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PubMedDate not supplied

Building physician managers and leaders: a model.

A needs assessment identified leadership, management, and interpersonal skills as training and development areas for hospital's physician executives. Training sessions were developed and occurred quarterly over a two-year period. Development strategies were designed to enhance transfer of learning from the classroom setting and incorporated personalized coaching sessions, development of a peer mentoring program, group redesign of the performance appraisal process, strategic planning, and performance feedback sessions. The comprehensiveness of the approaches taken in this program is critical to successful training and development efforts of physician executives.

Data Collection↗
PubMed1997

Teaching and assessing clinical skills using virtual reality.

The need to improve the teaching and assessing of students' procedural skills has been well 0 encounters, often with little or no supervision. Assessment of these skills has depended on rudimentary physical models, or standardized patients. The limitations of these methods also are well known. A new technology known as "Virtual Reality" has tremendous potential to assist medical educators in teaching and assessing clinical skills of students, residents and physicians in practice. Virtual Reality consists of a computer-generated three-dimensional simulation in which the user both views and manipulates the contents of the environment. Various degrees of immersion may be experienced that may include elements such as vision, touch or sound. It can provide an environment that so closely represents an actual clinical situation that skills learned will transfer to patients. Many variations in anatomy or other complications can be presented, and trainees can practice hundreds of times until their skills are perfected. This paper describes current activities in this area in the Dalhousie Faculty of Medicine and elsewhere. Various forms of Virtual Reality are described and their application to particular clinical areas are described.

Computer-Assisted Instruction↗
PubMedDate not supplied

Transfer of new skills from classroom setting to the work place--whose responsibility is it?

As a trainer, you conducted an excellent program and sent participants back to their jobs filled with new ideas and skills. Think your job is over? As a manager or supervisor, you sent your employees to a dynamite seminar. Do you think your job is over? It has just begun! Here are some techniques to enhance transfer of learning from the classroom back to the work place.

Behavior↗
PubMedDate not supplied

[Behavior characterization of a model of Huntington's disease in rats, induced by quinolinic acid].

INTRODUCTION: Huntington's disease (HD) is a progressive neurodegenerative disorder, characterized by severe degeneration of basal ganglia neurons. Behavioral symptoms of HD include abnormal, uncontrollable and constant choreiform movements, impaired cognitive function and emotional disturbance. OBJECTIVE: In order to explore the changes of cognitive and motor functions induced by quinolinate lesion we realized this experiment. MATERIALS AND METHODS: We studied the behavior of rats with unilateral quinolinate induced lesions of the medial striatum. Intact 3 months old male rats (n = 23) were trained in the Morris Water Maze during three consecutive days, eight trials/day (acquisition), and before surgery they were randomly assigned either to intact or lesion groups. Fifteen days after the lesion the rats were tested using retention test (one day/four trials, with the escape platform in the same position as in acquisition test), on the next three days the rats were tested in the transfer test (three days/eight trials-day, with the platform in the new position). The Paw reaching test and the asymmetrical rotational behavior test in respond to amphetamine were also tested in these rats. RESULTS: Lesioned animals exhibited deficient retrieval of stored memories of visuospatial skills and impaired transfer of learning. In relation with motor activity the lesioned rats showed a profound impairment in the skill of the left forelimb for reaching food compared with its right forelimb as well as with the forelimb abilities of intact rats. The lesioned animals showed significant rotational behavior induced by amphetamine agonist, ipsilateral to the lesioned striatum. CONCLUSIONS: These results are consistent with the notion that the striatal degeneration could sufficiently account for the cognitive abnormalities associated with HD, and with the key role played by basal ganglia in enabling voluntary and postural adjustment of the movements.

Animals↗
PubMed2004

From spreading depression to spatial cognition.

The Laboratory of Neurophysiology of Memory started its existence in 1954 by systematic research into spreading depression of EEG activity of laboratory rodents and by the use of this remarkable phenomenon as a functional ablation method in behavioral research. Its main contributions were in the study of memory formation and consolidation, interhemispheric transfer, motor learning, conditioned taste aversion and spatial orientation and navigation. In the last five years it concentrated on navigation of rats in multiple reference frames, on electrophysiological evidence for the role of hippocampal place cells support of behavior in such dissociated frames, on the analysis of idiothetic and allothetic forms of navigation and on the mathematical methods allowing assessment of the contribution of goal directed locomotion to place cell activity. The methods used in spatial memory research in rats were used for examination of human subjects in a laboratory equipped with a tracking system for humans in the hospital Homolka. Animal models of Alzheimer disease were studied in transgenic mice with the human gene for the beta amyloid precursor protein.

Animals↗
PubMed2007

The emergence of leadership in coordination-intensive groups.

Although group coordination was introduced to psychology in the early 1990s, it was not until the advent of nonlinear dynamical systems (NDS) that it was possible to gain an understanding of how the process of implicit learning and self-organization take place in conditions where no hierarchical (management) influences are involved. This experimental study examined how leaders might emerge from coordination-intensive task groups where verbal interaction is not possible. NDS and game-theoretical research indicate that the presence of leaders is not required to produce coordination. Thus the question remains as to whether leaders would emerge from coordination-intensive task groups in the similar manner to how they emerge from other types of groups. In the experiment, 13 4-person groups were allowed to discuss the coordination (card game) task while performing it; 13 other groups worked nonverbally. Split-plot ANOVA showed that verbalizing groups performed better than nonverbalizing groups overall and showed more acute coordination learning curves. Nonlinear regression for temporal dynamics within verbalizing and nonverbalizing groups showed asymptotic stability for initial coordination learning and transfer to a coordination rule of equal difficulty, but a chaotic function was observed when the teams switched to a more difficult coordination rule. A questionnaire measured leadership emergence at the end of the game along with other social contributions to the groups' efforts. The average level of leadership emergence for individuals did not differ between verbal and nonverbal conditions, although differences in other social contributions were observed. This experiment illustrates, furthermore, how the nonlinear science paradigm produces new hypotheses concerning verbalization that would not have been formulated otherwise. New avenues of study concerning coordination, leadership, and hierarchies are also discussed.

Adult↗
PubMed1990

Hierarchical structures: chunking by food type facilitates spatial memory.

Three experiments assessed the ability of male Sprague-Dawley rats to organize the spatial locations of different food types in a hierarchical manner to maximize the efficiency of working memory. Independent groups were exposed, on a 12-arm radial maze, to baiting arrangements varying in the stability of the pattern and type of food used as bait. Training rats with stable, differentiable baiting arrangements produced increased accuracy in choice performance, hierarchically ordered patterns of choice selection, slower growth of proactive interference when trials were massed, and the learning of the geometrical relations among food types independent of other extramaze cues. Such findings are strong evidence of the rat's ability to encode and use local cues for navigation, based on properties of the reinforcer. The application of a chunking strategy may provide for more efficient use of working memory by facilitating information storage, recall, or resetting mechanisms.

Animals↗
PubMedDate not supplied

The clinical teacher. A critical link in competence development.

Regardless of market conditions, staff development personnel are responsible for helping to meet the organization's need for competent staff. Collaboration between the organization's education and clinical staff is essential to effect a successful transfer from having knowledge to performing effectively. One organization's response to the challenge of competence development, and how a successful transfer of learning can be achieved by collaboration between clinical educators and clinical staff is reported.

Clinical Competence↗
PubMed1985

Teaching janitorial skills to autistic adolescents.

In the Special Education Clinic at the University of Texas at El Paso, a study was conducted to teach janitorial skills to retarded adolescents with autism. The study was designed to examine the efficacy of using three levels of prompts on three autistic clients' acquisition of 18 response sequences in cleaning a restroom. The restroom cleaning behavior was task analyzed prior to the implementation of the ten training sessions which were conducted once a week for one hour. The results indicated that, as compared to the pretraining competencies, the training was effective in teaching restroom cleaning skills. However, without prompts the skills acquired remained at about a 70% proficiency rate, which appeared to be a plateau under the training situation. Clients were also able to generalize without prompts approximately 83% of the acquired (or 52% of the total) sequences to new and similar restrooms. The study demonstrates that, to a certain degree, autistic adolescents with mental retardation can learn and transfer restroom cleaning skills. More research is needed on ways to increase the fluency of their responses, decrease reliance on physical prompts, and to improve generalization to other vocational settings.

Adolescent↗
PubMed2026

PLayer-FL: A Principled Approach to Personalized Layer-wise Cross-Silo Federated Learning.

Non-identically distributed data is a major challenge in Federated Learning (FL). Personalized FL tackles this by balancing local model adaptation with global model consistency. One variant, partial FL, leverages the observation that early layers learn more transferable features by federating only early layers. However, current partial FL approaches use predetermined, architecture-specific rules to select layers, limiting their applicability. We introduce Principled Layer-wise-FL (PLayer-FL), which uses a novel federation sensitivity metric to identify layers that benefit from federation. This metric, inspired by model pruning, quantifies each layer's contribution to cross-client generalization after the first training epoch, identifying a transition point in the network where the benefits of federation diminish. We first demonstrate that our federation sensitivity metric shows strong correlation with established generalization measures across diverse architectures. Next, we show that PLayer-FL outperforms existing FL algorithms on a range of tasks, also achieving more uniform performance improvements across clients.

Journal Article↗
PubMed1977

Improving student clinical experiences.

A sound clinical experience provides the nursing student with the framework necessary to transfer classroom learning to actual patient care. Hospitals and related health care facilities, therefore, are vital components of the teaching process in a nursing education program. However, it is up to the faculty to make wise use of these facilities and their learning potential.

Curriculum↗
PubMed1980

A model for developing clinical teaching skills of family practice teachers.

The development and implementation of a weekend workshop format for faculty development in family medicine, which has met with some success in the state of Texas, is described. The topic selected for the workshop was one-on-one clinical teaching skills because of its applicability to all levels of involvement of family practice faculty. The weekend format was selected because of its cost efficiency and mobility, which allowed the center to take training to the physicians, and because of its previously demonstrated effectiveness as a format for faculty development in family medicine. A model for clinical teaching was developed to aid workshop participants' easy acquisition of the clinical teaching process through the use of positive transfer of learning from the medical problem solving process, a process well internalized by physicians through medical practice and training.

Clinical Competence↗
PubMed1994

Evaluation: an important aspect of staff development service.

Evaluation is an important aspect of staff development service. However, it is frequently overlooked or superficially addressed in staff development quality management programs. This article emphasizes the importance of multilevel evaluation techniques to assure quality education and promote effective use of staff development resources. The author suggests the greatest impact in staff development evaluation lies in the ability to demonstrate transference of learning to the bedside.

Clinical Competence↗