Mapping the pathways to health sciences librarianship: reflections and future implications from an immersion session.

Objective: Many health sciences librarians enter the profession without specific health sciences training. Some LIS programs have health sciences courses or tracks, but health sciences training within an LIS program is only one path to entering health sciences librarianship. To develop a map of pathways into health sciences librarianship, an immersion session at the Medical Library Association conference in 2022 asked health sciences librarians to share how they entered the profession. Methods: The immersion session was structured in three parts: facilitator introductions, small group discussions, and a whole group summary discussion. Guided by questions from the facilitators, small groups discussed what pathways currently exist, how to promote existing pathways, what new pathways should be created, and how to develop and promote pathways that make the profession more equitable, diverse, and inclusive. Results: Through in-the-moment thematic analysis of the small group discussions, the following emerged as key pathways: library school education; internships and practica; the Library and Information Science (LIS) pipeline; on-thejob training; mentoring; self-teaching/hands-on learning; and continuing education. Themes of equity, diversity, and inclusion arose throughout the session, especially in the concluding whole group discussion. Conclusion: Small group discussions in a conference immersion session showed the value of community building in a profession that has multiple pathways for entrance, highlighting the importance of unearthing hidden knowledge about avenues for exploring and enhancing career pathways. The article seeks to address barriers to entry into the profession and adds to the literature on strengthening the field of health sciences librarianship.

Orthographic learning via self-teaching in Chinese: The roles of phonological recoding, context, and phonetic and semantic radicals.

According to the self-teaching hypothesis, children can self-teach new written words via phonological recoding-translating written words into their verbal pronunciations. Moreover, learning words in meaningful story contexts supports learning when phonological recoding is reduced (e.g., when encountering irregular words). The current study tested the self-teaching hypothesis in Chinese-a non-alphabetic writing system. Native Mandarin-speaking second graders read either 16 stories (story context; n = 33) or word lists (without context; n = 34) under the conditions of allowed phonological recoding (reading aloud) or reduced phonological recoding (viewing while repeatedly naming a meaningless letter sequence b p m f). Each story and word list included one target pseudo-character consisting of a phonetic radical and a semantic radical providing pronunciation and meaning cues, respectively, for the pseudo-character. The regularity of phonetic radicals of pseudo-characters (regular vs. irregular: providing full vs. no pronunciation cue) and the transparency of semantic radicals of pseudo-characters (transparent vs. opaque: providing complete vs. no meaning cue) were manipulated. The orthographic learning outcomes were measured using the character writing, orthographic choice, naming, and a semantic production task. Our results support a primary role of phonological recoding in orthographic learning. Moreover, regular phonetic radicals facilitate phonology-orthography association, whereas transparent semantic radicals support semantic-orthography mapping. In sum, we extended the self-teaching hypothesis to a non-alphabetic writing system and revealed the unique roles of phonetic and semantic radicals in orthographic learning.

Young readers' skill in learning spellings and meanings of words during independent reading.

Independent reading offers children opportunities to learn the spellings and meanings of words. Evidence to date shows that older children take advantage of these orthographic and semantic learning opportunities. We provided a much-needed test of whether young readers can acquire spellings and meanings of novel words through independent reading as well as of whether each of these skills explains individual differences in word reading and reading comprehension. To test theory stringently, we assessed whether these effects are separable from those of decoding. A sample of 66 English-speaking children in Grades 1 and 2 independently read stories containing novel words referring to new inventions (e.g., a veap used to clean fish tanks). We scored accuracy in reading the novel words in the stories to assess target decoding. Children completed choice measures evaluating their learning of the novel words' spellings and meanings along with word reading and reading comprehension and controls for age, short-term memory, vocabulary, and phonological awareness. Scores for both the orthographic and semantic learning measures were higher with successful decoding than without it. At both grade levels, children were above chance in choosing correct spellings and meanings even when they had not accurately decoded the target a single time. In terms of individual differences, after accounting for controls including target decoding, orthographic learning was related to word reading and semantic learning was related to reading comprehension. Young children have powerful skill in learning spellings and meanings through their independent reading, with highly specific impacts of such learning on reading outcomes.

Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words.

We examined whether French children in Grades 3 and 5 (aged ∼ 8-11 years) benefit from morphological relatedness beyond orthographic relatedness in the implicit learning of new spellings. Children silently read stories that included two target nonwords. One nonword was in an opaque condition in that nothing in the story could justify the spelling of its final sound. The other nonword was in either a morphological condition (for children in the morphological group) or an orthographic condition (for children in the orthographic group). In the morphological condition, the final spelling of the target nonword was justified by two morphologically related nonwords. For example, coirardage, obtained by adding the suffixage to coirard, designates the coirard's song and justifies the final silentdofcoirard. The orthographic condition included two nonwords that were orthographically but not morphologically related to the target. For example, the coirard's song wascoirardume, obtained by addingume,which is not a suffix, tocoirard. Then, 30 min after reading the stories, children were asked to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g.,coirard, coirars, coirar). In the morphological group, both third and fifth graders more often selected the correct spellings for items presented in the morphological condition than for items presented in the opaque condition. In the orthographic group, the results were very similar in the opaque and orthographic conditions.The findings show that the benefit of morphological relatedness in the implicit learning of new spellings cannot be reduced to orthographic relatedness.

English Orthographic Learning in Chinese-L1 Young EFL Beginners.

English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic information were all available. When only visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were both available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's (Cognition 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.

The nature of orthographic learning in self-teaching: Testing the extent of transfer.

The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, others read nonwords that were morphologically complex forms, and others read nonwords that were orthographically complex forms (e.g., feap, feaper, and feaple, respectively). Children completed an orthographic choice task with the same items as in the stories. To evaluate transfer of learning, children also completed orthographic choices for the two forms of the nonwords not seen in the stories. Results indicated that children's orthographic learning affected processing of novel items that appeared to be morphologically related as well as those that shared only orthographic structure (e.g., both feaper and feaple). Additional analyses showed that these effects were held across cases when children did and did not successfully decode the novel words in the learning experience, although successful decoding did lead to higher levels of orthographic learning and transfer. Together, the findings suggest that children's prior experiences affect their processing of novel words that share orthographic similarity, likely reflecting a role for orthographic analogies in the self-teaching process.

Orthographic learning and self-teaching in a bilingual and biliterate context.

The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis.

Struggling with L2 alphabet: The role of proficiency in orthographic learning.

The present study examined the process of L2 orthographic learning in bilinguals with distant L1-L2 orthographies. Chinese-English bilinguals with various English proficiency levels were trained with novel L2 words during a reading task. In contrast to higher proficient learners, those with lower L2 proficiency exhibited increased effects of length, frequency, and lexicality across exposures and at-chance recognition of trained words. Importantly, an additional post-training task assessing the lexical integration of trained words evidenced the engagement in different L1-L2 reading strategies across different levels of L2 proficiency, hence suggesting the L1 holistic processing at the base of the effortful establishment of L2 orthographic representations shown by lower-proficient learners. Overall, these findings indicate the role of L2 proficiency in the influence that cross-linguistic variation exerts on L2 orthographic learning and highlight the need for English education programmes to tackle specific grapheme-to-phoneme skills in non-alphabetic target communities.

Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students.

This study investigated crosslinguistic phonological awareness and phonological recoding skills in Chinese reading acquisition among early Chinese adolescent students. 76 Chinese children participated in this study and finished a series of reading measurements over 1 year (from Grade 5 to Grade 6). In Grade 5, they were assessed by Chinese phonological awareness (syllable, onset, rhyme, phoneme, and tone awareness), English phonological awareness (syllable, onset, and rime, phoneme awareness) as well as English and Chinese phonological recoding skills. In Grade 6, the students completed the measurement of Chinese lexical inferencing ability. Subsequent hierarchical regression analyses showed that Time 1 (Grade 5) Chinese phonological awareness and recoding skills made a joint intra-lingual contribution to later Chinese lexical inferencing ability. Moreover, English phonological recoding skills had a unique inter-lingual contribution to later Chinese lexical inferencing ability after age, nonverbal intelligence, and English phonological awareness were controlled for. Results expanded the self-teaching hypothesis to account for variations within and across languages over time and underscored the uniqueness of inter-lingual phonological recoding in later orthographic and semantic learning.

Orthographic learning in adults through overt and covert reading.

Fluent reading and writing rely on well-developed orthographic representations stored in memory. According to the self-teaching hypothesis (Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218), children acquire orthographic representations through phonological decoding. However, it is not clear to what extent phonological decoding facilitates orthographic learning in adult readers. Across two experiments, we manipulated access to phonology during overt (aloud) and covert (silent) reading of monosyllabic and multisyllabic pseudowords by English-speaking undergraduate students. Additionally, Experiment 2 tested whether concurrent articulation during covert reading leads to poorer learning due to the suppression of subvocalization. The amount of incidental orthographic learning through reading exposure was measured a week later with a choice task, a spelling task, and a naming task. Overt reading, which leveraged phonological decoding, led to better recognition and recall of pseudowords compared to when readers read silently. Unlike in previous reports of child orthographic learning, concurrent articulation during covert reading did not reduce learning outcomes in adults, suggesting that adult readers may rely upon other processing strategies during covert reading, e.g., direct orthographic processing or lexicalized phonological decoding. This is consistent with claims that with increasing orthographic knowledge reading mechanisms shift from being more phonologically-based to more visually-based.

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading.

The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present a new computational implementation of self-teaching within the dual-route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self-teaching under a variety of circumstances. The new model (ST-DRC) uses DRC's sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight-word reading. ST-DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular-word learning. Beyond modeling orthographic learning and self-teaching, ST-DRC's performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.

Orthographic learning and the role of text-to-speech software in Dutch disabled readers.

In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's self-teaching paradigm. A total of 65 disabled Dutch readers were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod), with or without the support of text-to-speech software. The amount of orthographic learning was assessed 3 or 7 days later by three measures of orthographic learning. First, the results supported the presence of orthographic learning during independent silent reading by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than their homophone foils. Our results support the hypothesis that all readers, even poor readers of transparent orthographies, are capable of developing word-specific knowledge. Second, a negative effect of text-to-speech software on orthographic learning was demonstrated in this study. This negative effect was interpreted as the consequence of passively listening to the auditory presentation of the text. We clarify how these results can be interpreted within current theoretical accounts of orthographic learning and briefly discuss implications for remedial interventions.

Lexical orthography acquisition: Is handwriting better than spelling aloud?

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

The write way to spell: printing vs. typing effects on orthographic learning.

Prior research has shown superior orthographic learning resulting from spelling practice relative to repeated reading. One mechanism proposed to underlie this advantage of spelling in establishing detailed orthographic representations in memory is the motoric component of the manual movements evoked in printing or writing. This study investigated this contention directly by testing the effects of typing vs. printing on the orthographic learning achieved through spelling practice, and further evaluated whether practice modality interacts with pre-existing individual characteristics. Forty students in grade 2 (mean age 7 years 5 months) were introduced to 10 novel non-words. Some of the students practiced spelling the items by printing, while the others practiced spelling them on a keyboard. Participants were tested for recognition and spelling of these items 1 and 7 days later. Results revealed high rates of orthographic learning with no main effects of practice modality, testing time, or post-test modality. Hierarchical regression analyses revealed an interaction between typing proficiency and practice modality, such that pre-existing keyboarding skills constrained or facilitated learning within the typing-practice group. A similar interaction was not found between printing skills and learning within the printing group. Results are discussed with reference to both prominent reading theory and educational applications.

Children benefit from morphological relatedness when they learn to spell new words.

Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi "sendoff"), oit (e.g., exploit "exploit"), ois (e.g., siamois, "siamese"), or oie (e.g., joie "joy"). The morphologically complex word exploiter "to exploit", with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem.

Efectividad de un taller para docentes de diseño de recursos didácticos en el mejoramiento de la calidad de las guías didácticas / Effectiveness of teacher's workshop for designing didactic resources in the improvements of the quality of didactic guidelines

Introducción: Una de las variables que mayor influencia tiene en la calidad de los recursos didácticos y, por consiguiente, en el aprendizaje de los estudiantes es la habilidad de los docentes para su diseño. Objetivo: Determinar la efectividad de un taller de diseño de recursos didácticos en el mejoramiento de la calidad de las guías didácticas propuestas por los docentes pertenecientes a dos facultades de ciencias de la salud. Métodos: Se desarrolló un estudio cuantitativo, cuasi experimental pre-test/post-test con grupo control. Se consideró como variable independiente la participación en el módulo de diseño de guías didácticas del taller de diseño de recursos didácticos y como variable dependiente el incremento en la calidad de las guías didácticas. Resultados: Los resultados mostraron que el aumento en el mejoramiento de la calidad de las guías didácticas propuestas por los docentes del grupo experimental fue estadísticamente significativo (t= 4,167, p= 0,004), mientras que aquel obtenido por los docentes del grupo control (t= 3,062, p= 0,688) no arrojó significación estadística. Conclusiones: se concluye que aún queda camino por recorrer en la profesionalización pedagógica de los docentes de la educación médica, sobre todo en lo referente a la implementación de prácticas y políticas de capacitación docente(AU)

Introduction: One of the variables that has the greatest influence on the quality of teaching resources and, therefore, on student learning is the ability of teachers to design those resources. Objective: To determine the effectiveness of a workshop for designing didactic resources in improving the quality of the didactic guidelines proposed by teachers belonging to two faculties of health sciences. Method: A quantitative, quasiexperimental pre-test/post-test study with control group was developed. The participation in the module for designing didactic guidelines of the workshop of design of didactic resources was considered an independent variable, while the quality of didactic guidelines was considered a dependent variable. Results: The results showed that the improvement in the quality of the didactic guidelines proposed by the teachers of the experimental group was statistically significant (t= 4.167, p= 0.004), while that obtained by the teachers of the control group (t= 3.062, p= 0) did not show statistical significance. Conclusions: There is still a long way ahead in the pedagogical professionalization of teachers of medical education, especially in relation to the implementation of teacher training policies and practices(AU)

"Application of ""Internet + Education"" in Medical Practice Teaching" / 医学信息学杂志

According to interactive teaching,Problem-based Learning (PBL),visual teaching and other theories,combining with the characteristics of medical practice teaching,the paper puts forward a set of informatization methods used for medical teaching and practice,verifies that the application of informatization technology to medical teaching can obviously improve the teaching efficiency and quality,and meanwhile proposes the follow-up construction contents,in order to provide reference for further development of informatization medical teaching.

Reflexiones en torno al aprendizaje basado en problemas: una alternativa en la asignatura gestión del cuidado / Reflections concerning problem-based learning: an alternative in the subject Management of Care

Introducción: el Aprendizaje Basado en Problemas es una metodología basada en el estudiante como protagonista de su propio aprendizaje. También es considerada como una metodología centrada en el aprendizaje, en la investigación y reflexión que siguen los alumnos para llegar a una solución ante un problema. Objetivo: examinar las evidencias científicas durante los últimos años acerca del Aprendizaje Basado en Problemas y su utilización en los programas de enfermería, especialmente en la asignatura gestión del cuidado. Métodos: revisión crítica, reflexiva y participativa. Se analizaron 50 artículos en publicaciones de revistas nacionales e internacionales indexadas en las bases de datos Medline, Scielo, Redalyc y otro sin número de web grafía. Conclusiones: el Aprendizaje Basado en Problemas en enfermería se constituye en una forma de trabajo valiosa para el método tradicional de aprendizaje, ya que el estudiantado aumenta su capacidad para el autoaprendizaje y su capacidad crítica para analizar la información que les ofrece la búsqueda. En la gestión en enfermería, esta implica asumir el papel de líder asertivo, teniendo en cuenta la satisfacción del cliente interno, externo y el cumplimiento de los objetivos de la institución y a las normas legales existentes. El Aprendizaje Basado en Problemas como técnica, método, herramienta o metodología de aprendizaje, favorece la construcción de conocimiento a través de la resolución de problemas o acciones reales(AU)

Introduction: problem-based learning is a methodology based on the student as protagonist of his/her own learning. It is also considered as a methodology centered on learning, research and reflection followed by the students in order to find a solution given a problem. Objective: to examine the scientific evidences over the latest years about problem-based learning and its use in nursing syllabuses, especially in the subject Management of Care. Methods: critical, reflexive and participative review. 50 articles were analyzed, which appeared on national and international published journals indexed in the databases Medline, Scielo, Redalyc and others with no number of web graph. Conclusions: problem-based learning in nursing is constituted as a valuable working means for the traditional learning method, since the student increases his/her learning and judgmental capacities to analyze the information offered by the search. In nursing management, this implies to assume the role of an assertive leader, taking into account the satisfaction of the in and out clients and the fulfillment of the objectives of the institution and the existing legal standards. Problem-based learning as technique, method, tool or methodology favors the construction of knowledge by the solution of real problems or actions(AU)

Exploration on Two Different Teaching Methods of Medical Cell Biology / 中华医学教育探索杂志

Cell biology is a basic medical subject,and one of earliest learned subjects concerning medical science. The teacher's teaching methods will directly influence students' interest and score. In the article we have compared the two teaching methods, the traditional method regarding teachers as dominating part and self-teaching method regarding teachers as subordinate part. The conclusion has showed that the self-teaching method can improve students' score and easily be accepted by students, compared with traditional teaching method. However,it can not be used too frequently.