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Gillman, L. M., A. Vergis, J. Park, and M. Taylor. "53. Resident training and the dictated operative report - A national perspectives." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 56. http://dx.doi.org/10.25011/cim.v30i4.2814.
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Operative dictation training is a poorly studied area of surgical resident education and there is currently no literature on the national experience with operative dictation training in Canada. We therefore undertook a web-based survey of residents and program directors in general surgery training programs in Canada to determine if there is an ongoing desire for formal operative dictation training.
Every resident and program director in English speaking General Surgery programs in Canada was contacted by email and asked to participate in the study. A secure, web based survey program was developed to conduct the survey and collect the data. The survey contained questions regarding comfort level with dictation, feedback on dictations and methods of dictation training employed by the individual residents and the resident training programs.
Two hundred and seventy-four residents and 11 program directors responded to the survey (70.4% and 78.5% response rate, respectively). Among residents, 201 residents (73.3%) reported that their dictations were in need of improvement while 191 residents (69.7%) requested further training in dictation. Two-hundred and six residents (75.2%) reported that their training program did not employ any formal methods to help improve their dictations. Furthermore, 153 residents (55.8%) had never received feedback on their dictations.
Ten program directors (90.9%) felt that residency programs should include formal training in operative dictation. Unfortunately, half of these program directors could not identify any formal methods currently being employed in their training programs, this despite the fact that 45.5% of program directors could identify specific instances where direct patient care was negatively affected by a poor operative report.
Both program directors and residents identified operative dictation templates and formal feedback on dictations as the two interventions they would like to see instituted to improve operative dictations in their residency training programs.
Residents and program director recognize a need for the development of formal operative dictation training in Canada.
Eichholz AC, Van Voorhis BJ, Sorosky JI, Smith BJ, Sood AK. Operative note dictation: should it be taught routinely in residency programs? Obstetrics and Gynecology 2004; 103:342-6.
Menzin AW, Spitzer M. Teaching operative dictation. A survey of obstetrics/gynecology residency program directors. Journal of Reproductive Medicine 2003; 48:850-2.
Moore RA. The dictated operative note: important but is it being taught? Journal of the American College of Surgeons 2000; 190:639-40.
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Gillman, L. M., A. Vergis, J. Park, S. Minor, and M. Taylor. "58. Stories - Structured operative reporting in enteric surgerys." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 60. http://dx.doi.org/10.25011/cim.v30i4.2819.
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The purpose of this study was to determine whether the introduction of a Standardized Operative Dictation Template improved the quality of resident dictation.
General surgery residents (N = 20) from the University of Manitoba participated in the study. All residents were shown a standardized surgical procedure video and then asked to dictate an operative report. Residents were randomized with the intervention group receiving the Operative Dictation Template. Three months later, all residents were retested. Resident comfort level with dictation and satisfaction with the template was evaluated with a questionnaire. Dictations were evaluated by two blinded independent reviewers using the previously validated SAFE-OR assessment tool. This tool consists of a Structured Assessment Form (SAF) scored out of 45 and a Global Quality Ratings Scale (GQRS) out of 36. Pre and post scores were analyzed using a two-tailed Wilcoxon signed rank test.
Subjective comfort level with dictation, as measured by responses on a five point Likert scale, improved significantly in the intervention group (p=0.02). In addition, 90% of residents in the intervention group subjectively reported their dictations improved because of the template. There was no overall difference in the quality of dictation in the intervention group pre and post intervention as measured by the SAF (28.6 vs. 30.0; p=0.36) and GQRS (21.7 vs. 21.8, p=0.96). However, junior resident subgroup analysis revealed statistically significant improvement in the intervention on both the SAF (23.2 vs. 28.3; p=0.02) and GQRS (17.1 vs. 20.4; p=0.02). Senior resident subgroup analysis showed no difference in the intervention group on either the SAF (36.8 vs. 32.4; p=0.07) and GQRS (28.5 vs. 23.9; p=0.07).
The Operative Dictation Template can result in a significant improvement in resident comfort level with dictation and has the potential to improve the quality of junior resident dictations.
Eichholz AC, Van Voorhis BJ, Sorosky JI, Smith BJ, Sood AK. Operative note dictation: should it be taught routinely in residency programs? Obstetrics and Gynecology 2004; 103:342-6.
Menzin AW, Spitzer M. Teaching operative dictation. A survey of obstetrics/gynecology residency program directors. Journal of Reproductive Medicine 2003; 48:850-2.
Moore RA. The dictated operative note: important but is it being taught? Journal of the American College of Surgeons 2000; 190:639-40.
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Hyde, Glendon A., Michael D. Biderman, and Eric C. Nelson. "Resident Operative Reports before and after Structured Education." American Surgeon 84, no. 6 (June 2018): 987–90. http://dx.doi.org/10.1177/000313481808400653.
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The operative note records surgical indication and pertinent events.In addition, it is a central facet in billing, malpractice lawsuits, research, and future medical planning. However, few residencies have structured education concerning dictation and there is little research on effective techniques for dictation training. The purpose of this study was to evaluate the efficacy of an educational intervention on the dictations of operative cases in which the residents were participants. Two hundred and eighty operative reports were reviewed for the presence or absence of criteria listed in Table 1 and given a score equal to the number of items included. One hundred and forty reports were evaluated before and 140 after an educational intervention. The intervention consisted of a lecture provided by a faculty expert while residents received an instructional card similar to Table 1 as a template. Primary endpoint was dictation score before and after the intervention. The pre- and postintervention scores for all residents were 16.28 and 17.37, respectively (P = 0.001). Junior and senior residents’ preintervention average differed by 1.18 (P < 0.001), however there was no significant postintervention difference. The four most commonly missed data points were the amount of intravenous fluids given, preoperative indications, intraoperative findings, and whether or not a drain was placed. This study used real operative reports to show the benefit of dictation templates for improving resident dictations. These data support previous studies on dictation templates and depict the benefits within one surgical program after implementing a formal plan for dictation education.
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McCrocklin, Shannon. "ASR-based dictation practice for second language pronunciation improvement." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 98–118. http://dx.doi.org/10.1075/jslp.16034.mcc.
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Abstract In pronunciation learning, there is a need for resources and tools that help students monitor their speech or provide feedback on errors. While researchers have seen ASR-based technologies as potential tools, little attention has been paid to dictation programs, which have been criticized for low levels of recognition, but offer advantages such as accessibility and flexibility. This study examines two groups of learners in a pronunciation workshop: CONV, which had fully face-to-face instruction, and HYBRID, which had half of the instruction face-to-face and half using the computer, practicing production using a dictation program, Windows Speech Recognition. Results show that both groups improved from pre- to post-test and that there were no statistically significant differences between the two groups. Results indicate that dictation programs may be useful as a complement to face-to-face pronunciation teaching, especially if in-class time for pronunciation teaching is limited.
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Demirbatır, Rasim Erol, Hatice Çeliktaş, and Doruk Engür. "The Effect of the Tuning System and Instrument Variables on Modal Dictation Performance." Journal of Education and Training Studies 6, no. 1 (December 28, 2017): 124. http://dx.doi.org/10.11114/jets.v6i1.2726.
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Ear training and musical literacy (ETML) education is one of the main dimensions of the bachelor degree program of music teacher education departments, which provides professional music education. In ETML education, hearing, sight-reading and dictation studies for Turkish music makams have an important place. In this study, it was aimed to investigate the effects of different instrument sources and tuning systems; namely, equal tempered or traditionally tempered, on the modal dictation performances of students in dictation exercises in the scope of ETML education. This research was conducted with 56 bachelor degree music education students who were taking ETML course. While equal tempered and traditional instruments (piano and kanun) were used as the sound source in the research, examples of equal difficulty level in Huseyni makam scale, which is one of the main makams of Turkish music, were used as dictation material. Both instruments were tuned in accordance with both the equal temperament and the traditional makam system so that four different dictation types were created. As a result of the research, it has been determined that the students are more successful when piano is used in dictation than kanun-dictated trials and in terms of tuning system, the students are found to be more successful with equal tempered system when compared with traditional tuning system. The instrument and tuning interaction was not statistically significant.
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Kurniawan, Tri Widi, and C. Murni Wahyanti. "The Effectiveness of Split Dictation as a Teching Strategy to Improve Students' Listening Skill." ELT Forum: Journal of English Language Teaching 8, no. 1 (July 29, 2019): 101–8. http://dx.doi.org/10.15294/elt.v8i1.27350.
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The objectives of this study are to find out whether split dictation technique is an effective technique to improve students’ listening skill and whether there is a significant difference between students who were taught by using split dictation and those who were taught by using a conventional method. This study is a quantitative research using quasy experimental as the method of collecting data. The subject of this research was 72 students of the tenth-grade students of SMA N 1 Sukorejo. In obtaining the data, the researcher conducted the pre-test, treatments, and the post-test. The results of this research showed that the mean score of the experimental group is 82,7 and the control group is 77,638. By using IBM SPSS 23th version program, the computation of the t-test which score of the sig (2 tailed) is (0.000) lower than (0.05), and the result of t-value (4.189) is higher than the t-table (1.994). In conclusion, there is a significant difference between the students’ listening test achievement. The students who were taught by using split dictation has higher achievement, this indicated that split dictation is effective enough to improve students’ listening achievement.
Keywords: Split Dictation Technique; Listening Skill
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Pembrook, Randall G. "Some Implications of Students' Attitudes toward a Computer-Based Melodic Dictation Program." Journal of Research in Music Education 34, no. 2 (1986): 121. http://dx.doi.org/10.2307/3344740.
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Al-Shbail, Abeer Obaid, and Mostafa Awad Beni Diab. "Arabic Writing, Spelling Errors and Methods of Treatment." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1026. http://dx.doi.org/10.17507/jltr.0905.17.
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This study aimed to identify The Impact of Accounting Knowledge in Enhancing the Performance of the Internal Auditors in the Jordanian Industrial Public Shareholding Companies. To achieve the objectives of the study a questionnaire was developed related to the subject of the study based on the previous studies. This study attempts to investigate the most important difficulties and problems that resistant studying Arabic Writing, Especially dictation lesson, The researchers revises the pre- studies and literature to answer these important questions: - What are the most kinds of failing to master Arabic Writing, and the main factors that cause this failing? - What are the clear and common mistakes in studying Arabic Writing? - What are the successfully methods and strategies to teach to Arabic Writing? The researcher revises the pre- studies and literature, and produced wide information about: definitions, Kinds of Arabic Writing, factors of failing in studying Arabic Writing, especially dictation, the main principles to study Arabic language, Integrated Approach in studying Arabic Language, suggested program to answer failing and weakness in studying Arabic language.
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Tongkug Kim and Kim,Byoung-lyoul. "A Study on the Effect of On-line Dictation Program on the Understanding of TOEIC Listening Parts." New Korean Journal of English Lnaguage & Literature 58, no. 4 (November 2016): 173–91. http://dx.doi.org/10.25151/nkje.2016.58.4.010.
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Syahrul, Syahrul, and Mochamad Fajar Wicaksono. "KOMUNIKATOR TUNARUNGU DAN TUNANETRA." CCIT Journal 6, no. 1 (September 10, 2012): 92–101. http://dx.doi.org/10.33050/ccit.v6i1.675.
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This paper describes the design and implementation of the deaf and blind communicator with the aim that they can communicate by using a Braille Codes per character and speech recognition using a computer. Communicator device is designed using AT89C51 microcontroller to change the characters that is sent by the computer into Braille code. The signal transmitted from the computer by hearing impairment through RS-232 serial interface with the help of driver IC ULN2803 to drive the solenoid. The end of the solenoid form a pattern of Braille code. Speech pattern recognition used are dictation mode with discrete speech method, whole word, large vocabulary and speaker dependent is designed with SAPI 5.1, Microsoft Speech Engine SDK 5.1 and Delphi software 6.0 to create an application program. On testing who performed indicate that the all the characters that is sent from keyboard can be converted become Braille Character who represented through the solenoid. While the recognition of sound patterns of the microphone most of the well can be translated into the characters displayed on a computer monitor. The success rate in speech recognition can be influenced by several factors such as differences in the sound at the time of training and at the time of dictation, noise from the environment and the quality of the microphone being used.
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Kartika-Ningsih, Harni, and David Rose. "Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy." Íkala 26, no. 1 (January 28, 2021): 185–205. http://dx.doi.org/10.17533/udea.ikala.v26n01a07.
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This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The collaborative writing process known as joint construction. This is conducted in the bilingual R2L program by jointly making notes from Indonesian (L1) reading texts, jointly re-instantiating these notes as English (L2) lexis, and then using these L2 notes to jointly construct new L2 texts. The methodology is thus intermodal and multilingual, from written L1 texts, through oral dictation to L1 notes, then through bilingual discussion to re-instantiation as written L2 lexis, and finally through further bilingual discussion to re-instantiation as written L2 text. The study applies genre and register theory to closely examine classroom interactions in Joint Construction, from the perspectives of their structuring, the intermodal sourcing of meanings, and relations between teachers and learners. Evidence from student assessments suggest these designed applications of intermodality and multilingual reinstantiation are highly effective in the development of autonomous skills in L2 science writing. This article aims to describe how and why they are so effective.
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Korzeniowski, Celina Graciela, Mirta Susana Ison, and Hilda Difabio. "Cognitive stimulation in children at social risk: its transference to school performance." International Journal of Psychological Research 10, no. 2 (August 3, 2017): 34–45. http://dx.doi.org/10.21500/20112084.2760.
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The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts.Key words: cognitive intervention, executive functions, school performance, children, poverty.
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O’Brien, Myles. "A set of free cross-platform authoring programs for flexible web-based CALL exercises." EuroCALL Review 20, no. 2 (September 29, 2012): 59. http://dx.doi.org/10.4995/eurocall.2012.11378.
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<p>The Mango Suite is a set of three freely downloadable cross-platform authoring programs for flexible network-based CALL exercises. They are Adobe Air applications, so they can be used on Windows, Macintosh, or Linux computers, provided the freely-available Adobe Air has been installed on the computer. The exercises which the programs generate are all Adobe Flash based. The three programs are: (1) Mango-multi, which constructs multiple-choice exercises with an optional sound and/or image; (2) Mango-match, which is for word/phrase matching exercises, and has an added feature intended to promote memorization, whereby an item must be matched correctly not once but an optional consecutive number of times; (3) Mango-gap, which produces seamless gap filling exercises, where the gaps can be as small as desired, down to the level of individual letters, and correction feedback is similarly detailed. Sounds may also be inserted at any desired points within the text, so that it is suitable for listening or dictation exercises. Each exercise generated by any of the programs is produced in the form of a folder containing all of the necessary files for immediate upload and deployment (except that if sound files are used in a Mango-gap exercise, they must be copied to the folder manually). The html file in which the flash exercise is embedded may be edited in any way to suit the user, and an xml file controlling the appearance of the exercise itself may be edited through a wysiwyg interface in the authoring program. The programs aim to combine ease of use with features not available in other authoring programs, toprovide a useful teaching and research tool.</p>
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Batenova, Yulia Valerievna, Marina Yuryevna Buslaeva, Marina Nikolaevna Tereshchenko, Nadezhda Borisovna Novikova, Sergey Vladimirovich Tipushkov, and Oksana Gennadievna Filippova. "The program of communicative and personal development of primary schoolchildren within the framework of an innovative university-school partnership: Evaluation of the effectiveness." Science for Education Today 11, no. 4 (August 31, 2021): 7–32. http://dx.doi.org/10.15293/2658-6762.2104.01.
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Introduction. The article addresses the problem of primary schoolchildren’s communicative and personal development within the frameworks of an innovative university-school partnership. The purpose of the article is to evaluate the effectiveness of the program aimed at communicative and personal development of primary schoolchildren and to identify psychological and educational factors contributing to its implementation. Materials and Methods. The research follows learner-centered, semiotic, and hermeneutic approaches. In order to assess communicative development of primary schoolchildren, the following empirical methods were used: G. A. Zuckerman’s ‘Mittens’ inventory, O. G. Mishanova’s ‘Polite words’ inventory, G. A. Zuckerman’s ‘Dictation Pattern’ inventory, the ‘Brothers and Sisters’ method (modified samples of Zh. Piaget). The study involved 50 primary schoolchildren and 4 primary school teachers. To analyze the empirical data and evaluate the dynamics, the Wilcoxon T-test was used, which ensures the validity and reliability of research findings. Results. The article analyzes and summarizes the experience of currently available programs aimed at social and communicative development of primary schoolchildren. The authors have developed a program enhancing primary schoolchildren’s communicative development, theoretically justified and implemented it. The explanatory and heuristic potential of methodological principles and approaches to solving this problem has been revealed. The authors describe an educational technology called ‘a hermeneutic circle’ and illustrate it by means of a text analyzes focusing on its expediency, relevance, and communicative significance for effective cognition of the language essence and training communicative skills. The research findings indicate the effectiveness of the program called ‘Culture of speech and ethics of communication’ in the communicative and personal development of primary schoolchildren in four areas: communication as cooperation; communication as management; communication as interiorization; communication as interaction. Relying on these directions, the authors have identified and described the following parameters of the integral communicative and personal development: the level of dialogic communication, the level of communication ethics, the level of communication productivity, the level of understanding of the other participants. Conclusions. The article concludes that the implementation of ‘Culture of speech and ethics of communication’ program and creating a psychologically beneficial learning environment have led to a high level of communicative and personal development of primary schoolchildren who consider language as a cultural, ethical, and aesthetic value.
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Digión, Leda Beatriz, and Margarita María Álvarez. "Teaching and learning experience with a virtual classroom in the field of pedagogical support due to Covid-19." Apertura 13, no. 1 (March 26, 2021): 20–35. http://dx.doi.org/10.32870/ap.v13n1.1957.
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This work describes a pedagogical proposal for the dictation of a degree course, which originally had a face-to-face modality, sustained with the e-learning modality in the 2020 school year due to the social health situation caused by Covid-19. An analytical framework based on the pedagogical model of dimensions was applied, adapted for the virtual design of the Medical Informatics subject, of the Medicine career of the National University of Santiago del Estero, Argentina. The proposed dimensioning in the field of the pedagogical accompaniment process projected by the authorities of the faculty, allowed to program the active participation of the students and organize the monitoring of learning, through the axes proposed by the chair: individual work, group work, interactions and interventions. Regarding the results obtained on educational mediation in the virtual classroom, it was possible to identify and propose the guidelines and resources in a new pedagogical dimension on didactic strategies; thus, this proposed dimension is considered a highly usable component for teaching work in search of an autonomous student, in terms of achieving goals in their teaching and learning process, as shown by the presented experience.
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Skrebets, T. V., E. A. Tikhonova, and E. A. Yudina. "The study of written speech of younger students with articulatory and acoustic dysgraphia." Vestnik of Minin University 7, no. 4 (December 19, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-4-6.
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Introduction. The article is devoted to the actual problem of the study of writing disorders inIn the written works of the study participants, specific errors were found associated with violations of sound pronunciation, violations of phonemic hearing and phonemic perception. This indicates that articulatory-acoustic dysgraphia most students participating in the study. In this article, the authors described in detail the stages of the study and presented its diagnostic program, analyzed the results obtained during the study. And also formulated conclusions that confirm the need for continuous diagnosis and prevention of violations of written speech.Materials and methods. The study of the features of the written speech of younger students with articulatory-acoustic dysgraphy was carried out in several stages. At the stage of analysis of pedagogical documentation, speech cards of primary school students were investigated. During the study of the writing process, students wrote dictation and exposition. These types of works differ significantly in the structure of their implementation, which led to this choice. The lexical material was selected in accordance with the requirements of the training program of students-participants of the study. The study of the sound-pronouncing side of speech included the study of pronunciation of all groups of sounds of the Russian language in all participants of the study. The nature and degree of violation of sound reproduction were determined. The results of the study were interpreted on the basis of a qualitative and quantitative approach.The results of the study: the study revealed that articulatory-acoustic dysgraphia is one of the most common types of violations of written speech. Specific errors in written works occur both in younger students with dysgraphia, and in students who have no indication of violations of written speech. As a result of qualitative analysis of dictation and presentation of students revealed that a significant number of children are not fully formed the skill of writing the presentation. Children can not fully disclose the topic, there are isolated errors in the construction of phrases. Along with this, children in written works missed some moments of the action, there was a violation of the coherence of the story. In the written works of children there is a significant number of spelling errors. In the study of sound pronunciation, it was revealed that the most mistakes children made when differentiating sounds by sonority-deafness.Discussions and conclusions. Based on the results of the study conclusions were drawn: articulatory-acoustic dysgraphy is the most common in this group of study participants; specific errors and violations of sound are observed in most children regardless of whether dysgraphy is detected or not. These studies convincingly prove the need for constant monitoring of the state of written speech of all students, determine the importance of developing methodological recommendations aimed at the prevention and correction of articulatory and acoustic dysgraphy.
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Georgieva, Veselina, Daniela Hristova, and Tanya Srebreva. "TOUR OPERATOR PROJECT." Education and Technologies Journal 11, no. 2 (August 1, 2020): 371–75. http://dx.doi.org/10.26883/2010.202.2377.
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Project work provides active participation of students, covering activities with an emphasis on independent work and the combination of different information sources. The end result is creating your own product. Students from the third grade of „Alexander Georgiev-Kodzhakafaliyata“ Primary School did Project „Tour Operator“, which integrates the subjects Local History, Information Technology and Computer Modeling. In order to complete their tourist offers, student must have a wide range of knowledge and skills. The teams study cultural and historical sites along a certain tourist route. They visit the exhibitions of Regional Historical Museum-Burgas to gather information according to pre-set criteria. For the purpose of the project different methods and means are used such as: dictation; surplus information method; search for information on the Internet (text and images) by keywords. The design of the offers requires the teams to apply knowledge and skills related to entering and formatting text in a word processing program, inserting an image. For each offer the students calculate the prices for visiting in two variants, and in order to intrigue their future clients, they make a virtual walk in Burgas in Scratch. The indirect result is related to positive emotions and attitudes in students, with the formation of social experience.
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Kamei-Hannan, Cheryl, Tessa McCarthy, Frances Mary D’Andrea, and M. Cay Holbrook. "Investigating the Efficacy of Reading Adventure Time! for Improving Reading Skills in Children with Visual Impairments." Journal of Visual Impairment & Blindness 114, no. 2 (March 2020): 88–100. http://dx.doi.org/10.1177/0145482x20913128.
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Introduction: Reading Adventure Time!, formerly known as the pilot version of the iBraille Challenge Mobile App, is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st–12th grades. Designed to operate on an Apple iPad with a refreshable braille display, Reading Adventure Time! uses gaming strategies to motivate students to improve literacy skills such as fluency, comprehension, writing dictation, and proofreading. Methods: The application (app) was developed under a Stepping Up Technology grant (H327S120007), which was disseminated to more than 50 teachers and students. Teachers and caregivers completed a Likert-type scale of technology skills as a pre- and postmeasure. Students’ reading speed, comprehension, and miscues were measured by the app. Results: Over 50 participants who used the app showed gains in reading and technology skills. Discussion: Students’ reading speeds, as measured by the app, mirror the reading speeds found in prior research (e.g., the ABC Braille Study). The impact on technology skills for teachers, caregivers, and students was much greater than anticipated. Implications for practitioners: The study provides evidence supporting Reading Adventure Time! as a supplemental intervention that addresses several reading skills and may be used in conjunction with a total, balanced literacy program.
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Kopovoy, Andrey, Oksana Kopovaya, and Mariya Erofeeva. "Information space as a factor in the socio-psychological adaptation of a first grader." Applied psychology and pedagogy 6, no. 2 (April 1, 2021): 90–101. http://dx.doi.org/10.12737/2500-0543-2021-6-2-90-101.
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The purpose of the research presented in the article is to study the features of socio-psychological adaptation of first-graders with varying degrees of involvement in media consumption. Presumably, this or that level of socio-psychological adaptation of a first-grader corresponds to a certain level of involvement in media consumption (the level of socio-psychological adaptation is inversely proportional to the level of involvement in media consumption). The course and results of the study of the specifics of the socio-psychological adaptation of first-graders and the influence of their involvement in the modern information space on this process are shown. The child’s arrival in the first grade is considered as the most important period of socialization, which largely determines the success of the development of the educational program. The study compares the level of socio-psychological adaptation and the degree of involvement of first-graders in the information space. The results of a survey of parents are presented to determine the degree of involvement of their children in the media. The study involved 76 first-graders and 109 parents (legal representatives). In the course of the study, the following methods were used: methods for express diagnostics of the intellectual development of children 6-7 years old; MEDIS; methodology E.M. Borisova, T.D. Abdurasulova “Choose what you like”; Toulouse-Pierre test; technique "Mittens"; Technique “Graphic dictation” DB Elkonin; questionnaire for parents (legal representatives). The results of the study are the basis for the development of programs for psychological and pedagogical support of the process of socio-psychological adaptation of first graders, taking into account the risk of the influence of modern information space on it.
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Eichmeyer, Jennifer N., Dan Sayam Zuckerman, Thomas M. Beck, Nicolas Camilo, Patty Sproat, and Christa Burnham. "The value of a genetic counselor for patient identification." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 97. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.97.
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97 Background: Advances in genetics are rapidly changing cancer care and requiring institutions to maximize the unique skills of genetics professionals. The identification of genetic syndromes is vital for prevention and management of families with high cancer risks. Despite this high risk patients and families who qualify for genetic counseling are not referred; this is due to increasing responsibilities on physicians. Genetic counselors could be utilized to review new oncology charts to improve identification. Methods: A genetics assessment tool developed by NCI Community Cancer Centers Program generated baseline measurements of 2010 tumor registry data of patients meeting NCCN guidelines for genetics evaluation. A weekly list of new oncology patients was provided to a genetic counselor who reviewed each H&P dictation focusing on the pathology, age, and family history sections. The genetic counselor notified the oncologist by email or through the EMR system, and the physician discussed genetic counseling with patient or approved the order. Post implementation of the chart review program was measured using 2011 tumor registry data. Results: In 2010 58% of total applicable patients were offered a genetics evaluation. In 2011 this improved to 70%. Based on disease type: 69% (breast), 59% (colon), 29% (ovary), and 20% (uterine) were offered a genetics evaluation in 2010. In 2011 these numbers were 76% (breast), 64% (colon), 91% (ovary), and 20% (uterine). Over a 10-month period a total of 122 patients were identified through the chart review program by the genetic counselor. Three of these were confirmed to have a genetic mutation for one of the hereditary cancer syndromes. An average week included review of 73 charts for 10 medical oncologists, 4 radiation oncologists, 4 pediatric oncologists, which generated 60 to 80 minutes of work weekly for the counselor. Conclusions: This program improved patient identification and allowed physicians to become more aware of opportunities for genetic consultation that led to a streamlined referral process and allowed more applicable patients to receive counseling and testing. Project funded in whole or part with Federal Funds from the National Cancer Institute, National Institutes of Health, Contract No. HHSN261200800001E.
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Ousseini, Hamissou. "English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (February 6, 2021): 160–71. http://dx.doi.org/10.47631/mejress.v2i1.201.
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Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.
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Reynaert, Martin. "Paradise." Computer-ondersteund talenonderwijs 49 (January 1, 1994): 69–77. http://dx.doi.org/10.1075/ttwia.49.07rey.
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The aim of the designers of PARADISE is to create a program which should become to language teachers and students what the word processor currently is to whoever writes. Language teachers can use it as a tool which enables them to prepare CALL-materials on the basis of texts of their own choosing. This the program provides for in a highly user-friendly way. The program allows language students to independently explore foreign language texts. The morphological analysis performed by the program supports this on the grammatical level and opens the way to its electronic dictionaries. Any text in ASCII format can serve as input. No prior editing or codifying is needed. The program analyses the text on the morphological level. Modules supporting English, French and Dutch are available. The analysis adds linguistic labels to each word in the text specifying its lexeme, word class and grammatical form. A huge amount of words in a text are ambiguous on the morphological level. In these cases the various possible lexemes are specified on the label. The data on the labels are used as a means to make a selection out of the words in the text. The user can ask for words of any word class, in any form, to be selected. He is given the choice between avoiding ambiguous forms or disambiguating them manually. The words selected are meant to serve as the basis for various kinds of grammatical or lexical exercises. The teacher is given a wide range of options in order to specify what a specific exercise should look like. Help may be given in various forms, feedback may be added to be displayed in specific situations. The exercises can be presented to the students on an autonomously functioning floppy disk, on paper or from within the main program. The latter allows for the integration of audio, e.g. for dictation purposes. The general idea behind PARADISE closely resembles that behind its precursor, ADAM & EVE. However, PARADISE recognises 98% of words in a newspaper article, on the basis of its internal word list containing about 50,000 lexemes and their associated word formation rules. Adam & Eve selects words on the basis of lexical frequency lists, containing about 20,000 words. PARADISE also handles ambiguity in an elegant way ADAM & EVE can not. The frequency lists in Adam & Eve can be expanded by the user, but this is not an easy task. PARADISE can easily be 'taughť new words. PARADISE allows for more kinds of exercises to be prepared and leaves the teacher full control over the process, while ADAM & EVE automatically generates a set of predefined exercises, some of which may prove to be useless. It is concluded that PARADISE is a highly useful tool for language teaching purposes.
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EICHHOLZ, A. "Teaching operative dictations in U.S. residency programs." Obstetrics & Gynecology 101, no. 4 (April 2003): S23—S24. http://dx.doi.org/10.1016/s0029-7844(02)02803-x.
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Eichholz, Amy C., Anil K. Sood, Brad L. VanVoorhis, Joel I. Sorosky, and Brian Smith. "Teaching Operative Dictations in U.S. Residency Programs." Obstetrics & Gynecology 101, Supplement (April 2003): 23S—24S. http://dx.doi.org/10.1097/00006250-200304001-00051.
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Karahan, Ahmet Suat. "Availability of the multiple-choice test method for the exams of Ear Training Courses and its effect on the students' success levelsMüzik Öğretmenliği Programında yer alan Müziksel İşitme Okuma Yazma dersi yazılı sınavlarında çoktan seçmeli test yönteminin kullanılabilirliği ve öğrencilerin başarı düzeylerine etkisinin belirlenmesi." International Journal of Human Sciences 13, no. 1 (March 14, 2016): 1558. http://dx.doi.org/10.14687/ijhs.v13i1.3704.
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Ear Training is a basic course in Music Education Program. The success levels of the students in this course positively affect both their major area courses and their professional achievement levels. In other words, Ear Training courses have a very important place in the training process of a qualified music teacher. However, when various research results are analysed, students' success levels for Ear Training are observed to be unsatisfying. Students' interests in the lesson, their out-of class activities, and the close monitoring of the students' improvement in the lesson are considered as key factors in this case. However, there are mid-term and final exams, not extra quizzes, to evaluate the students in the Ear Training lessons. Quizzes cannot be made because of the reasons such as the teachers' excessive course loads, and long and laborious evaluation processes of written exams. For this reason, the aim of the research is to determine the availability of the multiple-choice tests, which ease the evaluation process, in Ear Training written exams and to determine to what extent they affect the students' success levels in the written exams. In the research in which experimental model was preferred, pre-test and post-test model was used and multiple-choice tests and written exams were compared in terms of their effects on students' success levels of theoretical and practical interval, rhythmic and melodic dictation. SPSS 22 was used in the processing of the data and the results obtained with dependent sample t test were interpreted by the p<.05 level.As a result of the research, it is found out that the experimental group students given multiple-choice test method were more successful in each questions of the theoretical and practical interval, rhythmic and melodic dictation than the control group students given written exams and there was a significant difference according to p<.05 level for the experimental group. The results obtained in the research show that multiple-choice test method could be successfully used for Ear Training written exam and the method increased the students' success levels considerably. Moreover, it was concluded that multiple-choice test method shortened the evaluation process of the written exams and teachers could prepare quizzes with multiple-choice test methods and their evaluation process would be greatly short. ÖzetMüziksel İşitme Okuma Yazma MİOY Müzik Öğretmenliği Programındaki temel bir derstir. Bu ders kapsamında öğrencilerin başarı düzeyleri hem diğer alan derslerini hem de mesleki başarı düzeylerini olumlu yönde etkilemektedir. Yani MİOY dersleri, nitelikli müzik öğretmeni yetiştirme sürecinde çok önemi bir yere sahiptir. Ancak, çeşitli araştırma sonuçları incelendiğinde öğrencilerin MİOY dersi başarı düzeylerinin yetersiz bir seviyede kaldığı görülmektedir. Bu durumun oluşmasında öğrencilerin derse gösterdikleri ilgi düzeylerinin ve ders dışı çalışma süreçlerinin ayrıca öğrencilerin gelişim süreçlerinin yakından izlenmesi önemli etkenler olarak değerlendirilmektedir. Ancak, MİOY derslerinde öğrencilerin genel olarak vize ve final olmak üzere iki sınav ile değerlendirildiği ara sınavların genelde yapılmadığı görülmektedir. Ara sınavların yapılamamasında öğretmenlerin ders yüklerinin fazla olması ve klasik yazılı sınavı değerlendirme sürecinin uzun ve zahmetli olması vb. temel etkenlerdir. Bu sebeple araştırmanın amacı, değerlendirme sürecini önemli ölçüde kolaylaştıran çoktan seçmeli test yönteminin MİOY dersi yazılı sınavlarında kullanılabilirliğini belirlemek ve yöntemin öğrencilerin yazılı sınav başarı düzeylerini ne ölçüde etkilediğini tespit etmektir.Deneysel modelin tercih edildiği araştırmada ön-test son-test model kullanılmış ve çoktan seçmeli test yöntemiyle yapılan MİOY yazılı sınavlarıyla klasik yöntemle yapılan MİOY yazılı sınavları, öğrencilerin teorik ve uygulamalı aralık, akor, tartım ve ezgi diktesi yazma başarı düzeyleri üzerinden değerlendirilmiştir. Ulaşılan verilerin işlenmesinde SPSS 22 Programı kullanılmış, bağımlı örneklem t testiyle elde edilen sonuçlar p<.05 düzeyine göre yorumlanmıştır. Araştırma sonucunda, çoktan seçmeli test yönteminin uygulandığı deney grubu öğrencilerinin klasik yazılı yönteminin uygulandığı kontrol gurubu öğrencilerinden teorik ve uygulamalı aralık ve akor ayrıca tartım diktesi ve ezgi diktesi sorularının her birinde daha başarılı olduğu ve deney grubu yönünde p<.05 düzeyine göre anlamlı fark olduğu belirlenmiştir. Araştırma kapsamında ulaşılan bu sonuçlar, çoktan seçmeli test yönteminin MİOY yazılı sınavı kapsamında başarıyla uygulanabildiğini ve yöntemin öğrencilerin MİOY yazılı sınavı başarı düzeylerini kayda değer ölçüde arttırdığı sonuçlarına ulaşılmıştır. Araştırma sonucunda, çoktan seçmeli test yönteminin yazılı sınav değerlendirme süresini kayda değer bir ölçüde kısalttığı belirlenmiş ve bu sonuca dayalı olarak çoktan seçmeli test yönteminin MİOY derslerinde vize ve final sınavlarına ek olarak ara sınav değerlendirmelerinde kullanılması önerilmiştir.
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Paney, Andrew S., and Nathan O. Buonviri. "Developing Melodic Dictation Pedagogy: A Survey of College Theory Instructors." Update: Applications of Research in Music Education 36, no. 1 (February 13, 2017): 51–58. http://dx.doi.org/10.1177/8755123316686815.
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The purpose of this study was to identify pedagogical approaches to melodic dictation used by college music theory instructors at National Association of Schools of Music accredited institutions. Instructors ( N = 270) from 45 states responded to an online survey targeting melodic dictation instruction in their freshman theory courses. Results indicated that instructors: Chose pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter, acknowledged the difficulty of compound meter for students, and advocated listening to a dictation completely before beginning to write. Respondents also listed the textbooks, software programs, and Web sites they used to supplement instruction and the types of music they chose for dictation assessments. Their replies to free-response questions highlighted several challenges of teaching dictation and aural skills in general. Knowledge of these instructional trends could be helpful when evaluating K–12 music curricula, especially for students who plan to major in music in college. The results of this study may benefit both college instructors and K–12 music educators in that their students face similar challenges and seek corresponding solutions.
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Warren, Beth Boulden, Daksha Ranade, Beth Wathen, Sondra Valdez, Denise Pickard, Neil A. Goldenberg, and Brian R. Branchford. "Daily Evaluation of Venous Thromboembolism (VTE) Risk Factors and Prophylaxis Safely Decreased Incidence of VTE in a Pediatric ICU." Blood 124, no. 21 (December 6, 2014): 4860. http://dx.doi.org/10.1182/blood.v124.21.4860.4860.
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Abstract Background: Venous thromboembolism (VTE), consisting of deep vein thrombosis and pulmonary embolism, is associated with significant morbidity and mortality. The incidence of VTE, particularly VTE acquired by hospitalized children, has increased dramatically over the last 15 years but may be preventable in some cases. Reducing the incidence of hospital-acquired VTE may not only improve patient care but also decrease healthcare costs associated with diagnosis and treatment. Methods: In conjunction with the Children’s Hospitals’ Solutions for Patient Safety, we have developed a risk-based intervention strategy for all non-neonatal hospitalized children. The 3-part care bundle includes (1) VTE risk assessment upon admission with daily reassessments thereafter, (2) consideration of VTE prophylaxis (mechanical and/or pharmacologic depending on risk of VTE versus bleeding), and (3) ongoing evaluation for complications and risk level changes. To facilitate risk assessments and risk-based interventions, we developed a clinical care guideline based on published pediatric VTE risk profiles. To most accurately track our outcome measure, number of VTE cases, we have augmented our prior ICD-9-based method of identifying VTE cases to include a radiographic dictation trigger, anticoagulant medications, and nursing report of clot treatment. This new approach has led to improved specificity and sensitivity of VTE identification. Outcome and Process Measures: This risk-based intervention approach was implemented as a pilot program in our pediatric ICU and has been associated with a 52% decrease in validated VTE cases over a 12-month period, coincident with an increase in documented care bundle compliance from 40% to 93%. During this pilot program, 134 of 2190 pediatric ICU patients (6.1%) were initially classified as high risk, with 5.2% of those developing VTE, and 952 patients (43%) were initially classified as moderate risk, with 2.3% of those developing VTE. Ninety-five patients received pharmacologic prophylaxis at some point during admission, with 13.6% developing VTE; 428 received mechanical prophylaxis, with 3.7% developing VTEs; and 61 received both pharmacologic and mechanical prophylaxis, with 13.1% developing VTEs. Balancing Measures: We are also tracking adverse events related to mechanical or pharmacologic prophylaxis. No patients had significant bleeding while on pharmacologic prophylaxis, and one patient developed pressure ulcers associated with sequential compression devices. Conclusion: Implementation of our 3-part VTE prevention care bundle was associated with a decrease in VTE cases without a notable increase in bleeding or pressure ulcers. Future Directions: Ongoing work includes refining our clinical care guideline to incorporate recent risk factor data, expanding the 3-part care bundle outside of the ICU to include the entire hospital, continuing to improve sensitivity and specificity of VTE case identification methods, and continuing to monitor balancing measures of bleeding and pressure ulcers. Disclosures No relevant conflicts of interest to declare.
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Eichholz, Amy C., Bradley J. Van Voorhis, Joel I. Sorosky, Brian J. Smith, and Anil K. Sood. "Operative Note Dictation: Should It Be Taught Routinely in Residency Programs?" Obstetrics & Gynecology 103, no. 2 (February 2004): 342–46. http://dx.doi.org/10.1097/01.aog.0000109521.44989.53.
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Lette, M. Mikhail, and D. Paez. "An Incipient Lancet Oncology Commission, Toward Bridging the Global Shortfall in Medical Imaging Critical to Cancer Management." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 240s. http://dx.doi.org/10.1200/jgo.18.96400.
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Background and context: Medical imaging is an evidence-based, vital puzzle piece in cancer management, without which public health targets for NCDs and more specifically for cancer cannot be achieved. Yet global access to radiology and nuclear medicine remains untenably low, and absent from major metrics for progress monitoring. Aim: This commission is forming to define a few most impactful, achievable priorities toward global provision of essential imaging services for the continuum of cancer management for every patient in need. The highest attainable standard of health is indeed a human right, and essential cancer management services include medical imaging, for example, for follow-up to assess response to therapy; image-guided interventions, such as biopsies, placement of catheters for chemotherapy, and more; screening in certain contexts; imaging for planning of treatment, such as before surgery or radiotherapy; and image-guided treatment, both curative and palliative, such as for radiofrequency ablation of tumors. Strategy/Tactics: Preliminarily brainstormed, possible commission topics to address in a task force divided per section include: 1) how to incorporate medical imaging and nuclear medicine as a priority in universal healthcare ´essential´ packages; 2) the role for innovation, artificial intelligence, use of big data, links to the cloud, electronic medical records, machine learning, teleradiology, and better interpretation of complex images (e.g., computer-assisted detection for pulmonary nodules, mammography); 3) easier systems for interpretation and reporting/dictation templates; 4) technologies to decrease radiation exposure; 5) imaging for therapy planning and patient follow-up; 6) precision medicine - targeted, personalized, and patient-centered; 7) nuclear medicine theragnostic potential; 8) implementation of quality management systems; clinical imaging referral guidelines; strengthening country disease registries most relevant to tailoring cancer imaging needs; 9) structured needs assessments and readiness evaluation for stepwise improvement of radiology. Program/Policy process: This commission is convening relevant international stakeholders to foster collaboration and select a few high-impact global cancer imaging targets to address over the coming several years, with long-term sustainable spinoff initiatives anticipated. Outcomes: Ongoing. A commission roadmap of next steps is being generated, to coincide and synergize with NCDs targets. What was learned: The evidence base for incorporating medical imaging in addressing NCDs in the post-2015 development agenda is strong, but a roadmap has yet to be defined. Medical imaging for all remains elusive and relevant technologies are evolving rapidly, including artificial intelligence, which stand to greatly serve population-based global cancer management needs.
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Ramachandran, Virginia, James D. Lewis, Mahsa Mosstaghimi-Tehrani, Brad A. Stach, and Kathleen L. Yaremchuk. "Communication Outcomes in Audiologic Reporting." Journal of the American Academy of Audiology 22, no. 04 (April 2011): 231–41. http://dx.doi.org/10.3766/jaaa.22.4.6.
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Background: Audiologists often work collaboratively with other health professionals—particularly otolaryngology providers. Some form of written reporting of audiologic outcomes is typically the vehicle by which communication among providers occurs. Quality patient care is dependent on both accurate interpretation of outcomes and effectiveness of communication between providers. Audiologic reporting protocols tend to vary among clinics and providers, with most methods being based on preference rather than standardized definitions. Purpose: As part of an ongoing quality-improvement program, audiologic communication was reviewed by comparing written audiometric reports to descriptions of the audiometric results dictated by otolaryngology providers to evaluate the agreement of communication between provider groups. Research Design: Retrospective chart review. Study Sample: The study sample consisted of 6000 randomly selected charts from a total of 15,625 for the years 2004 and 2008 in the electronic medical record system of a large academic health-care system. Data Collection and Analysis: Audiogram reports and associated otolaryngology reports were reviewed by an audiologist and two audiology doctoral students. Communication occurred among 37 audiology providers and 39 otolaryngology providers. Data collected included rating of congruence or incongruence between reports, normal versus abnormal audiologic outcomes, and the nature of communication disparities. Data also included provider type (audiologist, audiology doctoral student, or trainee in clinical fellowship year [CFY]; otolaryngologist, otolaryngology resident, physician assistant, or nurse practitioner). Results: Incongruent results were higher among the sample of audiologic evaluations with abnormal outcomes (29.2%) compared with normal outcomes (9.5%). Of those cases rated as incongruent, differences in reporting audiometric results stemmed largely from variance in reporting of numerical values from the audiogram (20%), apparent dictation errors (10.1%), and communication of the ear tested (8.6%). Of those cases in which the interpretations of audiology providers differed from those of otolaryngology providers, incongruent results occurred in the interpretation of degree (29.4%), tympanometric results (28.2%), type of hearing loss (12.8%), acoustic reflex results (4.0%), symmetry (3.3%), and other domains (4.2%). Rates of incongruent results were similar regardless of experience level of the audiology provider (audiologist or audiology doctoral student/CFY) but differed depending on the educational background and experience of the otolaryngology provider. The highest incongruent interpretations were found among residents (32.5%), followed by otolaryngologists (25.2%) and physician assistants and nurse practitioners (21%). Conclusions: This study highlights the need for audiologists to critically evaluate the effectiveness of their communication with other health-care providers and demonstrates the need for evidence-based approaches for interpreting audiologic information and reporting audiologic information to others.
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Ярица, Людмила Ивановна. "TERMINOLOGY STUDY BY FOREIGN STUDENTS AT THE PREPARATORY DEPARTMENT AT A TECHNICAL UNIVERSITY." Pedagogical Review, no. 6(34) (December 14, 2020): 129–39. http://dx.doi.org/10.23951/2307-6127-2020-6-129-140.
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Рассматривается вопрос преподавания русского языка как иностранного в техническом вузе России. Актуальность темы обусловлена ростом числа иностранных студентов в российских вузах и необходимостью скорейшего овладения ими русским языком. Описаны особенности изучения русской научной лексики, терминологического аппарата технических дисциплин, в частности языка математики, иностранными студентами, обучающимися на подготовительном отделении Томского государственного архитектурно-строительного университета. Проведен лингвистический эксперимент, в ходе которого студентам был предложен диктант, изобилующий научной лексикой; описаны результаты, а также нарушения произношения и написания терминов, так как главную трудность представляет именно изучение лексики научного стиля речи. Выявлены и описаны, структурированы особенности отступлений от нормы, предложены варианты работы по реализации программы отработки навыков нормативного письма иностранными студентами. Достаточно трудным является определение границы слова, написание букв в конце слова, восприятие шипящих согласных, парных согласных по глухости/звонкости, мягкости/твердости; определение рода имен существительных (в большинстве языков народов бывшего Советского Союза нет категории рода). В связи с этим возникает необходимость тщательно продумывать типы упражнений в соответствии с потребностью учащихся и их последовательность. The issue of teaching Russian as a foreign language in a technical university in Russia is considered. The relevance is due both to the increase in the number of foreign students in Russian universities and the need for them to master the Russian language as soon as possible in order to continue their studies in Russian. The aim of the work is to describe the features of mastering Russian scientific vocabulary, the terminology of technical disciplines, in particular, the language of mathematics by foreign students studying at the preparatory department of the Tomsk State University of Architecture and Civil Engineering (Building). A linguistic experiment was carried out, when students were offered to write a dictation, replete with scientific vocabulary. The results, as well as violations of pronunciation and spelling of terms have been described, since the main difficulty is precisely the study of the vocabulary of the scientific style of speech. The peculiarities of deviations from the standard were also identified, structured, and described. Options for the implementation of the program for the development of normative writing skills by foreign students were proposed. Rather difficult is the definition of the word boundary, writing letters at the end of a word, the perception of hissing consonants, paired consonants (unvoiced – voiced), soft – hard; determination of the gender of a noun (in most languages of the former Soviet Union there is no category of gender). This requires the necessity of elaborate thinking over the exercise types and their sequence in accordance with students’ needs. This work continues a series of methodical publications, the main aim of which is improving the quality of foreign student education in technical universities of Russia.
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Strickland, Donna. "Taking Dictation: The Emergence of Writing Programs and the Cultural Contradictions of Composition Teaching." College English 63, no. 4 (March 2001): 457. http://dx.doi.org/10.2307/378890.
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Dumitra, Sinziana, Stephanie M. Wong, Sarkis Meterissian, Robin Featherstone, Jeffrey Barkun, and Paola Fata. "The Operative Dictation: A Review of How This Skill is Taught and Assessed in Surgical Residency Programs." Journal of Surgical Education 72, no. 2 (March 2015): 321–29. http://dx.doi.org/10.1016/j.jsurg.2014.09.014.
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Aksenova, Inga. "Linguodidactic potential of the complex task “Dictogloss”." Tambov University Review. Series: Humanities, no. 180 (2019): 70–78. http://dx.doi.org/10.20310/1810-0201-2019-24-180-70-78.
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Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.
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Dayton, Annette S., Jae Y. Ro, Mary R. Schwartz, Alberto G. Ayala, and A. Kevin Raymond. "Raymond's Paragraph System: An Alternative Format for the Organization of Gross Pathology Reports and Its Implementation in an Academic Teaching Hospital." Archives of Pathology & Laboratory Medicine 133, no. 2 (February 1, 2009): 298–302. http://dx.doi.org/10.5858/133.2.298.
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Abstract Context.—Traditionally organized gross pathology reports, which are widely used in pathology resident and pathologists' assistant training programs, may not offer the most efficient method of communicating pertinent information to treating physicians. Instructional materials for teaching gross pathology dictation are limited and the teaching methods used are inconsistent. Raymond's Paragraph System, a gross pathology report formatting system, was developed for use at a cancer center and has been implemented at The Methodist Hospital, Houston, Tex, an academic medical center. Unlike traditionally organized reports in which everything is normally dictated in 1 long paragraph, this system separates the dictation into multiple paragraphs creating an organized and comprehensible report. Recent literature regarding formatting of pathology reports focuses primarily on the organization of specimen diagnoses and overall report layout. However, little literature is available that highlights organization of the specimen gross descriptions. Objective.—To provide instruction to pathologists, pathology residents and fellows, and pathologists' assistant students about an alternative method of organizing gross pathology reports. Data Sources.—Review of pertinent literature relating to preparation of gross pathology reports, report formatting, and pathology laboratory credentialing requirements. Conclusions.—The paragraph system offers a viable alternative to traditionally organized pathology reports. Primarily, it provides a working model for medical professionals-in-training. It helps create user-friendly pathology reports by giving precise and concise information in a standardized format. This article provides an overview of the system and discusses our experience in its implementation.
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Erol Düzbastılar, Meltem. "Examining the relationship between the talent and the final grades of undergraduate music education students." Journal of Human Sciences 17, no. 1 (March 25, 2020): 380–88. http://dx.doi.org/10.14687/jhs.v17i1.5948.
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This study aims to examine the relationship between the talent exam grades (2017) of 2 voice, 3 voice, 4 voice hearing, melody repetition, rythym repetition, dictation, solfege and the final exam grades (2018) of first class undergraduate music education students of a University placed in Blacksea reagion. The same questions were directed to the students both in talent exam and the final exam of Musical Hearing, Reading and Writing lesson at the end of the second semester of the first year, and the corelation among two exam scores are examined. The study group of the article consists of 50 students who became successfull in the talent exam of Music Education Department of Fine Arts Branch of Education Faculty in the year 2017, and 44 of 50 successfull students who registered to the faculty as first class students in 2017-2018. The talent exam grades are accessed with the approval of the deanship. The implementation grades are obtained from the final exam of Musical Hearing, Reading and Writing lesson at the end of the second semester of the first year by directing the same questions. The talent exam grades and the implementation grades of study groups are analysed by using analysis programs, and results are compared. As the conclusion of the study, it’s noted that there is a weak relationship between talent exam and implementation exam grades of 2 voice hearing, 3 voice hearing, 4 voice hearing, melody repetition and solfege, and there is almost no relationship between the grades of rythym repetition. The grades of dictation is higher in the implementation exam.
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Hoogestraat, Fran, Michael Phillips, and Lanise Rosemond. "Even with proper academic preparation, what are the unexpected issues that confront current cCoaches, and in what ways might it be possible for Coaching Education to address these issues for future coaches?" Journal of Coaching Education 4, no. 2 (August 2011): 93. http://dx.doi.org/10.1123/jce.4.2.93.
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Truly the best coaching education programs more than adequately outline the myriad of roles a coach must perform: from disciplinarian to diplomat, mother or father figure to dictator, from detective to judge and jury (Hammermeister, 2010; Sabock & Sabock, 2008.) Nevertheless, coaches at high school and college levels appear to be consistently confronted with unexpected surprises. Why is this?
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Bhattacharya, Pratik, Renee Van Stavern, and Ramesh Madhavan. "Automated Data Mining: An Innovative and Efficient Web-Based Approach to Maintaining Resident Case Logs." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 566–70. http://dx.doi.org/10.4300/jgme-d-10-00025.1.
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Abstract Background Use of resident case logs has been considered by the Residency Review Committee for Neurology of the Accreditation Council for Graduate Medical Education (ACGME). Objective This study explores the effectiveness of a data-mining program for creating resident logs and compares the results to a manual data-entry system. Other potential applications of data mining to enhancing resident education are also explored. Design/Methods Patient notes dictated by residents were extracted from the Hospital Information System and analyzed using an unstructured mining program. History, examination and ICD codes were obtained and compared to the existing manual log. The automated data History, examination, and ICD codes were gathered for a 30-day period and compared to manual case logs. Results The automated method extracted all resident dictations with the dates of encounter and transcription. The automated data-miner processed information from all 19 residents, while only 4 residents logged manually. The manual method identified only broad categories of diseases; the major categories were stroke or vascular disorder 53 (27.6%), epilepsy 28 (14.7%), and pain syndromes 26 (13.5%). In the automated method, epilepsy 114 (21.1%), cerebral atherosclerosis 114 (21.1%), and headache 105 (19.4%) were the most frequent primary diagnoses, and headache 89 (16.5%), seizures 94 (17.4%), and low back pain 47 (9%) were the most common chief complaints. More detailed patient information such as tobacco use 227 (42%), alcohol use 205 (38%), and drug use 38 (7%) were extracted by the data-mining method. Conclusions Manual case logs are time-consuming, provide limited information, and may be unpopular with residents. Data mining is a time-effective tool that may aid in the assessment of resident experience or the ACGME core competencies or in resident clinical research. More study of this method in larger numbers of residency programs is needed.
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Huang, Chunjie, Di Wu, Faheem Ahmed Khan, Xiaofei Jiao, Kaifeng Guan, and Lijun Huo. "The GTPase SPAG-1 orchestrates meiotic program by dictating meiotic resumption and cytoskeleton architecture in mouse oocytes." Molecular Biology of the Cell 27, no. 11 (June 2016): 1776–85. http://dx.doi.org/10.1091/mbc.e16-02-0132.
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In mammals, a finite population of oocytes is generated during embryogenesis, and proper oocyte meiotic divisions are crucial for fertility. Sperm-associated antigen 1 (SPAG-1) has been implicated in infertility and tumorigenesis; however, its relevance in cell cycle programs remains rudimentary. Here we explore a novel role of SPAG-1 during oocyte meiotic progression. SPAG-1 associated with meiotic spindles and its depletion severely compromised M-phase entry (germinal vesicle breakdown [GVBD]) and polar body extrusion. The GVBD defect observed was due to an increase in intraoocyte cAMP abundance and decrease in ATP production, as confirmed by the activation of AMP-dependent kinase (AMPK). SPAG-1 RNA interference (RNAi)–elicited defective spindle morphogenesis was evidenced by the dysfunction of γ-tubulin, which resulted from substantially reduced phosphorylation of MAPK and irregularly dispersed distribution of phospho-MAPK around spindles instead of concentration at spindle poles. Significantly, actin expression abruptly decreased and formation of cortical granule–free domains, actin caps, and contractile ring disrupted by SPAG-1 RNAi. In addition, the spindle assembly checkpoint remained functional upon SPAG-1 depletion. The findings broaden our knowledge of SPAG-1, showing that it exerts a role in oocyte meiotic execution via its involvement in AMPK and MAPK signaling pathways.
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Gaul, Jerzy. "Józef Piłsudski na progu niepodległości Polski." Studia Historyczne 61, no. 3 (243) (October 31, 2018): 47–71. http://dx.doi.org/10.12797/sh.61.2018.03.04.
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Józef Piłsudski At The Wake of Poland's Independence. An Successful Statesman And Lost Politician
Piłsudski’s engagement in the creation of the Polish military and independence movement in the years 1914-1922 established his position not only as a commander, leader, ‘moral dictator’, but also a statesman. Yet, the more Piłsudski let himself be driven by high reasons, instead of personal issues, the more he lost as a soldier and politician. He paid a high price for his moral convictions, which limited the margin of loyalty and the possibility of compromise, as well as removed the possibility of resigning from the program of struggle for the Polish state and its army.
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Khodovorska, I. "Innovation in technology of a sense of rhythm among students in solfeggio classes." Musical art in the educological discourse, no. 3 (2018): 116–20. http://dx.doi.org/10.28925/2518-766x.2018.3.116120.
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The article reveals one of the topical issues of modern musical and pedagogical education, concerning the usage of innovative technologies in the musical-theoretical preparation of art university students. The author of the article emphasizes that modern scientific and pedagogical thought is one of the efficient means of increasing the efficiency of the educational process recognizing the application of pedagogical technologies. Accordingly, the author analyses the existing approaches to understanding the concept of «pedagogical technology» and concludes for all, the focus is on the guaranteed learning outcomes due to the teacher’s consistent actions in achieving the set learning goals.The author considers the development of the sense of the rhythm of students in solfeggio classes as an active process, the result of which is a deep, active understanding of the organization of the musical composition in time. A brief methodical review of exercises from the development of the sense of rhythm in classes solfeggio allowed the author to choose those of them, which compose the basis of pedagogical technology. They include: rhythmic sketches; rhythmic dictations; conducting and timing; different ways of rhythmization, rhythm-solmization; rhythmic transposition; rhythmic canons; rhythmic accompaniment with using the simplest shock and noise instruments; rhythmic transformation; rhythmic improvisation; warehouse-rhythmization and others.For today, the author of the article notes that the processes of informatization and computerization are actively implemented in the educational space. This affects the active use of innovative technologies in the learning process. In particular, the author outlines a number of computer programs for the development of a sense of rhythm, which can be used in classes solfeggio in higher art educational institutions. Among them: the MusicGoals Rhythm program, GNU Solfege, Ear Master and Sibelius Auralia 4. According to the author, only an organic combination of innovative technologies with traditional methods of training allows you to get optimal results in this direction.
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Falcone, Carmen, Manuela Santo, Gabriele Liuzzi, Noemi Cannizzaro, Clara Grudina, Erica Valencic, Luca Peruzzotti-Jametti, Stefano Pluchino, and Antonello Mallamaci. "Foxg1 Antagonizes Neocortical Stem Cell Progression to Astrogenesis." Cerebral Cortex 29, no. 12 (March 1, 2019): 4903–18. http://dx.doi.org/10.1093/cercor/bhz031.
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Abstract Neocortical astrogenesis follows neuronogenesis and precedes oligogenesis. Among key factors dictating its temporal articulation, there are progression rates of pallial stem cells (SCs) towards astroglial lineages as well as activation rates of astrocyte differentiation programs in response to extrinsic gliogenic cues. In this study, we showed that high Foxg1 SC expression antagonizes astrocyte generation, while stimulating SC self-renewal and committing SCs to neuronogenesis. We found that mechanisms underlying this activity are mainly cell autonomous and highly pleiotropic. They include a concerted downregulation of 4 key effectors channeling neural SCs to astroglial fates, as well as defective activation of core molecular machineries implementing astroglial differentiation programs. Next, we found that SC Foxg1 levels specifically decline during the neuronogenic-to-gliogenic transition, pointing to a pivotal Foxg1 role in temporal modulation of astrogenesis. Finally, we showed that Foxg1 inhibits astrogenesis from human neocortical precursors, suggesting that this is an evolutionarily ancient trait.
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Arnstead, Neil, Paolo Campisi, Susan Glover Takahashi, Chris J. Hong, Florence Mok, Christopher W. Noel, Jennifer Siu, Brian M. Wong, and Eric Monteiro. "Feedback Frequency in Competence by Design: A Quality Improvement Initiative." Journal of Graduate Medical Education 12, no. 1 (February 1, 2020): 46–50. http://dx.doi.org/10.4300/jgme-d-19-00358.1.
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ABSTRACT Background Otolaryngology–head and neck surgery is in the first wave of residency training programs in Canada to adopt Competence by Design (CBD), a model of competency-based medical education. CBD is built on frequent, low-stakes assessments and requires an increase in the number of feedback interactions. The University of Toronto otolaryngology–head and neck surgery residents piloted the CBD model but were completing only 1 assessment every 4 weeks, which was insufficient to support CBD. Objective This project aimed to increase assessment completion to once per resident per week using quality improvement methodology. Methods Stakeholder engagement activities had residents and faculty characterize barriers to assessment completion. Brief electronic assessment forms were completed by faculty on residents' personal mobile devices in face-to-face encounters, and the number completed per resident was tracked for 10 months during the 2016–2017 pilot year. Response to the intervention was analyzed using statistical process control charts. Results The first bundled intervention—a rule set dictating which clinical instance should be assessed, combined with a weekly reminder implemented for 10 weeks—was unsuccessful in increasing the frequency of assessments. The second intervention was a leaderboard, designed on an audit-and-feedback system, which sent weekly comparison e-mails of each resident's completion rate to all residents and the program director. The leaderboard demonstrated significant improvement from baseline over 10 weeks, increasing the assessment completion rate from 0.22 to 2.87 assessments per resident per week. Conclusions A resident-designed audit-and-feedback leaderboard system improved the frequency of CBD assessment completion.
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Ionov, М. V., N. Е. Zvartau, I. V. Emelyanov, and A. О. Konradi. "Telemonitoring and remote counseling in hypertensive patients. Looking for new ways to do old jobs." "Arterial’naya Gipertenziya" ("Arterial Hypertension") 25, no. 4 (December 10, 2019): 337–56. http://dx.doi.org/10.18705/1607-419x-2019-25-4-337-356.
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XXI century emphasized humanity to embrace the digital era after a reality of Third and Fourth Industrial Revolutions, nowadays dictating new terms of social networking. It is expected that information and communication technologies integrated with value-based medicine will significantly impact healthcare delivery to tremendous number of patients with socially important noncommunicable diseases. Cardiovascular illnesses comprise the greatest part of such pathologies. Hypertension (HTN) being the most prevalent cardiovascular disease is also the key modifiable cardiovascular risk factor yet seems to be an attractive target for both value-based concept and telehealth interventions. Present review addresses up-to-date science on telehealth, sets out the main well-known, but yet unsolved challenges in management of HTN along with the new approaches involving telemedicine programs, digital health outlooks. The main barriers of telehealth implementation are also considered along with the possible solutions.
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Foley, Timothy L., Woodrow Burchett, Qiuxia Chen, Mark E. Flanagan, Brendon Kapinos, Xianyang Li, Justin I. Montgomery, Anokha S. Ratnayake, Hongyao Zhu, and Marie-Claire Peakman. "Selecting Approaches for Hit Identification and Increasing Options by Building the Efficient Discovery of Actionable Chemical Matter from DNA-Encoded Libraries." SLAS DISCOVERY: Advancing the Science of Drug Discovery 26, no. 2 (January 8, 2021): 263–80. http://dx.doi.org/10.1177/2472555220979589.
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Over the past 20 years, the toolbox for discovering small-molecule therapeutic starting points has expanded considerably. Pharmaceutical researchers can now choose from technologies that, in addition to traditional high-throughput knowledge-based and diversity screening, now include the screening of fragment and fragment-like libraries, affinity selection mass spectrometry, and selection against DNA-encoded libraries (DELs). Each of these techniques has its own unique combination of advantages and limitations that makes them more, or less, suitable for different target classes or discovery objectives, such as desired mechanism of action. Layered on top of this are the constraints of the drug-hunters themselves, including budgets, timelines, and available platform capacity; each of these can play a part in dictating the hit identification strategy for a discovery program. In this article, we discuss some of the factors that we use to govern our building of a hit identification roadmap for a program and describe the increasing role that DELs are playing in our discovery strategy. Furthermore, we share our learning during our initial exploration of DEL and highlight the approaches we have evolved to maximize the value returned from DEL selections. Topics addressed include the optimization of library design and production, reagent validation, data analysis, and hit confirmation. We describe how our thinking in these areas has led us to build a DEL platform that has begun to deliver tractable matter to our global discovery portfolio.
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Taylor, Moe. "“One Hand Can't Clap”: Guyana and North Korea, 1974–1985." Journal of Cold War Studies 17, no. 1 (January 2015): 41–63. http://dx.doi.org/10.1162/jcws_a_00530.
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In a little-known episode of the Cold War that challenges many common assumptions, North Korea forged extensive political, economic, military and cultural relations with the small South American-Caribbean coastal state of Guyana in the 1970s and 1980s. During this time, Guyana was ruled by an authoritarian socialist regime under Forbes Burbham, whose unorthodox conception of “socialism” was viewed skeptically by Communist countries other than North Korea. Burnham's program of “co-operative socialism,” which envisaged a population strictly obedient to his own wishes as the supreme leader, was distinctly similar to the juche philosophy espoused by the long-time North Korean dictator, Kim Il-Sung. Burnham deeply admired North Korea's economic and military “achievements,” attributing them to the strict obedience of the North Korean populace to the wishes of Kim Il-Sung. Burnham envisaged a similar role for himself in Guyana and attempted to import various North Korean approaches to socialist education and culture. Guyana came to resemble North Korea in some important respects, but it gradually moved away from this pattern after Burnham's death in 1985.
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Goligorsky, Michael S. "The concept of cellular “fight-or-flight” reaction to stress." American Journal of Physiology-Renal Physiology 280, no. 4 (April 1, 2001): F551—F561. http://dx.doi.org/10.1152/ajprenal.2001.280.4.f551.
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As animals respond to environmental stress with a set of default reactions described as the “fight-or-flight” response, so do epithelial and endothelial cells when they are confronting stressors in their microenvironment. This review will summarize a growing body of data suggesting the existence of a set of stereotypical cellular reactions to stress, provide some examples of diseases that are characterized by excessive flight reactions, describe the cellular mechanisms whereby the fight-or-flight reaction is accomplished, as well as cellular mechanisms triggering either fight or flight. It is proposed that cell-matrix adhesion is a sensitive indicator of the severity of stress. This indicator is interfaced with several default programs for cellular survival or death, thus dictating the fate of the cell. Some diagnostic and therapeutic applications of the concept, presently used and potentially useful, are outlined. The essential feature of this concept is its ability to categorize cellular events in terms of either type of default reaction, predict the details of each, and potentially exploit them clinically.
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Kondryko, A., and A. Drachova. "НОВІТНІ ТЕХНОЛОГІЇ МЕДІАІНДУСТРІЇ: МОЖЛИВОСТІ ТА ОСОБЛИВОСТІ ВИКОРИСТАННЯ В УКРАЇНІ." State and Regions. Series: Social Communications, no. 1(41) (March 10, 2020): 122. http://dx.doi.org/10.32840/cpu2219-8741/2020.1(41).19.
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<div><p><em>In the article covered the features of implementing and using additional Internet functionality in the information space: in particular, audience analysis services, content research, fact-checking in real-time, automatic news generation, bots and mobile apps that are rapidly gaining popularity in modern journalism.</em></p></div><p> </p><p><em>Defined, some mobile apps: The Dragon Diction (speechy), Cogi, Imovie, Snapseed, Camscanner, Canva, Sweet Text: Story Maker & GIF can help detect dictation and save it in text format; make notes, add some images, select certain parts; compose multiple videos, add audio effects and titles; edit images, backgrounds, colours, shades; scan documents and savе them in the required format; create any infographic, text and publication in different formats; make animated text stories accordingly.</em><em></em></p><p><em>The essence and purpose of IT capabilities such as virtual reality (enhancing user interest, stimulating brain activity while browsing content, etc.) and augmented reality (enhancing the effect of information through additional materials, graphics and visualisation) are detailed. It is emphasised that the introduction of the cyber tools in the media is due to the need to meet market trends, competition at local and global levels, the need to clarify data, the demanding potential audience.</em><em></em></p><p><em>Monitoring of using the latest IT in the Ukrainian media industry has revealed the presence its in the TV programs: «Siogodni», «Siogodni. Pidsymku z Olegom Panyutoyu» (TV channel «Ukrayina»), «TSN» («1+1»), programs of TV-channel «NASH», multimedia project «Ukrainer», magazine «Marie Claire», which confirmed the popularity of new formats for creating and implementing information product in Ukraine.</em><em></em></p><p><strong><em>Key words:</em></strong><em> visualisation, virtual reality, augmented reality, Internet functionality, cyber tools, media product, fact-checking.</em><em></em></p>
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Black, Paul N. "A revolution in biochemistry and molecular biology education informed by basic research to meet the demands of 21st century career paths." Journal of Biological Chemistry 295, no. 31 (June 11, 2020): 10653–61. http://dx.doi.org/10.1074/jbc.aw120.011104.
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The National Science Foundation estimates that 80% of the jobs available during the next decade will require math and science skills, dictating that programs in biochemistry and molecular biology must be transformative and use new pedagogical approaches and experiential learning for careers in industry, research, education, engineering, health-care professions, and other interdisciplinary fields. These efforts require an environment that values the individual student and integrates recent advances from the primary literature in the discipline, experimentally directed research, data collection and analysis, and scientific writing. Current trends shaping these efforts must include critical thinking, experimental testing, computational modeling, and inferential logic. In essence, modern biochemistry and molecular biology education must be informed by, and integrated with, cutting-edge research. This environment relies on sustained research support, commitment to providing the requisite mentoring, access to instrumentation, and state-of-the-art facilities. The academic environment must establish a culture of excellence and faculty engagement, leading to innovation in the classroom and laboratory. These efforts must not lose sight of the importance of multidimensional programs that enrich science literacy in all facets of the population, students and teachers in K-12 schools, nonbiochemistry and molecular biology students, and other stakeholders. As biochemistry and molecular biology educators, we have an obligation to provide students with the skills that allow them to be innovative and self-reliant. The next generation of biochemistry and molecular biology students must be taught proficiencies in scientific and technological literacy, the importance of the scientific discourse, and skills required for problem solvers of the 21st century.
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Litofsky, N. Scott, Ali Farooqui, Tomoko Tanaka, and Thor Norregaard. "Use of the Electronic Health Record to Track Continuity of Care in Neurological Surgery Residency." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 507–11. http://dx.doi.org/10.4300/jgme-d-13-00294.1.
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Abstract Background Continuity of care in neurological surgery includes preoperative planning, technical and cognitive operative experience, and postoperative follow-up. Determining the extent of continuity of care with duty hour limits is problematic. Objective We used electronic health record data to track continuity of care in a neurological surgery program and to assess changes in rotation requirements. Methods The electronic health record was surveyed for all dictated resident–neurological surgery patient encounters (excluding progress notes), discharge summaries, and bedside procedures (July 2009–November 2011). Encounters were designated as preoperative, operative, or postoperative and were grouped by postgraduate year (PGY)–1 through PGY-6. Results A total of 6382 dictations were reviewed, with 5231 (82.0%) pertinent to neurological surgery. Of the 1469 operative notes, 303 (20.6%) had a record of an encounter with the operating resident in either a postoperative or preoperative setting. Preoperative encounters totaled 10.1% (148 of 1469); postoperative, 5.1% (75 of 1469); and encounters with both were 5.4% (80 of 1469). Continuity of care was as follows: PGY-1, 13.8% (4 of 29); PGY-2, 17.4% (26 of 149); PGY-3, 29.0% (36 of 124); PGY-4, 24.8% (73 of 294); PGY-5, 28.8% (109 of 379); and PGY-6, 11.1% (55 of 494). One of the highest continuity rates was observed in a rotation specifically constructed to enhance continuity of care. Conclusions The electronic health record can be used to track resident continuity of care in neurological surgery. The primary operating resident saw the patient in nonoperative settings, such as general admission, clinic visitation, or consultation in 20.6% (303 of 1469) of cases.