The anatomy and morphometry of venous values associated with the vasculature of the head of the duckling were studied using vascular corrosion casting and scanning electron microscopy. All valves encountered were bicuspid, and casts typically exhibited slight expansions at valve sinuses and deep slits at the sites of valve leaflets. The locations, numbers, and orientations of endothelial nuclei on all surfaces of the valves were clearly revealed by imprints in the casting resin. Endothelial cell densities were significantly higher on the surfaces of valve leaflets (about 10 cells/1,000 micron2) than on other venous surfaces (about 7 cells/1,000 micron2). Endothelial nuclei on the medial surface of the valve leaflet were oriented parallel to the long axis of the vessel, whereas those on the lateral surface were oriented perpendicular to that axis. The close proximities of valves in some vessels and the presence of anomalies such as the sharing of leaflets by adjacent valves were readily demonstrated with the corrosion-casting techniques. These methods provide a useful means for studying the fine, three-dimensional details of venous valve anatomy.

How contract learning may be used in the introduction to clinical medicine is described, with the goal to develop and enhance self-directed learning skills and attitudes of first- and second-year medical students. Essential tasks associated with successful self-directed learning are cited, and the contract method is described as a means for providing medical students with the opportunity to practice these tasks in the study of gerontology. The procedures followed in the implementation of the contract learning method are described, and its impact on both need and to continue learning about ageing and skills in directing independent learning projects are analysed and discussed. In addition, the implications of early preparation for doctor's lifelong learning are discussed.

The purpose of this study was to assess the degree of consistency in student ratings of teacher effectiveness during the first year of medical school. Student ratings of teaching effectiveness represent a commonly used source of information that enters into the academic decision-making process. In medical school, student evaluations often represent a major source of information that is used in promotion and tenure decisions. It is essential that the precision of such ratings be ascertained so that decision-makers will know how much confidence to place in this source of information on teaching effectiveness. In this study, each member of a first-year medical school class was randomly assigned a two-digit identification number at the beginning of the spring semester, 1986. As the semester progressed students were asked to evaluate each full-time teacher in three major courses. Multiple instructors were utilized in each course (n = 10). Each teacher was evaluated immediately after lectures during the first (T1) and second (T2) halves of the course. Students evaluated the teacher a third time (T3) as part of the end-of-semester overall course evaluation. The teachers were evaluated on a short eight-item Likert-type scale that identified several key indicators of effective teaching. Students attached their anonymous identification numbers to individual ratings so that their responses could be matched in the analysis. The results indicate that medical students are only moderately consistent in the extent to which they evaluate teachers. This inconsistency varied by course and by instructors within courses.(ABSTRACT TRUNCATED AT 250 WORDS)

No abstract

No abstract