The constructive use of images in medical teaching: a literature review
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paper_title: Learning to Use a Home Medical Device: Mediating Age-Related Differences with Training

paper_content:

We examined the differential benefits of instructional materials for younger and older adults learning to use a home medical device. Participants received training on use of a blood glucose meter via either a user manual (a text guide with pictures) or an instructional video. Performance was measured immediately and then after a 2-week retention interval. Type of instruction was critical for determining older adults' performance. Older adults trained using the manual had poorer performance than did all other groups. After only 1 calibration, older adults who received video training performed as accurately as did the younger adults. Older adults' performance was more influenced by the retention interval; however, the benefit of the video training was maintained for the older adults across the retention interval. Confidence ratings paralleled subjective workload ratings. The data provide practical information to guide the development of training programs for systems that will be used by both younger and old...
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paper_title: Thomas the Tank Engine and Friends improve the understanding of oxygen delivery and the pathophysiology of hypoxaemia.

paper_content:

Understanding basic pathophysiological principles underpins the practice of many healthcare workers, particularly in a critical care setting. Undergraduate curricula have the potential to separate physiology teaching from clinical contexts, making understanding difficult. We therefore assessed the use of analogous imagery as an aid to understanding. Two groups of first year physiotherapy students were randomly assigned to receive either a control lecture (oxygen delivery and hypoxaemia) or a study lecture (control lecture plus images of a train set delivering rocks: an analogy to oxygen delivery.) Qualitative assessment of the lectures showed a significant (p < 0.001) improvement in understanding by the study group, and increased the proportion of students that found the lecture 'interesting and stimulating' (p = 0.01). Quantitative assessment demonstrated a significant increase in the multiple choice questionnaire marks of the study group (p = 0.03). In conclusion, analogous imagery can significantly increase the understanding of this physiological concept.
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paper_title: Imagery and Text: A Dual Coding Theory of Reading and Writing

paper_content:

Contents: Preface. Introduction: A Unified Theory of Literacy. Historical and Philosophical Background. Dual Coding in Literacy. Meaning and Comprehension. Memory and Remembering. The Reading Process. Written Composition. Educational Implications.
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paper_title: Relaxed conditions can provide memory cues in both undergraduates and primary school children

paper_content:

Background: Memory can be impaired by changes between the contexts of learning and retrieval (context-dependent memory, CDM). However, the reminder properties of context have usually been investigated by experimental manipulation of cues in isolation, underestimating CDM that results from interactions between cues. ::: ::: ::: ::: Aims: To test whether CDM can be demonstrated using multiple contextual cues combined to create relaxing versus neutral contexts at separate learning and memory testing stages of the experiments. ::: ::: ::: ::: Sample: Forty university undergraduates (in Experiment 1), and forty 9-10 year-olds (in Experiment 2). ::: ::: ::: ::: Methods: All participants were given age-appropriate tasks under either relaxing or neutral conditions. The next day they were tested for retrieval or practice effects, under the same or different (relaxing versus neutral) conditions. ::: ::: ::: ::: Results: For both age groups, there was a (mostly asymmetric) CDM effect with performance generally best in the relaxing—relaxing condition. There was also some overall benefit of having learned under relaxed conditions. ::: ::: ::: ::: Conclusion: A relaxed learning environment can provide effective retrieval cues, as well as improve learning. ::: ::: ::: ::: Comment: For both primary school children and university students, the educational implication of these findings is that learning can be improved in a relaxed state. For this benefit to be fully manifest, the assessment of learning should also take place under relaxed conditions.
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paper_title: Twelve tips for running a successful body painting teaching session

paper_content:

Body painting in the medical education context is the painting of internal structures on the surface of the body with high verisimilitude. Body painting has many educational benefits, from the obvious acquisition of anatomical knowledge, to the less obvious benefits of improved communication skills and greater body awareness. As with any activity, which involves physical examination and undressing, sensitive delivery is imperative. The 12 tips given in this article offer advice on the practicalities of running a successful body painting session in a supportive environment, thus promoting maximum student participation.
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paper_title: The Theory Underlying Concept Maps and How to Construct Them

paper_content:

This text presents the origin of the concept map tool and some of the early history in the development of this tool. Some of the ideas from Ausubel’s (1963; 1968) assimilation theory of cognitive learning that served as a foundation for concept mapping are presented, including the important role that assimilating new concepts and propositions into a learner’s existing cognitive framework plays in meaning making. Epistemological foundations are also presented including the idea that creative production of new knowledge can be seen as a very high level of meaningful learning, and concept mapping can facilitate the process. The wide range of tools available in free CmapTools software and some applications are illustrated, including application for facilitating meaningful learning, better curriculum development, capturing and archiving tacit and explicit expert knowledge, and enhancing creative production. Using CmapTools, WWW resources, and other digital resources provide for a powerful New Model for Education leading to the creation of individual knowledge portfolios that can document signifi cant learning and serve as a foundation for future related learning. CmapTools also provides extensive support for collaboration, publishing and sharing of knowledge models.
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paper_title: Imagery and Text: A Dual Coding Theory of Reading and Writing

paper_content:

Contents: Preface. Introduction: A Unified Theory of Literacy. Historical and Philosophical Background. Dual Coding in Literacy. Meaning and Comprehension. Memory and Remembering. The Reading Process. Written Composition. Educational Implications.
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paper_title: The contributions of color to recognition memory for natural scenes

paper_content:

The authors used a recognition memory paradigm to assess the influence of color information on visual memory for images of natural scenes. Subjects performed 5%–10% better for colored than for blackand-white images independent of exposure duration. Experiment 2 indicated little influence of contrast once the images were suprathreshold, and Experiment 3 revealed that performance worsened when images were presented in color and tested in black and white, or vice versa, leading to the conclusion that the surface property color is part of the memory representation. Experiments 4 and 5 exclude the possibility that the superior recognition memory for colored images results solely from attentional factors or saliency. Finally, the recognition memory advantage disappears for falsely colored images of natural scenes: The improvement in recognition memory depends on the color congruence of presented images with learned knowledge about the color gamut found within natural scenes. The results can be accounted for within a multiple memory systems framework.
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paper_title: The Cambridge handbook of expertise and expert performance

paper_content:

Introduction and perspective -- An introduction to Cambridge handbook of expertise and expert performance : its development, organization, and content / K. Anders Ericsson -- Two approaches to the study of experts' characteristics / Michelene T.H. Chi -- Expertise, talent, and social encouragement / Earl Hunt -- Overview of approaches to the study of expertise : brief historical accounts of theories and methods -- Studies of expertise from psychological perspectives / Paul J. Feltovich, Michael J. Prietula & K. Anders Ericsson -- Educators and expertise : a brief history of theories and models / Ray J. Amirault & Robert K. Branson -- Expert systems : a perspective from computer science / Bruce G. Buchanan, Randall Davis, & Edward A. Feigenbaum -- Professionalization, scientific expertise, and elitism : a sociological perspective / Julia Evetts, Harald A. Mieg, & Ulrike Felt -- Methods for studying the structure of expertise --^
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Title: The Constructive Use of Images in Medical Teaching: A Literature Review
Section 1: Summary
Description 1: Write a summary that illustrates the ways images are used in medical teaching, the evidence supporting this, and advice regarding permissions and use.

Section 2: Definition of images
Description 2: Define what is meant by images in the context of medical teaching.

Section 3: Methodology
Description 3: Describe the method used to conduct the literature search and selection of papers for the study.

Section 4: Images as 'icebreakers'
Description 4: Discuss how images are used to motivate an audience at the start of a presentation.

Section 5: Images may act as a focus of interest
Description 5: Explain the use of images as a focal point to illustrate lecture objectives.

Section 6: Images may help observation skills
Description 6: Detail how images can be used to enhance observation skills among students.

Section 7: Images as metaphors
Description 7: Describe how images are used as metaphors to illustrate complex concepts.

Section 8: Images in lectures can act as 'signposts'
Description 8: Explain the role of images in guiding students through the narrative of a lecture.

Section 9: Timing of use of images and image quality
Description 9: Discuss the importance of timing and quality of images used in teaching.

Section 10: Cartoon images can add humour
Description 10: Describe how cartoon images can be used to add humour and enhance learning.

Section 11: Images as concept maps
Description 11: Explain the use of images as concept maps to present information in a structured format.

Section 12: Images can 'brighten' a dull topic
Description 12: Discuss how images can brighten a dull topic and enhance memory retention.

Section 13: Images can be used to encourage student reflection on their learning
Description 13: Explain how images can be used to promote student reflection and creativity.

Section 14: Creating the images and permission for images
Description 14: Provide guidelines on creating, purchasing, and obtaining permission to use images in teaching.

Section 15: Conclusions
Description 15: Summarize the key findings and recommendations regarding the use of images in medical teaching.