Theoretical approaches to holistic biological features: Pattern formation, neural networks and the brain-mind relation.
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The topic of this article is the relation between bottom-up and top-down, reductionist and holistic approaches to the solution of basic biological problems. While there is no doubt that the laws of physics apply to all events in space and time, including the domains of life, understanding biology depends not only on elucidating the role of the molecules involved, but, to an increasing extent, on systems theoretical approaches in diverse fields of the life sciences. Examples discussed in this article are the generation of spatial patterns in development by the interplay of autocatalysis and lateral inhibition; the evolution of integrating capabilities of the human brain, such as cognition-based empathy; and both neurobiological and epistemological aspects of scientific theories of consciousness and the mind. (+info)
Statistical presentation and analysis of ordered categorical outcome data in rheumatology journals.
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OBJECTIVE: To assess the appropriateness of presentation of summary measures and analysis of ordered categorical (ordinal) data in three rheumatology journals in 1999, and to consider differences between basic and clinical science articles. METHODS: Six hundred forty-four full-length articles from the 1999 editions of 3 rheumatology journals were evaluated for inclusion of an ordinal outcome. Articles were classified as basic or clinical science, and the appropriateness of presentation and analysis of the ordinal outcome were assessed. Chi-square tests were used to evaluate difference in percentages. RESULTS: Ordinal outcomes were identified in 175 (27.2%) of 644 articles. Only 69 (39.4%) had appropriate data presentation, and 111 (63.4%) had appropriate data analysis. Appropriate presentation was seen less commonly in the basic science rather than the clinical science articles, but differences in the occurrence of appropriate analysis were not seen. CONCLUSION: Ordinal data are common in rheumatology articles, but presentation usually does not conform to recommended guidelines. (+info)
Sharing science: characteristics of effective scientist-teacher interactions.
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Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project's success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education. (+info)
Evolution of a partnership to improve K-16 science education.
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This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium "Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions" was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman's presentation was entitled "The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State." This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs. (+info)
Effect of perceived stress on student performance in dental school.
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A commonly held view is that chronic stress has an adverse affect on academic performance. Because dental students typically report high levels of stress, they may be at particular risk. This research examined the relationship between perceived stress and academic performance in 202 dental students enrolled in an Australian dental school. In this study, four key stress factors labelled "self-efficacy beliefs," "faculty and administration," "workload," and "performance pressure" previously identified by our group from principal components analysis of the Dental Environment Stress (DES) questionnaire, together with gender, ethnicity, and stage of course, were entered as independent variables into multiple regression analyses. Three measures of academic performance (basic and applied science knowledge, clinical competency, and contextual understanding) were entered as dependent variables. Regression analysis revealed little support for the assumption that chronic stress predicted academic performance. The only finding of note was that students reporting higher levels of stress on the DES factor "faculty and administration" tended to show lower grades for clinical competency and contextual understanding. In summary, although the DES factor solution used in the present study remains to be validated, we found little support for an association between increased DES factor stress scores and reduced academic performance in dental students. (+info)
Undergraduate basic science preparation for dental school.
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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. (+info)
Predictors of success in dental hygiene education: a six-year review.
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The purpose of this study was to examine the predictive reliability of incoming grade point average (GPA), incoming math/science GPA, and Scholastic Aptitude Test (SAT) scores in predicting success in dental hygiene education. Success in dental hygiene education was defined in terms of Dental Hygiene National Board score (N-BRD) and dental hygiene GPA at graduation (DH-GPA). Academic transcripts and admissions documents of 134 students comprising the Medical College of Georgia dental hygiene classes of 1996-2001 were reviewed. Incoming college GPA (1-GPA), incoming college math/science GPA (MS-GPA), total SAT score (T-SAT), verbal SAT score (V-SAT), math SAT score (M-SAT), N-BRD score, and DH-GPA were documented for each student. A forward, step-wise, multiple linear regression was used to analyze the data. I-GPA was the most significant predictor of success. Analysis showed that DH-GPA was best predicted by both the I-GPA (p < or = .001) and T-SAT (p < or = .004). Only the I-GPA (p < or = .001) was significant in predicting N-BRD scores. Data from this study will be used to evaluate the admissions process in dental hygiene at the Medical College of Georgia. (+info)
Chipping away at the old block.
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With growing concern that women are still failing to progress in scientific careers, many countries are trying to address the problem. The British government has just received a hard-hitting report with recommendations for swift action to tackle the problems. Nigel Williams reports. (+info)