RESUMO
Audience response system (ARS) technology offers considerable promise for bringing more interactivity and engagement to the classroom. Since gaining momentum in the late 1990s, ARS use has been promoted for its ability to provide immediate feedback, focus student attention, identify gaps in knowledge, and enhance student involvement. This inexpensive technology is potentially of great value for improving the educational experience of students and instructors alike. doi:10.1300/J115v26n01_08.
Assuntos
Instrução por Computador , Retroalimentação , Bibliotecários , Aprendizagem Baseada em Problemas/métodos , Humanos , Ensino , Estados Unidos , Interface Usuário-ComputadorAssuntos
Terapia de Reposição Hormonal/métodos , Hipotireoidismo/tratamento farmacológico , Tiroxina/uso terapêutico , Relação Dose-Resposta a Droga , Medicina Baseada em Evidências , Humanos , Metanálise como Assunto , Ensaios Clínicos Controlados Aleatórios como Assunto , Fatores de Tempo , Estados UnidosRESUMO
The authors' purpose in this article is to report the results of their search and retrieval efforts to date in an ongoing study to develop the procedural, analytic, and interpretive techniques to conduct qualitative meta-synthesis projects, using studies on women with HIV infection as the method case. For researchers conducting qualitative meta-synthesis projects, the ideal goal is to retrieve all of the relevant studies in a field--not simply a sample of them. Bates's model of berrypicking is used as the framework to describe the techniques used to conduct these searches. The authors discuss, in particular, the challenges of working with bibliographic databases, including choosing which databases to search, learning about the idiosyncrasies of working with each database, developing a list of search terms, and refining inclusion criteria regarding which studies to include in the meta-synthesis. Recommendations are given for searchers and writers of qualitative research.
