Results 51 to 60 of about 1,694 (259)

Exploring student perceptions of integrating mixed reality with cadaveric teaching in undergraduate neuroanatomy education: A qualitative study

Anatomical Sciences Education, EarlyView.
Abstract Mixed reality (MR) using head‐mounted displays provides three‐dimensional visualizations that have been suggested to enhance learning when used alongside conventional anatomy teaching in medical education. This study explored student perceptions of the integration of MR and traditional cadaveric learning, and their optimal delivery to support ...
Harpreet Kasbia, Rehman Ali Baig, Lydia Boynton, Fanny Mozu‐Simpson, Ally Fattal, Ben Clare, Puneet Sharma, Arthur Dalton, Celia Brown, Ana Baptista, Richard J. Pinder, Ali Rezaei Haddad, Amir H. Sam   +12 more
wiley   +1 more source

Lexeme 'valjda' as an exponent of epistemic modality [PDF]

Zbornik Radova Filozofskog Fakulteta u Prištini
This paper aims to describe the functional and semantic characteristics of the word valjda in the Serbian language. Corpus examples are used as a methodological tool for comparing the lexeme valjda to its closest synonym verovatno, in terms of their ...
Stojanović Milena S., Parezanović Tijana V., Kovačević Branka B.   +2 more
doaj   +1 more source

Exploring 3D anatomy: A free online course supporting novice learner inquiry and spatial conceptualization

Anatomical Sciences Education, EarlyView.
Abstract Application of three‐dimensional anatomical knowledge is essential for patient examination, diagnosis, and treatment and is crucial in the training of medical and healthcare students. Moreover, critical observation and spatial awareness are vital for learner understanding of three‐dimensional anatomical structures and relationships.
Jiayi Zhang, Moksh Sachdeva, Calum McCaig, Eleanor Gordon, Leonard Shapiro, Iain D. Keenan   +5 more
wiley   +1 more source

Emotional responses of veterinary students to first encounters with animal body donors

Anatomical Sciences Education, EarlyView.
Abstract Students' first encounters with animal body donors in higher education are a formative and also potentially stressful experience. The complex emotions elicited by body donor use in learning and their effects on professional development have been documented in medical students, but are far less explored in veterinary medical counterparts.
S. Regnault, C. Basu, S. Channon
wiley   +1 more source

Modal-Epistemic Arithmetic and the problem of quantifying in [PDF]

Synthese, 2012
zbMATH Open Web Interface contents unavailable due to conflicting licenses.
openaire   +2 more sources

Navigating AI with pedagogical purpose: Toward an anatomy‐centered framework for AI‐enhanced learning

Anatomical Sciences Education, EarlyView.
Abstract Artificial Intelligence (AI) has emerged as a transformative force in medical education, enabling customized, feedback‐rich, and immersive learning experiences. Anatomy education, as a discipline that is simultaneously visual, spatial, and clinically foundational, occupies a distinctive position within this technological landscape.
Rachel Jayasekhar, Gok Kandasamy
wiley   +1 more source

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source

Epistemic Modals

Abstract This chapter develops an inferential expressivist account of epistemic modality. The chapter begins by showing that while a traditional expressivist approach accounts for certain well-known puzzles about the semantics of epistemic modality, it falls prey to a version of the Frege-Geach Problem.
Luca Incurvati, Julian J. Schlöder
openaire   +1 more source

More‐than‐gender? Moving beyond gendered expectations of divergent learners in early childhood education

British Educational Research Journal, EarlyView.
Abstract In this paper, we explore how neurodivergent ways of being in early education are often gendered. The intersectionalities of gender and neurodivergence often lead to fixed expectations that perpetuate binary interpretations, pathologisations, missed diagnoses and a lack of curated support.
Ruth Churchill Dower, Hannah Hogarth
wiley   +1 more source

Les paramètres évidentiels, inférentiels et modaux appliqués à l’étude de must épistémique

Anglophonia, 2015
This study focuses on the modal and evidential values of must / devoir. The major difficulty is that evidentiality is not clearly grammaticalized neither in English nor French, unlike Amerindian languages such as Tuyuca or Bosavi.
Yves Bardière
doaj   +1 more source