to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

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The New Meaning Of Educational Change

Principles and Practice of Structural Equation Modeling (2nd ed.)

Death is the new sex, last great taboo in Western society and Western medicine, as Richard Smith discusses in his editorial (p 129). In the trinity of births, marriages, and deaths, only death does not have glossy magazines devoted to stylish consumption at the attendant ceremonies. On the web, of course, …

Death and dying

Recently, several articles have suggested that the flipped classroom could be an ideal model for pre-clinical medical education. The flipped classroom approach enables instructor-led time to be dedicated to integration and critical thinking exercises, while students learn foundational material outside of class via online videos or reading assignments. However, few studies have been published on the efficacy of this model for pre-clinical medial students. In this paper, we describe the implementation of a fully flipped classroom in a systems physiology course at The University of North Carolina School of Medicine. The organization of this flipped classroom aimed to keep contact hours and home-study hours equal to the hours previously used in the lecture-based course. With the implementation of the flipped classroom, both student performance on examination and student satisfaction with the course improved slightly compared to those of previous years where the curriculum was primarily delivered by lectures. This paper describes an example of a fully flipped course that demonstrated gains in performance and student course evaluations of a medical school pre-clinical course, and suggests that the flipped classroom could be a useful and successful educational approach in medical curricula.

The Flipped Classroom Improved Medical Student Performance and Satisfaction in a Pre-clinical Physiology Course

Veterinary medical faculty and administrators routinely administer student assessments and conduct surveys to make decisions regarding student performance and to assess their courses/curricula. The decisions that are made are a result of the scores generated. However, how reliable are the scores and how confident can we be about these decisions? Reliability is one of the hallmarks of validity evidence, but what does this mean and what affects the reliability of scores? The purpose of this article is to provide veterinary medical educators and administrators with fundamental information regarding the concept of reliability. Specifically, we review what sources of error reduce the reliability of scores and we describe the different types of reliability coefficients that are reported.

https://jvme.utpjournals.press/doi/pdf/10.3138/jvme.0315-030R

Understanding Reliability: A Review for Veterinary Educators.

Physical specimens are essential to the teaching of veterinary anatomy While fresh and fixed cadavers have long been the medium of choice, plastinated specimens have gained widespread acceptance as adjuncts to dissection materials Even though the plastination process increases the durability of specimens, these are still derived from animal tissues and require periodic replacement if used by students on a regular basis This study investigated the use of three-dimensional additively manufactured (3D AM) models (colloquially referred to as 3D-printed models) of the canine brain as a replacement for plastinated or formalin-fixed brains The models investigated were built based on a micro-MRI of a single canine brain and have numerous practical advantages, such as durability, lower cost over time, and reduction of animal use The effectiveness of the models was assessed by comparing performance among students who were instructed using either plastinated brains or 3D AM models This study used propensity score matching to generate similar pairs of students Pairings were based on gender and initial anatomy performance across two consecutive classes of first-year veterinary students Students' performance on a practical neuroanatomy exam was compared, and no significant differences were found in scores based on the type of material (3D AM models or plastinated specimens) used for instruction Students in both groups were equally able to identify neuroanatomical structures on cadaveric material, as well as respond to questions involving application of neuroanatomy knowledge Therefore, we postulate that 3D AM canine brain models are an acceptable alternative to plastinated specimens in teaching veterinary neuroanatomy

https://jvme.utpjournals.press/doi/pdf/10.3138/jvme.0416-080R

Evaluation of 3D Additively Manufactured Canine Brain Models for Teaching Veterinary Neuroanatomy.

Nonrepresentative data pose one of the greatest validity threats in survey research. Samples that are underrepresented and/or overrepresented based on demographic subgroups can introduce bias that distorts both the accuracy and the inferences made about the results. This article discusses the concept of poststratification weighting, a post hoc statistical procedure used to correct for sampling bias in survey research studies. Procedural steps for calculating poststratification weights are presented, and an example involving a simulated cohort of students in a medical school is provided for demonstration purposes. SPSS statistical software coding is presented to help researchers get started with their own calculations of poststratification weights.

Survey research methods: A guide for creating post-stratification weights to correct for sample bias

Research conducted with the terminally ill population in relation to death anxiety is rare and mostly outdated. The purpose of this study was to evaluate the psychometric properties of the widely used Death Anxiety Scale (DAS) on a sample of terminal cancer patients.Additionally, validation studies of the DAS have exclusively used traditional statistical methods for analysis. The current study utilized an item response theory technique (IRT), namely the Rasch Rating Scale model for data analysis. The methodology employed may be useful for other researchers conducting validation studies from an IRT perspective.

Psychometric properties of the Death Anxiety Scale (DAS) among terminally ill cancer patients.

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