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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal Studies01:26

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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Long-term Potentiation01:25

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term Potentiation01:35

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Three Developmental Domains01:29

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Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
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Long-Term Culture of Individual Caenorhabditis elegans on Solid Media for Longitudinal Fluorescence Monitoring and Aversive Interventions
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A longitudinal faculty development program: supporting a culture of teaching.

Annette Burgess1,2, Elie Matar3,4, Brendon Neuen5,6,7

  • 1University of Sydney School of Medicine - Education Office, Faculty of Medicine and Health, University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia. Annette.burgess@sydney.edu.au.

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The Clinical Teaching Fellowship (CTF) program successfully equipped early career medical professionals with team-based learning (TBL) facilitation skills. This long-term faculty development approach fostered teaching excellence and career growth.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Team-Based Learning

Background:

  • Faculty development trends shift towards long-term, informal, group-based, and institutionally supported programs.
  • Early career medical practitioners and basic scientists require specific skills for effective teaching.

Purpose of the Study:

  • To develop and evaluate a one-year Clinical Teaching Fellowship (CTF) program.
  • To equip participants with skills for facilitating Team-based Learning (TBL).

Main Methods:

  • A one-year CTF program combining formal training, informal activities, and co-teaching in TBL.
  • Data collection via questionnaires and focus groups.
  • Descriptive statistics and framework analysis for data interpretation.

Main Results:

  • Participants found the CTF program relevant and career-enhancing.
  • Learning was enhanced by combined training, practical experience, multidisciplinary context, and community.
  • Competing clinical duties posed a challenge to program attendance.

Conclusions:

  • The CTF program offers a longitudinal framework for developing teaching skills.
  • Institutional support is crucial for fostering sustained innovation and excellence in early career medical educators.