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PubMedDate not supplied

Reinforcing communication skills while registered nurses simultaneously learn course content: a response to learning needs.

This article describes the implementation and evaluation of Integrated Skills Reinforcement (ISR) in a baccalaureate nursing course entitled "Principles of Health Assessment" for 15 registered nurse students. ISR is a comprehensive teaching-learning approach that simultaneously reinforces student writing, reading, speaking, and listening skills while they learn course content. The purpose of this study was to assess the influence of ISR on writing skills and student satisfaction. A learner's guide and teacher's guide, created in advance by the teacher, described specific language activities and assignments that were implemented throughout the ISR course. During each class, the teacher promoted discussion, collaboration, and co-inquiry among students, using course content as the vehicle of exchange. Writing was assessed at the beginning and end of the course. The influence of ISR on the content, organization, sentence structure, tone, and strength of position of student writing was analyzed. Writing samples were scored by an independent evaluator trained in methods of holistic scoring. Ninety-three per cent (14 of 15 students) achieved writing growth from .5 to 1.5 points on a scale of 6 points. Student response to both the ISR approach and specific ISR activities was assessed by teacher-created surveys administered at the middle-end of the course. One hundred per cent of the students at the end of this project agreed that the ISR activities, specifically the writing and reading activities, helped them better understand the course content. These responses differed from evaluations written by the same students at the middle of the course. The ISR approach fostered analysis and communication through active collaboration, behaviors cited as critical for effective participation of nurses in today's complex health care environment.

Adult↗
PubMed2006

How specifically do we learn? Imaging the learning of multiplication and subtraction.

The present functional magnetic resonance imaging (fMRI) study investigates modifications of brain activation patterns related to the training of two different arithmetic operations, multiplication and subtraction. Healthy young adults were trained in five sessions to answer multiplication and subtraction problems. In the following fMRI session, trained and new untrained problems closely matched for difficulty were presented in blocked order. Contrasts between untrained and trained operations showed stronger activation of inferior frontal and parietal regions, especially along the banks of the intraparietal sulcus. The reverse contrasts, trained minus untrained operations, yielded significantly higher activation in the left angular gyrus for multiplication but no significantly activated area for subtraction. This suggests that training leads to a reduction of general purpose processes, such as working memory and executive control in both operations, indicated by the decrease of activation in inferior frontal areas. For multiplication, however, the increase of activation in the left angular gyrus indicates a switching of cognitive processes. Trained subtraction therefore seems to lead to faster and more efficient strategies, while trained multiplication showed a shift from quantity-based processing (supported by the areas along the intraparietal sulci) to more automatic retrieval (supported by the left angular gyrus). The same training method caused changes in brain activation patterns that depended on the given operation. The effects of learning on the brain therefore seem not only to depend on the method of learning but also on its content.

Adult↗
PubMed2005

[Electronic learning: interactive learning in medicine or Socrates in electronic guise].

E-learning has been widely used for training in different fields. More recently, it was introduced during medical studies or for continuous medical education. The Canadian Universities are pioneers in e-learning creating special departments dedicated to pedagogy. Developing countries like Brazil or Central Europe have made some pilot experiments, which were successful. Several electronic companies have given a free access to the programmes and sites. The use of electronic media leads to an adaptation of teaching methods making them more interactive.

CD-I↗
PubMed2001

Lessons learned from the development of a distance-learning programme.

The development of an effective educational programme, i.e. one that not only delivers education but which also fosters change, requires both educational skills and subject expertise from the producers. This paper looks at the key lessons learned when developing a distance-learning programme. These seven key lessons, which focus heavily on needs assessment as well as team working and the need to consider a multiprofessional approach, offer practical advice to those in the medical and dental professions wishing to produce their own educational programmes.

Journal Article↗
PubMed2001

Service learning: integrating student learning and community service.

Health professions education is directly effected by changes in health care service delivery and financing systems. In the United States, as the health care industry increasingly shifts to a market economy, service delivery venues are moving away from acute care facilities and into community-based settings. Additionally, there is increased emphasis on primary prevention programs, often provided in public health settings. For health professions programs that traditionally provide clinical training in hospitals and long-term care facilities, there are unique challenges associated with identifying new venues in order to insure that students are exposed to a wide variety of patients with a range of chronic to acute disease conditions. One set of tools that has demonstrated usefulness during these kinds of transitions is service learning. This teaching methodology emphasizes increased partnership with clinical training sites, extensive orientation to patient populations and community resources, structured reflection and instilling the ethic of service in future health care providers. Although this article describes utilization of service learning in the context of current conditions in the United States, we hope that the principles presented here can be readily adapted in any setting.

Journal Article↗
PubMed1996

What is the Internet learning about you while you are learning about the Internet?

Privacy, confidentiality, and security are largely taken for granted in physicians' offices. However, increasingly, physicians and insurance providers will be obtaining and exchanging information through the sophisticated resources available on the Internet and the World Wide Web (WWW, or the Web). Some of these resources will maintain the same privacy experienced in the office of a trusted clinician or in the reading room of a great library, but more often than not, while people are learning from the Web, the Web will be learning about them. The author describes a new type of file used by Web browsers (the "cookies" file) that may enable users to browse the Web more efficiently but that may also compromise the user's privacy. He then discusses exactly how abuses might occur if information obtained through cookies files is misused, particularly by health insurance providers. Finally, he considers privacy and confidentiality issues raised by computer-based medical records, and the role of the health care provider in maintaining confidential and helpful doctor-patient relationships in the face of rapid technological change and the pressures of managed care.

Computer Communication Networks↗
PubMed2003

Convergence of reinforcement learning algorithms and acceleration of learning.

The techniques of reinforcement learning have been gaining increasing popularity recently. However, the question of their convergence rate is still open. We consider the problem of choosing the learning steps alpha(n), and their relation with discount gamma and exploration degree epsilon. Appropriate choices of these parameters may drastically influence the convergence rate of the techniques. From analytical examples, we conjecture optimal values of alpha(n) and then use numerical examples to verify our conjectures.

Journal Article↗
PubMed1968

Instrumental learning of vasomotor responses by rats: learning to respond differentially in the two ears.

Curarized and artificially respirated rats were rewarded by electrical stimulation of the brain for changes in the balance of vasomotor activity between the two ears. They learned vasomotor responses in one ear that were independent of those in the other ear, in either forepaw, or in the tail, or of changes in heart rate or temperature. In addition to implications for learning theory and psychosomatic medicine, these results indicate a greater specificity of action in the sympathetic nervous system than is usually attributed to it.

Animals↗
PubMed2002

Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills.

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.

Biology↗
PubMed1991

Distance learning in a local setting: a structured learning course for the introduction of general practice to undergraduate students.

This paper describes the development and evaluation of a structured introductory course in general practice. Following some of the principles developed in distance education, the Department provides everything the student needs for the formal learning requirement as well as detailed assistance in how best to tackle the selected topics. The course was reported to be demanding, relevant and enjoyable. The major areas requiring attention were in reducing the amount of reading required, more help in learning to work in small student-run groups and more one-to-one supervision of physical examination skills. With further refinement the course should be applicable to other medical schools in developed countries.

Curriculum↗
PubMed1989

Constraints on priming in spatial memory: naturally learned versus experimentally learned environments.

In four experiments, we explored constraints on priming in spatial memory. In Experiments 1 and 2, subjects who were familiar with the locations of buildings on the Vanderbilt campus participated in a recognition test. The subjects' task was to decide whether or not named buildings were on the campus. Foils in this recognition test were realistic but fictional names of buildings. In principle, the subjects could have performed this task without using spatial knowledge; in fact, they must not have used spatial knowledge, because there was no evidence of priming in recognition as a function of the spatial relations between buildings on the campus. This result differs from those obtained in earlier experiments that have examined memory of spatial layouts learned in laboratory settings. In Experiment 3, the fictional foils were replaced by names of buildings in an area of the campus separated geographically from the main campus. Evidently, this change induced subjects to retrieve spatial knowledge, because the spatial priming effect materialized. A fourth experiment replicated the above findings in a single experiment and demonstrated that spatial priming could be obtained when the configuration of buildings was learned experimentally. These results are explained by appealing to the "decontextualization" that takes place in memory over time.

Adult↗
PubMedDate not supplied

Learning disabilities. A computer assisted learning package.

Computers are currently playing a major role in the education of nurses. In terms of the education of patients and clients, however, technological software is in its infancy. The main aim of this study was to design a computer assisted learning (CAL) package on shape recognition and use it in one to one teaching sessions with children who had learning disabilities. A secondary aim was to evaluate whether in fact the use of this package would improve the ability of these children to recognise different shapes.

Child↗
PubMed1999

Using multi media to enhance a flexible learning program: lessons learned.

Central Queensland University is a well-established distance education provider with an internationally recognized reputation in flexible learning. It has a well-developed infrastructure for the preparation of quality print and multimedia learning materials. A symposium and working conference linking twelve sites, including Auckland NZ via video conferencing, and supported by print based materials and web based conferencing was held during November 1998 with the assistance of Telstra's Conferlink. This paper provides the background, organisation, and evaluation results. Our conclusions are that appropriate use of a combination of print based materials, videoconferencing and a web based classroom works well for the provision of continuing education to health professionals. In addition this symposium was able to reach clinicians and demonstrate the value of informatics to support evidence based practice.

Attitude of Health Personnel↗
PubMed2004

[Learn your whole life to learn].

Lifelong learning is no longer an option for dentists but rather a necessity, an obligation. In this contribution a survey is presented of all persons and institutions involved in the supply for continuing professional development (CPD). Subsequently the role will be discussed of the government, the universities, the professional organizations, the scientific associations and the scientific dental journals. The most decisive factor however is the own responsibility of the individual dental practitioner to keep learning a life long. Future developments will be touched upon shortly.

Education, Dental, Continuing↗
PubMed1993

Professional development through distance learning. The Professional Nurse Accredited Learning Scheme.

1. Professional Nurse Accredited Learning Scheme enables nurses to achieve CATS points towards a diploma in higher education. 2. The scheme also helps nurses fulfil their PREP requirements. 3. Each module in the scheme is presented in four parts over four months. 4. Modules are based on specific learning outcomes, tested through a two-part written assessment. 5. Nurses can undertake only part one of the assessment and gain 7.5 level 2 credits, both parts of the assessment and gain 15 level 2 credits, or they can choose not to be assessed and receive no academic credits.

Accreditation↗
PubMed1995

Serial reaction time learning and Parkinson's disease: evidence for a procedural learning deficit.

This paper presents evidence in support of a serial reaction time (SRT) deficit associated with Parkinson's disease, and related to the acquisition or execution of serial-order information. Eleven patients with idiopathic Parkinson's disease, and 10 age-matched but otherwise healthy control subjects, were compared on a variant of the SRT task introduced by Nissen and Bullemer (Cognit. Psychol. 19, 1-32, 1987). The results of this study clearly demonstrate that PD patients produce a quite different pattern of RT performance to that of control subjects. Such a pattern of results may reflect either: (1) a deficit in the patients' ability to learn the temporal order information provided by a repeating sequence of target locations in the SRT task; or (2) a deficit in the patients' ability to express temporal order information provided by the repeating sequence of target locations in the SRT task.

Aged↗
PubMed2005

Cholinergic parameters and the retrieval of learned and re-learned spatial information: a study using a model of Wernicke-Korsakoff Syndrome.

This is a factorial (2 x 2 x 2) spatial memory and cholinergic parameters study in which the factors are chronic ethanol, thiamine deficiency and naivety in Morris water maze task. Both learning and retention of the spatial version of the water maze were assessed. To assess retrograde retention of spatial information, half of the rats were pre-trained on the maze before the treatment manipulations of pyrithiamine (PT)-induced thiamine deficiency and post-tested after treatment (pre-trained group). The other half of the animals was only trained after treatment to assess anterograde amnesia (post-trained group). Thiamine deficiency, associated to chronic ethanol treatment, had a significant deleterious effect on spatial memory performance of post-trained animals. The biochemical data revealed that chronic ethanol treatment reduced acetylcholinesterase (AChE) activity in the hippocampus while leaving the neocortex unchanged, whereas thiamine deficiency reduced both cortical and hippocampal AChE activity. Regarding basal and stimulated cortical acetylcholine (ACh) release, both chronic ethanol and thiamine deficiency treatments had significant main effects. Significant correlations were found between both cortical and hippocampal AChE activity and behaviour parameters for pre-trained but not for post-trained animals. Also for ACh release, the correlation found was significant only for pre-trained animals. These biochemical parameters were decreased by thiamine deficiency and chronic ethanol treatment, both in pre-trained and post-trained animals. But the correlation with the behavioural parameters was observed only for pre-trained animals, that is, those that were retrained and assessed for retrograde retention.

Acetylcholine↗
PubMed2001

What is learned in patterning discriminations? Further tests of configural accounts of associative learning in human electrodermal conditioning.

Two Pavlovian SCR conditioning experiments investigated positive and negative patterning discriminations in humans by means of transfer tests. In Experiment 1, positive patterning (A-,B-,AB+) was trained interleaved with non-reinforced presentations of an additional stimulus (C-). Then responding to new compounds consisting of either already trained elements (AC,BC) or new elements (DE) was examined. In Experiment 2, negative patterning (A+,B+,AB-) was trained interleaved with reinforced presentations of an additional stimulus (C+). Again, we examined responding to new compounds consisting of either already trained elements (AC,BC) or new elements (DE). In both experiments the initial patterning discrimination was solved successfully. The response patterns to the test compounds in both experiments were in contradiction to configural accounts of associative learning. In positive patterning human participants seemed to utilize 'number' or some other abstract feature in preference to available concrete stimuli. In negative patterning the abstract dimension of 'separate-versus-together' or 'opposite' was used.

Adult↗