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PubMed1977

A programmed training technique that uses reinforcement to facilitate acquisition and retention in brain-damaged patients.

Hospitalized brain-damaged patients were Ss in a study designed to evaluate the effectiveness of a treatment technique used with contingent reinforcement to facilitate acquisition and retention of environmentally relevant information. Ss were divided into three groups that were equated diagnostically and demographically. Group I received the treatment technique with contingent material and verbal reinforcement. Group II received the treatment technique with only contingent verbal reinforcement, and Group III was a control. Both treatment groups showed significant acquisition of the experimental information, and 1 week after training the two treatment groups showed no significant loss of acquired information. None of the groups showed any significant change in ward behavior during the experiment. It was concluded that the treatment technique used with contingent reinforcement can be used in the retraining of memory in brain-damaged patients.

Achievement↗
PubMed1984

A non-supervised training program for Carkhuff's discrimination and communication skills and its effects upon the reactions of others during brief interactions.

Used Carkhuff's Indices of Communication and Discrimination along with other measures to assess the level of communication and discrimination skills at various stages of communication training. Ss were 14 male and 9 female students in a psychology of adjustment class. Results indicated that: (a) treatment and control groups did not differ in communication skills before they went through training; (b) the treatment group offered higher levels of communication skill after it had completed training than did the control group before it began training; (c) the control group offered levels of communication skill equal to those of the treatment group once the control group also had completed training. A similar pattern was found for discrimination skill. The effects of training cannot be dismissed as paper-and-pencil artifacts because others who were ignorant of the growth conditions concept reacted differently in brief unstructured interactions to those who had completed training.

Adult↗
PubMed2002

The Modular Resource Center: integrated units for the study of the anatomical sciences in a problem-based curriculum.

The Modular Resource Center (MRC) at the College of Veterinary Medicine at Cornell University was created in 1993 as a way to provide visual resources in support of a newly implemented problem-based curriculum in which the anatomical sciences are taught primarily in the first tutorial-based course, The Animal Body. Over two dozen modules have been created specifically in support of this course, whereas additional modules have been created in support of other basic science courses. The basic unit of organization of the MRC is a module presented in a carrel that provides students a way to study, either alone or in groups, a given topic. The topic is presented through a script and an integrated set of anatomical materials including plastinated dissected specimens, vascular casts, skeletal preparations, models, radiographs, histological slides, and photo- and electron micrographs. The key feature of this resource center is that it is not a museum; rather it is more analogous to an interactive library, that can be used for reference, study, and review, not only by veterinary students but also by faculty, interns, residents, and undergraduates. A unique aspect is that all materials have been made by veterinary students working with faculty during the summer. Although started as a resource in support of a tutorial-based curriculum, the MRC has evolved over a decade into an anatomy resource that would be highly valued in any curricular format.

Anatomy↗
PubMed2003

Evaluation of an audience response system for the continuing education of health professionals.

INTRODUCTION: Continuing medical education (CME) for physicians and other health personnel is becoming increasingly important in light of recertification requirements. Interactive learning is more effective and may be useful in a continuing education setting. This study examines the use of an audience response system (ARS) as an interactive learning tool for health care providers. METHOD: We conducted a national randomized controlled trial to evaluate the utility of an ARS to enhance attention and learning. Speakers at 42 clinical round table (CRT) programs in five regions across the United States were randomized to "use" or "no use" of an ARS during their lectures. We surveyed participants to collect data regarding presentation and speaker quality, impressions of the ARS, and knowledge of the material presented. We collected information from speakers regarding ease of use and overall opinions of the ARS. RESULTS: A total of 283 surveys were completed (164 from participants using the ARS and 119 from participants not using the ARS). ARS participants rated the quality of the presentation, the quality of the speaker, and their level of attention more highly than non-ARS participants (p < .05). Knowledge scores (of material presented) were not significantly different between the two groups. Both participants and speakers felt that the ARS was easy to use and preferred to use the system in future CRTs. DISCUSSION: Participants in CRTs with the ARS rated presentation and speaker quality more favorably than those participants in CRTs without the tool. Participant knowledge scores, however, were not significantly different. ARSs may provide easy-to-use tools to enhance attention and enthusiasm in CME learners.

Adult↗
PubMed2005

Rehabilitation education program for stroke (REPS): learning and practice outcomes.

INTRODUCTION: New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis. METHODS: The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning module with support from peer mentors, technical skills workshops, and organizational supports. Participants completed learning tests and practice surveys before and after the program and at a 6-month follow-up. RESULTS: Learning and self-reported practice outcomes improved in the areas of assessment, client-centered practice, support for family and caregivers, and detecting depression. Participants also identified and reported specific strategies for individual and programmatic practice change. DISCUSSION: A multifaceted, interdisciplinary online education intervention can positively influence stroke rehabilitation practices.

Education, Medical, Continuing↗
PubMed2005

Neural control mechanisms of the pheromone-triggered programmed behavior in male silkmoths revealed by double-labeling of descending interneurons and a motor neuron.

Male silkmoths, Bombyx mori, exhibit a characteristic zigzagging behavior consisting of straight-line walking, zigzagging turns, and looping. The timing for shifting the turning direction is synchronized to the sideways head movements controlled by neck motor neurons (NMNs) including a cervical ventral NMN (cv1-NMN). It has been suggested that this programmed behavior is instructed by two types of activity patterns descending from the brain and the thoracic ganglion: one is a phasic excitation and the other is a state-dependent activity similar to the flipflop in electric memory circuits. These activities are shown by certain descending interneurons contained in two subsets of DNs, Group-I and -II DNs. However, it is not yet well understood which DNs are directly related to instructing this behavior. In order to understand neural control mechanisms of this programmed behavior, we investigated the morphological relationship between these DNs and the cv1-NMN, which is an index of this programmed behavior. We applied a double-labeling technique combining backfilling of the cv1-NMN and intracellular staining of single DNs. 3D confocal images revealed overlapping regions between the Group-I, -II DNs and the cv1-NMN. Group-IIA and -IID, which showed typical flipflop activities, Group-IIC DNs, which showed phasic excitation, and Group-IB DNs, which showed long-lasting inhibition had many overlapping regions on the cv1-NMNs. Our results indicate that the programmed behavior is instructed by these types of DNs.

Action Potentials↗
PubMed1995

A postgraduate teaching course in laparoscopic surgery.

A teaching course in laparoscopic surgery was addressed to 21 young postgraduates as a part of their general surgery program with the aim of making them familiar with the basic principles of laparoscopic surgery. The methodology was based on tutorial teaching and "learning by problems"; the students worked in little groups elaborating check lists, discussing problems, and practising with laparoscopic training devices. Theoretical learning, practical abilities, and efficacy of tutorial teaching were investigated at the end of the course: the participant's understanding of instrument function, mastering of equipment, and solutions to clinical problems were good, as were the efficiency and pleasantness of the didactic method. Tutorial teaching seems to be a valid model for basic training in laparoscopic surgery in a modern medical education program.

Education, Medical, Continuing↗
PubMed1976

[Program for the computation of plausibilities of paternity by means of serological findings. II. Demonstration of examples (author's transl)].

By demonstrating three actual cases of disputed paternity the validity of the computer program described in the first part of this paper is shown, namely: the information with respect to possible unrecognized exclusions pointing to chances of extended family studies; the standard deviation and distribution curve giving an actual survey of statistical parameters of a given case of disputed paternity.

Blood Group Antigens↗
PubMed1980

Programmed learning in the microtraining paradigm with hotline workers.

Twenty-five hotline workers were randomly assigned to three skill-training conditions. Nine microtraining subjects were trained in the use of attending behavior, open inquiry, and reflection of feeling and content using the standard microtraining paradigm. Seven programmed-learning subjects were trained in the same skills using programmed manuals and role-play interviews with feedback. The remaining nine subjects acted as a no-training control group. Pretraining and post-training interviews and telephone calls with pseudoclients were audiotaped for each subject. Subjects were assessed on empathy, the Therapist Error Checklist, attending behavior, and three modes of skill interaction. For interviews the main effect of training on each measure was significant. Both microtraining and programmed learning resulted in superior interview performance over no-training, and differed little from each other. For telephone calls microtraining resulted in higher empathy ratings than progammed learning or no-training.

Adult↗