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At least 1,153 records · Page 64Linked to original sources
PubMedDate not supplied

Porcine transfer study: virtual reality simulator training compared with porcine training in endovascular novices.

PURPOSE: To compare the learning of endovascular interventional skills by training on pig models versus virtual reality simulators. METHODS: Twelve endovascular novices participated in a study consisting of a pig laboratory (P-Lab) and a virtual reality laboratory (VR-Lab). Subjects were stratified by experience and randomized into four training groups. Following 1 hr of didactic instruction, all attempted an iliac artery stenosis (IAS) revascularization in both laboratories. Onsite proctors evaluated performances using task-specific checklists and global rating scales, yielding a Total Score. Participants completed two training sessions of 3 hr each, using their group's assigned method (P-Lab x 2, P-Lab + VR-Lab, VR-Lab + P-Lab, or VR-Lab x 2) and were re-evaluated in both laboratories. A panel of two highly experienced interventional radiologists performed assessments from video recordings. ANCOVA analysis of Total Score against years of surgical, interventional radiology (IR) experience and cumulative number of P-Lab or VR-Lab sessions was conducted. Inter-rater reliability (IRR) was determined by comparing proctored scores with the video assessors in only the VR-Lab. RESULTS: VR-Lab sessions improved the VR-Lab Total Score (beta = 3.029, p = 0.0015) and P-Lab Total Score (beta = 1.814, p = 0.0452). P-Lab sessions increased the P-Lab Total Score (beta = 4.074, p < 0.0001) but had no effect on the VR-Lab Total Score. In the general statistical model, both P-Lab sessions (beta = 2.552, p = 0.0010) and VR-Lab sessions (beta = 2.435, p = 0.0032) significantly improved Total Score. Neither previous surgical experience nor IR experience predicted Total Score. VR-Lab scores were consistently higher than the P-Lab scores (Delta = 6.659, p < 0.0001). VR-Lab IRR was substantial (r = 0.649, p < 0.0008). CONCLUSIONS: Endovascular skills learned in the virtual environment may be transferable to the real catheterization laboratory as modeled in the P-Lab.

Adult↗
PubMed1994

Acquisition of new concepts by two amnesic patients.

Two Korsakoff amnesics (A.G. and G.S.) and two control subjects were taught six new concepts. Each concept was composed of three parts: the name of the concept, the context in which the concept originated and its definition. The learning procedure consisted of two phases: (1) learning the concept names and definitions by means of the vanishing-cues method; (2) practice on examples of the concepts through a classification task: examples were either set in the same context as that given in the original definition or in mixed contexts (same and new contexts). Subjects were then tested after 24 hours, a week and a month on their ability to identify new examples as belonging to one of the conceptual rules studied (transfer tests). Both patients showed substantial learning. Patient A.G. was slow and dependent of the first letter cues in the vanishing-cues learning phase but nevertheless, she acquired a large and flexible conceptual knowledge and this was especially true for concepts that were practised by means of mixed-context examples. Patient G.S. easily learned to associate the definitions with the concept names but her conceptual knowledge remained more limited. These results confirm the existence of a semantic learning ability in amnesic patients. They also suggest that under appropriate learning conditions, amnesics may eventually acquire a new flexible conceptual knowledge.

Alcohol Amnestic Disorder↗
PubMed1991

Transfer of control in ambiguous discriminations.

Rats' acquisition and transfer of performance in ambiguous discriminations was examined using discrete-trial operant lever-press procedures. Rats learned serial ambiguous discriminations (X----A+, A-; B+, X----B-) by acquiring both positive and negative occasion setting functions to the X feature. Mutual transfer occurred among cues from serial ambiguous, feature positive (Y----C+, C-), and feature negative (Y----C-, C+) discriminations, but that transfer did not extend to cues not trained within one of those serial discriminations. The ambiguous feature's positive occasion setting powers were unaffected by nonreinforced presentation of that feature alone, and posttraining counterconditioning did not eliminate the feature's ability to serve as a negative occasion setter. Occasion setting was not acquired with simultaneous ambiguous discriminations (XA+, A-; XB-, B+), which apparently were solved with a configural strategy.

Animals↗
PubMed1983

The effects of central catecholamine depletions on spatial learning in rats.

The role of forebrain catecholamine systems in spatial learning was assessed using a recently described place navigation task. Rats were required to learn the spatial location of a platform hidden 1 cm below the surface in order to escape from a large pool filled with opaque water. Circumscribed destruction of dopamine or noradrenaline neurones was achieved with bilateral stereotaxic injections of 6-hydroxydopamine. Rats with neostriatal dopamine depletions showed regulatory impairments, mild akinesia and increased latencies to escape during training on both the spatial task and on a non-spatial control task. However their normal transfer test performance indicated that their deficit was not due to impaired spatial learning. Similarly, spatial learning and transfer test performance were unimpaired by mesocorticolimbic dopamine depletions or by extensive noradrenaline loss in cortex and hippocampus following dorsal noradrenergic bundle lesions. These findings suggest that considerable spatial learning can occur in the absence of each of the major telencephalic catecholamine systems.

Afferent Pathways↗
PubMed2002

Student-selected projects: can they enhance lifelong learning skills?

Student-selected projects with clearly identified transferable skill objectives have been introduced in Year 1, to help students focus on developing their lifelong learning skills. This study aimed to assess the impact of this innovation on students' perceptions of their skills, and to compare these views with those of students from the previous course. Students' views of their skill abilities were assessed by questionnaire at the beginning and end of the first year, and at the end of each project. Students report improvements, particularly in their IT and presentation skills, but an overall decrease in confidence in their transferable skills at the end of the year compared with the previous cohort. Students appear to recognize development of new skills, but seem less able to identify improvement in existing skills. Increased emphasis on skills development, together with practice of self-evaluation, has reduced students' self-confidence, probably to a more realistic level.

Attitude↗
PubMed2002

Representational change and analogy: how analogical inferences alter target representations.

The ways that analogy alters the representation of target information was investigated in 4 experiments. Participants read information about a target, followed by a potential source analog. Participants later completed a recognition test in which some of the sentences were old, some novel, and some analogical inferences that were not seen before. Participants who read the description of a source analog erroneously recognized analogical inferences as being in the target description. The effect occurred with different delays between study and test and with an unfamiliar target domain. It also occurred when source and target shared few superficial features. Reading-time data suggest that participants were drawing analogical inferences when encoding the source. Overall, these experiments show that analogical inferences are incorporated in the representation of the target and cannot be differentiated from information actually presented.

Attention↗
PubMed2006

Computer-assisted learning in medicine. How to create a novel software for immunology.

Teaching medical issues is increasingly demanding due to the permanent progress in medical sciences. Simultaneously, software applications are rapidly advancing with regard to their availability and easy use. Here a novel teaching program is presented for immunology, which is one of the fastest expanding topics in medical sciences. The requirements of media didactics were transferred to this e-learning tool for German students. After implementation, medical students evaluated the software and the different learning approaches showed acceptance. Altogether this novel software compares favourably to other English e-learning tools available in the Internet.

Allergy and Immunology↗
PubMed2005

Self-controlled feedback is effective if it is based on the learner's performance.

The study follows up on the contention that self-controlled feedback schedules benefit learning because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group ("self-after") decided after every trial whether they wanted to receive feedback for that trial while another group ("self-before") made that decision before each trial The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

Adult↗
PubMed1976

Transfer of categorial clustering set in mildly retarded adolescents.

The relative effectiveness of instructions to adopt an organizational strategy vs. exposure to category labels was investigated. Twenty-four retarded adolescents were assigned to each of three conditions (blocking plus instructions, blocking plus labels, and blocking) for pretraining and training. Immediately after training, all subjects received a transfer task consisting of a new randomly organized list containing words from the same (training) categories for one-half of the subjects and from different categories for the other half. When exposure to category labels accompanied blocking, results indicated increased clustering and recall during the training phase and a trend toward increased clustering during the transfer phase.

Adolescent↗
PubMed2004

Lessons from interprofessional e-learning: piloting a care of the elderly module.

Educating health care professionals is a key issue in the provision of quality healthcare services. Interprofessional education has been suggested as a means of meeting this challenge. Four Finnish polytechnics providing education for nurses, social workers and physiotherapists wished to develop the content and methods of teaching the care of the elderly by collaboratively creating and implementing an interprofessional module of 15 European Credit Transfer units, using e-learning. This paper examines the planning and assessment of the impact of the pilot module. The web-based environment eminently suited teaching interprofessional care of the elderly. It supported content and methodological development and renewal of the module. It enabled discussion and collaboration between nursing, social work and rehabilitation teachers and students from the Polytechnics which are located in different parts of Finland. However, it became evident during the pilot that the most crucial challenges of the web-based pedagogy were in the ability of the teacher to supervise, support and motivate students and the organisation of interprofessional learning offered by collaborating institutions.

Aged↗