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PubMed2000

Caring about learning while learning about caring: coping with change in health professional education.

In recent years educators of health care professionals in the United Kingdom have been faced with problems of organizational upheaval consequent on incorporation into higher education. The author considers some of the problems associated with the individual and organizational strategies adopted to confront the demands of such change. A particular focus is placed upon the concept of a caring learning organization and the organizational dilemmas that must be addressed in contemporary health professional education.

Allied Health Personnel↗

PubMed2001

Mouse strain differences in opiate reward learning are explained by differences in anxiety, not reward or learning.

Gene-targeting techniques to produce null mutations provide a powerful method for evaluating the contribution of particular candidate genes involved in motivation. The embryonic stem cell lines in which homologous recombination is undertaken are derived from 129 mice, but because of the impoverished performance of 129 mice on a number of behavioral tasks, mice chimeric for the mutation are often bred with a C57BL/6 mouse strain. Thus, an examination of both parental strains is important in the study of the knock-out mice. Although the C57BL/6 behavioral phenotype is well documented, details of the 129 phenotype have not been the focus of study until recently. We investigated opiate motivation in both 129/SvJ and C57BL/6J mouse strains to determine whether, and under what circumstances, the 129/SvJ mouse exhibited motivated behavior toward opiates. 129/SvJ mice required both drug and contextual cues to demonstrate morphine conditioned place preferences on test day, whereas C57BL/6J mice required only contextual cues to express opiate place conditioning. Pentobarbital and diazepam but not saline, cocaine, or naloxone could substitute for morphine on test day in 129/SvJ mice, demonstrating that morphine indeed has rewarding motivational valence in the 129/SvJ mouse strain. This critical, interoceptive cue in 129/SvJ mice on test day may be the anxiolytic properties of the effective drugs. Therefore, some deficits observed in 129 mice and mice harboring this genetic background may be attributed to high levels of anxiety during the retrieval period rather than to sensory, learning, or motivational deficits.

Animals↗

PubMed2002

Learning power of single behavioral units in acquisition of a complex spatial behavior: an observational learning study in cerebellar-lesioned rats.

By combining an observational spatial learning paradigm with a cerebellar lesion that blocks the acquisition of new spatial strategies, it is possible to separate a complex spatial behavior into its fundamental units to study which relationships among units have to be maintained so that the entire behavior might be acquired. Normal rats were first allowed to observe demonstrator rats performing single explorative behaviors (circling, extended searching, direct finding), then were hemicerebellectomized and, finally, tested in the Morris water maze. In spite of the cerebellar lesion, the observer rats displayed exploration abilities that closely matched the previously observed behaviors. These results indicate that the single facets that form the strategy repertoire can be independently acquired.

Animals↗

PubMed2003

Psychometric properties of the Mid-Range Expanded Trail Making Test. An examination of learning-disabled and non-learning-disabled children.

By systematically varying the stimuli within the Mid-Range Trail Making Test (MTMT), it may eventually be possible to isolate the cognitive demands of this test. Toward this end, the Mid-Range Expanded TMT (METMT) was developed by adding five new forms to the original forms A and B. To insure its appropriateness for clinical and experimental use, the current study sought to quantify the psychometric properties of this new test. The results indicate that the METMT is reliable and has adequate construct, criterion, and factoral validity. The results also cross-validated the findings of Davis et al. [J. Clin. Psychol. 45 (1989) 423.], suggesting that brief neuropsychological evaluations can effectively differentiate normal learners from learning-disabled children. The present study suggests that the MTMT is robust to alterations of its stimulus dimensions. Preliminary METMT normative data are presented.

Adolescent↗

PubMed2003

Learning management systems' evaluation focuses on technology not learning.

Learning Management Systems (LMS) are widely used in educational institutions around the world. The purpose of this poster is to review the characteristics of evaluations of these systems consulting two kinds of sources: Peer-reviewed journals and Web documents. Our results show that the current emphasis is on evaluating the technology, which suggests the need for a theory/pedagogy driven evaluation focused on educational outcomes. Introduction

Computer-Assisted Instruction↗

PubMed2006

Television stars--counselling of PBL (Problem Based Learning) groups through videoconferencing in a distance learning based nursing bachelor programme.

This paper addresses the use of videoconferencing in PBL (Problem Based Learning) counselling in a nursing bachelor programme. How suitable is the use of videoconferencing in counselling? Preparations for the use of videoconferencing are described. The paper is based on a study in which both qualitative and quantitative methods have been used. Results from the study are presented and discussed. To claim any degree of objectivity in this matter would be rather ambitious, but we maintain that our paper could pinpoint some of the critical issues that should be met in the planning and the management of videoconferencing when used in counselling. The study shows that videoconferencing is well suited for counselling of PBL groups.

Education, Distance↗

PubMed1995

[Clinical studies of learning disability. Part I: Two-axial diagnosis of learning disability using the Pupil Rating Scale Revised (PRS) and WISC-R].

We investigated the correlation between intelligence quotient and school performance evaluated by PRS (the Pupil Rating Scale Revised) to assess an adequacy of two-axial diagnosis of learning disabilities (LD). The subjects were 37 children, including 31 cases with developmental or school problems and 6 normal children. The Japanese Wechsler Intelligence Scale for Children-Revised (WISC-R) was employed for an estimation of intelligence quotient (IQ) and, PRS was used to evaluate school performance. We defined 'LD risk child' as a child whose IQ was no less than 70 and PRS score was no more than 65. A statistical evaluation of IQ and PRS was done in this group separately. Ten children were diagnosed as 'LD risk' using this criterion. Fourteen children had normal IQ, and thirteen children were mentally retarded. There was a significant correlation (r = 0.68, P < 0.001) between IQ and the PRS score in these 37 children. On the other hand, no significant correlation was found between IQ and the PRS score of the 'LD risk child'. This result suggests that we can expect high PRS score in proportion to their IQ level. Because LD children generally tend to demonstrate deviated IQ-school performance correlation, we conclude that the WISC-R and PRS are appropriate for two-axial screening of LD.

Adolescent↗

PubMed1997

[Clinical studies of learning disability. Part III: Prevalence of children with suspected learning disabilities].

The prevalence of children with suspected learning disabilities (LD) was investigated. One thousand and eight-hundred-eighty-nine pupils at ordinary elementary classes were evaluated by class teachers. We defined suspected LD as a condition with normal IQ (not less than 70) and low PRS score (not more than 65). Eighteen children (12 boys, 5 girls, and 1 with sex unknown) were considered as suspected LD with this criterion. The prevalence of suspected LD at elementary schools was 0.95%, the lowest figure as compared to those in previous reports. The suspected LD children were studied for the LD type and school grade. Verbal LD was not found, non-verbal LD was found in 6 children, and mixed type in 11. In the study of their school grades, the third grade suspected LD children were the largest. There was a significant decrease in number at higher school grades.

Age Factors↗

PubMed1997

[Clinical studies of learning disability. Part IV : A prospective study of children with risk factors for learning disability at three year-old screening--clinical examinations in 1995].

We are following children with risk factors for learning disability (LD) at three year-old screening prospectively. In 1995, one child reportedly as normal in 1994 was considered to have a possibility of LD. The complaints of their parents had shifted to underachievement. In several children, their poor social skill in school and family was considered to be more serious in 1995 than in 1994. All children who were clumsy in early childhood showed non-optimal motor co-ordination on minor neurological examinations by Touwen. This suggested that non-temporary neurological impairments led them to LD.

Child↗

PubMed1965