Slide Lecture Research Articles

PEM Pandemic Pivot: A Hybrid Approach to Pediatric Emergency Medicine Training in Thailand Allows for COVID-era Flexibility.

Introduction:The COVID-19 pandemic poses challenges in maintaining global medical education partnerships, with travel restrictions and infection control concerns forcing program adaptation. The Pediatric Emergency Medicine Specialty Training and Accelerated Review (PEM-STAR) program is one such international collaboration which addresses education and training gaps in emergency care for children within Thailand. As an assessment of PEM-STAR’s ability to deliver consistent outcomes despite COVID-19 constraints, we compared program results for Cohort #1 (2018-2019, pre-pandemic) and Cohort #2 (2019-2021, spanning pandemic).Method:Oregon Health & Science University and Bangkok Dusit Medical Services implemented the PEM-STAR tandem physician-nurse curriculum in 2018. The cornerstone of the year-long course is a set of 22 PEM-specific topic modules, incorporating remote-accessible voiceover slide lectures, quizzes, and scholarly references to teach pediatric emergency medicine essentials. Content is reviewed via monthly teleconferences. Baseline and final assessments include written knowledge tests and high-fidelity simulation cases led by physician-nurse teams. Cohort #1 simulations were performed with evaluators in-situ using critical action checklists and validated teamwork assessment tools. Due to COVID-19 restrictions, Cohort #2 final assessments were hybrid; students completed Thailand-based simulations while Oregon leaders assessed and debriefed teams via videoconference.Results:Written exam scores for pre-pandemic Cohort#1 improved from 48.6% (95%CI 40.30-56.9) to 92.0% (95%CI 88.1-95.9) (p< 0.001). Cohort #2, during the pandemic, had scores improve similarly from 48.5% (95%CI 40.1-56.9) to 96.4% (95%CI 94.8-98.0) (p< 0.001). One-hundred percent of physician-nurse teams from both Cohort #1 and Cohort #2 achieved the program’s established passing score on final simulation testing: performing >85% of critical action items and scoring > 85% on the teamwork tool.Conclusion:The PEM-STAR design, with its emphasis on videoconferencing, web-based content, and asynchronous learning, required minimal modifications to maintain satisfactory knowledge and skill acquisition during the pandemic. Educational partnerships emphasizing these features have distinct sustainability advantages in times of global disorder.

The Slide Lecture: Introduction to a Special Issue of History of Photography

The Slide Lecture: Introduction to a Special Issue of History of Photography

Illuminating the Science of Art History: The Advent of the Slide Lecture in France

In the late 1880s and early 1890s, a small number of professors – including Charles Diehl, Louis Courajod and Henry Lemonnier – started projecting photographic reproductions in their art history classes in France. They were among the first to teach the subject in the country’s universities. This newly accessible technology enabled artwork-based demonstrations in the classroom for large audiences, complementing and eventually replacing paper photographs, plaster casts and other methods of reproduction. From the mid-1890s, demand for slide projections in universities was reinforced by the popularity of educational slideshows in French culture. They would become omnipresent in art history departments by World War I. This article explores when and why the projected photograph was adopted by art historians in lecture halls, the ways in which individual professors employed and discussed slides, and how their respective institutions invested in this activity. I argue that for the educators who instituted slide projection, the practice was about grounding the young discipline’s methodology in the analysis of empirical data. It gave concrete form to scientific enquiry and was attractive to students. Showing slides was thus a powerful practical and ideological tool in the establishment of art history as an academic discipline in France.

From the Gestell to the Reprogestell: Notes on the Technological Continuum

This article casts a retrospective glance at the technological continuum from which the art history slide lecture springs. The article focuses specifically on the copy apparatuses widely used to make transparencies for art-historical consumption, circa 1930 to the early 2000s. The ways in which these once prevalent technologies developed to frame and disseminate visual materials by means of light was instrumental in shaping the widespread illusion of epistemological transparency in the world’s art history classrooms. In reference to the work of Martin Heidegger (1889–1976) on technological determinism, the author provides a chronology of slide reproduction technologies in which artworks ultimately appear as self-luminous technological ‘images’, or simulated entities that speak as if beyond history.

Pengaruh Sosialisasi Kader Posyandu terhadap Peningkatan Pengetahuan Tentang IMD dan Asi Eksklusif

The provision of Early Breastfeeding Initiation (IMD) in infants aged 0-6 and exclusive breastfeeding until the age of 2 years has been widely done by the community, but there are still health problems found in the District The purpose of this study is to find out the increase in <knowledge about IMD and exclusive breast milk before and after the socialization of the method of slide lectures on posyandu cadres in seunagan sub-district. Quantitative research method with Quasi Experimental design by pre-test and post-test, Population in this study is 35 posyandu cadres, Sample determination is done by total sampling using criteria of inscusion and exclusion so that the number of cadres becomes 35 posyandu cadres. Data analysis using Univariate, Bivariate with Wilcoxon Test. The results of this study with a pre-test value of 3.09 post-test value 6.09 and PValue value of 0.000. The conclusion of this study is the socialization of posyandu cadres to increase exclusive IMD and breast milk knowledge with effective and influential lecture slide methods. Advice to posyandu cadres to further increase exclusive IMD and breast milk knowledge, when in the field is better prepared in facing the community.

Pengaruh Sosialisasi Kader Posyandu terhadap Peningkatan Pengetahuan Tentang IMD dan Asi Eksklusif

The provision of Early Breastfeeding Initiation (IMD) in infants aged 0-6 and exclusive breastfeeding until the age of 2 years has been widely done by the community, but there are still health problems found in the District The purpose of this study is to find out the increase in <knowledge about IMD and exclusive breast milk before and after the socialization of the method of slide lectures on posyandu cadres in seunagan sub-district. Quantitative research method with Quasi Experimental design by pre-test and post-test, Population in this study is 35 posyandu cadres, Sample determination is done by total sampling using criteria of inscusion and exclusion so that the number of cadres becomes 35 posyandu cadres. Data analysis using Univariate, Bivariate with Wilcoxon Test. The results of this study with a pre-test value of 3.09 post-test value 6.09 and PValue value of 0.000. The conclusion of this study is the socialization of posyandu cadres to increase exclusive IMD and breast milk knowledge with effective and influential lecture slide methods. Advice to posyandu cadres to further increase exclusive IMD and breast milk knowledge, when in the field is better prepared in facing the community.

The “Rediscovery” of Reginald Ford and his New Zealand Antarctic Lectures, 1905 to 1926

Abstract Reginald Ford, steward on Scott’s Discovery expedition, settled in New Zealand in 1905 and over the next two decades gave public lectures about his Antarctic experiences. Hitherto unrelated biographical details of Ford’s early life are assembled, and something of the character of his lantern slide lectures are reconstructed from various sources. The means by which Ford established his authority as a public speaker included his actual participation in the events he lectured about, his credentialling as a Fellow of the Royal Geographical Society, and the use of his own lantern slides. The “performative triangle” established around the audience, the lantern slide images, and Ford as lecturer, is examined via contemporary newspaper accounts and Ford’s other writings.

Learning and Transfer Effects of an Unfolding Case Study in an Adult Health Nursing Course.

There are few quantitative studies evaluating the impact of unfolding case studies on understanding and transfer of learning in nursing education. The purpose of this study was to examine the effects of an unfolding case study on undergraduate nursing students' learning outcomes. Teaching with unfolding case studies was compared to slide lecture using a pretest, posttest, and transfer test. The learning outcomes of students in the two groups were found to be not significantly different. Both instructional methods reveal similar learning outcomes.

ОРГАНІЗАЦІЙНІ ФОРМИ ПЛАНУВАННЯ НАВЧАЛЬНОГО ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ В ІНФОРМАЦІЙНО-ОСВІТНЬОМУ СЕРЕДОВИЩІ

The article provides a comparative analysis of traditional and innovative organizational forms of education in the higher education institutions. New forms of educational activity with the use of ICT tools (network interaction, multimedia lecture, online lecture, slide lecture, distance learning, electronic seminars, webinars, case technology, forum, e-mail consultation, computer testing, telecommunication project, group projects on wiki technology, joint blogging, etc.). In the article we opened didactic possibilities of application of innovative organizational forms in educational process. The peculiarity of the application of electronic lecture and its types (online-lecture, slide-lecture, video-lecture, combined lecture; laboratory works with the use of computer and appropriate software; independent work on informatics; network interaction and its resources (teleconference, chat, WWW) (World Wide Web), e-mail, FTP, blog), online communities and forms of educational activities (educational teleconference, off-line conference or virtual conference, chat, training workshop, virtual learning with the help of the pedagogical community, educational competition, joint creation of web pages, virtual survey of students, educational virtual project, virtual party, master class on a specific topic, design seminar, project festival, etc.), distance, blended learning and their software.

Click, Pulse: Frederico Morais and the Comparative Slide Lecture

Click, Pulse: Frederico Morais and the Comparative Slide Lecture

Changing perceptions of physical restraint use in the ICU

Changing perceptions of physical restraint use in the ICU

EFFECTS OF SEQUENTIAL TEACHING METHODS ON RETENTION OF KNOWLEDGE IN BIOLOGY BY SECONDARY SCHOOL STUDENTS IN KENYA

Despite the importance of knowledge in Biology, candidates’ performance at the national examination, The Kenya Certificate of Secondary Education (KCSE) is poor. This could be attributed to the teaching methods. The purpose of this study was to compare differential effectiveness of Sequential Teaching Methods (STM) on the, retention of knowledge in Biology by secondary school students. The study was Quasi- experimental using the Non-equivalent control- group 16 study design. The target population comprised students in the 18 old category National Schools in Kenya that were in existence before 2012. Purposive sampling was used to obtain a sample of eight (8) schools and 402 Students. The students in the eight (8) sub-groups were taught the same Biology topic: “General Characteristics of Enzymes”, using different sequences of three teaching methods namely: lecture, slide demonstration and laboratory (student experiment). Group I (ELD) began with experiments, followed by lecture method and was lastly shown, animated slides. The sequence of the three different methods used in the first group was altered in both the second and third groups as follows: The lecture method, slide demonstration and laboratory experiment (LDE) for Group II, and slide demonstration, experiment and lecture method (DEL) for group III. Students in group IV (control group) were taught using (oral-only) lecture method. The teachers gave lectures and performed slide demonstration while the students carried out laboratory experiments. The test was used as a pre-test and also as a retention test that was administered 40 days after the Post-test BAT. This test had 25 objective questions testing knowledge of facts, application of knowledge and problem solving ability. To measure Retention of Knowledge, the researcher used Biology Retention Test (BRT). The research hypothesis was tested using ANOVA at significant level of 0.05. The results and findings of the study show that STM, when efficiently used in instruction, enhance immediate retention of knowledge in Biology more effectively than the oratory lecture method predominantly used in Kenyan Secondary schools. Furthermore, DEL sequence was identified as the most effective in comparison to LDE and ELD. The findings of the study will help curriculum developers and teachers to choose the most appropriate sequence to use in Biology. Article visualizations:

An Unforgettable Collaboration: Women, the Family, and Freedom

An Unforgettable Collaboration: Women, the Family, and Freedom Karen Offen (bio) Dear Susan, . . . where does one begin in describing our collaboration since 1971? The beginning was inauspicious. Having discovered Susan’s lectures on women’s history, which she gave through our local community college, I decided to attend—with my small daughter. That was, of course, a mistake, and when little Catherine began crawling around the floor and twanging the doorstoppers, Susan briskly but kindly asked us to leave. But we arranged a subsequent meeting to discuss her projects and mine, and from there a fast friendship ensued. I provided some advice and also some suggestions for items to include in Susan’s anthology, Women: From the Greeks to the French Revolution (1973); I also encouraged Susan to present one of her wonderful slide lectures at the spring 1972 conference of the West Coast Association of Women Historians.1 In late 1972, we submitted a panel proposal on the development of French women’s education for the December 1973 conference of the American Historical Association in San Francisco. Susan would present her research on Christine de Pizan and the Humanist Tradition, and I would speak about my investigation of the new state secondary education for girls during the French Third Republic. We needed a third to report on women’s education during the period in between. That is when Natalie Zemon Davis suggested Carolyn Chappell Lougee, who had just completed a dissertation at the University of Michigan on seventeenth-century French women’s place and education. She agreed to give a paper comparing the approaches of Archbishop Fénelon and Madame de Maintenon (morganatic wife of King Louis XIV) to educating girls of the “impoverished” nobility. Little did we know then that Stanford’s History Department would hire Carolyn—sight unseen! We also did not know that Carolyn would continue to take an interest in our subsequent projects. Susan’s anthology was not yet out when, during the spring quarter of 1972, I codeveloped and cotaught (with another colleague) the first course ever offered at Stanford on women in Western (European) history (from the Greeks to the twentieth century), in the Undergraduate Specials Program (which did not pay its instructors!). This made me aware, as Susan had already become aware, of the difficulty of locating appropriate documents—especially in an English language translation—for students’ assigned [End Page 195] reading. And we both agreed, in good humanist fashion, that teaching with primary sources was essential, especially in the newly emerging field of women’s history. We also agreed that a “sequel” to Susan’s forthcoming book was greatly needed. This need became even clearer during the 1977 National Endowment for the Humanities Summer Seminar for High School Teachers, codirected by Carolyn Lougee and Estelle Freedman, in which I participated, assisting teachers to identify European documents that could help integrate women’s history into the high school curriculum. That was the point of departure for a multi-year collaboration with Susan, which culminated in late 1983 with the publication of our two-volume work (totaling 1,035 pages), Women, the Family, and Freedom, 1750–1950: The Debate in Documents (henceforth WFF).2 According to correspondence in my files, I officially joined Susan on this “sequel” project in early 1978. We started off with a proposal for a modest book, with perhaps ten clusters of documents. A British publisher, David Croom of Croom-Helm, was initially interested in publishing that modest version, but as the book grew—and grew—and grew, he got skittish. Sue and I contacted Norris Pope at Stanford University Press, which was about to publish Victorian Women: A Documentary Account of Women’s Lives in Nineteenth Century England, France, and the United States (henceforth VW) and to reissue Sue’s Women: From the Greeks to the French Revolution. We received a contract with a small advance.3 I was then still working on Victorian Women with what began as an interdisciplinary team of five other scholars (including Estelle Freedman, Barbara Gelpi, Erna Hellerstein, Leslie Hume, and Marilyn Yalom). Erna, Leslie, and I took on primary responsibility to prepare the manuscript for publication. Coediting VW taught me that three...

Envisioning the industrial present: pathways of cultural learning in Luxembourg (1880s–1920s)

This article examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the 1920s – a period of massive industrialisation – and how it thus gradually “learned to labour”. Indeed, modern visual media were seen as ideal catalysts for the circulation, transmission, and production of meaning, since they were considered to be appealing, objective, direct, and capable of inspiring the imagination. The article takes the reader through various mundane moments and events of industrial enculturation (annual funfair, slide lecture, vocational school, etc.) and engages with different “technologies of display” (photographs, fair albums, postcards, scale models, etc.) that subtly calibrated, conveyed, and inculcated the new industrial reality “through the eye” and, in the process, (re)produced national identifications. By zooming in on these different “visual encounters” with industry and by bringing these isolated encounters together in one story, the article (re)constructs a “learning route” – one among many possible pathways through this huge dynamic field of learning resources (or, “cultural ecology”) – and thus suggests how (informal) “cultural learning” might have taken place at the time. While accompanying us on this journey, the reader gains insights into how this field of resources evolved and how the industrial present was (re)framed, visually performed, and (re)configured over time.

The “Corporeality” of the Image in Walter Gropius’ Monumentale Kunst und Industriebau Lecture

The introduction of a series of traded photographs of North and South American Silos into the discourse of modern architecture has been generally attributed to the German architect Walter Gropius when he published the photographs in the 1913 Jahrbuch des Deutschen Werkbundes. What remains overlooked is the photographs’ original dissemination platform: Gropius’ Monumentale Kunst und Industriebau Lichtbildervortrag [lantern slide lecture] from 1911. Based on a close reading of archival material – first the original lecture manuscript, which indicates that images and text were merged in performance, and then the photographic slides – this paper argues that the projector’s agency enables the foundation of these iconic buildings’ architectural criticism. Indeed such criticism actually takes place in the ephemeral space of the projection, rather than in the various printed media where it is usually located.

Memory Machine/Ideological Motor

Ever since her first book was published in 1992, Elizabeth Edwards has produced pioneering studies on anthropology and photography.1 More recently, she has begun to extend her interest in visual anthropology to develop an ethnography of photography.2 Art history and critical theory have generated a number of studies telling us what photographs should mean, but no one has paid much attention to investigating what people actually do with photographs; how they value them (or do not); what they say about them; even how they handle them. On the whole, the study of photography in art history has largely atrophied.3 Yet beyond the borders of the disciple – in area studies, material culture, and cultural studies – there is lively work going on and Edwards has been central to the debates. Edwards's latest innovative book The Camera as Historian: Amateur Photographers and Historical Imagination, 1885–1918 will probably come to be valued as the major study of mass photographic practice. Despite the title, the book is not a study of hobbyist snaps of family members posed in front of castles or village ducking stools; rather, it is a detailed history of the English photographic survey and record movement. Active in the period between 1885 and the end of WWI photographers associated with these surveys attempted to produce a systematic archive of historical buildings, monuments, popular traditions, and ‘folk’ practices. The title of this book is drawn from The Camera as Historian, which was published in 1916 as a contribution to, and reflection on, the survey movement. Two overlapping groups were central to this practice. On the one hand, local surveys were conducted on a city or county basis (the Warwickshire survey and the Surrey survey were two of the most sustained). These projects, now usually housed in local libraries, were local studies intended for local audiences in line with the vision set out by Jerome Harrison (a midlands-based teacher of science, geologist and keen amateur photographer). On the other hand, the National Photographic Record Association (NPRA), linked with the Conservative MP Sir Benjamin Stone, was intended to be lodged in the British Museum as the national collection of record images. There was no unanimity among these branches of the survey movement and Stone's profile and contacts allowed him to marginalise Harrison at the time. The extent of this work has remained largely unknown, but Edwards has detected at least seventy-three such surveys that were planned or operated in some form. She informs us that fifty plus have left no extant record, but she has been able to research seventeen such surveys, which include the work of a little over a thousand photographers. Taken as a whole this amounts to an archive in the region of 55,000 photographs. What is more, Edwards has unearthed biographical data for around 80% of these individual photographers, enabling her to make some tentative connections and sociological comparisons (pp. 25–6). Almost all of the photographers involved were amateurs, with a significant overlap with local photography societies and clubs. Overwhelmingly, this was a middle-class network with a fair number of participants from the higher professions of law, medicine, and the church; but also the newer occupations of local government officers, librarians, engineers, and architects. However, Edwards suggests that as many as 40% may have been clerks or trade workers with some artisans and unskilled workers; at least 13% of the total were women (pp. 42–5). This mass photographic practice found its way into public circulation via exhibitions in local libraries, lantern slide lectures, and publications such as Sir Benjamin Stone's Pictures of 1906. There was also an extensive discussion in magazines such as Amateur Photographer and the British Journal of Photography. The sheer numbers of people involved, and the volume of prints produced, allow Edwards to write a brilliant ethnographic study of both amateur photography and attitudes to history.

A Comparison of Clinical Skill Performance between the Methods of Education

This study was designed to compare clinical skill performances between the methods of education. In practice of cardiopulmonary resuscitation (CPR) during clerkship of emergency medicine, 50 medical students were randomized to three groups according to the methods of education. 1st groups were educated with video-based lecture, 2nd groups with slide lecture and instructor's demonstration, 3rd groups with practice while watching (PWW) program. After each education, general clinical skill performance was checked by international checklists for CPR and the variables on the accuracy of chest compression were measured by computer program such as skill reporter system. There was no difference between three groups in general clinical skill performance. But, 2nd group educated with slide lecture and instructor's demonstration showed the significant differences in the accuracy of chest compression compared with the other two groups. For more accurate performance of clinical skill, education including instructor's demonstration would be needed.

The Face of Socialism

In December 1921, left‐wing publisher Wieland Herzfelde held the first of several agitational slide lectures at various workers’ gatherings in Berlin. His subject was the revolutionary workers’ str...

Consigned to Sepia: Remembering Victorian Poetry

The simple fact that Victorian poets were the first generation of English poets to be photographed and to be engaged with the idea of photography transforms Armstrong's poignant photographic analogy into a catalyst for a retheorization of Victorian poetry and poetics. By re-reading Victorian poetry through the lens of the idea and practice of photography a new and vital field of generic relations emerges that has implications for how we write, think, and teach the history of Victorian poetry's place in the mediation of modern visual experience. Postmodern rewritings of Victorian culture have cemented the ascendancy of the novel in the minds of students who read back in time through the lens of film and television adaptations. This cultural hermeneutics has been fostered by an efflorescence of exciting and often provocative critical work on the proto-cinematic visual effects in Victorian narrative forms and the cultural politics of contemporary cinematic adaptations of nineteenth-century literary classics. In this context, Victorian poetry appears irredeemably highbrow, difficult, abstract, and, at worst, obsolete. However, if we look back at the ways in which Victorian illustrators, publishers, critics, and poets themselves adapted and experimented with analogies between poetic and photographic forms, a very different reception history emerges in which Victorian poetry and poetics played an equally fraught and complex role in what could be described, for want of a better phrase, as the proto-cinematic aesthetics of Victorian visual culture. Furthermore, forms pioneered by Victorians, such as the photographic slide lecture, provide us with a wealth of historical precedents for deploying photography in the class room as both a critical and mediating device that positions the politics of how, what, and why we remember at the center of the pedagogic process. Victorian photographs illuminate the paradoxes, tensions, and misrecognitions inherent in reading the past, to quote Walter Benjamin's evocative description of the optical unconscious, in search of the tiniest "spark of contingency, [End Page 611] of the Here and Now, with which reality has so to speak seared the subject, to find the inconspicuous spot where in the immediacy of that long-forgotten moment the future subsists so eloquently that we, looking back, may discover it." 2 But as Carol Armstrong has recently argued in her analysis of Victorian photographic illustration, for precisely this reason they also demand an historically engaged form of close reading that stresses the fundamental differences between Victorians and ourselves, differences that only emerge through focusing on particular examples, rather than through the construction of grand theoretical plots that cohere around a few strategically chosen moments of epistemic rupture or visual standardization. 3

The Vidal de la Blache's french scenery. A critical reconstruction

This projection is, first an attempt for the reconstitution of the slide lecture pronounced in 1904 by Paul Vidal de la Blache about Les Pays de France (the french scenery) and secondly, by the way of the contemporanean oral notes, an epistemologic approach of his observation and teaching of landscapes. Cette projection est, d'une part, une tentative de reconstitution de la conférence prononcée en 1904 par Paul Vidal de la Blache sur Les Pays de France et, d'autre part, par le biais des notes orales contemporaines, une approche épistémologique de son observation et de son enseignement des paysages.