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At least 199 records · Page 11Linked to original sources

PubMed2006

[Systemic learning planification for residents during the 6-month pediatric radiology training].

Diagnostic Radiology and Medical Imaging residents of French University Hospitals benefit from a wide array of learning tools. However, the professors' clinical workload, lack of sufficient proper formal training, lack of practical applicability of existing standards, and absence of rigorous assessment during the specialized training, reduce their very good quality formation to the level of accidental learning. This study originates from the need to apply a systemic planification of learning activities to the French residents' formal training curriculum, such as the one originally designed and applied within the Quebec educational system. This presentation also benefits from the recent introduction of the CanMEDS 2000 objectives by the Royal College of Physicians and Surgeons of Canada, in order to design an adapted version for the professional and academic activities of French radiologists. Needless to say this work will respect the outlined systematic planning of any learning activity: learning requirements, definition of learning objectives, selection of learning methods, assessment of the participants' achievement of these objectives, and evaluation of the learning activity itself.

Canada↗

PubMed1998

'Being there': learning through active participation.

Students engagement in learning is predicated not only on interest but on the perception of relevance to their needs. A hermeneutic interpretation of narrative student evaluation data from an introduction to nursing lecture course that was taught by means of a practice-based phenomenological approach revealed a pattern of student learning in which students moved from detachment to active participation in their learning. The stories shared by nurses in the practice setting were instrumental in introducing students to the world of nursing and facilitating a sense of belonging. Once engaged in the experience, students looked for opportunities to become active participants in their learning. A practice-based phenomenological approach to a theory course maximizes opportunities for student participation. Active reflection and integration allow students to make their own connections between theory and practice.

Curriculum↗

PubMed1973

Seasonal changes in the learning and activity patterns of goldfish.

Goldfish exhibit cyclic changes with an annual rhythm in their learning and activity patterns. Maximum learning ability and active behavior occurred during the months of January, February, and March. Poor learning was obtained in the summer months, after the onset of the spawning season. The results indicate that the annual periodic changes of the hormonal levels which govern spawning may also influence learning and activity patterns.

Animals↗

PubMed1979

[Rat brain nuclease activity during learning with emotionally different reinforcement].

Acid and alkaline activity of nucleases of the rats trained with emotional positive or negative reinforcement was estimated in the neocortex, hippocampus, midbrain, and in caudal portions of the brain-stem, using native and denaturated DNA as a substrate. The results showed the total increase in nuclease activity during learning. Nevertheless the dynamics of enzyme activation was different depending on the emotional state of rats during learning. The most active enzyme was found in the caudal portion of the brain-stem.

Animals↗

PubMedDate not supplied

[The participation of the cholinergic systems of the dorsal and ventral striatum in the active avoidance learning of rats in a T maze].

Influence of cholinergic activation of dorsal (caudo-putamen) and ventral (accumbens) striatum on active avoidance learning was studied in chronic experiments in Sprague-Dawley male rats. The results obtained on the same behavioural model testify to specific roles of dorsal and ventral cholinergic systems in the control of motor behaviour. Single carbacholine microinjection into the right Accumbens increased the level of correct responses on the first and subsequent learning days. Similar microinjection into the left accumbens on the first training day improved the level of correct responses on the second and the third learning days. Microinjections into the dorsal striatum did not change active avoidance learning in T maze. Changes in locomotor activity of the animals of different experimental groups were principally of the same nature, i.e., the level of locomotor activity in the open field decreased from trial to trial in all the groups. Carbacholine microinjection did not change spontaneous locomotion in rats. However, there were variations in modifications of locomotor activity induced by microinjections into accumbens depending on localization of the cannula. Injection into the lateral accumbens induced the most pronounced changes. This fact testifies to the functional heterogeneity of this small nucleus.

Animals↗

PubMed1982

Forebrain serotonin and avoidance learning: behavioural and biochemical studies on the acute effect of p-chloroamphetamine on one-way active avoidance learning in the male rat.

The acute effects of p-chloroamphetamine (PCA) on one-way active avoidance learning and on central monoamine concentrations were examined in the male rat. The 5-HT specificity of the acute behavioural effect of PCA was examined in several experiments. PCA (0.08-5 mg/kg IP) injected 30-60 min before testing produced a dose-related impairment of both avoidance acquisition and retention. Pretreatment with the selective serotonin (5-HT) uptake inhibitors fluoxetine and zimelidine, but not the noradrenaline (NA) uptake inhibitor desipramine, resulted in a blockade of the avoidance deficit. Degeneration of brain 5-HT neurons by a high neurotoxic dose of PCA (2 x 10 mg/kg IP) 7 days prior to the administration of PCA also blocked the avoidance deficit. There was also a complete blockade of the PCA-induced avoidance deficit by pretreatment with metergoline, a central 5-HT receptor blocking agent. A 2.,5 mg/kg dose of PCA examined 60 min after injection produced regional changes in the 5-HT-levels preferentially in the forebrain region with significant reductions in the cerebral cortex, hippocampus and striatum while marginal effects were observed in the hypothalamus, midbrain and spinal cord. PCA failed to reduce dopamine and noradrenaline concentrations in the time- and dose-range of the avoidance deficit. Thus, the avoidance learning impairment appears to be specifically related to the acute release of endogenous 5-HT from presynaptic nerve endings possibly in the forebrain resulting in stimulation of postsynaptic 5-HT receptors. These findings indicate that 5-HT neurons in the forebrain play a role in active avoidance learning possibly by an involvement in memorial and/or retrieval processes.

Amphetamines↗

PubMed2006

It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project.

The Integrative Themes in Physiology (ITIP) project was a National Science Foundation-funded collaboration between the American Physiological Society (APS) and the Human Anatomy and Physiology Society (HAPS). The project goal was to create instructional resources that emphasized active learning in undergraduate anatomy and physiology classrooms. The resources (activity modules and professional development) addressed two factors thought to be limiting science education reform: instructors' knowledge of how to implement active learning instruction and time to design innovative curricula. Volunteer instructors with a strong interest in using active learning in their classrooms were recruited to use the ITIP modules and provide ease-of-use feedback and student assessment data. As the study unfolded, instructor attrition was higher than had been anticipated, with 17 of 36 instructors withdrawing. More surprisingly, instructors remaining with the project failed to use the modules and reported specific obstacles that precluded module use, including lack of support from academic leadership, unplanned class size increases and heavy teaching loads, a union strike, insufficient time to develop a mindset for change, inadequate technology/funding, an adverse human subjects ruling, incompatibility of modules with instructors' established content and expectations, and personal factors. Despite the lack of module use and obstacles, 8 of 19 site testers began independently to introduce new active learning instruction into their classrooms. In the larger picture, however, it is important to note that only 8 of the initial 36 volunteers (22%) actually ended up changing their instruction to include opportunities for student active learning. These findings underscore the difficulty of implementing instructional change in college classrooms.

Curriculum↗

PubMed2006

The effect of sulfur dioxide inhalation on active avoidance learning, antioxidant status and lipid peroxidation during aging.

The effect of SO2 was examined on active avoidance learning, thiobarbituric acid reactive substances (TBARS), and the activities of Cu, Zn superoxide dismutase (SOD), glutathione peroxidase (GSH-Px), and catalase (CAT) in young (3 months), middle-age (12 months ), and old (24 months) Swiss male albino rats. Ten ppm SO2 was administered to the animals of SO2 groups in an exposure chamber for 1 h/day x 7 days/week x 6 weeks while control groups were exposed to filtered air in the same condition. The most prominent effect of aging on active performance was also observed in the older group. SO2 exposure significantly decreased the active avoidance learning in the young group, but it had no effect on this parameter in the middle-aged and the older group compared with their corresponding control groups. SO2 exposure resulted in increased levels of Cu, Zn-SOD activity while decreased level of GSH-Px activity in all experimental groups compared with their corresponding control groups. CAT activities were unaltered. TBARS levels of all SO2 exposed groups were significantly increased compared with their respective control groups. In conclusion, results from the present research showed that SO2 exposure resulted in an increase in the lipid peroxidation and caused alterations in antioxidant enzyme activities. Additionally, SO2 exposure impaired cognitive function only in the young rats during the acquisition phase of active avoidance learning.

Administration, Inhalation↗

PubMed1998

Effects of vanadium on activity and learning in rats.

The effects of vanadate administration on activity and learning were assessed in rats. Four groups of adult male rats were given by gavage 0, 4.1, 8.2, and 16.4 mg/kg/day of sodium metavanadate for eight consecutive weeks. Three weeks after the cessation of the treatment, general motor activity of all animals was measured in an open-field. Rats were also tested for two-way shock avoidance learning in an automatic reflex conditioner. At the end of the testing period, rats were killed and vanadium concentration was determined in a number of tissues. Vanadium exposure caused an observable but not significant effect on body weight gain, while a persistent presence of vanadium was observed in all tissues measured. The results of the behavioral testing show that oral vanadate administration resulted in significant reductions in both general activity and learning.

Animals↗

PubMed1975

Activity and learning in neonatally hormone treated rats.

The degree of activity and the performance in active avoidance learning were determined in adulthood, from neonatal hormone treated and intact rats. The treated groups were androgenized females and castrated males and females. Normal males and females composed the intact groups. Activity was measured in two tests situations, i.e., open field and shuttle box. Similar results were obtained in both tests, and a positive correlation coefficient was found between them. Intact females showed more activity than males; castration and testosterone injection in females decreased their activity. On the contrary, castration in males increased it. The effects of the treatments on the performance in the active avoidance task were similar to those described for activity, with the only exception that castration in males did not produce a significant effect in this test. Nevertheless, no correlation was found between activity and avoidance learning scores. The validity of the classification of different types of behavior as sexual or non-sexual is discussed.

Animals↗

PubMed2004

An online tutorial for helping nonscience majors read primary research literature in biology.

Using primary literature is an effective tool for promoting active learning and critical thinking in science classes. However, it can be challenging to use primary literature in large classes and in classes for nonscience majors. We describe the development and implementation of an online tutorial for helping nonscience majors learn to read primary literature in biology. The tutorial includes content about the scientific process and the structure of scientific papers and provides opportunities for students to practice reading primary literature. We describe the use of the tutorial in Biology of Exercise, a course for nonscience majors. Students used the tutorial outside of class to learn the basic principles involved in reading scientific papers, enabling class sessions to focus on active-learning activities and substantive class discussions.

Biology↗

PubMed1999

Comparison of the effects of acute and subchronic administration of atipamezole on reaction to novelty and active avoidance learning in rats.

The effects of an alpha2-adrenoceptor antagonist, atipamezole, on exploratory behaviour in a novel environment, spontaneous motor activity and active avoidance learning were studied after acute injection and continuous infusion (0.1 mg/kg h) for 24 h and 6-9 days in rats. The effects of atipamezole on biogenic amines and their main metabolites in brain were studied after an acute injection (0.3 mg/kg s.c.) and continuous infusion (0.1 mg/kg h) for 24 h and 10 days. The level of central alpha2-adrenoceptor antagonism and the drug concentration in blood and in the brain were measured after continuous infusion for 24 h and 10 days. In behavioural tests, atipamezole had no effect on spontaneous motor activity at any of the doses studied. However, after both acute administration and continuous 24-h infusion, atipamezole decreased exploratory behaviour in a staircase test, but no longer after 6 days of continuous infusion. Acute administration of atipamezole impaired performance in active avoidance learning tests causing a learned helplessness-like behaviour. When the training was started after 7 days of continuous infusion, atipamezole significantly improved active avoidance learning. There was a significant increase in the metabolite of noradrenaline (NA), 3-methoxy-4-hydroxyphenylethyleneglycol sulphate (MHPG-SO4), after 24 h but not any longer after 10 days of continuous atipamezole infusion, although the extent of central alpha2-adrenoceptor antagonism was unchanged and the atipamezole concentration present in brain was even elevated at 10 days compared to levels after 24-h infusion. In conclusion, these results reveal that acute and subchronic atipamezole treatments have different and even opposite effects on behaviour in novel, stressful situations. After acute treatment, atipamezole potentiates reaction to novelty and stress, causing a decrease in exploratory activity and impairment in shock avoidance learning. After subchronic treatment, there was no longer any effect on exploratory behaviour and, in fact, there was an improvement in the learning of a mildly stressful active avoidance test. The changes in behaviour occurred in parallel with attenuation in the MHPG-SO4-increasing effect, thus the suppressed behaviour in the present test conditions after acute atipamezole injection is associated with a major increase in central NA release. The results support the role of alpha2-adrenoceptors and noradrenergic system in reactions both to novelty and stress and have possible implications in cognitive functions as well as in depression.

Adrenergic alpha-Agonists↗

PubMed2004

Rats with congenital learned helplessness respond less to sucrose but show no deficits in activity or learning.

Inbred rat strains for congenital learned helplessness (cLH) and for congenital resistance to learned helplessness (cNLH) were investigated as a model to study genetic predisposition to major depression. Congenitally helpless rats respond less to sucrose under a progressive ratio schedule. This is not confounded by locomotor hypoactivity: in contrast, cLH rats show a slight hyperactivity during the first 5 min of an open field test. cLH rats acquire operant responding to sucrose as readily as cNLH rats and exhibit normal memory acquisition and retrieval in the Morris water maze, thus ruling out general learning deficits as the cause of the decreased response to sucrose. Reduced total responses and reduced breaking points for sucrose in the cLH strain argue for anhedonia, which is an analogue to loss of pleasure essential for the diagnosis of major depressive episodes, and thus confirm the validity of congenitally learned helpless rats as a model of major depression.

Animals↗

PubMed1989

Effort and stress influence the effect of lesion of the habenula complex in one-way active avoidance learning.

Previous studies which have examined the effects of lesions of the habenula on active avoidance learning have not provided unambiguous support for response deficits. Moreover, interpretation of early studies is confounded by large lesions which damaged adjacent structures. We report the effects of smaller circumscribed lesions of the habenula complex on a simple one-way active avoidance paradigm in three separate experiments in which the required operant was a step or jump onto an elevated platform. In the first study involving avoidance of shock of low intensity (0.5 mA) with an average long intertrial interval of 8 minutes, lesioned animals were not significantly different from sham operated controls. However, in following experiments in which stress levels were increased by raising the shock intensity and reducing the intertrial-interval, or in which the operant was made considerably more demanding by raising the height the animals had to jump to make an avoidance response, there were large lesion induced deficits in avoidance responding. The absence of significant differences between lesioned and sham operated controls in escape latencies suggested no lesion induced impairment of the response to the shock. It is suggested that the data not only support an effect of habenular lesions on active avoidance learning but also are consistent with a previous suggestion that the functional effects of lesion of the habenula on behaviour are effected through changes in dopaminergic function.

Animals↗

PubMed1997

Effects of nicotine on active avoidance learning in rats: sex differences.

Nicotine, a cognition enhancer and a drug of abuse, exerts its central actions through neuronal nicotinic acetylcholine receptors which show sexual dimorphism. This study tested the effects of nicotine on active avoidance learning in male and female rats. Three month-old Sprague-Dawley rats received varying doses of nicotine (0.2, 0.4 and 0.6 mg/kg) or saline s.c. before active avoidance learning trials (15 trials/day) for a period of 5 days. Behavioural testing was continued after the termination of nicotine treatment once a week for four weeks. Nicotine improved acquisition of active avoidance learning in a dose-dependent manner. In male rats nicotine was active at all doses tested whereas, in females, learning performance deteriorated at a dose of 0.6 mg/kg. In conclusion, nicotine pre-treatment affects active avoidance in a sexually dimorphic and dose-dependent manner.

Animals↗

PubMed2005

Optometry and WebCT: a student survey of the value of web-based learning environments in optometric education.

PURPOSE: Improvements in information and communication technology and the need for off-campus delivery have led to the increased use of web-based learning tools in optometry schools around the world. This study compared student-reported preferences for traditional lecture-based learning with their preferences when using a web-based learning tool. METHODS: One hundred and thirteen second and third year students from the School of Optometry and Vision Science at the University of New South Wales were surveyed. All students had worked with WebCT for at least two years. Students were asked to rank a range of learning tools in perceived usefulness and also to state how often they used the particular learning tools. RESULTS: The students rated notes (lecture or WebCT delivered) and clinical laboratory sessions as their most useful learning tools. The use of specific learning tools was more diverse, with students reporting that they often used notes (lecture or WebCT delivered), the WebCT calendar tool and the WebCT discussion tool. This result highlights the valuable contribution of the communication aspect of WebCT to fostering learning communities. The least used learning tools were textbooks, websites mentioned in lectures and library print resources. Interestingly, the purchase of textbooks was high with 77 per cent of students on average reporting they had bought the recommended textbooks. CONCLUSION: Notes were the preferred learning tool of the optometry students at UNSW, suggesting that passive learning of content was the preferred learning style. It is hoped that the introduction of web-based learning environments may allow students and staff to reflect on their preferred teaching and learning styles. Web-based learning tools, such as WebCT, provide a powerful method to facilitate independent deeper learning in students with active learning styles. The current encouragement of student-based active learning methods should see increased use of independent learning platforms, such as WebCT, in optometry schools.

Computer-Assisted Instruction↗

PubMed1997

Clinical discussion sessions and small groups.

Because most adults learn more efficiently and what they learn is retained longer when they are able to engage in active learning, discussion groups are at the center of medical education. Group discussion is an active learning process. Active learning supports participant interchange through structured and supportive educational procedures. Small group discussions provide opportunities for identification of new areas of knowledge acquisition by students. They also can be used to formally integrate previous knowledge though active integrating discussion. The clinical instructor who uses small group discussions effectively will find that his role as information provider is diminished, but that his role as facilitator is greatly enhanced. The paper focuses on purposes for discussion groups, the role of the clinical instructor, and offers specific suggestions for techniques to enhance small group discussions.

Adult↗

PubMed2001

Pulmonary and renal pressure-flow relationships: what should be taught?

This article is from a symposium presented at the annual meeting of the Human Anatomy and Physiology Society (HAPS) on June 11, 2000. The presentation was funded under the auspices of a National Science Foundation Course, Curriculum, and Laboratory Improvement Program entitled "Development of Active Learning Materials for Physiology and Functional Anatomy: A Cooperative HAPS-APS Initiative." This symposium was part of the first module to be developed on "gradients and conductances: what flows where and why?" This presentation was designed to model the usefulness of the general model of gradients and conductances in the physiology and pathophysiology of the respiratory and renal systems. Thirteen different examples of pressure-flow-resistance and concentration-flux relationships are introduced; several ideas for active-learning activities and simple figures appropriate for undergraduate physiology classes are included. The symposium assumes that undergraduate students have already learned about diffusion, osmosis, and the basic principles of cardiovascular physiology. The presentation was designed to follow a symposium entitled: "Cardiovascular pressure-flow relationships: what should be taught?"

Cardiovascular Physiological Phenomena↗