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PubMed2005

Building a learning community on-line: the first step towards a national virtual learning environment in orthodontics.

Virtual learning environments (VLEs) are attractive solutions for the delivery of education on-line. Orthodontic education online has the potential to alleviate some of the problems caused by increasing demands on academic staff, the impact of the European work time directives and changes in junior doctors' hours. All act to constrain the effective training of orthodontic postgraduates. The design of a VLE is driven by modern concepts in learning and teaching, the structure, content and assessment methods will help determine the range of behaviours any programme hopes to encourage. This paper aims to provide information on how a modular specialist-training programme in the United Kingdom has been developed and enhanced by a VLE.

Computer-Assisted Instruction↗
PubMedDate not supplied

Learning disability nursing: shared learning should be encouraged.

People with learning disabilities often have multiple and complex health needs and need access to a range of specialist skills. Professionals are often unclear about each other's roles. Sharing common areas of learning will lead to a greater understanding of these roles.

Humans↗
PubMed1980

[Studies on the development of water maze-learning ability in rats. (1) Correlation between learning ability and brain weight in growth periods (author's transl].

In order to determine the appropriate age for the water filled multiple T-maze test. Wistar-Imamichi strain rats (SPF) 3 to 10 weeks of age were given daily 3 repeat trials on three consecutive days. Learning ability was evaluated on the basis of daily decrease of errors in the water maze test. Elapsed time to reach the goal, errors and variations of these decreased with progressing trials regardless of age and sex. Comparing to the rats under 4 weeks of age, errors in the 3rd day trials became constant at lower level in rats over 5 weeks of age. These results suggest that the learning ability of rat may reach adulthood by 5 weeks of age. Brain weight also attained a plateau at 4-5 weeks of age in both sexes of rats.

Age Factors↗
PubMed2005

Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities.

1,000 parents of infants and toddlers enrolled in early childhood intervention programs were surveyed about the number of learning opportunities provided their preschool children using different approaches to early intervention. Findings showed that more learning opportunities were reported when participation in everyday activity settings was conceptualized as a type of intervention rather than as settings for professionals to conduct their interventions.

Child Development↗
PubMed1987

[Response uncertainty on rule learning by observation: effects of pre-experience on observational learning].

The present study was conducted to examine the hypothesis that children's feelings of uncertainty would mediate between pre-experience and rule acquisition in observational learning. After received a pretest, subjects were requested to estimate their response uncertainty concerning a task used in the pretest. Then they observed a model responding to a series of pictures each of which depicting one of four directions. The model's responses were governed by a rule consisted of two dimensions: the progression and the direction. After observing the demonstration, subjects received two post-tests which differed in the order of stimulus presentation and in terms of the reinforcement. Subjects enhancing their feelings of uncertainty in the pretest phase acquired a rule which contained a dimension of the progression, while subjects who did not enhance them acquired a rule used by the model. These findings were interpreted as generally supporting the hypothesis of response uncertainty as a mediator of rule learning.

Biofeedback, Psychology↗
PubMedDate not supplied

Learning how to learn: the key to CQI.

Learning is a search for truth, and our individual definitions are inevitably limited, writes Irwin Rubin, Ph.D. Because learning is a dynamic circular process, information about a problem or opportunity will be limited unless four perceptions of the truth--each valid, yet incomplete--are accepted. Rubin describes these four perceptions and how to most effectively get them all to work together.

Decision Making, Organizational↗
PubMed2002

Comparing objective and subjective learning curves: judgments of learning exhibit increased underconfidence with practice.

When participants studied a list of paired associates for several study-test cycles, their judgments of learning (JOLs) exhibited relatively good calibration on the 1st cycle, with a slight overconfidence. However, a shift toward marked underconfidence occurred from the 2nd cycle on. This underconfidence-with-practice (UWP) effect was very robust across several experimental manipulations, such as feedback or no feedback regarding the correctness of the answer, self-paced versus fixed-rate presentation, different incentives for correct performance, magnitude and direction of associative relationships, and conditions producing different degrees of knowing. It was also observed both in item-by-item JOLs and in aggregate JOLs. The UWP effect also occurred for list learning and for the memory of action events. Several theoretical explanations for this counterintuitive effect are discussed.

Adult↗
PubMed1999

Quality here, there and everywhere: the application of a multi-dimensional learning tool to learning disability health services.

The following paper examines the applicability of Maxwell's Multi-dimensional Quality Evaluation model to community learning disability health services. The model defines seven dimensions against which the quality of any given service can be measured: effectiveness, efficiency, economy, equity, access to services, appropriateness and social acceptability. A number of examples in relation to community learning disability services are discussed.

Community Mental Health Services↗
PubMed1991

A model for collaborative service delivery for students with language-learning disorders in the public schools. Committee on Language Learning Disorders American Speech-Language-Hearing Association.

Collaborative service delivery can augment traditional methods for serving students with language-learning disorders in the public schools. In collaborative service delivery, the speech-language pathologist is an integral member of a transdisciplinary team consisting of educators, parents, and the student. Team members collaborate to formulate a single educational program for each student. The team devises all treatment goals, assessment methods, intervention procedures, and documentation systems to enhance the student's academic and social functioning in the school environment. All team members are aware of the student's entire curriculum, and team members typically share responsibility for specific educational goals. Most special services, as well as regular instruction, take place within the classroom. Administrative support is crucial to the implementation of collaborative service delivery. Effective collaboration requires that team members be allotted time to meet outside of their classroom duties. In addition, cooperation among team members is essential. Potential team members must be willing to pool their expertise and abandon notions of professional "turf." The implementation of collaborative service delivery may require some adjustment in the way speech-language pathologists and other educators perceive their roles in public school settings. However, this service delivery model holds great promise for providing services to maximize the functional potential of students with language-learning disorders.

American Speech-Language-Hearing Association↗
PubMedDate not supplied

Effects of a self-directed learning project and preference for structure on self-directed learning readiness.

The purpose of this study was to examine the effects of preference for structure and a self-directed learning (SDL) project on the SDL readiness of junior-class baccalaureate nursing students. The sample was divided into a control group consisting of two sections (N = 50) who did not conduct an SDL project, and an experimental group consisting of two sections (N = 54) who did conduct an SDL project. Preference for structure was measured by Ginther's Reactions to Statements; SDL readiness was measured by Guglielmino's Self-Directed Learning Readiness Scale (SDLRS). Before treatment, both groups of students and both groups of faculty were similar on these research variables. Data were analyzed by multiple regression analysis of covariance, with pretest SDLRS scores as the covariate. It was concluded that neither preference for structure nor conducting an SDL project contributed significantly to the variance in posttest SDL readiness, but the interaction of these two variables did contribute. The findings suggest that persons who prefer low structure benefit from SDL teaching more than do persons who prefer high structure.

Adult↗
PubMed1982

[The effects of hippocampal lesions on two types of avoidance learning in rats: effects on learning to be active or to be inactive].

Two experiments were conducted to study the effects of hippocampal lesions upon various behaviors of rats in both shock and shock-free situations. The main emphasis, however, was placed on the study of the effects of the lesion upon avoidance learning to be active and inactive. In Experiment I, partially hippocampectomized rats, as compared with the control rats, showed better performance in the avoidance task to be active, but groups did not differ in the avoidance task to be inactive. Having assumed that the latter result was due to the insensitivity of the stabilimeter device used to detect rat's movements, they were detected visually by an observer under a blind condition in Experiment II. Hippocampectomized rats were shown to be poorer than control rats in learning to avoid by being immobile. The results were discussed with reference to Issacson (1974) and Blanchard, Blanchard, Lee, and Fukunaga (1977). The results obtained in shock free situations did not differ significantly among groups. But there was some evidence showing the mean durations of freezing and immobility to be less per episode in hippocampectomized than control rats.

Animals↗
PubMed1993

[Test strategies in evaluation of quantitative psychological hypotheses: the example of total learning time in learning of texts].

In most textbooks on statistics and experimental design, the analysis of trend hypotheses is incomplete or at least not satisfactory from an hypothesis testing point of view. Quantitative psychological hypotheses usually predict that a particular trend component will be significant, while all other trends are expected to be absent. Only a conjunction of these two results, however, eventually confirms the psychological hypothesis. This fact is not addressed in popular textbooks, and so this article deals with some statistical testing strategies that can be used to examine functional psychological hypotheses via trend tests. Under some circumstances, however, the strategies discussed may fail when several psychological hypotheses are examined simultaneously. This failure can be avoided by adding a further test to the strategies which allows a comparison of predicted and actual correlations. The different strategies for testing trend hypotheses are then applied to the simultaneous examination of two simple quantitative psychological hypotheses which address the role of total presentation time and its pacing in text learning ("total-time hypothesis"). Although Bredenkamp (1975) has convincingly argued on a theoretical basis that the form most often encountered in the literature must be false, this variant has been discussed most often in various fields of psychology. Therefore, two experiments were planned and performed in which this well-known variant of the hypothesis is compared with a modification claiming a less steep linear function than the classical variant. The article shows how the necessary tests can be planned to prevent the cumulation of error probabilities from being too large. The experiments in which N = 180 and N = 216 students have to learn and recall until they have mastered a short prose passage, demonstrated convincingly that the classical form of the total-time hypothesis does not hold, whereas the modification can be regarded as confirmed.

Adult↗
PubMed1995

[Clinical studies of learning disability. Part II: A prospective study of children with risk factors for learning disability at three year-old screening].

We followed children with the risk factors for learning disability (LD) at the three year-old screening prospectively. The five risk factors were speech delay, hyperkinesia, delayed social skill, delayed comparative conception (big and small, long and short) and mutistic behaviour. We evaluated seventeen elementary school children using WISC-R and the Pupil Rating Scale Revised. Six of them were diagnosed as normal, six were learning-disabled, and five were mentally retarded children. We proposed that the screening of LD at three years by the risk factors were effective but only partially.

Child↗
PubMed1997

Assessment of preclinical problem-based learning versus lecture-based learning.

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

Attitude↗
PubMed2005

Cluster randomized controlled trial of the impact of a computer-assisted learning package on the learning of musculoskeletal examination skills by undergraduate medical students.

OBJECTIVE: To identify whether there was measurable impact of a specific computer-assisted learning (CAL) package, "Virtual Rheumatology," on the learning of musculoskeletal examination skills by medical students. METHODS: We conducted 2 parallel, cluster-randomized controlled trials using undergraduate curricula at 2 locations: Newcastle and London, UK. Medical students attending a musculoskeletal rotation were allocated to the intervention (Virtual Rheumatology CD) or the control arm of the study by placement group. A formative 14-item objective structured clinical examination (OSCE) assessment on the examination of shoulder and/or knee joints was the main outcome measure at Newcastle. At London, a 17-item knee station formed part of the summative OSCE. We also used a questionnaire including a 15-item confidence log (C-Log) for self assessment of musculoskeletal examination skills and knowledge. Analysis was by intention to teach. RESULTS: At Newcastle, there were 112 students in the CD allocated group and 129 in the non-CD group. The CD allocated group performed significantly better on the OSCE (P = 0.002) and C-Log (P = 0.005) than the non-CD group. At London, there were 48 students in the CD allocated group and 65 in the non-CD group. The CD allocated group performed better on the knee OSCE than the non-CD group (adjusted P = 0.040), but there was little difference in the change in C-Log scores from baseline to followup between the 2 groups (P = 0.582). CONCLUSION: The Virtual Rheumatology CD has a positive impact on the acquisition of musculoskeletal examination skills in medical students. Further study is needed to see if similar advantages could be gained in other clinical specialities and how CAL resources could be effectively integrated into the medical curriculum.

Adult↗
PubMed1984

Leg position learning by an insect: II. Motor strategies underlying learned leg extension.

The patterns of myographic activity in the flexor and extensor tibiae muscles of the locust which accompany learned tibial extension were examined. Three distinct motor strategies were identified: (1) repeated flexion-extension movements, each of which resulted in a momentary excursion beyond the required, pre-set joint angle (demand angle) and in sum met the criterion for learning; (2) changes in basic muscle tonus, which resulted in maintained shifts in tibial position without discernible myographic activity; (3) tonic activity in the single slow excitatory motoneuron of the extensor tibiae ( SETi ) which produced maintained tibial extension. These strategies were selectively employed depending on the particular range of joint angle required. These strategies were compared and their effectiveness evaluated using a variety of behavioral criteria. Neuronal mechanisms which might underlie each of these strategies are discussed.

Animals↗
PubMed1998

Observation learning in day-old chicks using a one-trial passive avoidance learning paradigm.

We tested the hypothesis that day-old chicks, Gallus gallus domesticus, can learn to avoid an aversive stimulus if they observe the responses of another chick. In experiment 1, one of a pair of chicks (the actor) was allowed to peck at a bead coated in the bitter-tasting substance methylanthranilate (MeA), while we prevented the other chick (the observer) from pecking the bitter-tasting bead by separating the chicks with a piece of wire mesh. Both chicks avoided pecking at a similar but dry bead 0.5, 3 and 24 h after the observer chick saw the actor chick peck at an MeA-coated bead. By contrast, when the actor chick had pecked at a water-coated bead, both chicks continued to peck at a dry bead at 0.5, 3 and 24 h after training. Experiment 2 investigated whether observer chicks showed avoidance if they were prevented (by the insertion of an opaque barrier) from observing their companion pecking at the MeA-coated bead during either training or testing. Observer chicks that could not see their companion during training but could observe the actor chicks at test showed no subsequent avoidance whereas chicks that observed the actor chick at training, but not during testing, showed high levels of avoidance. Although the sensory cues (visual, auditory or olfactory) or types of behaviour (i.e. levels of pecking or head shaking) that the observer chick used to maintain avoidance remain unclear, the results show that chicks can learn about an aversive object by observing the responses of a conspecific. (c) 1998 The Association for the Study of Animal Behaviour.

Journal Article↗
PubMed1993

Sound learning--shared multi-site learning through audiobridge.

Amalgamation of nurse education centres in the UK has resulted in the formation of large, multi-site institutions with a number of campuses situated some distance away from the main centre. Pre-Registration Courses run by the college often have most theoretical elements of the course based in the main centre, with students travelling from satellite centres to attend. Post-Registration Education and Practice Project legislation and the need for all qualified staff to have access to facilitators of education may prove more difficult for those practising in remote areas. An audiobridge has been established, linking education sites in Portsmouth, the Isle of Wight and Guernsey. The Guernsey centre was first 'on-line' and has piloted the use of the bridge. Insights have been gained into the values and limitations of the system which may prove useful to others. Strategies for accessing and using the bridge, the preparation of learning experiences to be undertaken over the bridge and the actual practicalities of using the equipment to deliver and participate in lessons where sound is the main sense to be utilised, have all been addressed to deliver lectures, tutorials, seminars and meetings. Student-centred learning and direct student access for peer support networks are anticipated.

Education, Nursing, Baccalaureate↗