ORCID Profile
0000-0001-7977-5674
Current Organisation
University of South Australia
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Elsevier BV
Date: 1989
DOI: 10.1016/0042-6989(89)90188-0
Abstract: The latencies of trans-synaptic responses in cells of the striate cortex, following electrical stimulation in the superior colliculus, were evaluated to assess the possible path taken by the neural signal. Most of the recorded striate neurons were judged to be driven by the signal passing back along the axons and then into the collaterals of cortico-tectal cells in lamina 5. The present results indicate that striate neurons, in communicating with the superior colliculus, at the same time, send signals via their collaterals to neighbouring cells in lamina 5 which appear to have similar C or complex receptive fields.
Publisher: University of Otago Library
Date: 14-04-2016
Publisher: Queensland University of Technology
Date: 15-03-2021
DOI: 10.5204/SSJ.1698
Abstract: The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the in idual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.
Publisher: IATED
Date: 03-2017
Publisher: Elsevier BV
Date: 1986
DOI: 10.1016/0042-6989(87)90069-1
Abstract: From studies on signal conduction times in the corticofugal pathway from the striate cortex of the cat it has been proposed that S cells project to the LGN and C cells to the PGN. This concept has not received support from the histological examination of axons projecting to the two nuclei. The physiological experiments pointed to a clear segregation not apparent in the distribution of axonal diameters. A larger s le of signal conduction times, collected in the present study, is more consistent with the findings on the morphology of the pathway.
Publisher: Universitat Politècnica València
Date: 21-06-2017
Abstract: This paper discussed an initiative implemented for on-c us first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
Publisher: Queensland University of Technology
Date: 02-03-2016
DOI: 10.5204/SSJ.V7I1.305
Abstract: Student academic success and positive satisfaction in first year health sciences programs is shaped by their transition experience. An introduction to core knowledge, study skills, and engagement with staff and students has historically been overlooked, but this has been newly recognised as a contributor to first year success, especially with mass higher education of students from erse backgrounds. The University of South Australia ‘Preparing for Health Sciences’ workshop was designed to assist the student transition into health science programs. The workshop improved confidence and enthusiasm in starting university (56% pre- and 95% post-workshop), and 97% considered the workshop effective overall. Introduction to biological principles was widely considered to be beneficial (87%). The attrition rate after the first semester in 2014 was 7.6%, which is appreciably lower than the standard 12% in science-based courses. These findings demonstrate that an introductory workshop does greatly assist in the transition of students into their health science programs.
Publisher: Informing Science Institute
Date: 2019
DOI: 10.28945/4297
Abstract: Aim urpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-c us face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-c us and off-c us students. The workshop was created as a new learning environment that was available for students of erse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree gain confidence in approaching science subjects experience lectures and laboratory activities and become familiar with the University c us and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students improved mental health due to social networking and friendship groups and reduced anxiety and fear reduced dropout rate in their first year greater potential to complete educational degrees reduced wastage in human and financial resources and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
Publisher: Elsevier BV
Date: 07-2016
Publisher: IATED
Date: 07-2016
Publisher: Informing Science Institute
Date: 2018
DOI: 10.28945/4026
Abstract: Aim/Purpose: The objective of this study was to concept test a new instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information and enhance teaching and learning of basic sciences (Anatomy, Physiology, and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to review disease manifestations independently. However, this approach was found inadequate and ineffective. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational pedagogy, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: Cross-sectional study design was used. A survey, given at the end of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR and its components. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The perceived impact on students was assessed using an 18-item questionnaire seeking agreement or disagreement with statements about VPLR, multiple choice and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a s le of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was a promising strategy in teaching Pathology as it assisted students’ gaining knowledge of the science, facilitated connections between sciences, and allowed students to make better links with professional practice and skills. Recommendations for Practitioners: As students found VPLR to be beneficial, it is recommended that the same approach is applied for the teaching of Pathology to other health science students, such as Nursing. Other universities might consider adopting the innovation for their courses. Recommendation for Researchers: Applying VPLR to teaching other allied health science students will be undertaken next. The innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited with greater depth of understanding of content and increase motivation to study. These are important to keep students engaged and ready for practice. VPLR may impact on education and technology trends so that exploration and possibilities of initiatives are ongoing to help students become successful learners. Other impacts are the new forms of learning discovered, the renewed focus on group work and collaboration, and maximising the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine whether the impacts of the innovation were durable, meaning the change in perceptions and behaviour is sustained over time.
Publisher: Springer Science and Business Media LLC
Date: 1984
DOI: 10.1007/BF00238163
Abstract: End-stage kidney disease and earlier stages of chronic kidney disease (CKD) represent one of the most dramatic ex les of racial/ethnic disparities in health in our nation. African Americans are 3 times more likely to require renal replacement therapy then their non-Hispanic white counterparts. This article describes CKD-related disparities linked to a variety of clinical, socioeconomic, and cultural factors, as well as to select social determinants of health that are defined by social positioning and often by race within the United States. Our advancing understanding of these issues has led to improvements in patient outcomes and is narrowing the gap in disparities across most aspects of CKD and CKD risk factors. There are also extensive data indicating similar improvements in quality measures for patients on dialysis therapy. This article also reviews the state of CKD in African Americans from a population perspective and provides recommendations for the way forward.
Publisher: University of Otago Library
Date: 26-07-2018
Publisher: Elsevier BV
Date: 1986
DOI: 10.1016/0006-8993(86)91001-2
Abstract: Retrograde transport after the injection of the tracer, wheatgerm agglutinin-horseradish peroxidase, into different neural sites revealed a layering of labelled cells in lamina 6 of the striate cortex of the cat. Depending on their destination, efferent cells were clustered at different levels in lamina 6 so that cells projecting to the claustrum congregated in the lower half of the lamina while those projecting to other parts of the visual cortex, in either ipsi- or contralateral hemispheres, were found principally in the upper half and the cells with axons passing to the lateral geniculate nucleus occupied the central expanse (middle three-fifths) of the lamina.
No related grants have been discovered for jyothi thalluri.