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PubMed1983

Probable role of reverse transcription in learning: correlation between hippocampal RNA-dependent DNA synthesis and learning ability in rats.

The activities of RNA-dependent DNA polymerase and DNA-dependent DNA polymerase were measured in hippocampus of fast and slow learning Wistar rats. The RNA-dependent DNA polymerase activity in the hippocampus of fast learning rats exceeds two-fold that in the slow learning ones, while the rates of the DNA-dependent DNA polymerase activities are similar. A significant increase in RNA-dependent DNA polymerase only was found in the hippocampus of rats 20 min after training for the conditioned food response before the trace consolidation registered 40 min after the training session. The data obtained are consistent with the suggestion that reverse transcription plays an important role in memory consolidation.

Animals↗
PubMed2005

Evaluation of web-based learning tools: lessons learned from the thoracic surgery directors association curriculum project three-year experience.

BACKGROUND: In 2001 the Thoracic Surgery Directors Association implemented a web-based curriculum for prematriculated TS residents containing 75 learning modules organized into 13 sections Each module contains an audio/video presentation, a summary, frequently asked questions, references, a self-assessment, and a critique. Curriculum content was provided as a randomized prospective trial one year prior to matriculation to residents matching into a TS program from 2001 to 2004. METHODS: Over 3 years the utilization and impact of this curriculum was evaluated by 8 different methods including resident surveys, faculty surveys, web tracking, examination scores, and individual online learning module critiques. Each completed critique evaluated the resident's perception of the relevance, content quality and presentation quality of the module on a scale corresponding to low, average and high. RESULTS: A total of 11,117 learning modules were used through the end of 2004 with complete critiques available on 1458 (13%). Utilization and measured quality continue to increase over the 3-year interval. The average rating scores for relevance, content and presentation tracked together and were overall rated as good or excellent (92%). There were large variations in utilization and perceived quality by section subject. As the average module rating score improved, the utilization increased and the variability of the rating decreased substantially. CONCLUSIONS: Module specific learner evaluation of educational content is one of several important feedback tools for monitoring ongoing curricular development and refinement. These studies, based upon web tracking, demonstrate increasing resident use and strong resident satisfaction. This educational format will hopefully lend itself to many important improvements in web-based Thoracic Surgery education.

Computer-Assisted Instruction↗
PubMed2003

Assessing the learning needs of college tutors in anaesthesia: proposals for an introductory learning package.

At present there is no nationwide formal training course at which college tutors in anaesthesia can develop the specific skills required to perform their important role effectively. The purpose of this study was to ascertain whether there is a need for an introductory learning package for college tutors and if so, what learning needs ought to be addressed in such a package. A needs assessment was performed involving the use of individual interviews and the administration of two sequential questionnaires. The questionnaire was completed by 208 college tutors, a return rate of 83%. Most college tutors (93%) said they had had no formal training to perform their role and 94% felt there was a need for an introductory course for college tutors in anaesthesia. Of those, 77% said they would be interested in taking such a course. The study identified a number of learning needs.

Anesthesiology↗
PubMed2004

Speeding up learning: accelerated distance learning in rehabilitation education.

Distance learning in higher education involves a continum of technologies ranging from teleconferencing to video streaming. The United States is approaching a crisis in personnel shortages in rehabilitation counseling and education. Because of these shortages, higher education is called upon to produce counselors in an abbreviated period of time. Thus, distance learning is recognized as an integral part of education, especially for adult learners. This article provides an overview and discussion of the relevance of distance and accelerated learning in rehabilitation and higher education.

Accreditation↗
PubMed1995

Learning and generalization with Minimerror, a temperature-dependent learning algorithm.

We study the numerical performances of Minimerror, a recently introduced learning algorithm for the perceptron that has analytically been shown to be optimal both on learning linearly and nonlinearly separable functions. We present its implementation on learning linearly separable boolean functions. Numerical results are in excellent agreement with the theoretical predictions.

Algorithms↗
PubMed2005

Suspects who have a learning disability: police perceptions toward the client group and their knowledge about learning disabilities.

More than a million people in the UK have a learning disability. A small but significant proportion of these people will come into contact with the criminal justice system because they have offended or have been accused of an offence. This article reports on the perceptions of police officers toward this potentially vulnerable group and their knowledge of issues related to learning disabilities. Interview data were collected from eight police sergeants employed by Humberside Police and analysed using qualitative techniques. The article concludes that further training in the subject area is required. This is likely to be successful in the force under study due to their promotion of positive perceptions toward people with learning disabilities.

Cognition↗
PubMed1993

Learning by mutual commitment: broadening the concept of learning contracts.

A learning environment where students may negotiate with the course directors on the objectives and contents of a course, and where the teachers from pre-stated teaching and pedagogical obligations, may also negotiate with the students on what realistic demands they can meet when adjusting to individual students' needs, could be regarded as a set-up where learning by mutual commitment takes place. In order to support and to elaborate on reported experiences from using contracts as a learning device (Solomon, 1992), experiences gained from the Medical School of Witten/Herdecke, Germany, will be presented.

Education, Medical↗
PubMed2004

Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology.

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Learning and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the on-line case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.

Adult↗
PubMedDate not supplied

Perception of learning needs and preferred learning methods about AIDS/HIV among registered nurses working in the community in Texas.

It is important for nurses and other healthcare workers to recognize that patients who present themselves for health care could already be infected with human immunodeficiency virus (HIV). Therefore, appropriate and sensible infection control precautions should be taken at all times. An assessment of nurses' knowledge of acquired immunodeficiency syndrome (AIDS)/HIV provides information to guide further continuing education efforts. This study describes the learning needs and preferred learning methods regarding AIDS/HIV among registered nurses working in a community in Texas. Respondents confirmed the need for important content areas regarding primary, secondary, and tertiary prevention such as universal precautions, protection from infectious diseases, and occupational hazards for healthcare providers. Several teaching methodologies were included. Self-paced instruction was the least preferred teaching-learning method; hands-on methodology was most preferred for the topics of clinical manifestations, long-term care, testing, and counseling.

Attitude of Health Personnel↗
PubMed2005

Lessons learned: a successful distance learning collaborative between the Department of Veterans Affairs and the Department of Defense.

Academic, business, and government organizations are increasingly looking to distance education to meet workforce learning needs. This modality differs from classroom education, however, and simply transferring content from a traditional classroom to a distance learning application can result in poor outcomes. The Department of Veterans Affairs and the Uniformed Services University of the Health Sciences Graduate School of Nursing implemented a program preparing adult nurse practitioners solely through the medium of distance education, with no university "in-residence" requirement. Lessons learned from this success can prove useful to organizations that are planning distance education initiatives.

Curriculum↗
PubMed1986

Memory in learning disabled children: digit span and the Rey Auditory Verbal Learning Test.

Scores on the Rey Auditory Verbal Learning Test (RAVLT) were compared to WISC-R digit span results in a sample of 153 learning disabled students. With statistical controls for age and IQ, regression analyses indicated no significant relationships between the RAVLT and longest forward span, longest backward span and total digit span raw score. Factor analysis of the RAVLT variables, forward span, backward span and total digit span raw score yielded three factors that were interpreted to represent a long term memory factor, a short-term memory factor with high coding demands and a short-term memory factor with low coding demands. Conclusions were made regarding the inadequacy of using only digit span when making diagnostic statements about the auditory memory functioning of learning disabled students.

Journal Article↗
PubMed2005

Peer learning, lectures and online learning--putting it all together.

INTRODUCTION: This paper evaluates usage of discussion forums forming part of an integrated online learning environment that supplements a face to face general practice registrar training program. METHOD: Basic general practice registrars were given training in the use of the online learning environment, which was explicitly linked to their other educational activities. A group of advanced registrars was given access to the online environment without any formal training or support and without specific curriculum linkage. Usage data were in the form of quantitative analysis of site logs, posts to discussion forums before and after a website redesign, and qualitative feedback from focus groups. RESULTS: The majority of basic registrars accessed forums to read messages. Only one third posted messages. The number of registrars to access forums was similar before and after site redesign. Log data indicated greater exploration of resources in the redesigned environment. The group of advanced registrars used the online resources significantly less than the basic registrars. DISCUSSION: These data underscore the importance of linking curriculum to online learning resources, and of providing adequate information technology training and support.

Australia↗
PubMed1976

Effects of caffeine on discrimination learning, consolidation, and learned behavior in mice.

Three sets of experiments were carried out in a Y water maze in which mice had to swim toward the light or the dark, in two different procedures. The first procedure involved, orientation toward a light source (L procedure), corresponding to natural preference, the latter involved orientation toward the dark (D procedure), corresponding to the acquisition of a new pattern of behavior. In pretrial drug treatments caffeine was administered to two groups of naive mice, tested under one of two experimental conditions. Posttrial drug treatments were made in animals learning the D procedure. Pretrained mice in the L or D procedure were finally injected with increasing doses of the drug. The results show that caffeine administration to naive animals was followed, in the D procedure, by a facilitation of learning and consolidation processes, and in the L procedure by improvements of the natural tendencies. Behavioral disruption followed treatment with the drug in mice pretrained in the D procedure, while only very high doses caused disruption in mice pretrained in the L procedure.

Animals↗
PubMed2001

High levels of estradiol disrupt conditioned place preference learning, stimulus response learning and reference memory but have limited effects on working memory.

The present study investigated the effects of high levels of estradiol in female rats on four different radial arm maze tasks: the hippocampus-dependent spatial working-reference memory task; the prefrontal cortex-hippocampus dependent delayed win-shift task; the striatum-dependent cued win-stay task; and the amygdala-dependent conditioned place preference task. Ovariectomized female rats were injected daily with either 10 microg of estradiol benzoate or sesame oil vehicle approximately 4 h prior to testing. In Experiment 1, treatment with estradiol disrupted learning on the spatial working-reference memory task by increasing the number of reference memory errors to reach criterion. In Experiment 2, treatment with estradiol had no significant effect on the delayed win-shift task. In Experiment 3, treatment with estradiol resulted in impaired performance on a striatum-dependent cued win-stay task. In Experiment 4, treatment with estradiol impaired the acquisition of a conditioned place-preference task. Taken together these findings suggest that high levels of estradiol inhibit reference memory, stimulus response learning, and amygdala-dependent appetitive conditioning while having little effect on working memory.

Amygdala↗
PubMed1991

Hippocampus and olfactory discrimination learning: effects of entorhinal cortex lesions on olfactory learning and memory in a successive-cue, go-no-go task.

Three experiments assessed the effect of entorhinal cortex lesions on olfactory learning and memory using a successive-cue olfactory discrimination paradigm. In contrast to the results of other studies that used a simultaneous-cue paradigm, lesions of the entorhinal cortex facilitated rats' acquisition of individual odor discrimination problems, with no impairment in memory for the individual odors across both short (24-hr) and long (65-day) retention intervals and despite limited training. When considered together with previous observations of facilitation or impairment in learning after damage to the hippocampal system, the present data suggest that the hippocampus is preferentially involved in encoding relations among multiple stimuli. By this account, facilitation of performance is due to an interaction between hippocampal system dysfunction and task conditions that hinder direct comparisons among cues.

Animals↗
PubMed1994

Postnatal high-peak blood ethanol concentration and external cue-based discrimination learning and reversal in the preweanling rat: comparison with memory-based discrimination learning.

Postnatal exposure to ethanol that produces high-peak blood ethanol concentrations (HP-BEC) in artificially reared infant rats affects hippocampal neuroanatomy and discrimination learning based on memorial cues from a patterned (single) alternation (PA) schedule in preweanling rats (P. L. Greene, J. L. Diaz-Granados, & A. Amsel, 1992). In the present experiments, discrimination by preweanling rats exposed to ethanol in the same way was tested with nonmemorial, external cues. In this external cue-based discrimination and in its reversal, ethanol-exposed rats were not different from normal or artificially reared controls whether the cues were presented in a PA or random manner, although there was some evidence that the memorial cues from the PA schedule contributed to learning a discrimination based on external cues, suggesting that the deficit reported earlier in ethanol-exposed rats is a memorial deficit and not a general discrimination deficit.

Animals↗
PubMed1997

Dissociable effects of selective lesions to hippocampal subsystems on exploratory behavior, contextual learning, and spatial learning.

Rats received excitotoxic lesions of different subsystems within the hippocampal system--either the hippocampus proper (cornu ammonis and dentate gyrus; hippocampal lesions) or the entorhinal cortex-subicular region (entorhinal lesions). Subsequently, their activity in an operant chamber was monitored both before and after footshock had been delivered (Experiment 1). Rats with hippocampal lesions showed enhanced activity before the delivery of footshock and reduced freezing after the delivery of shock. Rats with entorhinal lesions showed control levels of activity before the delivery of footshock and control levels of freezing after the delivery of footshock. Both types of lesion impaired spatial learning in a water maze (Experiment 2). These results suggest that the deficits arising from damage to the hippocampal system in contextual and spatial learning have different origins.

Animals↗
PubMed1999

Ontogenetic adaptation and learning: a developmental constraint in learning for a thermal reinforcer.

Hoffman, Flory, and Alberts (1999) demonstrated that 1-, 5-, and 11-day-old rats in a cool environment (25 degrees C) acquired an operant head-turning response when rewarded with a 20-s warming of the platform on which they lay. In the current experiment 5- and 11-day-old rats in a hot environment (40 degrees C) acquired the head-turning response when rewarded with a 20-s cooling of the platform on which they lay, but 1-day-olds did not. The concept of ontogenetic adaptation helps us interpret these results: Neonatal thermotaxis constrains the 1-day-olds from learning a novel operant response for a cool reinforcer in a hot environment. Because the thermotaxis wanes from birth, it is not as strong in 5- and 11-day-old pups that are thus able to learn the operant for a cool reinforcer.

Adaptation, Physiological↗