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PubMedDate not supplied

Different parameters support generalization and discrimination learning in Drosophila at the flight simulator.

We have used a genetically tractable model system, the fruit fly Drosophila melanogaster to study the interdependence between sensory processing and associative processing on learning performance. We investigated the influence of variations in the physical and predictive properties of color stimuli in several different operant-conditioning procedures on the subsequent learning performance. These procedures included context and stimulus generalization as well as color, compound, and conditional discrimination (colors and patterns). A surprisingly complex dependence of the learning performance on the colors' physical and predictive properties emerged, which was clarified by taking into account the fly-subjective perception of the color stimuli. Based on estimates of the stimuli's color and brightness values, we propose that the different tasks are supported by different parameters of the color stimuli; generalization occurs only if the chromaticity is sufficiently similar, whereas discrimination learning relies on brightness differences.

Animals↗
PubMed1987

The pediatric general surgery undergraduate medical curriculum: what should medical students learn?

Pediatric general surgery should be included in the undergraduate medical curriculum for reasons of improving the total surgical care of infants and children, to enable teachers to serve as role models to students considering a career in pediatric surgery and to ensure survival of pediatric surgery in the medical school curriculum. A survey of recent medical literature and surgical textbooks revealed little or no discussion concerning the aims, objectives, content, and design of the pediatric surgical curriculum. A survey of 15 Canadian medical schools showed that students are assigned very little didactic time for pediatric surgery (average total seven hours) and only 25% of graduates proceed to a clerkship in pediatric surgery, usually as an elective. The Association hereby proposes an undergraduate medical education curriculum in pediatric surgery for Canadian medical schools in order to stimulate discussion and achieve uniform input of pediatric surgery in the undergraduate medical program.

Canada↗
PubMed2000

What is a 'learning organization' in general practice? A case study.

The focus of the research herein was to examine the main characteristics of a learning organization in a general practice. An ethnographic approach was taken. Blockage instrument, structured interviews and documentary evidence were used to establish the validity and the reliability of the research. Data were collected and analysed systematically. It is shown that the case study practice contains the characteristics of a learning organization and key management and organizational issues, such as policy making, practice management and performance management, are identified. Management strategies are offered and recommendations made both for the case study practice and generally for primary and secondary healthcare services. We hope that our research will guide further strategic planning in the case study practice, and that it will help other general practices and the NHS as a whole in the development of a learning organization.

England↗
PubMed1962

Generalization gradients of inhibition following auditory discrimination learning.

A more direct method than the usual ones for obtaining inhibitory gradients requires that the dimension of the nonreinforced stimulus selected for testing be orthogonal to the dimensions of the reinforced stimulus. In that case, the test points along the inhibitory gradient are equally distant from the reinforced stimulus. An attempt was made to realize this condition by obtaining inhibitory gradients along the frequency dimension of a pure tone after discrimination training in which the nonreinforced stimulus was a pure tone (or tones), and the reinforced stimulus was either white noise or the absence of a tone. The results showed that some degree of specific inhibitory control was exerted by the frequency of the tone, although the gradients were broad and shallow in slope.A further experiment was conducted to see whether the modification of an excitatory gradient resulting from training to discriminate neighboring tones could arise from a simple interaction of inhibitory and excitatory gradients. The results indicated that it could not, since discrimination training produced a concentration of responding in the vicinity of the reinforced stimulus which cannot be derived from any plausible gradient of inhibition.

Discrimination Learning↗
PubMed1995

Pilot study of an orthodontic treatment need learning package for general dental practitioners.

This pilot study evaluated an Index of Orthodontic Treatment Need Learning Package which was developed for use by general dental practitioners. Fifty-seven dentists participated in a randomised controlled trial which involved assessing the need for orthodontic treatment among two representative samples of 16 study casts. All the dentists assessed the first set of study casts without any aids or assistance. During the assessment of the second set of study casts one group of dentists used an IOTN Learning Package in the form of a poster, another group used an IOTN Learning Package in the form of a booklet, and the remaining group acted as a control and did not use any Learning Package. The results reveal that compared with the control dentists, the dentists using the IOTN poster and the IOTN booklet had, respectively, 1.8 and 2.6 fewer errors when assessing aesthetic need and 2.0 and 2.1 fewer errors when assessing dental health need.

Female↗
PubMed1998

Temporal and amplitude generalization in motor learning.

A fundamental feature of human motor control is the ability to vary effortlessly over a substantial range, both the duration and amplitude of our movements. We used a three-dimensional robotic interface, which generated novel velocity dependent forces on the hand, to investigate how adaptation to these altered dynamics experienced only for movements at one temporal rate and amplitude generalizes to movements made at a different rate or amplitude. After subjects had learned to make a single point-to-point movement in a novel velocity-dependent force field, we examined the generalization of this learning to movements of both half the duration or twice the amplitude. Such movements explore a state-space not experienced during learning-any changes in behavior are due to generalization of the learning, the form of which was used to probe the intrinsic constraints on the motor control process. The generalization was assessed by determining the force field in which subjects produced kinematically normal movements. We found substantial generalization of the motor learning to the new movements supporting a nonlocal representation of the control process. Of the fields tested, the form of the generalization was best characterized by linear extrapolation in a state-space representation of the controller. Such an intrinsic constraint on the motor control process can facilitate the scaling of natural movements.

Adult↗
PubMed1982

Self-instruction and learning disabilities: maintenance, generalization, and subject characteristics.

The present study assessed the effects of self-instructional training on learning-disabled children's perceptual deficits. Twenty-nine children (M age = 9.70 years) were assigned randomly to a control (n = 10), an attention-placebo control ( = 9), and self-instruction group (n = 10). Analyses of covariance (with the pretest score as the covariate) yielded significant treatment effects at post- and maintenance testing, although there was no evidence whatsoever of any generalization to academic performance of classroom behavior. Analysis of the frequency of overt self-verbalizations at post- and maintenance testing further suggested the efficacy of self-instructions for direct treatment effects. Finally, the importance of S characteristics in self-regulation programs was emphasized: Children with an internal locus of control orientation tended to use overt self-verbalizations most frequently.

Adolescent↗
PubMed1996

"My most meaningful patient". Reflective learning on a general medicine service.

OBJECTIVE: To determine the usefulness of critical-incident reports in facilitating reflective learning and the types of experiences that learners found meaningful on a general medicine service. DESIGN: Team members wrote about their most meaningful patient of the month and what was learned from the patient. They shared their narratives during teaching rounds at the end of each month. The written reports were collected and subjected to qualitative thematic analysis. SETTING: General medicine teaching service of an academic medical center. PATIENTS/PARTICIPANTS: Medical students, residents, and attending physicians. MEASUREMENTS AND MAIN RESULTS: Ninety-eight reports were collected over 10 months and subjected to thematic analysis. Reports were coded for six major themes, with a mean of 2.09 themes per narrative. The number of reports containing each theme was 47 for biomedical, 46 for communication with patients and families, 38 for psychosocial, 32 for the physician's role, 30 for personal feelings, and 14 for ethics. Communication issues constituted the theme most frequently reported by third-year students; biomedical and psychosocial themes by interns; biomedical by supervising residents; and the physician's role by attending physicians. Reports from men and women contained a similar mean number (men 2.101; women 2.128) and distribution of themes. CONCLUSIONS: The critical-incident technique promoted reflection on the meaning of clinical experiences. Qualitative thematic analysis revealed the diversity of meaningful experiences on a general medicine service and the high frequency of nonbiomedical themes. This study suggests that reflective exercises can provide a window into the experience of students and residents.

Clinical Medicine↗
PubMed1999

Context generalization in Drosophila visual learning requires the mushroom bodies.

The world is permanently changing. Laboratory experiments on learning and memory normally minimize this feature of reality, keeping all conditions except the conditioned and unconditioned stimuli as constant as possible. In the real world, however, animals need to extract from the universe of sensory signals the actual predictors of salient events by separating them from non-predictive stimuli (context). In principle, this can be achieved if only those sensory inputs that resemble the reinforcer in their temporal structure are taken as predictors. Here we study visual learning in the fly Drosophila melanogaster, using a flight simulator, and show that memory retrieval is, indeed, partially context-independent. Moreover, we show that the mushroom bodies, which are required for olfactory but not visual or tactile learning, effectively support context generalization. In visual learning in Drosophila, it appears that a facilitating effect of context cues for memory retrieval is the default state, whereas making recall context-independent requires additional processing.

Animals↗
PubMed1997

A field trial of an orthodontic treatment need learning package for general dental practitioners.

OBJECTIVE: To evaluate whether GDPs using an index of Orthodontic Treatment Need (IOTN) learning package in a practice setting referred (or treated) more patients with a definite need for orthodontic treatment. DESIGN: A randomised controlled trial. SUBJECTS AND METHODS: 20 GDPs (test group) used the package when selecting patients for orthodontic care during normal dental practice. A control group of 20 GDPs did not use the package. Over a 12-month period impressions were taken by the participating GDPs of all patients selected for orthodontic treatment, either referred to another practitioner or to be treated by the GDP. MAIN OUTCOME MEASURE: IOTN used by two expert examiners. RESULTS: Among the patients selected for orthodontic treatment by the test group there were more patients with a definite objective need for orthodontic treatment (78.1% versus 62.5% in the control group). After adjustment for potential confounding variables, the odds on a patient selected by a test group dentist being in definite need were 2.24 (95% CI 1.25, 4.01) more than the odds on a patient selected by a control group dentist (P = 0.007). CONCLUSIONS: Use of the IOTN learning package by GDPs would reduce the proportion of patients selected for orthodontic treatment with low or moderate objective need.

Adolescent↗
PubMed2001

Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice.

OBJECTIVES: To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). DESIGN: A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. SETTING: A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. SUBJECTS: 69 students participating in the module over 2 years. RESULTS: All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. CONCLUSION: Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely.

Curriculum↗
PubMed1989

General practitioners and their learning styles.

Continuing medical education sessions are often poorly attended by general practitioners. One reason may be that these traditionally consist of lectures by hospital consultants with a strong theoretical bias which may have little relevance to the learning needs of general practitioners. To compare the learning styles of teachers and learners in general practice, learning style questionnaires were administered to 50 hospital clinical tutors, 78 general practitioner trainers, 63 trainees and 47 non-trainer principals. The questionnaire covered four different learning preferences: activist, reflector, theorist and pragmatist. The findings showed that the learning styles of hospital tutors and general practitioner trainers were statistically significantly different to those of non-trainer principals and trainees. The tutors and trainers scored much higher on theorist styles and to a lesser extent on reflector and pragmatist styles. There were no significant differences on activist scores. Since teachers tend to teach in their preferred learning style, which may not match the style of the recipients, these findings have implications for continuing medical education in general practice. These implications are discussed.

Education, Medical, Continuing↗
PubMed1986

[Intelligence training of handicapped patients. An experimental evaluation study of constructive training for the promotion of general intelligence in learning disabled students in a school for patients with speech disorders].

Starting out from a curricular analysis of Klauer's "G-V"-tree structure (1984), a training scheme for developing central intellectual performance is set out and evaluated. The training consists of operations to determine sameness (G = Gleichheit) or differentness (V = Verschiedenheit) of features or relationships. As suggested by the theory of the G-V algorithm, and after only four training units of 45 minutes each, significant gains in general intelligence were found in the two training groups of slow learning students from a special school for the speech disordered, gains that the two control groups did not demonstrate. Meichenbaum's cognitive modelling with subsequent verbal self-instruction served to facilitate task solution procedures. The findings are discussed within the theoretical framework of the G-V system, emphasizing in particular its relevance for modifying and enhancing information processing functions in learning disabled students.

Child↗