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PubMed1981

Structured experiential learning exercises: a facilitation to more effective learning in clinical settings.

Structured experiential exercises can help to make students more aware of the learning skills required in each of the four phases of experiential learning. These exercises should be structured to increase the trust and communication between the clinical nursing instructor and the students, as well as to assist the students to understand better their own and others' values and group processes. We believe that exercises that fulfill these objectives enable the students to adjust better to the learning styles required in a clinical course. Moreover, students who obtain increased awareness of their own values and those of others may become more effective members of the nursing profession.

Clinical Competence↗
PubMed1999

Student nurses' learning needs & expectations in the clinical learning units.

This paper describes and explores the clinical learning needs and expectations of student nurses. An exploratory, descriptive and qualitative design, which is contextual in nature, was used where a focus group interview was conducted with the final year basic students undergoing a four year comprehensive diploma course leading to registration as a professional nurse. Tecsh's (in Cresswell, 1994:155) method of data analysis was employed. Eight categories were identified as follows: communication; role modelling; up-to-date knowledge and experience; continuous supervision; assessment and evaluation; scientific process; management; professional practice and student status. A recommendation deduced from the conclusions made on the identified clinical learning needs and expectations of the students should enable teachers to address the long standing problem of how students should learn.

Attitude of Health Personnel↗
PubMed2003

Problem-based learning versus lecture-based learning in postgraduate medical education.

OBJECTIVES: The objective of this study was to investigate the effectiveness of problem-based learning in comparison with lecture-based learning in a postgraduate medical training program concerning the management of mental health problems for occupational health physicians. METHODS: A randomized controlled trial in 1999, with a mean follow-up of 14 months after the educational intervention, was used involving postgraduate medical education and training for occupational health physicians in The Netherlands, with 118 physicians in training as occupational health physicians. The experimental program was based on the principles of problem-based learning; the control program used the traditional lecture-based approach. Both programs were aimed at improving knowledge of and performance in the occupational management of work-related mental health problems. As the main outcome measures, knowledge tests consisting of true-or-false and open-answer questions and performance in practice based on self-reports and performance indicators were used. Satisfaction with the course was rated by the participants. RESULTS: In both groups, knowledge had increased equally directly after the programs and decreased equally after the follow-up. The gain in knowledge remained positive. The performance indicator scores also increased in both groups, but significantly more so in the problem-based group. The problem-based group was less satisfied with the course. CONCLUSIONS: Both forms of postgraduate medical training are effective. In spite of less favorable evaluations, the problem-based program appeared to be more effective than the lecture-based program in improving performance. Both programs, however, were equally effective in improving knowledge levels.

Adult↗
PubMed2006

Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning.

OBJECTIVE: To survey prevocational doctors working in Australian hospitals on aspects of postgraduate learning. PARTICIPANTS AND SETTING: 470 prevocational doctors in 36 health services in Australia, August 2003 to October 2004. DESIGN: Cross-sectional cohort survey with a mix of ordinal multicategory questions and free text. MAIN OUTCOME MEASURES: Perceived preparedness for aspects of clinical practice; perceptions of the quantity and usefulness of current teaching and learning methods and desired future exposure to learning methods. RESULTS: 64% (299/467) of responding doctors felt generally prepared for their job, 91% (425/469) felt prepared for dealing with patients, and 70% (325/467) for dealing with relatives. A minority felt prepared for medicolegal problems (23%, 106/468), clinical emergencies (31%, 146/469), choosing a career (40%, 188/468), or performing procedures (45%, 213/469). Adequate contact with registrars was reported by 90% (418/465) and adequate contact with consultants by 56% (257/466); 20% (94/467) reported exposure to clinical skills training and 11% (38/356) to high-fidelity simulation. Informal registrar contact was described as useful or very useful by 94% (433/463), and high-fidelity simulation by 83% (179/216). Most prevocational doctors would prefer more formal instruction from their registrars (84%, 383/456) and consultants (81%, 362/447); 84% (265/316) want increased exposure to high-fidelity simulation and 81% (283/350) to professional college tutorials. CONCLUSION: Our findings should assist planning and development of training programs for prevocational doctors in Australian hospitals.

Attitude of Health Personnel↗
PubMed2000

Neural song control system of hummingbirds: comparison to swifts, vocal learning (Songbirds) and nonlearning (Suboscines) passerines, and vocal learning (Budgerigars) and nonlearning (Dove, owl, gull, quail, chicken) nonpasserines.

Males of certain hummingbird species such as Anna's hummingbirds (Calypte anna) learn their song during postnatal development. Here we report that male Anna's hummingbirds and male Amazilia hummingbirds (Amazilia amazilia), two singing hummingbird species, possess forebrain areas that are similar in morphological appearance, location, and connectivity to the song control areas RA (nucleus robustus archistriatalis), HVC (nucleus hyperstriatalis ventrale, pars caudale, or higher vocal center), and LMAN (lateral part of nucleus mangnocellularis anterioris) of oscine passerines (songbirds). The vocal control areas of songbirds are further defined by the expression of androgen receptors. Similarly, the singing hummingbird species express androgen receptors in the LMAN-like area and in the HVC-like area. The hummingbird RA projects to the medullary syringeal motonucleus nXIIts (nucleus hypoglossus pars tracheosyringealis) and the respiratory premotonucleus RAm (nucleus retroambigualis). The HVC-, RA-, and LMAN-like areas are rudimentary in adult male ruby-throated hummingbirds (Archilochus colubris) and Allen's hummingbirds (Selasphorus sasin) and not distinguishable in female hummingbirds, none of which sing. Vocal-area-like forebrain areas (delineated by the cytoarchitecture or androgen receptor expression) were not found in vocal nonlearning swifts and suboscines, the taxonomic sister groups of hummingbirds and songbirds, respectively. These areas were also missing in owls, ring doves, gulls, and gallinaceous species, nonpasserines that do not learn vocalizations. Budgerigars (vocal learners) are known to have forebrain vocal areas, but these areas do not express sex steroid receptors. These data suggest that hummingbirds and songbirds belong to two groups of birds that have common forebrain circuits. Parts of this circuit are organized as nuclear-like structures (LMAN, HVC, RA) in species that learn to sing.

Animals↗
PubMed2001

Learning from others to cope with biting flies: social learning of fear-induced conditioned analgesia and active avoidance.

Although fear conditioning has received extensive attention, little is known about the roles of social learning whereby an individual may learn and acquire the fear responses of another. The authors examined individually and socially mediated acquisition of fear and analgesia to the natural aversive stimulus of biting flies. Exposure to biting flies elicited in individual naive mice analgesia and active self-burying to avoid the flies. When exposed 24 hr later to flies whose biting parts were removed, but not to nonbiting house flies, these mice displayed conditioned analgesia and self-burying. This "one-trial" conditioned analgesia and avoidance was also acquired through social learning without direct individual experience with biting flies. Naive "observer" mice that witnessed other "demonstrator" mice being attacked by biting flies exhibited analgesia and self-burying 24 hr later to altered flies.

Adaptation, Psychological↗
PubMed2001

The effects of learning through discussion in a course in occupational therapy: a search for deep learning.

This preliminary educational research study examined occupational therapy students' perceptions of the learning through discussion (LTD) method. The study incorporated both quantitative and qualitative strategies. A convenience sample of nine post-professional occupational therapy doctoral students participated. Overall, participating students reported positive experiences when engaging in LTD, reporting that they had actively engaged in critical thinking and learning and experienced transformative learning. However, the results of nonparametric analysis revealed no significant change in the perceptions of the students of their classroom performances. Findings are discussed in light of current educational programs in occupational therapy. Future research studies are recommended to further examine the efficacy of LTD and explore its utility for training allied health professionals.

Attitude of Health Personnel↗
PubMed2001

An evaluation of community learning disability services for children with a learning disability.

This study outlines the results of a survey carried out with parents of children with a learning disability, general practitioners and community learning disability teams as to the health service needs for this client group. Overall, 40% of parents were very dissatisfied or dissatisfied with the services they received. A number of gaps in service provision were identified. In particular, psychological and behavioural difficulties of children were of major concern to all those involved, but needs in relation to these areas were often unmet or inadequately dealt with. Of greater concern was that some families in the area studied were paying privately for child learning disability clinical psychology services because they had such difficulty in accessing NHS services. Implications for service provision are discussed.

Adolescent↗
PubMed2004

How learning one category influences the learning of another: intercategory generalization based on analogy and specific stimulus information.

We investigated the effect of learning one category structure on the learning of a related category structure. Photograph-name combinations, called identifiers, were associated with values of four demographic attributes. Two problems were related by analogous demographic attributes, common identifiers, or both to examine the impact of common identifier, related general characteristics, and the interaction of the two variables in mediating learning transfer from one category structure to another. Problems sharing the same identifier information prompted greater positive transfer than those not sharing the same identifier information. In contrast, analogous defining characteristics in the two problems did not facilitate transfer. We computed correlations between responses to first-problem stimuli and responses to analogous second-problem stimuli for each participant. The analogous characteristics produced a tendency to respond in the same way to corresponding stimuli in the two problems. The results support an alignment between category structures related by analogous defining characteristics, which is facilitated by specific identifier information shared by two category structures.

Generalization, Psychological↗
PubMedDate not supplied

Assessing learning styles using a computerized learning style inventory.

Faculty in academic and service settings are searching for mechanisms for improving effectiveness and efficiency of teaching students with diverse learning styles. This article describes the Dunn, Dunn, and Price Productivity Environmental Preference Survey (PEPS), a computerized learning style inventory, that provides both individual and group summaries for learning style preference on 20 subscales. The validity and reliability of the instrument for nurses is reported. Practical suggestions are offered for using the individual and group results of the inventory. The use of the inventory has added benefits of improving computer literacy for novice users.

Environment↗
PubMed1987

Single-unit analysis of postnatal olfactory learning: modified olfactory bulb output response patterns to learned attractive odors.

Neonatal rats learn to approach odors associated with stimulation normally provided by their mother. The present report describes changes in olfactory bulb single-unit activity following olfactory learning in young rats. Rat pups were exposed from postnatal day 1 to 18 to either (1) peppermint-scented air while receiving tactile stimulation (Pepp-Stroked), (2) peppermint-scented air with no tactile stimulation (Pepp-Only), (3) clean air and tactile stimulation (Stroked-Only), or (4) clean air and no tactile stimulation (Naive). On day 19, single-unit activity was recorded from mitral/tufted cells in urethane-anesthetized, freely breathing pups in response to either peppermint or a novel orange odor. Mitral/tufted cell response patterns to peppermint were significantly altered in Pepp-Stroked animals compared to control pups. Peppermint exposure alone, not associated with tactile stimulation (Pepp-Only), did not affect subsequent single-cell response patterns to that odor. In addition, the modification of response patterns was specific to peppermint and was not associated with a change in respiration rate. Furthermore, Pepp-Stroked pups had a relative behavioral preference for peppermint on day 19 compared to control pups. These results demonstrate that postnatal olfactory learning selectively modifies the subsequent response patterns of olfactory bulb output cells to the attractive odor. Furthermore, these results indicate that the initial coding of an odor's attractive value occurs within the olfactory bulb.

Animals↗
PubMed1978

Cholinergic mechanisms in the learning and memory facilitating effect of the central stimulants. II. Influence of anticholinergic agents on the learning and memory facilitating effect of strychnine.

In experiments involving training of albino rats in a maze it has been found that strychnine (1 mg/kg) introduced 5 min before or immediately after training, improves learning and retention. Upon blocking of the central muscarine-sensitive cholinergic structures (scopolamine 2 mg/kg) and of the nicotine-sensitive structures (spasmolytin 20 mg/kg), the learning and memory facilitating effect of strychnine is not manifested. The realization of the learning and memory facilitating effect of strychnine requires optimum functional level of the activity of the central cholinergic system.

Animals↗
PubMed1995

Brain space for learned song in birds develops independently of song learning.

In numerous species of birds, individuals or species that sing larger numbers of song types have larger song control nuclei in their brains. The direction of the cause and effect relationship between the complexity of song behavior and brain space is unknown, however. The hypothesis that birds that learn large song repertoires develop large song nuclei was therefore tested with a songbird, the marsh wren (Cistothorus palustris). Males were hand-reared and tutored in the laboratory with either small (n = 8 males heard 5 song types) or large (n = 8 males heard 45 song types) repertoires. When the birds were adults, the number of song types each male sang was first determined, and then the volume and certain cellular attributes of the song nuclei HVC and RA were measured. The two groups of wrens showed large behavioral differences in the size of their learned song repertoires, but did not differ in either the volumes of HVC and RA or in neuronal size, number, or density within these nuclei. These results suggest that the relationship between behavioral song complexity and brain space found in this and other species develops largely independently of early song learning experience and the later production of those songs.

Animals↗
PubMed1994

In the picture for learning. Use of pictorial learning for young children with diabetes.

1. Young children diagnosed as having diabetes need educating about their condition to enable them to self-care as early as possible. 2. Learning needs to be made fun for young children, and should preferably enable them to take an active role. 3. Pictorial cards can be used in a number of ways to help children learn, including games which can increase their motivation to learn.

Child↗
PubMed1996

Biological correlates of learning and attention: what is relevant to learning disability and attention-deficit hyperactivity disorder?

Advances in the related fields of cognitive neuroscience and neuropsychology offer intriguing reformulations of the clinical entities of attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD). The definition of such terms as attention and learning used in cognitive neuroscience differ from their use in clinical practice and emphasize such processes as intention, working memory, and executive function. Research suggests that neither attention nor long-term memory are the critical cognitive correlates of ADHD or LD. Rather, encoding processes, particularly working memory, are identified as deficiencies for children with these conditions. Furthermore, intention and inhibition appear to be particularly impaired in children with ADHD, who exhibit broader deficits in so-called executive function. Findings from cognitive neuroscience offer explanations of the neuroanatomical and neurophysiological underpinnings of learning problems and the frequent comorbidity of LD and ADHD.

Attention↗
PubMed1980

Learned helplessness, inactivity, and associative deficits: effects of inescapable shock on response choice escape learning.

These experiments explored whether exposure to inescapable shock produces a subsequent deficit in the organism's propensity to associate its behavior with shock termination. Previous experiments are incapable of resolving this question because they confound reduced associability and decreased activity. Four experiments examined the effects of inescapable shock on the acquisition of Y-maze escape. Here, escape is accomplished by choosing the correct response from two available alternatives rather than by simple locomotion as in a shuttle box. By itself, reduced activity should not produce inaccurate choices, only slow choices. Experiment 1 found that inescapable shock produced slow learning of the correct choice for escape, even though active choices occurred on every trial. Further, the speed and accuracy of choice were not correlated. The second experiment showed that the choice escape learning deficit was produced by the inescapability of the shocks. Experiment 3 demonstrated that the choice accuracy of inescapably shocked rats was not improved by increases in Y-maze shock intensity, even though speed of responding was increased. The final experiment revealed that the effects of inescapable shock on Y-maze acquisition did not dissipate across a 1-wk period.

Animals↗
PubMed1985

Ontogenesis of learning: VI. Learned and unlearned responses to visual stimulation in the infant hooded rat.

A Pavlovian fear conditioning procedure was used to examine the ontogeny of the hooded rats' learned responses to visual stimulation. The data suggests a dissociation in the emergence of the processes required to detect visual events and those necessary for learning an association between visual stimulation and shock. Pups did not condition to a visual conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) until they were 17 days old, even though 15-day-olds were clearly able to detect the visual CS. Although 15-day-olds failed to condition to the visual CS, they conditioned successfully when an auditory CS was paired with shock. Thus, the 15-day-olds' failure to condition to the visual CS was not due to a performance deficit or to a general ineffectiveness of shock as an US. These data suggest that the components of the visual system that mediate detection and those required for associative learning mature sequentially.

Age Factors↗
PubMed1999

Learning foraging thresholds for lizards: an analysis of a simple learning algorithm

This paper gives proof of convergence for a learning algorithm that describes how anoles (lizards found in the Caribbean) learn foraging threshold distance. An anole will pursue a prey if and only if it is within this threshold of the anole's perch. The learning algorithm was proposed by Roughgarden and his colleagues. They experimentally determined that this algorithm quickly converges to the foraging threshold that is predicted by optimal foraging theory. We provide analytic confirmation that the optimal foraging behavior as predicted by Roughgarden's model can be attained by a lizard that follows this simple and zoologically plausible rule of thumb. Copyright 1999 Academic Press.

Journal Article↗