Team: A/Prof Krisztina Valter, A/Prof Alexandra Webb, Ms Elisa Crossing, Dr Lillian Smyth & students (in progress) Photo by Brett Jordan on Unsplash Some deliberate uncertainty can help the development of student knowledge, skills, and confidence. However, too much uncertainty can cause a student to lose confidence, and feel uncomfortable with creating. The concept ofContinue reading “What’s the relationship between uncertainty and creativity in the classroom?”
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How do students benefit from interdisciplinary education in both human anatomy and visual arts?
Team: A/Prof Krisztina Valter, A/Prof Alexandra Webb, Ms Elisa Crossing, Dr Lillian Smyth Photo by Alice Dietrich Unsplash Good research requires experimentation, exploration, iterative work and collaboration. These principles are the foundation of both visual arts practices and scientific approaches. However, they are not supported, or rewarded, in higher education contexts. Typically, during university education,Continue reading “How do students benefit from interdisciplinary education in both human anatomy and visual arts?”
What do students REALLY get out of undergraduate research experiences?
Team: Dr Lillian Smyth, Dr Federico Davila, Mr Thomas Sloan, Ms Ellen Rykers, Mr Samuel Backwell and Mr Stephen Jones Photo by Alex Kondratiev on Unsplash Opportunities for creativity, consequence-free failure and exploration are few and far between in most undergraduate programs. The move toward research-led education begins to patch this gap, offering undergraduate studentsContinue reading “What do students REALLY get out of undergraduate research experiences?”
The social “special case” of medical school
Team: Dr Kathy McNeill, Dr Lillian Smyth, Dr Ken Mavor Photo by Austrian National Library on Unsplash Medical school is high stakes, highly competitive and has a range of unique stressors (exposure to illness, death and working with cadavers, the responsibility of the associated professional and professionalism expectations, workload). What is the impact of thoseContinue reading “The social “special case” of medical school”
What are the roles for 3D computer models and VR in anatomy education
Team: A/Prof Alexandra Webb, A/Prof Krisztina Valter, Dr Lillian Smyth, & students (in progress) Photo by Maxim Hopman on Unsplash 3D computer models and VR technology offer potential solutions to some age-old problems in teaching human anatomy. There are lots of parts of the human body that are impossible to show on a specimen orContinue reading “What are the roles for 3D computer models and VR in anatomy education”
When is cadaveric dissection most useful to medical students?
Team: A/Prof Alexandra Webb, Dr Lillian Smyth, Dr Mustafa Hafiz, A/Prof Krisztina Valter Photo by v2osk on Unsplash There has been a lot of debate about the use of—and alternatives to—human cadaveric dissection in medical training. No one yet has asked the critical questions about timing; if we do include it, where in the curriculum should it go?Continue reading “When is cadaveric dissection most useful to medical students?”
Can we teach hand anatomy with cotton gloves?
Team: Mr James Carter, Dr Lillian Smyth, A/Prof Alexandra Webb, A/Prof Krisztina Valter In a world of increasingly complex, high-tech educational tools the Anatomical Glove Learning System (AGLS) dares to try and teach without it, using on the student’s own body, cotton gloves and some markers. We tried this tool in medical education for theContinue reading “Can we teach hand anatomy with cotton gloves?”
What’s the effect of culture on self concept?
Team: Dr Lillian Smyth & students (in progress) Photo by Andrew Butler on Unsplash Once you’ve been looking at self concept structure a while, an inevitable question arises: where does all of this come from? what determines the shape, content and structure of the self? We have established that there is substantive variation, but whatContinue reading “What’s the effect of culture on self concept?”
How do you measure social self concept?
Team: Dr Kasia Banas, Dr Lillian Smyth, Dr Ken Mavor Photo by Diana Polekhina on Unsplash All this chit-chat about the complex system of the social self is nice and all, but how on earth do we measure it? There are existing measurement approaches for examining the social self concept in terms of group membershipsContinue reading “How do you measure social self concept?”
What about the social parts of the self that aren’t group memberships?
Team: Dr Kasia Banas, Dr Lillian Smyth Photo by Pablo Heimplatz on Unsplash The value of social group memberships for protecting wellbeing under stress is now well established. Group memberships, though, aren’t the whole story when we’re talking about the social aspects of the self concepts. Relationships, roles and social landscapes are also meaningful partsContinue reading “What about the social parts of the self that aren’t group memberships?”