics incorporated into fundamental knowledge for nursing practice.

Science education as/for participation in the community

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael; Lee, Stuart

2004-03-01

In this paper, we take up and advance the project of rethinking scientific literacy by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261-295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basic sets of concepts; it is more important to allow the emergence of scientific literacy as a collective property. Second, scientific knowledge ought not to be privileged in democratic collective decision making but ought to be one of many resources. Third, rethinking science education as and for participation in community life sets up the potential for lifelong participation in and learning of science-related issues. To show the viability of these propositions, we provide a case study based on a 3-year, multisite ethnographic research project as part of which we investigated science in the community. Framing our work in terms of activity theory, we provide descriptions of science in a local middle school, where students learn science while participating in a community effort to contribute to the knowledge base about a local creek. The children's activities are continuous with those of adults concerned about environmental health. In this way, rather than preparing for life after school, science education allows students to participate in legitimate ways in community life and therefore provides a starting point for uninterrupted lifelong learning across the presently existing boundary separating formal schooling from everyday life outside schools.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Report of the panel on geopotential fields: Gravity field, section 8

NASA Technical Reports Server (NTRS)

Anderson, Allen Joel; Kaula, William M.; Lazarewics, Andrew R.; Lefebvre, Michel; Phillips, Roger J.; Rapp, Richard H.; Rummel, Reinhard F.; Smith, David E.; Tapley, Byron D.; Zlotnick, Victor

1991-01-01

The objective of the Geopotential Panel was to develop a program of data acquisition and model development for the Earth's gravity and magnetic fields that meet the basic science requirements of the solid Earth and ocean studies. Presented here are the requirements for gravity information and models through the end of the century, the present status of our knowledge, data acquisition techniques, and an outline of a program to meet the requirements.

Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

NASA Astrophysics Data System (ADS)

Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

2016-06-01

The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

PubMed

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

Successful strategies for integrating bedside ultrasound into undergraduate medical education.

PubMed

Palma, James K

2015-04-01

Nearly all physician specialties currently utilize bedside ultrasound, and its applications continue to expand. Bedside ultrasound is becoming a core skill for physicians; as such, it should be taught during undergraduate medical education. When ultrasound is integrated in a longitudinal manner beginning in the preclerkship phase of medical school, it not only enhances teaching the basic science topics of anatomy, physiology, and pathology but also ties those skills and knowledge to the clerkship phase and medical decision-making. Bedside ultrasound is a natural bridge from basic science to clinical science. The Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine is currently in its fourth year of implementing an integrated ultrasound curriculum in the school of medicine. In our experience, successful integration of a bedside ultrasound curriculum should: align with unique focuses of a medical schools' mission, simplify complex anatomy through multimodal teaching, correlate to teaching of the physical examination, solidify understanding of physiology and pathology, directly link to other concurrent content, narrow differential diagnoses, enhance medical decision-making, improve procedural skills, match to year-group skillsets, develop teaching and leadership abilities, and have elective experiences for advanced topics. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Beyond positivism: a metaphysical basis for clinical practice?

PubMed

Herman, J

1992-09-01

Medicine does not have its own unified body of scientific knowledge. Instead, physicians who are oriented to research make sporadic incursions into the basic sciences such as genetics, biochemistry, immunology, epidemiology, physiology, pharmacology and so on. These latter, taken together, comprise biomedicine which is said to have adopted the positivist epistemology or the Cartesian/Newtonian one that regards the scientist as an uninvolved observer of nature. In effect, medical science has come to rest on a theory of knowledge which links meaning to probability and considers prediction as the scientist's chief task. Like its predecessor, the probability theory of meaning rejects metaphysical speculation and remains connected to observations made, directly or indirectly, by means of the five senses. Despite some brilliant successes touching on relatively uncommon disorders, biomedicine cannot explain most day-to-day clinical activity. An understanding of what transpires between patient and doctor, of its diagnostic potential and therapeutic weight requires hermeneutic, or phenomenological, inquiry which brings about changes in both parties to it. Such a science, as ontological speculation has been called, cannot be deciphered by an epistemology couched in the imagery of physics and chemistry.

Longitudinal Patent Analysis for Nanoscale Science and Engineering: Country, Institution and Technology Field

NASA Astrophysics Data System (ADS)

Huang, Zan; Chen, Hsinchun; Yip, Alan; Ng, Gavin; Guo, Fei; Chen, Zhi-Kai; Roco, Mihail C.

2003-08-01

Nanoscale science and engineering (NSE) and related areas have seen rapid growth in recent years. The speed and scope of development in the field have made it essential for researchers to be informed on the progress across different laboratories, companies, industries and countries. In this project, we experimented with several analysis and visualization techniques on NSE-related United States patent documents to support various knowledge tasks. This paper presents results on the basic analysis of nanotechnology patents between 1976 and 2002, content map analysis and citation network analysis. The data have been obtained on individual countries, institutions and technology fields. The top 10 countries with the largest number of nanotechnology patents are the United States, Japan, France, the United Kingdom, Taiwan, Korea, the Netherlands, Switzerland, Italy and Australia. The fastest growth in the last 5 years has been in chemical and pharmaceutical fields, followed by semiconductor devices. The results demonstrate potential of information-based discovery and visualization technologies to capture knowledge regarding nanotechnology performance, transfer of knowledge and trends of development through analyzing the patent documents.

Evaluating co-creation of knowledge: from quality criteria and indicators to methods

NASA Astrophysics Data System (ADS)

Schuck-Zöller, Susanne; Cortekar, Jörg; Jacob, Daniela

2017-11-01

Basic research in the natural sciences rests on a long tradition of evaluation. However, since the San Francisco Declaration on Research Assessment (DORA) came out in 2012, there has been intense discussion in the natural sciences, above all amongst researchers and funding agencies in the different fields of applied research and scientific service. This discussion was intensified when climate services and other fields, used to make users participate in research and development activities (co-creation), demanded new evaluation methods appropriate to this new research mode. This paper starts by describing a comprehensive and interdisciplinary literature overview of indicators to evaluate co-creation of knowledge, including the different fields of integrated knowledge production. Then the authors harmonize the different elements of evaluation from literature in an evaluation cascade that scales down from very general evaluation dimensions to tangible assessment methods. They describe evaluation indicators already being documented and include a mixture of different assessment methods for two exemplary criteria. It is shown what can be deduced from already existing methodology for climate services and envisaged how climate services can further to develop their specific evaluation method.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

PubMed

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

A qualitative study on personal information management (PIM) in clinical and basic sciences faculty members of a medical university in Iran

PubMed Central

Sedghi, Shahram; Abdolahi, Nida; Azimi, Ali; Tahamtan, Iman; Abdollahi, Leila

2015-01-01

Background: Personal Information Management (PIM) refers to the tools and activities to save and retrieve personal information for future uses. This study examined the PIM activities of faculty members of Iran University of Medical Sciences (IUMS) regarding their preferred PIM tools and four aspects of acquiring, organizing, storing and retrieving personal information. Methods: The qualitative design was based on phenomenology approach and we carried out 37 interviews with clinical and basic sciences faculty members of IUMS in 2014. The participants were selected using a random sampling method. All interviews were recorded by a digital voice recorder, and then transcribed, codified and finally analyzed using NVivo 8 software. Results: The use of PIM electronic tools (e-tools) was below expectation among the studied sample and just 37% had reasonable knowledge of PIM e-tools such as, external hard drivers, flash memories etc. However, all participants used both paper and electronic devices to store and access information. Internal mass memories (in Laptops) and flash memories were the most used e-tools to save information. Most participants used "subject" (41.00%) and "file name" (33.7 %) to save, organize and retrieve their stored information. Most users preferred paper-based rather than electronic tools to keep their personal information. Conclusion: Faculty members had little knowledge about PIM techniques and tools. Those who organized personal information could easier retrieve the stored information for future uses. Enhancing familiarity with PIM tools and training courses of PIM tools and techniques are suggested. PMID:26793648

Design, Implementation, and Evaluation of a Simulation-Based Clinical Correlation Curriculum as an Adjunctive Pedagogy in an Anatomy Course.

PubMed

Coombs, Carmen M; Shields, Ryan Y; Hunt, Elizabeth A; Lum, Ying Wei; Sosnay, Patrick R; Perretta, Julianne S; Lieberman, Rhett H; Shilkofski, Nicole A

2017-04-01

Because reported use of simulation in preclinical basic science courses is limited, the authors describe the design, implementation, and preliminary evaluation of a simulation-based clinical correlation curriculum in an anatomy course for first-year medical students at Perdana University Graduate School of Medicine (in collaboration with Johns Hopkins University School of Medicine). The simulation curriculum, with five weekly modules, was a component of a noncadaveric human anatomy course for three classes (n = 81 students) from September 2011 to November 2013. The modules were designed around major anatomical regions (thorax; abdomen and pelvis; lower extremities and back; upper extremities; and head and neck) and used various types of simulation (standardized patients, high-fidelity simulators, and task trainers). Several methods were used to evaluate the curriculum's efficacy, including comparing pre- versus posttest scores and comparing posttest scores against the score on 15 clinical correlation final exam questions. A total of 81 students (response rate: 100%) completed all pre- and posttests and consented to participate. Posttest scores suggest significant knowledge acquisition and better consistency of performance after participation in the curriculum. The comparison of performance on the posttests and final exam suggests that using simulation as an adjunctive pedagogy can lead to excellent short-term knowledge retention. Simulation-based medical education may prove useful in preclinical basic science curricula. Next steps should be to validate the use of this approach, demonstrate cost-efficacy or the "return on investment" for educational and institutional leadership, and examine longer-term knowledge retention.

Nursing educators' perceptions about disaster preparedness and response in Istanbul and Miyazaki.

PubMed

Öztekin, Seher Deniz; Larson, Eric Edwin; Altun Uğraş, Gülay; Yüksel, Serpil; Savaşer, Sevim

2015-04-01

As healthcare professionals, nursing educators need to be prepared to manage and deliver care in what are often dangerous conditions. This research aims to determine and compare nursing educators' perceptions of disaster preparedness and response (DP&R) in Istanbul and Miyazaki. An 18 question descriptive questionnaire was used. One hundred and forty-four nursing educators representing two state university nursing schools in Istanbul, Turkey, and one state and two private universities in Miyazaki, Japan were enrolled. Educators had an average age of 40 years and had been educators for 1-15 years. Just over half of the participants had basic knowledge regarding DP&R with most of them considering taking special courses in the future. The majority considered "caregiver" as a role they could undertake in a disaster situation. The existence of major concerns and conflicts in disaster responses were low. The top ranked item was in the area of conflict between family and job responsibilities. Age and academic levels showed significant differences in basic knowledge on DP&R. Regardless of knowledge in this subject area, no statistical significance on personal preparedness or being a volunteer to disaster events was found. Nursing educators were not thinking about what kinds of disasters occur in the areas where they currently teach and were underprepared to deal with disaster situations. To improve the perceptions of the nursing educators on DP&R, mass casualty care and disaster management skills need to be incorporated into formal education and training on disaster preparedness and workplace preparedness. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

PubMed Central

Godin, Elizabeth A.; Wormington, Stephanie V.; Perez, Tony; Barger, Michael M.; Snyder, Kate E.; Richman, Laura Smart; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa

2015-01-01

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the “fuel” that will power a science and technology–driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers. PMID:26538389

Nuclear medicine and quantitative imaging research (quantitative studies in radiopharmaceutical science): Comprehensive progress report, April 1, 1986-December 31, 1988

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cooper, M.D.; Beck, R.N.

1988-06-01

This document describes several years research to improve PET imaging and diagnostic techniques in man. This program addresses the problems involving the basic science and technology underlying the physical and conceptual tools of radioactive tracer methodology as they relate to the measurement of structural and functional parameters of physiologic importance in health and disease. The principal tool is quantitative radionuclide imaging. The overall objective of this program is to further the development and transfer of radiotracer methodology from basic theory to routine clinical practice in order that individual patients and society as a whole will receive the maximum net benefitmore » from the new knowledge gained. The focus of the research is on the development of new instruments and radiopharmaceuticals, and the evaluation of these through the phase of clinical feasibility. The reports in the study were processed separately for the data bases. (TEM)« less

Quantum computation for solving linear systems

NASA Astrophysics Data System (ADS)

Cao, Yudong

Quantum computation is a subject born out of the combination between physics and computer science. It studies how the laws of quantum mechanics can be exploited to perform computations much more efficiently than current computers (termed classical computers as oppose to quantum computers). The thesis starts by introducing ideas from quantum physics and theoretical computer science and based on these ideas, introducing the basic concepts in quantum computing. These introductory discussions are intended for non-specialists to obtain the essential knowledge needed for understanding the new results presented in the subsequent chapters. After introducing the basics of quantum computing, we focus on the recently proposed quantum algorithm for linear systems. The new results include i) special instances of quantum circuits that can be implemented using current experimental resources; ii) detailed quantum algorithms that are suitable for a broader class of linear systems. We show that for some particular problems the quantum algorithm is able to achieve exponential speedup over their classical counterparts.

Division of energy biosciences: Annual report and summaries of FY 1995 activities

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1996-04-01

The mission of the Division of Energy Biosciences is to support research that advances the fundamental knowledge necessary for the future development of biotechnologies related to the Department of Energy`s mission. The departmental civilian objectives include effective and efficient energy production, energy conservation, environmental restoration, and waste management. The Energy Biosciences program emphasizes research in the microbiological and plant sciences, as these understudied areas offer numerous scientific opportunities to dramatically influence environmentally sensible energy production and conservation. The research supported is focused on the basic mechanisms affecting plant productivity, conversion of biomass and other organic materials into fuels and chemicalsmore » by microbial systems, and the ability of biological systems to replace energy-intensive or pollutant-producing processes. The Division also addresses the increasing number of new opportunities arising at the interface of biology with other basic energy-related sciences such as biosynthesis of novel materials and the influence of soil organisms on geological processes.« less

A comparison of basic and state-of-the-arts skills sets of biomedical science technical staff in Lagos public universities.

PubMed

John, T A

2011-12-01

Biomedical science has advanced drastically in developed countries in the last two decades with many health and economic benefits. In Nigeria, biomedical science has not thrived and the contribution from Nigerian universities, indeed African universities, to publications in global high impact journals is low. The present work was based on the hypothesis that there is a lack of state-of-the-arts experimentation in Nigerian biomedical science experiments. An investigation was carried out on the professional skills of biomedical science technical staff of the two (federal and state) public universities in Lagos, Nigeria using a closed-ended questionnaire survey. The 17 respondents were asked about their training, the frequency of utilization of 99 skills, and their expertise. The respondents were "untrained" more in state-of-the-arts skills (34% for electrophoresis, 28% for genomics, 22% for immunochemistry, and 34% for proteomics skills) than in general professional skills (5%), basic technical equipment skills (16%), or general biomedical science knowledge and skills (16%). Frequencies of responses were higher for general skills than for state-of-the-arts skills in the responses "utilizing frequently" (9.96%-31-61% versus 0.36%-4.2%), and "I'm expert" (9.55%-19.88% versus 5.88%-8.48%). It was projected that with continued investment in modern equipment and infrastructure, there will be increased drive for training and usage of modern bioscience research skills and multidisciplinary approaches and production of high-tech scientific publications.

The oblique perspective: philosophical diagnostics of contemporary life sciences research.

PubMed

Zwart, Hub

2017-12-01

This paper indicates how continental philosophy may contribute to a diagnostics of contemporary life sciences research, as part of a "diagnostics of the present" (envisioned by continental thinkers, from Hegel up to Foucault). First, I describe (as a "practicing" philosopher) various options for an oblique (or symptomatic) reading of emerging scientific discourse, bent on uncovering the basic "philosophemes" of science (i.e. the guiding ideas, the basic conceptions of nature, life and technology at work in contemporary life sciences research practices). Subsequently, I outline a number of radical transformations occurring both at the object-pole and at the subject-pole of the current knowledge relationship, namely the technification of the object and the anonymisation or collectivisation of the subject, under the sway of automation, ICT and big machines. Finally, I further elaborate the specificity of the oblique perspective with the help of Lacan's theorem of the four discourses. Philosophical reflections on contemporary life sciences concur neither with a Master's discourse (which aims to strengthen the legitimacy and credibility of canonical sources), nor with university discourse (which aims to establish professional expertise), nor with what Lacan refers to as hysterical discourse (which aims to challenge representatives of the power establishment), but rather with the discourse of the analyst, listening with evenly-poised attention to the scientific files in order to bring to the fore the cupido sciendi (i.e. the will to know, but also to optimise and to control) which both inspires and disrupts contemporary life sciences discourse.

Musculoskeletal discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

Life sciences research in the musculoskeletal discipline must identify possible consequences of weightlessness on this system, understand the mechanisms of these effects, and develop effective and operationally practical countermeasures to protect crewmembers. The musculoskeletal system is highly plastic in that is possesses the inherent capability to adapt its structural and functional properties in accordance with the type and degree of stimuli imposed on it. Prolonged space travel is essentially a period of significant unloading of the musculoskeletal system. This results in adaptive responses in the structure and function of this system, placing it on the low end of a continuum from one of complete disuse to one of maximal use. There is a high probability that the musculoskeletal system is functionally impaired with increasing duration of weightlessness. The purpose of this Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences division research and development activities in the area of musculoskeletal function. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, identifies science priorities, and defines research opportunities, which encompass critical questions in the subdiscipline areas (e.g., muscle, bone, and other musculoskeletal connective tissues). These science activities include ground-based and flight; basic, applied, and operational; and animal and human research and development. This document contains a general plan that will be used by both NASA Headquarters Program Offices and the field centers to review and plan basic, applied, and operational intramural and extramural research and development activities in this area.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

The progress test as a diagnostic tool for a new PBL curriculum.

PubMed

Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

2011-12-01

The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

75 FR 6369 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-09

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office... Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy; Germantown Building...

Relevance of human anatomy in daily clinical practice.

PubMed

Arráez-Aybar, Luis-Alfonso; Sánchez-Montesinos, Indalecio; Mirapeix, Rosa-M; Mompeo-Corredera, Blanca; Sañudo-Tejero, Jose-Ramón

2010-12-20

the aim of this study has been to evaluate the relevance of gross human anatomy in daily clinical practice and to compare it to that of other basic sciences (biochemistry, bioethics, cytohistology, microbiology, pharmacology, physiology, psychology). a total of 1250 questionnaires were distributed among 38 different medical speciality professionals. Answers were analyzed taking into account speciality (medical, surgery and others), professional status (training physician or staff member) and professional experience. the response rate was 42.9% (n=536). Gross human anatomy was considered the most relevant basic discipline for surgical specialists, while pharmacology and physiology were most relevant for medical specialists. Knowledge of anatomy was also considered fundamental for understanding neurological or musculoskeletal disorders. In undergraduate programmes, the most important focuses in teaching anatomy were radiological, topographical and functional anatomy followed by systematic anatomy. In daily medical practice anatomy was considered basic for physical examination, symptom interpretation and interpretation of radiological images. When professional status or professional experience was considered, small variations were shown and there were no significant differences related to gender or community. our results underline the relevance of basic sciences (gross anatomy, physiology, and pharmacology) in daily professional activity. Evidence-based studies such as ours, lend greater credibility and objectivity to the role of gross anatomy in the undergraduate training of health professionals and should help to establish a more appropriate curriculum for future professionals. 2010 Elsevier GmbH. All rights reserved.

Knowledge, awareness, and preparedness unlinked in layperson

NASA Astrophysics Data System (ADS)

Oki, S.; Nakayachi, K.

2012-12-01

Risk assessment is of importance for the reduction of natural disasters. By utilizing the risk information such as producing shake maps or tsunami hazard maps, people can learn what kind of natural hazards they have to deal with. Japanese government takes it as an effective strategy in mitigating earthquake disaster to transfer the basic knowledge of the tectonic background of Japan and of the latest research results. In fact, the Headquarters for Earthquake Research Promotion describes in their webpage that their basic concept is: to transfer the knowledge of research results such as long-term evaluation of large earthquake occurrence to the public, so that people will be aware and conscious of the existing risks, and then they take action to mitigate earthquake disaster. On the other hand, it goes without saying that there always exists a constant risk of earthquake disaster in Japan and every single person living in this earthquake prone country knows that. Moreover, residents know what will happen when a big earthquake occurs such as collapse of houses or tsunamis unlike cases for unknown infectious diseases. Thus they do not have to wait for the government's releasing latest research results of long-term evaluation and possibility of large earthquake occurrence to take action to mitigate disaster. Yet, people die from earthquakes of magnitude-7 class almost every year in Japan, and the causes of death are very common ones such as collapse of houses, falloff of furniture, fire or tsunamis. This fact tells us that the knowledge itself will not give serious awareness of earthquake risks or not motivate people to take action for disaster prevention. We have to have another look at the personnel risk management of earthquake disaster, for the concept of 3-steps; giving knowledge, giving awareness, and taking action would not work as expected. To examine this, we conducted experiments to see if knowledge of earthquake science helps people to be aware the risks or to take action for disaster prevention. Examinees are 200 high school and undergraduate students who do not major in Earth science. We first gave them information of basic knowledge such as tectonic backgrounds of Japan and the latest research outcomes such as long-term evaluation of large earthquake occurrence or the strong ground motion, and then asked what they felt. The results show that neither the basic knowledge nor the latest research outcomes motivate examinees to take action for the disaster prevention or even to give awareness. We then showed them the movies of the past earthquake disasters and some episodes who had lost their loved ones from the recent earthquakes, and asked the same question. As psychology implies, this information made examinees feel dread and they became aware of the risks lie ahead. But still, they did not mention what to do to prevent the tragedy. In the presentation, we would like to show the difficulty to make people take action to protect their lives from earthquake disasters. We also show peoples' preparedness/unpreparedness with the information released by a Japanese research group in the late January saying the possibility of metropolitan Tokyo earthquake being 70% in this coming 4-year.

[The genesis, system, functions, and tendencies in the development of forensic expertise].

PubMed

Rossinskaya, E R

The author considers the main landmarks in the formation and development of the science of forensic expertise and related activities. Special attention is given to the necessity of increasing knowledge and skills in judicial proceedings, further elaboration and perfection of the theory and practice of forensic expertise to meet the requirements put forward by the XXIth century. It is emphasized that this work is needed to lay the foundation for the creation of the self-consistent science - forensic expertology, based on the interdisciplinary general theory of forensic expertise. The author builds up the definition of the subject of forensic expertology taking into consideration the basic issues studied by this science. The scientific paradigm, its functions, tendencies and prospects for its further development are substantiated.

78 FR 38696 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-27

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office... Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... INFORMATION CONTACT: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy; Germantown...

76 FR 41234 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-13

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

77 FR 41395 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-13

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

75 FR 41838 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-19

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat...

76 FR 8358 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-14

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

Barrier Busting: Leapfrogging Zombie Science Arguments to Get to Solutions

NASA Astrophysics Data System (ADS)

Hassol, S. J.

2015-12-01

Climate literacy certainly requires a basic understanding of the causes and impacts of climate change, and this has motivated our community to focus on ever better ways to communicate this knowledge. This has been very worthwhile. But continuing to dwell on refuting climate myths that seem impossible to put to rest has often kept us mired in the framing of those who reject the science and seek to stall action. Moving past misconceptions and barriers may require added emphasis on responses to climate change. Research focused on the American public has revealed a broader acceptance of the reality of climate change than many people think. In particular, there is broad support for solutions, such as clean energy, even among those who say they do not accept that human activity is the primary driver of climate change. This presents an opportunity to open a side door to understanding that avoids unproductive confrontation with ideological barriers. Research is also revealing effective models for behavioral change that tap into social norms. Leapfrogging basic science arguments and going straight to solutions that most agree on can help us clear some of the barriers to understanding and the hurdles to action.

Development of a Hybrid Course on Wheelchair Service Provision for clinicians in international contexts.

PubMed

Burrola-Mendez, Yohali; Goldberg, Mary; Gartz, Rachel; Pearlman, Jon

2018-01-01

Wheelchair users worldwide are at high risk of developing secondary health conditions and premature death due to inappropriate wheelchair provision by untrained providers. The International Society of Wheelchair Professionals (ISWP) has developed a Hybrid Course based on the World Health Organization's Wheelchair Service Training Package-Basic Level. The Hybrid Course leverages online modules designed for low-bandwidth internet access that reduces the in-person training exposure from five to three and a half days, making it less expensive and more convenient for both trainees and trainers. The Hybrid Course was designed using a systematic approach guided by an international group of stakeholders. The development followed the Quality Matters Higher Educational Rubric, web design guidelines for low bandwidth, experts' opinions, and the best practices for blended course design. A quasi-experimental approach was used to evaluate the effectiveness of the Hybrid Course taken by six graduate students in Rehabilitation Sciences at the University of Pittsburgh by measuring pre- and post knowledge using the validated ISWP Wheelchair Service Provision-Basic Test. The outcome measure was assessed using a paired sample t-test between pretest and posttest scores. The quality of the Hybrid Course was evaluated by three external reviewers using the Quality Matters Higher Educational Rubric who were blind to each others' evaluation and the results of the training intervention. Hybrid Course participants reported significant increases in scores on the ISWP Wheelchair Service Provision-Basic Test after participating in the training, with an average increase of 10.84±5.42, p = 0.004, Cohen's d = 1.99. In addition, the Hybrid Course met the Quality Matters Standards in two out of three evaluations and reported a percentage of agreement between evaluators of 84%. The Hybrid Course met quality standards and proved to be effective in increasing basic level wheelchair knowledge in a group of Rehabilitation Science graduate students.

Ethics, Collaboration, and Presentation Methods for Local and Traditional Knowledge for Understanding Arctic Change

NASA Astrophysics Data System (ADS)

Parsons, M. A.; Gearheard, S.; McNeave, C.

2009-12-01

Local and traditional knowledge (LTK) provides rich information about the Arctic environment at spatial and temporal scales that scientific knowledge often does not have access to (e.g. localized observations of fine-scale ecological change potentially from many different communities, or local sea ice and conditions prior to 1950s ice charts and 1970s satellite records). Community-based observations and monitoring are an opportunity for Arctic residents to provide ‘frontline’ observations and measurements that are an early warning system for Arctic change. The Exchange for Local Observations and Knowledge of the Arctic (ELOKA) was established in response to the growing number of community-based and community-oriented research and observation projects in the Arctic. ELOKA provides data management and user support to facilitate the collection, preservation, exchange, and use of local observations and knowledge. Managing these data presents unique ethical challenges in terms of appropriate use of rare human knowledge and ensuring that knowledge is not lost from the local communities and not exploited in ways antithetical to community culture and desires. Local Arctic residents must be engaged as true collaborative partners while respecting their perspectives, which may vary substantially from a western science perspective. At the same time, we seek to derive scientific meaning from the local knowledge that can be used in conjunction with quantitative science data. This creates new challenges in terms of data presentation, knowledge representations, and basic issues of metadata. This presentation reviews these challenges, some initial approaches to addressing them, and overall lessons learned and future directions.

[Economisation of research -- or: what price deception?].

PubMed

Fischer, K

2005-06-01

According to the accepted credo of German science policy the organization of research has to be reshaped to fit the needs of the national economy better than it did so in the past. This is seen as a conditio sine qua non to help German corporations to prevail in the global competition as well as to protect national welfare. The author argues that reorganizing research on a strictly mission-oriented line under economic imperatives will partly suspend the code of science in favor of the code of economy. The focal aim of science, which is to reach at the most reliable information in a methodical and impartial way, will be partly replaced by the aim to reach at the best sellable information in any way which is cheap and profitable. The probability that any information which might endanger the market performance of a product is clandestinely kept under cover by the selling corporation will be greatly enlarged. Expert knowledge necessary to uncover the truth will be mainly interest bound and no longer be freely available. Knowledge perceived to be irrelevant for economy, although possibly being of great intrinsic interest, and even knowledge which might become an essential part of a culture's identity, will be lost on its search for an investor. The great danger is that this applies also to important parts of basic science potentially providing the foundations for future technologies. Externalities such as these could be called the costs of economization, or: the costs of untruth.

Horizontal integration of the basic sciences in the chiropractic curriculum.

PubMed

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

PubMed Central

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Reviews

NASA Astrophysics Data System (ADS)

2008-03-01

WE RECOMMEND Doomsday Men: the Real Dr Strangelove and the Dream of the Superweapon The relationship between scientists and ethics is explored in this fascinating history of superweaponry RAF Real-life Science A CD-ROM that combines physics activities and careers advice Seismology A booklet that covers seismology for the classroom thoroughly Ice, Rock, and Beauty: a Visual Tour of the New Solar System A beautiful book on a beautiful subject Leicester Height Measure A surprisingly multipurpose piece of equipment Learning Science Teaching: Developing a Professional Knowledge Base A study of how to become an expert science teacher Nova 5000EX A tablet PC ready-loaded with all of the software you need Seismometer Modelling Kit A useful and cheap demonstration of seismology Vibration Detector Basic equipment for measuring vibrations is very welcome Seismometer System This more advanced seismology kit is worth the price-tag WEB WATCH Gary Williams trawls the net for Earth science classroom aids

Pluto: Planet or "Dwarf Planet"?

NASA Astrophysics Data System (ADS)

Voelzke, M. R.; de Araújo, M. S. T.

2010-09-01

In August 2006 during the XXVI General Assembly of the International Astronomical Union (IAU), taken place in Prague, Czech Republic, new parameters to define a planet were established. According to this new definition Pluto will be no more the ninth planet of the Solar System but it will be changed to be a "dwarf planet". This reclassification of Pluto by the academic community clearly illustrates how dynamic science is and how knowledge of different areas can be changed and evolves through the time, allowing to perceive Science as a human construction in a constant transformation, subject to political, social and historical contexts. These epistemological characteristics of Science and, in this case, of Astronomy, constitute important elements to be discussed in the lessons, so that this work contributes to enable Science and Physics teachers who perform a basic education to be always up to date on this important astronomical fact and, thereby, carry useful information to their teaching.

78 FR 47677 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-06

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science, Department of Energy. ACTION: Notice of renewal. SUMMARY: Pursuant to Section 14(a)(2)(A) of the Federal... hereby given that the Basic Energy Sciences Advisory Committee's (BESAC) charter will be renewed for a...

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

PubMed

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice.

ERIC Educational Resources Information Center

Kabat, Hugh F.; And Others

1982-01-01

A panel of pharmacy faculty ranked a broad inventory of basic pharmaceutical science topics in terms of their applicability to clinical pharmacy practice. The panel concluded that basic pharmaceutical sciences are essentially applications of foundation areas in biological, physical, and social sciences. (Author/MLW)

Glossary of Terms

MedlinePlus

... 2019 Basic and Clinical Science Course, Section 02: Fundamentals and Principles of Ophthalmology 2018-2019 Basic and ... 2019 Basic and Clinical Science Course, Section 02: Fundamentals and Principles of Ophthalmology Print 2018-2019 Basic ...

Remarks on neurocybernetics and its links to computing science. To the memory of Prof. Luigi M. Ricciardi.

PubMed

Moreno-Díaz, Roberto; Moreno-Díaz, Arminda

2013-06-01

This paper explores the origins and content of neurocybernetics and its links to artificial intelligence, computer science and knowledge engineering. Starting with three remarkable pieces of work, we center attention on a number of events that initiated and developed basic topics that are still nowadays a matter of research and inquire, from goal directed activity theories to circular causality and to reverberations and learning. Within this context, we pay tribute to the memory of Prof. Ricciardi documenting the importance of his contributions in the mathematics of brain, neural nets and neurophysiological models, computational simulations and techniques. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

PubMed

van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L

2018-04-01

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Nuclear medicine and imaging research (Instrumentation and quantitative methods of evaluation)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beck, R.N.; Cooper, M.D.

1989-09-01

This program addresses the problems involving the basic science and technology underlying the physical and conceptual tools of radioactive tracer methodology as they relate to the measurement of structural and functional parameters of physiologic importance in health and disease. The principal tool is quantitative radionuclide imaging. The overall objective of this program is to further the development and transfer of radiotracer methodology from basic theory to routine clinical practice in order that individual patients and society as a whole will receive the maximum net benefit from the new knowledge gained. The focus of the research is on the development ofmore » new instruments and radiopharmaceuticals, and the evaluation of these through the phase of clinical feasibility.« less

Institutional Profile: University of Chicago Center for Personalized Therapeutics: research, education and implementation science.

PubMed

Dolan, M Eileen; Maitland, Michael L; O'Donnell, Peter H; Nakamura, Yusuke; Cox, Nancy J; Ratain, Mark J

2013-09-01

Pharmacogenomics is aimed at advancing our knowledge of the genetic basis of variable drug response. The Center for Personalized Therapeutics within the University of Chicago comprises basic, translational and clinical research as well as education including undergraduate, graduate, medical students, clinical/postdoctoral fellows and faculty. The Committee on Clinical Pharmacology and Pharmacogenomics is the educational arm of the Center aimed at training clinical and postdoctoral fellows in translational pharmacology and pharmacogenomics. Research runs the gamut from basic discovery and functional studies to pharmacogenomic implementation studies to evaluate physician adoption of genetic medicine. The mission of the Center is to facilitate research, education and implementation of pharmacogenomics to realize the true potential of personalized medicine and improve the lives of patients.

The Reorganization of Basic Science Departments in U.S. Medical Schools, 1980-1999.

ERIC Educational Resources Information Center

Mallon, William T.; Biebuyck, Julien F.; Jones, Robert F.

2003-01-01

Constructed a longitudinal database to examine how basic science departments have been reorganized at U.S. medical schools. Found that there were fewer basic science departments in the traditional disciplines of anatomy, biochemistry, microbiology, pharmacology, and physiology in 1999 than in 1980. But as biomedical science has developed in an…

Professional fulfillment and parenting work-life balance in female physicians in Basic Sciences and medical research: a nationwide cross-sectional survey of all 80 medical schools in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Marui, Eiji

2017-09-15

In Japan, the field of Basic Sciences encompasses clinical, academic, and translational research, as well as the teaching of medical sciences, with both an MD and PhD typically required. In this study, it was hypothesized that the characteristics of a Basic Sciences career path could offer the professional advancement and personal fulfillment that many female medical doctors would find advantageous. Moreover, encouraging interest in Basic Sciences could help stem shortages that Japan is experiencing in medical fields, as noted in the three principal contributing factors: premature resignation of female clinicians, an imbalance of female physicians engaged in research, and a shortage of medical doctors in the Basic Sciences. This study examines the professional and personal fulfillment expressed by Japanese female medical doctors who hold positions in Basic Sciences. Topics include career advancement, interest in medical research, and greater flexibility for parenting. A cross-sectional questionnaire survey was distributed at all 80 medical schools in Japan, directed to 228 female medical doctors whose academic rank was assistant professor or higher in departments of Basic Sciences in 2012. Chi-square tests and the binary logistic regression model were used to investigate the impact of parenthood on career satisfaction, academic rank, salary, etc. The survey response rate of female physicians in Basic Sciences was 54.0%. Regardless of parental status, one in three respondents cited research interest as their rationale for entering Basic Sciences, well over twice other motivations. A majority had clinical experience, with clinical duties maintained part-time by about half of respondents and particularly parents. Only one third expressed afterthoughts about relinquishing full-time clinical practice, with physicians who were parents expressing stronger regrets. Parental status had little effect on academic rank and income within the Basic Sciences, CONCLUSION: Scientific curiosity and a desire to improve community health are hallmarks of those choosing a challenging career in medicine. Therefore, it is unsurprising that interest in research is the primary motivation for a female medical doctor to choose a career in Basic Sciences. Additionally, as with many young professionals with families, female doctors seek balance in professional and private lives. Although many expressed afterthoughts relinquishing a full-time clinical practice, mothers generally benefited from greater job flexibility, with little significant effect on career development and income as Basic Scientists.

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

NASA Astrophysics Data System (ADS)

Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

2012-02-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

Climate Information and Misinformation: Getting the Message Out

NASA Astrophysics Data System (ADS)

Carr, M.; Rubenstein, M.; Brash, K.; Hernandez, T. E.; Anderson, R. F.; Fulton, M.; Kahn, B.

2010-12-01

While it is commonly accepted that improved science comprehension is a key element to informed decisions on the many societal issues that interface with science and technology, it is not always clear what that understanding should entail. Is it knowledge of a set of facts and their context, the ability to read scientific papers, familiarity with data sets and their strengths and limitations, the development of original research? Physical scientists continue to operate assuming the deficit model: that lack of societal engagement results from ignorance or lack of information. Yet, in the case of climate, an active community of citizen scientists is engaged in a parallel research activity that aims to audit the basic tenets of the field, thus illustrating that greater literacy does not necessarily lead to consensus. Communication experts have long noted the inadequacy of the deficit model, highlighting the importance of prior knowledge, interests, and values. Science communicators recommend direct public engagement using non-traditional tools and fora. Here we explore three modes of engaging the public on the theme of climate change skepticism: a report published by a major financial institution (following a deficit model, but targeting a highly educated non-science community), blogging (using the broad potential reach and ongoing engagement of the internet), and student discussion groups (taking a participatory 'community outreach' approach).

A conceptual framework to support exposure science research ...

EPA Pesticide Factsheets

While knowledge of exposure is fundamental to assessing and mitigating risks, exposure information has been costly and difficult to generate. Driven by major scientific advances in analytical methods, biomonitoring, computational tools, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition that allows it to be more agile, predictive, and data- and knowledge-driven. A necessary element of this evolved paradigm is an organizational and predictive framework for exposure science that furthers the application of systems-based approaches. To enable such systems-based approaches, we proposed the Aggregate Exposure Pathway (AEP) concept to organize data and information emerging from an invigorated and expanding field of exposure science. The AEP framework is a layered structure that describes the elements of an exposure pathway, as well as the relationship between those elements. The basic building blocks of an AEP adopt the naming conventions used for Adverse Outcome Pathways (AOPs): Key Events (KEs) to describe the measurable, obligate steps through the AEP; and Key Event Relationships (KERs) describe the linkages between KEs. Importantly, the AEP offers an intuitive approach to organize exposure information from sources to internal site of action, setting the stage for predicting stressor concentrations at an internal target site. These predicted concentrations can help inform the r

Narrative review of frameworks for translating research evidence into policy and practice.

PubMed

Milat, Andrew J; Li, Ben

2017-02-15

A significant challenge in research translation is that interested parties interpret and apply the associated terms and conceptual frameworks in different ways. The purpose of this review was to: a) examine different research translation frameworks; b) examine the similarities and differences between the frameworks; and c) identify key strengths and weaknesses of the models when they are applied in practice. The review involved a keyword search of PubMed. The search string was (translational research OR knowledge translation OR evidence to practice) AND (framework OR model OR theory) AND (public health OR health promotion OR medicine). Included studies were published in English between January 1990 and December 2014, and described frameworks, models or theories associated with research translation. The final review included 98 papers, and 41 different frameworks and models were identified. The most frequently applied knowledge translation framework in the literature was RE-AIM, followed by the knowledge translation continuum or 'T' models, the Knowledge to Action framework, the PARiHS framework, evidence based public health models, and the stages of research and evaluation model. The models identified in this review stem from different fields, including implementation science, basic and medical sciences, health services research and public health, and propose different but related pathways to closing the research-practice gap.

Buckingham (1907): An appreciation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Narasimhan, T.N.

2004-11-17

Nearly a century ago, Edgar Buckingham (1907) published a seminal work on the movement of soil moisture which is part of the foundation of modern soil physics. It also constitutes a pioneering contribution in the study of multi-phase flow in porous media. A physicist, Buckingham took on an earth science issue of importance to society, and produced superb basic science as a byproduct. Buckingham impresses us with his ability to combine experiment and theory, and his capacity to intuitively explain difficult ideas to a wide audience. Science progresses both by gradual accretion of knowledge, and by sudden influx of ideas.more » Buckingham's contribution belongs in the latter category. After a brief, four-year rendezvous with soil science, he went on to pursue a long and distinguished career in physics with the National Bureau of Standards. This paper is an appreciation of Buckingham's contribution on soil moisture in the context of contemporary developments in diffusion theory, and the rapid growth of science in America at the turn of the twentieth century.« less

Knowledge integration: conceptualizing communications in cancer control systems.

PubMed

Best, Allan; Hiatt, Robert A; Norman, Cameron D

2008-06-01

This paper was prepared by the National Cancer Institute of Canada (NCIC) Working Group on Translational Research and Knowledge Transfer. The goal was to nurture common ground upon which to build a platform for translating what we know about cancer into what we do in practice and policy. Methods included expert panels, literature review, and concept mapping, to develop a framework that built on earlier cancer control conceptualizations of communications that have guided researchers and end users. The concept of 'knowledge integration' is used to describe the resulting refinement and the nature of evidence necessary for decision-making to at the systems level. Current evidence for knowledge integration in cancer control is presented across the levels of individual, organizational and systems level interventions and across basic, clinical and population science knowledge bases. A systems-oriented approach to integrating evidence into action assists organizations to conduct research and policy and practice. Practitioners can use this framework to understand the challenges of implementing and evaluating cancer control strategies.

Knowledge and beliefs of Malaysian adolescents regarding cancer.

PubMed

Al-Naggar, Redhwan Ahmed; Jillson, Irene Anne; Abu-Hamad, Samir; Mumford, William; Bobryshev, Yuri V

2015-01-01

Few studies have explored the knowledge and attitudes of adolescents toward cancer prevention and treatment. This lack of research and its potential utility in the development of new educational initiatives and screening methods, or the reconstruction of existing ones, provided the impetus for this study. The primary research aim was to assess secondary school student knowledge of cancer and determine whether or not they possessed basic knowledge of cancer symptoms, risk factors, and treatments and to determine the relationship between cancer knowledge and key demographic factors. The Management and Science University conducted a cross-sectional study analyzing responses through cross-tabulation with the socio-demographic data collected. The findings of our quantitative analysis suggest that Malaysian youth generally possess a moderate knowledge about cancer. Quantitative analyses found that socioeconomic inequalities and bias in education present as important factors contributing to cancer awareness, prevention, and treatment among Malaysian adolescents. The findings indicate that Malaysian youth generally possess a moderate knowledge about cancer but the current deficiencies in initiatives directed to cancer awareness continue to hinder the improvement in prevention of cancer among Malaysian adolescents.

Western Hemisphere Knowledge Partnerships

NASA Astrophysics Data System (ADS)

Malone, T. F.

2001-05-01

Society in general, and geophysicists in particular, are challenged by problems and opportunities in the prospects for an additional three billion people on finite planet Earth by 2050 in a global economy four to six times larger than it is at present. A problem was identified by the Pilot Assessment of Global Ecosystems (PAGE): "If we choose to continue our current patterns of use, we face almost certain decline in the ability of ecosystems to yield their broad spectrum of benefits - from clean water to stable climate, fuel wood to food crops, timber to wildlife habitat." This is the issue of environmental sustainability. Another problem is the widening gap in wealth and health between affluent nations and impoverished countries. Every day each of the more than a billion people in the industrial nations produces goods and services worth nearly 60 dollars to meet their basic needs and "wants." This figure increases by about 85 cents annually. Every day each of the 600 million people in the least developed countries produces goods and services worth about 75 cents to meet their basic needs and limited wants. That number grows by less that a penny a day annually. This is the issue of economic prosperity and equity. By harnessing revolutionary technologies in communications to distribute expanding knowledge in the physical, chemical, and geophysical sciences and exploding knowledge in the biological and health sciences, a new vision for world society is brought within reach in The Knowledge Age. It is a society in which all of the basic human needs and an equitable share of human wants can be met while maintaining healthy, attractive, and biologically productive ecosystems. This society is environmentally sustainable, economically prosperous and equitable, and therefore likely to be politically stable. The time has arrived to fashion a strategy to pursue that vision. A knowledge-based and human-centered strategy will involve the discovery, integration, dissemination, and application of knowledge concerning the nature of -- and interaction among -- matter, living organisms, energy, information, and human behavior. This strategy calls for innovative partnerships among the physical, biological, health, and social sciences, engineering, and the humanities. New kinds of partnership must also be forged among academia, business and industry, governments, and nongovernmental organizations. Geophysicists can play an important role in these partnerships. A focus for these partnerships is to manage the individual economic productivity that drives both human development and global change. As world population approaches stability during the twenty-first century, individual economic productivity will be the critical link between the human and the natural systems on planet Earth. AGU is among a core group of individuals and institutions proposing Western Hemisphere Knowledge Partnerships (WHKP) to test the hypothesis that knowledge, broadly construed, is an important organizing principle in choosing a path into the future. The WHKP agenda includes: (1) life-long learning, (2) the health and resilience of natural ecosystems, (3) eco-efficiency in economic production and consumption, (4) extension of national income accounts, (5) environmentally benign sources of energy, (6) delivery of health care, (7) intellectual property rights, and (8) networks for action by local communities.Collaboratories and distance education technologies will be major tools. A panel of experts will explore this proposal.

Forensic psychology and correctional psychology: Distinct but related subfields of psychological science and practice.

PubMed

Neal, Tess M S

2018-02-12

This article delineates 2 separate but related subfields of psychological science and practice applicable across all major areas of the field (e.g., clinical, counseling, developmental, social, cognitive, community). Forensic and correctional psychology are related by their historical roots, involvement in the justice system, and the shared population of people they study and serve. The practical and ethical contexts of these subfields is distinct from other areas of psychology-and from one another-with important implications for ecologically valid research and ethically sound practice. Forensic psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the law to help resolve legal, contractual, or administrative matters. Correctional psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the justice system to inform the classification, treatment, and management of offenders to reduce risk and improve public safety. There has been and continues to be great interest in both subfields-especially the potential for forensic and correctional psychological science to help resolve practical issues and questions in legal and justice settings. This article traces the shared and separate developmental histories of these subfields, outlines their important distinctions and implications, and provides a common understanding and shared language for psychologists interested in applying their knowledge in forensic or correctional contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Maple

NASA Astrophysics Data System (ADS)

Nicolaides, Roy A.; Walkington, Noel J.

1996-06-01

A knowledge of one or more high level symbolic mathematics programs is rapidly becoming a necessity for mathematics users from all fields of science. The aim of this book is to provide a solid grounding in Maple, one of the best known of these programs. The authors combine efficiency and economy of exposition with a complete coverage of Maple. The book has twelve chapters, of which eight are completely accessible to anyone who has completed calculus and linear sequences as taught in American universities. These chapters cover the great majority of Maple's capabilities. There are also three chapters on Maple programming that can be read without prior programming experience, although knowledge of a high level programming language (Basic, Fortran, C etc.) will help. There is also a chapter on some relevant aspects of algebra. Above all, the book allows the reader to extract value from Maple without wasting time and effort in the learning process. It is the fastest track to expertise for Maple users in mathematics and computer science.

Climate Change Conceptual Change: Scientific Information Can Transform Attitudes.

PubMed

Ranney, Michael Andrew; Clark, Dav

2016-01-01

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." Copyright © 2016 Cognitive Science Society, Inc.

The NSF and the geosciences community: Rotating program officers

NASA Astrophysics Data System (ADS)

Batiza, Rodey; Rea, David K.; Rumble, Douglas, III

The National Science Foundation (NSF) is a federal agency charged with the care and feeding of basic scientific research in U.S. colleges and universities. NSF is a major contributor toward the support of research in Earth, ocean, and atmospheric sciences, disciplines of great importance to AGU members.NSF makes a regular practice of employing scientists from universities, nonprofit research organizations, industry, and state or local governments as temporary program officers (“rotators”) with terms of service from 1 to 2 years. There are several reasons for the use of rotators: It brings to NSF people who have firsthand, recent knowledge of "what it is really like" beyond the Washington, D.C. beltway. Knowledge of new ideas, recent graduates, and a fresh look at the system are worth considerably more than the problems that arise owing to inexperienced program officers.It sheds some sunshine on internal NSF procedures when the rotator returns with his tales to his home institution.It provides NSF management with considerable flexibility in coping with changing staff requirements.

Enabling nutrient security and sustainability through systems research.

PubMed

Kaput, Jim; Kussmann, Martin; Mendoza, Yery; Le Coutre, Ronit; Cooper, Karen; Roulin, Anne

2015-05-01

Human and companion animal health depends upon nutritional quality of foods. Seed varieties, seasonal and local growing conditions, transportation, food processing, and storage, and local food customs can influence the nutrient content of food. A new and intensive area of investigation is emerging that recognizes many factors in these agri-food systems that influence the maintenance of nutrient quality which is fundamental to ensure nutrient security for world populations. Modeling how these systems function requires data from different sectors including agricultural, environmental, social, and economic, but also must incorporate basic nutrition and other biomedical sciences. Improving the agri-food system through advances in pre- and post-harvest processing methods, biofortification, or fortifying processed foods will aid in targeting nutrition for populations and individuals. The challenge to maintain and improve nutrient quality is magnified by the need to produce food locally and globally in a sustainable and consumer-acceptable manner for current and future populations. An unmet requirement for assessing how to improve nutrient quality, however, is the basic knowledge of how to define health. That is, health cannot be maintained or improved by altering nutrient quality without an adequate definition of what health means for individuals and populations. Defining and measuring health therefore becomes a critical objective for basic nutritional and other biomedical sciences.

Connecting Science and Society: Basic Research in the Service of Social Objectives

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard

2007-03-01

A flawed dichotomy of basic versus applied science (or of ``curiosity-driven'' vs. ``mission-oriented'' science) pervades today's thinking about science policy. This talk argues for the addition of a third mode of scientific research, called Jeffersonian science. Whereas basic science, as traditionally understood, is a quest for the unknown regardless of societal needs, and applied science is known science applied to known needs, Jeffersonian science is the quest for the unknown in the service of a known social need. It is research in an identified area of basic scientific ignorance that lies at the heart of a social problem. The talk discusses the conceptual foundations and then provides some case examples of Jeffersonian-type science initiatives, such as the Lewis and Clark Expedition, initiated by Thomas Jefferson (which led us to call this mode of research Jeffersonian), research conducted under the auspices of the National Institutes of Health, and a science policy project by President Jimmy Carter and his Science Adviser, Frank Press, in the late 1970s. Because the concept of Jeffersonian science explicitly ties basic research to the social good, one of the potential benefits of adding a Jeffersonian dimension to our thinking about science is that it might make science careers more attractive to women and underrepresented minorities.

Science ethics education part I. Perception and attitude toward scientific fraud among medical researchers.

PubMed

Vuckovic-Dekic, L; Gavrilovic, D; Kezic, I; Bogdanovic, G; Brkic, S

2011-01-01

To assess the knowledge of basic principles of responsible conduct of research and attitude toward the violations of good scientific practice among graduate biomedical students. A total of 361 subjects entered the study. The study group consisted mainly of graduate students of Medicine (85%), and other biomedical sciences (15%). Most participants were on PhD training or on postdoctoral training. A specially designed anonymous voluntary multiple-choice questionnaire was distributed to them. The questionnaire consisted of 43 questions divided in 7 parts, each aimed to assess the participants' previous knowledge and attitudes toward ethical principles of science and the main types of scientific fraud, falsification, fabrication of data, plagiarism, and false authorship. Although they considered themselves as insufficiently educated on science ethics, almost all participants recognized all types of scientific fraud, qualified these issues as highly unethical, and expressed strong negative attitude toward them. Despite that, only about half of the participants thought that superiors-violators of high ethical standards of science deserve severe punishment, and even fewer declared that they would whistle blow. These percentages were much greater in cases when the students had personally been plagiarized. Our participants recognized all types of scientific fraud as violation of ethical standards of science, expressed strong negative attitude against fraud, and believed that they would never commit fraud, thus indicating their own high moral sense. However, the unwillingness to whistle blow and to punish adequately the violators might be characterized as opportunistic behavior.

Hoping for more: How cognitive science has and hasn't been helpful to the OCD clinician.

PubMed

Ouimet, Allison J; Ashbaugh, Andrea R; Radomsky, Adam S

2018-04-12

Cognitive-behavioural models of obsessive-compulsive disorder (OCD) stemmed from knowledge acquired from cognitive science. Researchers continue to apply basic cognitive-affective science methods to understanding OCD, with the overarching goal of improving and refining evidence-based treatments. However, the degree to which such research has contributed to this goal is unclear. We reviewed OCD research in the general areas that comprise basic cognitive science, and evaluated the degree to which it has contributed to our understanding of the development, maintenance, and treatment of OCD. We focused on studies that either compared people with and without OCD and/or used experimental psychopathology methods with human participants, and attempted to resolve some of the conflicting theories related to the importance of cognitive deficits vs. cognitive biases. Overall, we observed equivocal findings for deficits in perception, attention, memory, and executive functioning. Moreover, many so-called deficits were moderated and/or explained by OCD-relevant beliefs, highlighting the role of confidence in cognitive processes as integral to our understanding of OCD. We discussed these findings in terms of cognitive measurement, cognitive-behavioural models, and clinical applicability, and made recommendations for future research that may offer innovation and insight helpful to clinicians working to improve the symptoms and lives of people with OCD. Copyright © 2018 Elsevier Ltd. All rights reserved.

Contributions of Basic Sciences to Science of Education. Studies in Educational Administration.

ERIC Educational Resources Information Center

Lall, Bernard M.

The science of education has been influenced by the basic sciences to the extent that educational research now has been able to modernize its approach by accepting and using the basic scientific methodology and experimental techniques. Using primarily the same steps of scientific investigations, education today holds a place of much greater esteem…

The Effect of Home Related Science Activities on Students' Performance in Basic Science

ERIC Educational Resources Information Center

Obomanu, B. J.; Akporehwe, J. N.

2012-01-01

Our study investigated the effect of utilizing home related science activities on student's performance in some basic science concepts. The concepts considered were heart energy, ecology and mixtures. The sample consisted of two hundred and forty (240) basic junior secondary two (BJSS11) students drawn from a population of five thousand and…

Evolution and convergence of the patterns of international scientific collaboration.

PubMed

Coccia, Mario; Wang, Lili

2016-02-23

International research collaboration plays an important role in the social construction and evolution of science. Studies of science increasingly analyze international collaboration across multiple organizations for its impetus in improving research quality, advancing efficiency of the scientific production, and fostering breakthroughs in a shorter time. However, long-run patterns of international research collaboration across scientific fields and their structural changes over time are hardly known. Here we show the convergence of international scientific collaboration across research fields over time. Our study uses a dataset by the National Science Foundation and computes the fraction of papers that have international institutional coauthorships for various fields of science. We compare our results with pioneering studies carried out in the 1970s and 1990s by applying a standardization method that transforms all fractions of internationally coauthored papers into a comparable framework. We find, over 1973-2012, that the evolution of collaboration patterns across scientific disciplines seems to generate a convergence between applied and basic sciences. We also show that the general architecture of international scientific collaboration, based on the ranking of fractions of international coauthorships for different scientific fields per year, has tended to be unchanged over time, at least until now. Overall, this study shows, to our knowledge for the first time, the evolution of the patterns of international scientific collaboration starting from initial results described by literature in the 1970s and 1990s. We find a convergence of these long-run collaboration patterns between the applied and basic sciences. This convergence might be one of contributing factors that supports the evolution of modern scientific fields.

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

The Ames Laboratory conducts fundamental research in the physical, chemical, materials, and mathematical sciences and engineering which underlie energy generating, conversion, transmission and storage technologies, environmental improvement, and other technical areas essential to national needs. These efforts will be maintained so as to contribute to the achievement of the vision of DOE and, more specifically, to increase the general levels of knowledge and technical capabilities, to prepare engineering and physical sciences students for the future, both academia and industry, and to develop new technologies and practical applications from our basic scientific programs that will contribute to a strengthening of themore » US economy. The Laboratory approaches all its operations with the safety and health of all workers as a constant objective and with genuine concern for the environment. The Laboratory relies upon its strengths in materials synthesis and processing, materials reliability, chemical analysis, chemical sciences, photosynthesis, materials sciences, metallurgy, high-temperature superconductivity, and applied mathematical sciences to conduct the long term basic and intermediate range applied research needed to solve the complex problems encountered in energy production, and utilization as well as environmental restoration and waste management. Ames Laboratory will continue to maintain a very significant and highly beneficial pre-college math and science education program which currently serves both teachers and students at the middle school and high school levels. Our technology transfer program is aided by joint efforts with ISU`s technology development and commercialization enterprise and will sustain concerted efforts to implement Cooperative Research and Development Agreements, industrially sponsored Work for Others projects. and scientific personnel exchanges with our various customers.« less

Bioprinting is changing regenerative medicine forever.

PubMed

Collins, Scott Forrest

2014-12-01

3D printing, or solid freeform fabrication, applied to regenerative medicine brings technologies from several industries together to help solve unique challenges in both basic science and tissue engineering. By more finely organizing cells and supporting structures precisely in 3D space, we will gain critical knowledge of cell-cell communications and cell-environment interactions. As we increase the scale, we will move toward complex tissue and organ structures where several cell phenotypes will functionally and structurally interact, thus recapitulating the form and function of native tissues and organs.

The Units Ontology: a tool for integrating units of measurement in science

PubMed Central

Gkoutos, Georgios V.; Schofield, Paul N.; Hoehndorf, Robert

2012-01-01

Units are basic scientific tools that render meaning to numerical data. Their standardization and formalization caters for the report, exchange, process, reproducibility and integration of quantitative measurements. Ontologies are means that facilitate the integration of data and knowledge allowing interoperability and semantic information processing between diverse biomedical resources and domains. Here, we present the Units Ontology (UO), an ontology currently being used in many scientific resources for the standardized description of units of measurements. PMID:23060432

Competency based ophthalmology training curriculum for undergraduate medical students in Zimbabwe.

PubMed

Masanganise, R; Samkange, C; Mukona, D; Aagaard, E

2015-01-01

The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has never had a formal ophthalmology training curriculum for medical graduates since its inception. This has cast doubts on the quality of medical graduates produced with regards to delivery of basic primary eye care in the community. The aim of this project was to develop a formal “competency based ophthalmology training curriculum” (CBOTC) for medical graduates in Zimbabwe. Institution based (University of Zimbabwe College of Health Sciences and Parirenyatwa Group of Hospitals), cross-sectional analytic study. A review of undergraduate medical training curriculum and literature was done to identify gaps in the ophthalmology training curriculum. A local needs assessment was conducted through interviews of major stake holders in the University of Zimbabwe College of Health Sciences and Parirenyatwa Group of Hospitals. This project confirmed the lack of a formal ophthalmology training curriculum for medical graduates at the UZCHS, ad-hoc training of undergraduate ophthalmology and inconsistent student assessment in knowledge of and care of eye complaints. Cataract, glaucoma, refractive errors, ocular tumours, conjunctivitis, eye infection and eye injuries were suggested as priority conditions every student should learn during the rotation. A formal CBOTC for medical graduates based on identified needs and priority eye diseases has been developed in response. A CBOTC based on identified needs and focused on targeted diseases has been proposed geared towards producing medical graduates with the basic knowledge, skills and attitudes to deliver adequate primary eye care.

A Unscientific Physics: Hegel and Whitehead on the Philosophy of Nature

NASA Astrophysics Data System (ADS)

Kite, David Knight

The thesis of this dissertation is that nature is not merely the province of the natural sciences, and that contemporary philosophy could greatly benefit from a recovery of the Philosophy of Nature. Although philosophy has traditionally developed its own concept of nature, philosophers have recently come to dispute the ability of philosophy to contribute to natural knowledge, and to deny that there is any knowledge of nature beyond that offered by the empirical sciences. This dissertation is an attempt to isolate the particular problems and questions which form a philosophical idea of nature. This study investigates the work of G. W. F. Hegel and Alfred North Whitehead in this field. These two philosophers are especially relevant to this task because they took up these questions during an age after natural science had become separate and distinct from philosophy. The relationship between empirical science and philosophy is therefore a central concern in their work in this area. This investigation concludes that the natural sciences present an abstract and partial account of nature while Philosophy of Nature is largely an attempt to describe the rationality of the individual. Both Hegel and Whitehead feel the central problem of philosophy of nature is to explain how nature itself is the agent of its own rationality, and how notions such as subjectivity, value and rationality are part of all forms and levels of physical existence. The Philosophy of Nature is therefore central to many current fields of philosophical interest, such as the Philosophy of Science and Natural Knowledge, the Philosophy of Mind, Ethics and the Metaphysics of Morals, and offers an important response to the division between the sciences and the humanities. The first three chapters examine Whitehead's and Hegel's critiques of scientific understanding and the limitations of such an approach to nature. The latter three chapters then present the basic features of Hegel's and Whitehead's own work in this field, and conclude with some reflections upon the relevance of this type of philosophy to contemporary problems.

Food safety knowledge of undergraduate students at a Canadian university: results of an online survey.

PubMed

Courtney, Sarah M; Majowicz, Shannon E; Dubin, Joel A

2016-11-09

Foodborne diseases are an important public health issue, and young adults are an important demographic to target with food safety education. Our objective was to assess the food safety knowledge of undergraduate students at a Canadian university, to identify potential areas for such education. In February 2015, we conducted an online survey of 485 undergraduate students at a university in Ontario, Canada. We assessed various food-related factors, including cooking frequency and prior food handling or preparation education. We then modeled the relationship between 'overall knowledge score' and the demographic and food skills/cooking experience predictors using multivariable log-binomial regression, to determine factors associated with relatively higher proportions of correct responses. Respondents were, on average, 20.5 years old, and the majority (64.8 %) lived off campus. Students cooked from basic ingredients infrequently, with 3 in 4 doing so a few times a year to never. Students averaged 6.2 correct answers to the 11 knowledge questions. Adjusting for other important covariates, older age and being a current food handler were associated with relatively higher knowledge, whereas working/volunteering in a hospital and infrequent cooking were associated with relatively lower knowledge. Males in the Faculty of Science had relatively higher knowledge than females in the Faculty of Science, both of whom had relatively higher knowledge than all students in other Faculties. Among students who had never taken a food preparation course, knowledge increased with self-reported cooking ability; however, among students who had taken such a course, knowledge was highest among those with low self-reported cooking ability. Consistent with other similar studies, students in Faculties outside of the Faculty of Science, younger students, and those who cook infrequently could benefit from food safety education. Supporting improved hand hygiene, in particular clarifying hand washing versus hand sanitizing messages, may also be important. Universities can play a role in such education, including as part of preparing students for work or volunteer placements, or as general support for student health and success.

Do Racial and Gender Disparities Exist in Newer Glaucoma Treatments?

MedlinePlus

... 2019 Basic and Clinical Science Course, Section 02: Fundamentals and Principles of Ophthalmology 2018-2019 Basic and ... 2019 Basic and Clinical Science Course, Section 02: Fundamentals and Principles of Ophthalmology Print 2018-2019 Basic ...

Is basic science disappearing from medicine? The decline of biomedical research in the medical literature.

PubMed

Steinberg, Benjamin E; Goldenberg, Neil M; Fairn, Gregory D; Kuebler, Wolfgang M; Slutsky, Arthur S; Lee, Warren L

2016-02-01

Explosive growth in our understanding of genomics and molecular biology have fueled calls for the pursuit of personalized medicine, the notion of harnessing biologic variability to provide patient-specific care. This vision will necessitate a deep understanding of the underlying pathophysiology in each patient. Medical journals play a pivotal role in the education of trainees and clinicians, yet we suspected that the amount of basic science in the top medical journals has been in decline. We conducted an automated search strategy in PubMed to identify basic science articles and calculated the proportion of articles dealing with basic science in the highest impact journals for 8 different medical specialties from 1994 to 2013. We observed a steep decline (40-60%) in such articles over time in almost all of the journals examined. This rapid decline in basic science from medical journals is likely to affect practitioners' understanding of and interest in the basic mechanisms of disease and therapy. In this Life Sciences Forum, we discuss why this decline may be occurring and what it means for the future of science and medicine. © FASEB.

Progress in the Utilization of High-Fidelity Simulation in Basic Science Education

ERIC Educational Resources Information Center

Helyer, Richard; Dickens, Peter

2016-01-01

High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.

Editorial Commentary: A Model for Shoulder Rotator Cuff Repair and for Basic Science Investigations.

PubMed

Brand, Jefferson C

2018-04-01

"Breaking the fourth wall" is a theater convention where the narrator or character speaks directly to the audience. As an Assistant Editor-in-Chief, as I comment on a recent basic science study investigating rotator cuff repair, I break the fourth wall and articulate areas of basic science research excellence that align with the vision that we hold for our journal. Inclusion of a powerful video strengthens the submission. We prefer to publish clinical videos in our companion journal, Arthroscopy Techniques, and encourage basic science video submissions to Arthroscopy. Basic science research requires step-by-tedious-step analogous to climbing a mountain. Establishment of a murine rotator cuff repair model was rigorous and research intensive, biomechanically, radiographically, histologically, and genetically documented, a huge step toward the bone-to-tendon healing research summit. This research results in a model for both rotator cuff repair and the pinnacle of quality, basic science research. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

"BreastfeedingBasics": web-based education that meets current knowledge competencies.

PubMed

Lewin, Linda Orkin; O'Connor, Mary E

2012-08-01

The United States has not met the majority of the Centers for Disease Control and Prevention goals for breastfeeding duration. Studies have shown a lack of knowledge about breastfeeding by health care professionals and students (HCP/S). Web-based education can be a cost-effective manner of education for HCP/S. "BreastfeedingBasics" is an online free educational program available for use. This study compares information in "BreastfeedingBasics" to the breastfeeding knowledge competencies recommended by the US Breastfeeding Committee (USBC). It also evaluates usage of "BreastfeedingBasics" by users and health care professional faculty. Using anonymous information from Web site users, the authors compared mean pre-test and post-test scores of the modules as a measure of the knowledge gained by HCP/S users. They evaluated usage by demographic information and used a Web-based survey to assess benefits of usage of "BreastfeedingBasics" to faculty. Overall, 15 020 HCP/S used the Web site between April 1999 and December 2009. "BreastfeedingBasics" meets 8 of the 11 USBC knowledge competencies. Mean post-test scores increased (P < .001) for all modules. Faculty reported its benefits to be free, broad scope, and the ability to be completed on the students' own time; 84% of the faculty combined the use of "BreastfeedingBasics" with clinical work. Use of "BreastfeedingBasics" can help HCP/S meet the USBC core breastfeeding knowledge competencies and gain knowledge. Faculty are satisfied with its use. Wider use of "BreastfeedingBasics" to help improve the knowledge of HCP/S may help in improving breastfeeding outcomes.

I.M. Sechenov (1829 - 1905) and the scientific self-understanding for medical sciences.

PubMed

Kofler, Walter

2007-01-01

There is no discussion about the historic relevance of I. Sechenov for physiology and neurosciences as the "father of Russian modern physiology". But he is relevant for modern natural science too because of his basic epistemological and ontological work. He did not accept the up to now basic paradigm of "Ignorabimus" which can be seen as the reason to exclude even the generalizable aspects of individuality, creativity and spontaneity from natural science. He developed techniques for empirical based science to deal with materialistic and idealistic aspects of the comprehensive person the "ignoramus" according to the actual stay of knowledge and the acceptable ontologies. He demonstrated that ontologies ("paradigms") can be used as tools according to the given problem which should be solved. So Sechenov can be seen as a precursor of the so efficient philosophical positions of Einstein and Th. Kuhn. The stay of the art in physiology and neurosciences changed since the time of Sechenov dramatically. Therefore the philosophical positions of the 19th century should be discussed. Maybe this is indispensable for the needed linkage between materialistic and idealistic aspects of a person. For this the proposals of Sechenov are helpful up to now but nearly unknown. There is no discussion about the historic relevance of I. Sechenov as the "father of Russian physiology." But he is relevant for modern natural science too because of his epistemological and ontological work. He did not accept the up to now basic paradigm of "Ignorabimus" that can be seen as the reason to exclude even the generalizable aspects of individuality, creativity, and spontaneity from natural science. He demonstrated that ontologies ("paradigms") and epistemology can be used as tools according to the given problem. So Sechenov can be seen as a precursor of the so efficient philosophical positions of Einstein and Th. Kuhn. The state of the art changed dramatically. Therefore, the philosophical positions of the nineteenth century should be questioned. Maybe this is indispensable for the needed link between materialistic and idealistic aspects of a person as a whole. In this respect the proposals of Sechenov are helpful for medical science in the twenty-first century too but nearly unknown.

Thinking about Thinking and Emotion: The Metacognitive Approach to the Medical Humanities that Integrates the Humanities with the Basic and Clinical Sciences

PubMed Central

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition—“thinking about thinking (and emotion)”—offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperceptions can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity. PMID:25662528

Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences.

PubMed

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition--“thinking about thinking (and emotion)”--offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperception can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity.

Basic Pharmaceutical Sciences Examination as a Predictor of Student Performance during Clinical Training.

ERIC Educational Resources Information Center

Fassett, William E.; Campbell, William H.

1984-01-01

A comparison of Basic Pharmaceutical Sciences Examination (BPSE) results with student performance evaluations in core clerkships, institutional and community externships, didactic and clinical courses, and related basic science coursework revealed the BPSE does not predict student performance during clinical instruction. (MSE)

One Medicine One Science: a framework for exploring challenges at the intersection of animals, humans, and the environment.

PubMed

Travis, Dominic A; Sriramarao, P; Cardona, Carol; Steer, Clifford J; Kennedy, Shaun; Sreevatsan, Srinand; Murtaugh, Michael P

2014-12-01

Characterizing the health consequences of interactions among animals, humans, and the environment in the face of climatic change, environmental disturbance, and expanding human populations is a critical global challenge in today's world. Exchange of interdisciplinary knowledge in basic and applied sciences and medicine that includes scientists, health professionals, key sponsors, and policy experts revealed that relevant case studies of monkeypox, influenza A, tuberculosis, and HIV can be used to guide strategies for anticipating and responding to new disease threats such as the Ebola and Chickungunya viruses, as well as to improve programs to control existing zoonotic diseases, including tuberculosis. The problem of safely feeding the world while preserving the environment and avoiding issues such as antibiotic resistance in animals and humans requires cooperative scientific problem solving. Food poisoning outbreaks resulting from Salmonella growing in vegetables have demonstrated the need for knowledge of pathogen evolution and adaptation in developing appropriate countermeasures for prevention and policy development. Similarly, pesticide use for efficient crop production must take into consideration bee population declines that threaten the availability of the two-thirds of human foods that are dependent on pollination. This report presents and weighs the objective merits of competing health priorities and identifies gaps in knowledge that threaten health security, to promote discussion of major public policy implications such that they may be decided with at least an underlying platform of facts. © 2014 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals Inc. on behalf of The New York Academy of Sciences.

Science ethics education: effects of a short lecture on plagiarism on the knowledge of young medical researchers.

PubMed

Brkic, S; Bogdanovic, G; Vuckovic-Dekic, Lj; Gavrilovic, D; Kezic, I

2012-01-01

Plagiarism is the most common form of scientific fraud. It is agreed that the best preventive measure is education of young scientists on basic principles of responsible conduct of research and writing. The purpose of this article was to contribute to the students' knowledge and adoption of the rules of scientific writing. A 45 min lecture was delivered to 98 attendees during 3 courses on science ethics. Before and after the course the attendees fulfilled an especially designed questionnaire with 13 questions, specifically related to the definition and various types of plagiarism and self-plagiarism. Although considering themselves as insufficiently educated in science ethics, the majority of the attendees responded correctly to almost all questions even before the course, with percentages of correct responses to the specific question varying from 45.9-85.7%. After completion of the course, these percentages were significantly (p<0.01) higher, ranging from 66.3-98.8%. The percentage of improvement of the knowledge about plagiarism ranged from 9.18- 42.86%. The percentage of impairment ranged from 1.02- 16.33%, the latter being related to the question on correct citing unpublished materials of other people; only for this question the percentage of impairment (16.33%) was greater than the percentage of improvement (11.22%). Even a short lecture focused on plagiarism contributed to the students' awareness that there are many forms of plagiarism, and that plagiarism is a serious violation of science ethics. This result confirms the largely accepted opinion that education is the best means in preventing plagiarism.

The principle of safety evaluation in medicinal drug - how can toxicology contribute to drug discovery and development as a multidisciplinary science?

PubMed

Horii, Ikuo

2016-01-01

Pharmaceutical (drug) safety assessment covers a diverse science-field in the drug discovery and development including the post-approval and post-marketing phases in order to evaluate safety and risk management. The principle in toxicological science is to be placed on both of pure and applied sciences that are derived from past/present scientific knowledge and coming new science and technology. In general, adverse drug reactions are presented as "biological responses to foreign substances." This is the basic concept of thinking about the manifestation of adverse drug reactions. Whether or not toxic expressions are extensions of the pharmacological effect, adverse drug reactions as seen from molecular targets are captured in the category of "on-target" or "off-target", and are normally expressed as a biological defense reaction. Accordingly, reactions induced by pharmaceuticals can be broadly said to be defensive reactions. Recent molecular biological conception is in line with the new, remarkable scientific and technological developments in the medical and pharmaceutical areas, and the viewpoints in the field of toxicology have shown that they are approaching toward the same direction as well. This paper refers to the basic concept of pharmaceutical toxicology, the differences for safety assessment in each stage of drug discovery and development, regulatory submission, and the concept of scientific considerations for risk assessment and management from the viewpoint of "how can multidisciplinary toxicology contribute to innovative drug discovery and development?" And also realistic translational research from preclinical to clinical application is required to have a significant risk management in post market by utilizing whole scientific data derived from basic and applied scientific research works. In addition, the significance for employing the systems toxicology based on AOP (Adverse Outcome Pathway) analysis is introduced, and coming challenges on precision medicine are to be addressed for the new aspect of efficacy and safety evaluation.

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

NASA Astrophysics Data System (ADS)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

2017 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations Summary.

PubMed

Olasveengen, Theresa M; de Caen, Allan R; Mancini, Mary E; Maconochie, Ian K; Aickin, Richard; Atkins, Dianne L; Berg, Robert A; Bingham, Robert M; Brooks, Steven C; Castrén, Maaret; Chung, Sung Phil; Considine, Julie; Couto, Thomaz Bittencourt; Escalante, Raffo; Gazmuri, Raúl J; Guerguerian, Anne-Marie; Hatanaka, Tetsuo; Koster, Rudolph W; Kudenchuk, Peter J; Lang, Eddy; Lim, Swee Han; Løfgren, Bo; Meaney, Peter A; Montgomery, William H; Morley, Peter T; Morrison, Laurie J; Nation, Kevin J; Ng, Kee-Chong; Nadkarni, Vinay M; Nishiyama, Chika; Nuthall, Gabrielle; Ong, Gene Yong-Kwang; Perkins, Gavin D; Reis, Amelia G; Ristagno, Giuseppe; Sakamoto, Tetsuya; Sayre, Michael R; Schexnayder, Stephen M; Sierra, Alfredo F; Singletary, Eunice M; Shimizu, Naoki; Smyth, Michael A; Stanton, David; Tijssen, Janice A; Travers, Andrew; Vaillancourt, Christian; Van de Voorde, Patrick; Hazinski, Mary Fran; Nolan, Jerry P

2017-12-01

The International Liaison Committee on Resuscitation has initiated a near-continuous review of cardiopulmonary resuscitation science that replaces the previous 5-year cyclic batch-and-queue approach process. This is the first of an annual series of International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations summary articles that will include the cardiopulmonary resuscitation science reviewed by the International Liaison Committee on Resuscitation in the previous year. The review this year includes 5 basic life support and 1 paediatric Consensuses on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. Each of these includes a summary of the science and its quality based on Grading of Recommendations, Assessment, Development, and Evaluation criteria and treatment recommendations. Insights into the deliberations of the International Liaison Committee on Resuscitation task force members are provided in Values and Preferences sections. Finally, the task force members have prioritised and listed the top 3 knowledge gaps for each population, intervention, comparator, and outcome question. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

2017 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations Summary.

PubMed

Olasveengen, Theresa M; de Caen, Allan R; Mancini, Mary E; Maconochie, Ian K; Aickin, Richard; Atkins, Dianne L; Berg, Robert A; Bingham, Robert M; Brooks, Steven C; Castrén, Maaret; Chung, Sung Phil; Considine, Julie; Couto, Thomaz Bittencourt; Escalante, Raffo; Gazmuri, Raúl J; Guerguerian, Anne-Marie; Hatanaka, Tetsuo; Koster, Rudolph W; Kudenchuk, Peter J; Lang, Eddy; Lim, Swee Han; Løfgren, Bo; Meaney, Peter A; Montgomery, William H; Morley, Peter T; Morrison, Laurie J; Nation, Kevin J; Ng, Kee-Chong; Nadkarni, Vinay M; Nishiyama, Chika; Nuthall, Gabrielle; Ong, Gene Yong-Kwang; Perkins, Gavin D; Reis, Amelia G; Ristagno, Giuseppe; Sakamoto, Tetsuya; Sayre, Michael R; Schexnayder, Stephen M; Sierra, Alfredo F; Singletary, Eunice M; Shimizu, Naoki; Smyth, Michael A; Stanton, David; Tijssen, Janice A; Travers, Andrew; Vaillancourt, Christian; Van de Voorde, Patrick; Hazinski, Mary Fran; Nolan, Jerry P

2017-12-05

The International Liaison Committee on Resuscitation has initiated a near-continuous review of cardiopulmonary resuscitation science that replaces the previous 5-year cyclic batch-and-queue approach process. This is the first of an annual series of International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations summary articles that will include the cardiopulmonary resuscitation science reviewed by the International Liaison Committee on Resuscitation in the previous year. The review this year includes 5 basic life support and 1 pediatric Consensuses on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. Each of these includes a summary of the science and its quality based on Grading of Recommendations, Assessment, Development, and Evaluation criteria and treatment recommendations. Insights into the deliberations of the International Liaison Committee on Resuscitation task force members are provided in Values and Preferences sections. Finally, the task force members have prioritized and listed the top 3 knowledge gaps for each population, intervention, comparator, and outcome question. © 2017 American Heart Association, Inc., and European Resuscitation Council.

The assumed relation between occupation and inequality in health.

PubMed

Madsen, Jacob; Kanstrup, Anne Marie; Josephsson, Staffan

2016-01-01

Occupational science and therapy scholars have argued that research on inequality in health is needed. Simultaneously, a knowledge gap between how to understand and take action on health inequalities exists in occupational science and therapy. To identify how inequality in health, high-risk areas of health, and engagement in health for low-income adult citizens have been described and conceptualized in contemporary occupational science and therapy literature. A structured literature review of 37 publications in occupational science and therapy literature, published from 2004 to 2014. The review revealed several descriptions and conceptualizations based on environmental, social, cultural, historical, and personal perspectives on occupation and already existing occupational science concepts. However, these descriptions were mainly based on assumptions regarding the relation between occupation and inequality in health, and statements on the need to explore this relation. Basic theory and reasoning, as well as empirical studies, on inequality in health are missing in occupational science and therapy. Based on the findings and theoretical trends, the authors suggest a transactional perspective on occupation is a possible frame for understanding inequality in health and related issues.

Facilitating the transition from physiology to hospital wards through an interdisciplinary case study of septic shock.

PubMed

Li, Albert S; Berger, Kenneth I; Schwartz, David R; Slater, William R; Goldfarb, David S

2014-04-12

In order to develop clinical reasoning, medical students must be able to integrate knowledge across traditional subject boundaries and multiple disciplines. At least two dimensions of integration have been identified: horizontal integration, bringing together different disciplines in considering a topic; and vertical integration, bridging basic science and clinical practice. Much attention has been focused on curriculum overhauls, but our approach is to facilitate horizontal and vertical integration on a smaller scale through an interdisciplinary case study discussion and then to assess its utility. An interdisciplinary case study discussion about a critically ill patient was implemented at the end of an organ system-based, basic sciences module at New York University School of Medicine. Three clinical specialists-a cardiologist, a pulmonologist, and a nephrologist-jointly led a discussion about a complex patient in the intensive care unit with multiple medical problems secondary to septic shock. The discussion emphasized the physiologic underpinnings behind the patient's presentation and the physiologic considerations across the various systems in determining proper treatment. The discussion also highlighted the interdependence between the cardiovascular, respiratory, and renal systems, which were initially presented in separate units. After the session students were given a brief, anonymous three-question free-response questionnaire in which they were asked to evaluate and freely comment on the exercise. Students not only took away physiological principles but also gained an appreciation for various thematic lessons for bringing basic science to the bedside, especially horizontal and vertical integration. The response of the participants was overwhelmingly positive with many indicating that the exercise integrated the material across organ systems, and strengthened their appreciation of the role of physiology in understanding disease presentations and guiding appropriate therapy. Horizontal and vertical integration can be presented effectively through a single-session case study, with complex patient cases involving multiple organ systems providing students opportunities to integrate their knowledge across organ systems while emphasizing the importance of physiology in clinical reasoning. Furthermore, having several clinicians from different specialties discuss the case together can reinforce the matter of integration across multiple organ systems and disciplines in students' minds.

Facilitating the transition from physiology to hospital wards through an interdisciplinary case study of septic shock

PubMed Central

2014-01-01

Background In order to develop clinical reasoning, medical students must be able to integrate knowledge across traditional subject boundaries and multiple disciplines. At least two dimensions of integration have been identified: horizontal integration, bringing together different disciplines in considering a topic; and vertical integration, bridging basic science and clinical practice. Much attention has been focused on curriculum overhauls, but our approach is to facilitate horizontal and vertical integration on a smaller scale through an interdisciplinary case study discussion and then to assess its utility. Methods An interdisciplinary case study discussion about a critically ill patient was implemented at the end of an organ system-based, basic sciences module at New York University School of Medicine. Three clinical specialists—a cardiologist, a pulmonologist, and a nephrologist—jointly led a discussion about a complex patient in the intensive care unit with multiple medical problems secondary to septic shock. The discussion emphasized the physiologic underpinnings behind the patient’s presentation and the physiologic considerations across the various systems in determining proper treatment. The discussion also highlighted the interdependence between the cardiovascular, respiratory, and renal systems, which were initially presented in separate units. After the session students were given a brief, anonymous three-question free-response questionnaire in which they were asked to evaluate and freely comment on the exercise. Results Students not only took away physiological principles but also gained an appreciation for various thematic lessons for bringing basic science to the bedside, especially horizontal and vertical integration. The response of the participants was overwhelmingly positive with many indicating that the exercise integrated the material across organ systems, and strengthened their appreciation of the role of physiology in understanding disease presentations and guiding appropriate therapy. Conclusions Horizontal and vertical integration can be presented effectively through a single-session case study, with complex patient cases involving multiple organ systems providing students opportunities to integrate their knowledge across organ systems while emphasizing the importance of physiology in clinical reasoning. Furthermore, having several clinicians from different specialties discuss the case together can reinforce the matter of integration across multiple organ systems and disciplines in students’ minds. PMID:24725336

The Museum of Science and Industry Basic List of Children's Science Books, 1986.

ERIC Educational Resources Information Center

Richter, Bernice, Comp.; Wenzel, Duane, Comp.

This first supplement to the Museum of Science and Industry Basic List of Children's Science Books contains books received for the museum's 13th annual children's science book fair. Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; environment/conservation;…

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Specialized project in biophotonics

NASA Astrophysics Data System (ADS)

Garcia Martin, Agueda L.; Sastriques-Silva, Pedro O.; Martinez-Fundora, Julia N.; Augier Calderin, Angel G.; Lopez-Cepero, Xonia

2000-06-01

As science advances, it is more evident the necessity of a health interdisciplinary approach in Medicine. In the case of medical applications of light, the knowledge of the use of dispositives, equipment, diagnostic and treatment means, as well as the bases for the use of this update technologies is required. At the present moment, the outstanding work of specialized professionals of different profiles requires personnel with high professional formation in keeping with the latest trends in science and technology. The authors present here an Specialized Project in Biophotonics, with the aim of increasing the professional preparation of university graduates with an ample profile--physicists and engineers--who work in Biomedical Optics, thus contributing to the specialized formation of medic and paramedic personnel. The course is structured into six-subject-modules and into two phases. As to the basic professional formation, each one attending this course, will select between two variants of the Basic Formation Postgraduate Course: Anatomy and Physiology, Physical Bioenergetics, Clinic Bioenergetics; or Physics in Medicine, Optics and Applied Information Theory, depending on the student's professional profile. In the second phase, the General Formation Postgraduate Course: Biomedical Optics, Optical Bioenergetics and Laser in Medicine.

Basic science research and education: a priority for training and capacity building in developing countries.

PubMed

Deckelbaum, Richard J; Ntambi, James M; Wolgemuth, Debra J

2011-09-01

This article provides evidence that basic science research and education should be key priorities for global health training, capacity building, and practice. Currently, there are tremendous gaps between strong science education and research in developed countries (the North) as compared to developing countries (the South). In addition, science research and education appear as low priorities in many developing countries. The need to stress basic science research beyond the typical investment of infectious disease basic service and research laboratories in developing areas is significant in terms of the benefits, not only to education, but also for economic strengthening and development of human resources. There are some indications that appreciation of basic science research education and training is increasing, but this still needs to be applied more rigorously and strengthened systematically in developing countries. Copyright © 2011 Elsevier Inc. All rights reserved.

Neurosurgical education: the "other" competencies. The 2003 presidential address.

PubMed

Heros, Roberto C

2003-10-01

In his 2003 Presidential Address to the American Association of Neurological Surgeons, Dr. Heros discusses his personal additions to the six basic competencies for which all neurosurgical residents must be tested. The basic competencies are as follows: 1) patient care; 2) medical knowledge; 3) practice-based learning and improvement; 4) interpersonal and communication skills; 5) professionalism; and 6) system-based practice. To these, Dr. Heros proposes to add six supplemental competencies: 1) intellectual honesty, which involves frank discussions about patient complications and admissions of the physician's frailties; 2) scholarship--the art and science of medicine, which recognizes the value of evidence-based medicine but does not discount knowledge derived from experience; 3) practicing in a hyperlegalistic society, which involves tailoring informed consent to fit individual patients' circumstances; 4) time- and cost-efficient practices, in which the physician strives to conserve time and resources by forgoing testing that is not strictly necessary, doing only what is needed to return patients to wellness; 5) approach to patients, which entails acknowledging and respecting the dignity of all patients; and 6) pride in being a neurosurgeon, which carries a sense of elitism without arrogance.

The Muscle Sensor for on-site neuroscience lectures to pave the way for a better understanding of brain-machine-interface research.

PubMed

Koizumi, Amane; Nagata, Osamu; Togawa, Morio; Sazi, Toshiyuki

2014-01-01

Neuroscience is an expanding field of science to investigate enigmas of brain and human body function. However, the majority of the public have never had the chance to learn the basics of neuroscience and new knowledge from advanced neuroscience research through hands-on experience. Here, we report that we produced the Muscle Sensor, a simplified electromyography, to promote educational understanding in neuroscience. The Muscle Sensor can detect myoelectric potentials which are filtered and processed as 3-V pulse signals to shine a light bulb and emit beep sounds. With this educational tool, we delivered "On-Site Neuroscience Lectures" in Japanese junior-high schools to facilitate hands-on experience of neuroscientific electrophysiology and to connect their text-book knowledge to advanced neuroscience researches. On-site neuroscience lectures with the Muscle Sensor pave the way for a better understanding of the basics of neuroscience and the latest topics such as how brain-machine-interface technology could help patients with disabilities such as spinal cord injuries. Copyright © 2013 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Basic Science Training Program.

ERIC Educational Resources Information Center

Brummel, Clete

These six learning modules were developed for Lake Michigan College's Basic Science Training Program, a workshop to develop good study skills while reviewing basic science. The first module, which was designed to provide students with the necessary skills to study efficiently, covers the following topics: time management; an overview of a study…

Cystic fibrosis: Beyond the airways. Report on the meeting of the basic science working group in Loutraki, Greece.

PubMed

Amaral, Margarida D; Boj, Sylvia F; Shaw, James; Leipziger, Jens; Beekman, Jeffrey M

2018-06-01

The European Cystic Fibrosis Society (ECFS) Basic Science Working Group (BSWG) organized a session on the topic "Cystic Fibrosis: Beyond the Airways", within the 15th ECFS Basic Science Conference which gathered around 200 researchers working in the basic science of CF. The session was organized and chaired by Margarida Amaral (BioISI, University of Lisboa, Portugal) and Jeffrey Beekman (University Medical Centre Utrecht, Netherlands) as Chair and Vice-Chair of the BSWG and its purpose was to bring attention of participants of the ECFS Basic Science Conference to "more forgotten" organs in CF disease. In this report we attempt to review and integrate the ideas that emerged at the session. Copyright © 2018 European Cystic Fibrosis Society. All rights reserved.

The Consortium for Evidence Based Research in Rural Educational Settings (CEBRRES): Applying Collaborative Action Research as a Means of Enhancing the Development of Rural Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Wulff, A. H.

2006-05-01

Kentucky ranks third in the U.S. in need of rural education attention. Rural schools in Kentucky serve nearly 40% of the total student population, and graduation rates and NAEP scores are low. A two-year pilot study is being completed addressing psychological, social, and content knowledge based constructs, as they apply to science and mathematics achievement in rural environments. The goals are to identify the key aspects of rural teachers knowledge and skills, use a framework to describe how knowledge and skills develop in the rural classroom, apply a useful model of intervention to promote teacher development and increased student learning. If proven successful the knowledge can be incorporated into the practice of current teaching and preservice pedagogical methods. The problem that was identified and addressed by CEBRRES is the high level of student disengagement and the shortage of rigorous stimulating curriculum models. The action taken was the development and implementation of model eliciting activities. Teachers at the target school were expected to utilize action research methodology to execute model-eliciting activities in the classroom, and then communicate results in forms that are useful for other teachers. Benefits to teachers included stipends, increased science content depth and breadth, support to achieve "highly qualified teacher status", extensive professional development, and technology, equipment, and supplies for their school. Survey instruments were devised to address school perceptions (61% worry that they are not doing well enough in school), future plans (80% expect to attend college vs. the current 47.5%), various self concepts, academic self concepts (23% feel that learning is difficult for them), and family self concepts. Science was identified by the students as the subject that interests them the most, followed by math, yet Kentucky ranks near the bottom of the U.S. in math and science training in the workplace. Geology-based activities developed for students included mineral properties (basic observations; connections between element properties and mineral properties), limestone dissolution (rates and chemical reactions), volcanic edifice construction/eruption styles (decompression, viscosity, partial melting), geological hazards, GPS instruction and geocacheing, plate tectonics, basic seismology, and black smokers. University faculty worked with teachers to develop and implement modules, and university undergraduate students gained teaching experience by assisting. Many of the activities were designed to extend across the curriculum, such as having students read myths and eyewitness accounts of catastrophic geological events, learn the underlying scientific principles, and then compose their own myth or legends about an event. Geologic background (via Powerpoint virtual fieldtrips) were developed for social studies travelogues to various parts of the country. Geology activities were coordinated with activities in chemistry and biology to demonstrate ways in which the physical sciences are interconnected.

Multiple-solution problems in a statistics classroom: an example

NASA Astrophysics Data System (ADS)

Chu, Chi Wing; Chan, Kevin L. T.; Chan, Wai-Sum; Kwong, Koon-Shing

2017-11-01

The mathematics education literature shows that encouraging students to develop multiple solutions for given problems has a positive effect on students' understanding and creativity. In this paper, we present an example of multiple-solution problems in statistics involving a set of non-traditional dice. In particular, we consider the exact probability mass distribution for the sum of face values. Four different ways of solving the problem are discussed. The solutions span various basic concepts in different mathematical disciplines (sample space in probability theory, the probability generating function in statistics, integer partition in basic combinatorics and individual risk model in actuarial science) and thus promotes upper undergraduate students' awareness of knowledge connections between their courses. All solutions of the example are implemented using the R statistical software package.

Pharmaceutical applications of cyclodextrins: basic science and product development.

PubMed

Loftsson, Thorsteinn; Brewster, Marcus E

2010-11-01

Drug pipelines are becoming increasingly difficult to formulate. This is punctuated by both retrospective and prospective analyses that show that while 40% of currently marketed drugs are poorly soluble based on the definition of the biopharmaceutical classification system (BCS), about 90% of drugs in development can be characterized as poorly soluble. Although a number of techniques have been suggested for increasing oral bioavailability and for enabling parenteral formulations, cyclodextrins have emerged as a productive approach. This short review is intended to provide both some basic science information as well as data on the ability to develop drugs in cyclodextrin-containing formulations. There are currently a number of marketed products that make use of these functional solubilizing excipients and new product introduction continues to demonstrate their high added value. The ability to predict whether cyclodextrins will be of benefit in creating a dosage form for a particular drug candidate requires a good working knowledge of the properties of cyclodextrins, their mechanism of solubilization and factors that contribute to, or detract from, the biopharmaceutical characteristics of the formed complexes. We provide basic science information as well as data on the development of drugs in cyclodextrin-containing formulations. Cyclodextrins have emerged as an important tool in the formulator's armamentarium to improve apparent solubility and dissolution rate for poorly water-soluble drug candidates. The continued interest and productivity of these materials bode well for future application and their currency as excipients in research, development and drug product marketing. © 2010 The Authors. Journal compilation © 2010 Royal Pharmaceutical Society of Great Britain.

Student- and faculty-reported importance of science prerequisites for osteopathic medical school: a survey-based study.

PubMed

Binstock, Judith; Junsanto-Bahri, Tipsuda

2014-04-01

The relevance of current standard medical school science prerequisites is being reexamined. (1) To identify which science prerequisites are perceived to best prepare osteopathic medical students for their basic science and osteopathic manipulative medicine (OMM) coursework and (2) to determine whether science prerequisites for osteopathic medical school should be modified. Preclinical osteopathic medical students and their basic science and OMM faculty from 3 colleges of osteopathic medicine were surveyed about the importance of specific science concepts, laboratories, and research techniques to medical school coursework. Participants chose responses on a 5-point scale, with 1 indicating "strongly disagree" or "not important" and 5 indicating "strongly agree" or "extremely important." Participants were also surveryed on possible prerequisite modifications. Student responses (N=264) to the general statement regarding prerequisites were "neutral" for basic science coursework and "disagree" for OMM coursework, with mean (standard deviation [SD]) scores of 3.37 (1.1) and 2.68 (1.2), respectively. Faculty responses (N=49) were similar, with mean (SD) scores of 3.18 (1.1) for basic science coursework and 2.67 (1.2) for OMM coursework. Student mean (SD) scores were highest for general biology for basic science coursework (3.93 [1.1]) and physics for OMM coursework (2.5 [1.1]). Student mean (SD) scores were lowest for physics for basic science coursework (1.79 [1.2]) and organic chemistry for OMM coursework (1.2 [0.7]). Both basic science and OMM faculty rated general biology highest in importance (mean [SD] scores, 3.73 [0.9] and 4.22 [1.0], respectively). Students and faculty rated biochemistry high in importance for basic science coursework (mean [SD] scores of 3.66 [1.2] and 3.32 [1.2], respectively). For basic science coursework, students and faculty rated most laboratories as "important," with the highest mean (SD) ratings for general anatomy (students, 3.66 [1.5]; faculty, 3.72 [1.1]) and physiology (students, 3.56 [1.7]; faculty, 3.61 [1.1]). For their OMM coursework, students rated only general anatomy and physiology laboratories as "important" (mean [SD] scores, 3.22 [1.8] and 2.61 [1.6], respectively), whereas OMM faculty rated all laboratories as "important" (mean scores, >3). Both student and faculty respondents rated research techniques higher in importance for basic science coursework than for OMM coursework. For prerequisite modifications, all respondents indicated "no change" for biology and "reduce content" for organic chemistry and physics. All respondents favored adding physiology and biochemistry as prerequisites. General biology and laboratory were the only standard prerequisites rated as "important." Research techniques were rated as "important" for basic science coursework only. Physiology and biochemistry were identified as possible additions to prerequisites. It may be necessary for colleges of osteopathic medicine to modify science prerequisites to reflect information that is pertinent to their curricula.