Exploiting multimedia in reproductive science education: research findings.

Education in reproductive science is operating from an outdated paradigm of teaching and learning. Traditionally, reproductive education follows the pattern where students read a textbook, listen to instructor presentations, re-read the textbook and class notes and then complete a test. This paradigm is inefficient, costly and has not incorporated the potential that technology can offer with respect to increases in student learning. Further, teachers of reproductive science (and all of science for that matter) have little training in the use of documented methods of instructional design and cognitive psychology. Thus, most of us have learned to teach by repeating the approaches our mentors used (both good and bad). The technology now exists to explain complex topics using multimedia presentations in which digital animation and three-dimensional anatomical reconstructions greatly reduce time required for delivery while at the same time improving student understanding. With funding from the Small Business Innovation Research program through the U.S. Department of Education, we have developed and tested a multimedia approach to teaching complex concepts in reproductive physiology. The results of five separate experiments involving 1058 university students and 122 patients in an OB/GYN clinic indicate that students and patients learned as much or more in less time when viewing the multimedia presentations when compared to traditional teaching methodologies.

Hypnosis enhances recall memory: a test of forced and non-forced conditions.

Visual memory recall in hypnosis was investigated. To address criterion shift problems in previous studies, both forced and non-forced recall procedures were used. Previous methodological weaknesses with regard to hypnotizability and hypnotic depth were also addressed. Over 300 volunteers were screened for hypnotizability using the Harvard Group Scale of Hypnotic Susceptibility: Form A (Shor & Orne, 1962). Final high and low hypnotizability groups were selected using the Stanford Hypnotic Susceptibility Scale: Form C (Weitzenhoffer & Hilgard, 1962). Participants in each hypnotizability group were randomly assigned to either forced or non-forced recall conditions and to hypnosis or waking conditions. Participants were shown 60 slides of line drawings and then tested immediately in 3 recall periods. Analysis of variance results showed that those exposed to hypnosis and to a forced recall procedure were significantly more confident of their responses to correct items than those exposed to a non-forced recall procedure or a waking condition. Participants exposed to hypnosis and forced recall procedures recalled more correct items than those exposed to a waking condition. The findings support the hypermnesic effects of hypnosis when participants are required to provide a fixed number of responses.

Comment on procedures in Washington State for selection of students for Chapter 1 programs.

For two years, Chapter 1 coordinators in the state of Washington periodically attended workshops and received other technical assistance concerning the use of multiple measures for selecting students into the Chapter 1 program. A survey was sent to all coordinators in the state to assess current selection practices after the two-year effort to give technical assistance. Analysis showed that most districts now incorporate multiple measures, presumably facilitated by technical assistance.

Nucleolar organiser regions of mesothelial and carcinomatous cells in effusions.

The AgNor reaction was performed on effusions and peritoneal washings, and the silver dots were counted on normal or reactive mesothelial cells vs. carcinomatous cells, ascertained by previous HE staining. The mean values were 1.64 for the former (n = 20) and 4.90 for the latter (n = 10). The intersection between the two group distributions was 2.78, leaving a chance of only 0.65% for a false-positive result. The method may thus be helpful in the interpretation of doubtful cytological cases.