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Related Concept Videos

Errors in Global Positioning System01:26

Errors in Global Positioning System

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Global Positioning System (GPS) technology has revolutionized navigation and positioning, but its accuracy is often compromised by various errors. These errors, stemming from environmental, satellite, and receiver-related factors, require careful mitigation to ensure reliable performance across applications.Atmospheric ErrorsGPS signals travel through the Earth’s ionosphere and troposphere, introducing delays which affect accuracy. The ionosphere is strongly influenced by charged particles,...
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Design Example: Identifying the Locations of Monuments in the Field Using Global Positioning System Device01:30

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Surveyors use Global Positioning System (GPS) technology to measure the precise location and elevation of points on Earth. In a recent survey, GPS receivers were used to determine the coordinates and elevations of two park monuments. The process involved careful mission planning, data collection, and correction to ensure accuracy. The survey began with mission planning to identify optimal satellite visibility and minimize Position Dilution of Precision (PDOP). A geodetic control point...
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Common Leveling Mistakes and Errors01:17

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A survey team is tasked with determining the elevation difference between points Point A and Point B, separated by uneven terrain. They use a leveling instrument and a leveling rod.Common MistakesMisreading the Rod: During a backsight reading at Point A, the instrumentman observes the rod partially obscured by tall grass. Instead of reading 1.135 m, they mistakenly record 1.735 m due to the misalignment of the crosshair with the wrong graduation. This error adds 0.600 m to all subsequent...
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Field Application of Global Positioning System01:28

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The Global Positioning System (GPS) has become an indispensable tool in fieldwork, offering unparalleled precision and efficiency for surveying, navigation, and infrastructure development. By harnessing signals from a constellation of satellites, GPS receivers determine the location of objects with remarkable speed and accuracy, often completing calculations within a second.Advantages of Modern GPS TechnologyContemporary GPS receivers are designed to meet the practical demands of field...
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Growing Pains: Lessons Learned From Scaling Up an mSAT Programme.

Marissa M Zhu1, Zechariah K Jean1, Gautham Pavar1

  • 1Wayne State University School of Medicine in Detroit, Detroit, Michigan, USA.

The Clinical Teacher
|February 25, 2025
PubMed
Summary

Scaling medical student teaching programs requires careful organization and feedback. Enhancing mentorship and streamlining assignments are key to successful large-scale medical student as teachers (mSAT) programs.

Keywords:
curriculum developmentmedical students as teachersnear‐peerpeer teachingpeer‐assisted learningpeer‐teachingprogramme evaluation

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Medical Students as Teachers (mSAT) programs enhance teaching skills in senior medical students.
  • Program expansion presents logistical and instructional challenges.
  • Wayne State University School of Medicine transitioned mSAT from elective to compulsory for fourth-year students (M4s).

Purpose of the Study:

  • To evaluate the expanded Medical Students as Teachers (mSAT) program at Wayne State University School of Medicine.
  • To identify challenges and areas for improvement in a large-scale mSAT program.

Main Methods:

  • The study involved 292 fourth-year medical students (M4s) from April 2021 to April 2022.
  • Student teachers completed six teaching sessions covering clinical skills and basic sciences.
  • Evaluation utilized Kirkpatrick's model (Levels 1 & 2: Reactions and Learning) via questionnaire and focus group.

Main Results:

  • Student teachers valued practical experience but faced challenges with organization, workload, and feedback quality.
  • 62% rated the course as 'good' to 'excellent'.
  • Suggestions for improvement included structured checklists, specialized tracks, and increased mentorship.

Conclusions:

  • Effective course organization, feedback, and mentorship are crucial for large-scale mSAT programs.
  • Future iterations will focus on streamlining assignments, enhancing mentorship, and improving communication.
  • The experience provides insights for scaling mSAT programs while maintaining quality.