SEARCH · PubMed Health

Results for “Deep Learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 343 records · Page 19Linked to original sources

PubMed2006

Nursing and midwifery students' approaches to study and learning.

AIM: This paper reports an investigation of the approaches to study and learning of nursing and midwifery students at a school of nursing and midwifery in Iran. BACKGROUND: Current knowledge suggests that students approach their studies in surface, deep or strategic manners. Students' approaches to study have an important impact on their academic success. Awareness of their approaches to study and factors that affect their choices is important for curriculum planners as well as nurse and midwife educators. METHODS: A cross-sectional design was used with a convenience sample of nursing and midwifery students in all 3 years of study at one university in Iran. The validated Persian translation of Entwistle and Ramsden's Approaches and Study Skills Inventory was administered in a classroom context in 2003. RESULTS: Sixty-four per cent (95% CI; 57-72%) of nursing and 63% (95%; CI 50-75%) of midwifery students adopted a deep approach. The use of a surface approach was negatively correlated to the stage of study for midwifery but not nursing students. There was also a statistically significant positive correlation between level of interest in the field of study and use of strategic approach for both nursing and midwifery students. Grade point average for the nursing students adopting the strategic approach was statistically significantly higher than for those adopting deep or surface approach. The grade point average for midwifery students adopting strategic approach was statistically significantly higher than that for those adopting deep approach, but not different from the grade point average of those adopting surface approach. CONCLUSION: Our findings suggest that adoption of strategic or deep approaches to learning was associated with better educational outcome, as indicated by higher grade point averages. Moreover, the findings emphasize the impact of students' interest in their field on their academic success. Therefore, the adoption of factors which foster deep or strategic approaches and activities which increase students' interest should lead to improved academic outcomes.

Attitude of Health Personnel↗

PubMed2002

[Multidisciplinary course in emergency medicine gives residents greater confidence].

Lack of courses in emergency medicine for doctors under training is currently a problem in Sweden. Only 10 percent will have these courses early under their internship. The University hospital in Malmoe has therefore decided to create a course for doctors under training and to offer it early in their education. The curriculum is based on a problem-based learning concept using a modified case methodology that has been used since the 1920's at Harvard Business school in Boston. The course integrates doctors from different specialties with experienced nurses from the emergency ward. The five day course comprises; three theoretical days where cases from the emergency room are discussed with the case methodology, followed by two days of practical training. Our results from 100 participants over a period of two years is very encouraging, over 85 percent of the participants were very satisfied with the course. The multidisciplinary discussion about different cases was much appreciated. Our experience of this problem-based learning concept is very good, since it promotes deep rather than surface learning and promotes an in-depth collaboration between disciplines.

Clinical Competence↗

PubMed2001

Reflection in action in caring for the dying: applying organizational learning theory to improve communications in terminal care.

Currently, single loop learning is the predominant method of problem solving orientation engaged in by healthcare institutions. This mode of learning is not conductive to fostering needed communications between health care providers and terminal patients. Reflection in action, second loop learning, focuses on deep listening and dialogue and can be critical in opening communications paths between the dying patient and his or her caregivers. This article discusses organizational learning theory and applies the theories double loop learning technique of reflection in action to end-of-life care. The article further explores an exemplar of reflection in action in a Palliative Care Program, and end-of-life home care program at Kaiser Permanente. In order to more effectively meet the needs of terminally ill patients, greater efforts are needed to incorporate second loop learning into the practice of those caring for these patients.

Caregivers↗

PubMed1997

Learning and retention in preclinical and early Alzheimer's disease.

Accelerated forgetting has been proposed as the first sign in preclinical and early Alzheimer's disease (AD). The authors investigated learning and retention in participants who later developed AD with free and cued selective reminding (FCSR; H. Buschke, 1984; E. Grober & H. Buschke, 1987), a test that maximizes learning by inducing deep semantic processing and by controlling study and test conditions. AD patients in the preclinical stage recalled significantly fewer words than did matched control participants, indicating an impairment of learning; nonetheless, patients' retention was identical to that of control participants. A retention deficit was documented 3 years later for AD patients but not for control participants, whose retention was still perfect. Thus, a retention deficit is not present in preclinical AD when hallmark learning deficits can be documented. Detection of preclinical and very early AD may be best accomplished by using robust learning tests that control cognitive processing.

Aged↗

PubMed2004

Students' studying and approaches to learning in introductory biology.

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.

Biology↗

PubMed1998

The cerebellum and postural sensorimotor learning in mice and rats.

Animals with cerebellar damage caused by gene mutations, surgical ablations and irradiation by X-rays during developmental stages are impaired in maintaining posture and equilibrium. For most tests, even in animals with total cerebellectomy, postural sensorimotor learning is not abolished. Simpler compensatory movements may be adopted. The acquisition of simple sensorimotor skills occurring after massive damage of the cerebellar cortex may be explained by the modulatory role of the cerebellar deep nuclei during learning processes or by the influence of extracerebellar regions taking over lost cerebellar function.

Animals↗

PubMed2000

The role of repetition in the processes of memorising and understanding: a comparison of the views of German and Chinese secondary school students in Hong Kong.

BACKGROUND: Previous research has found that students and teachers in countries of the Far East often see memorization and understanding as working together to produce higher quality outcomes. In contrast, in the West it is more common to associate memorizing with 'surface' and understanding with 'deep' approaches to learning. AIM: The main purpose of this study was to explore and describe the experiences of the role of repetition in the processes of memorizing and understanding among students with Western (German) and Asian (Chinese) backgrounds. In particular, we were interested in finding indications of possible cultural differences in the experiences of the two ethnic groups. SAMPLE: The participants were 48 Chinese (HKC) and 18 German senior secondary school students in Hong Kong. METHOD: The study used a qualitative research approach. Data were gathered by semi-structured in-depth interviews. Interview transcripts were analysed in order to uncover, categorize and describe the variation of experiences and conceptions of the role of repetition. The two ethnic groups were then compared as to how many interviews were found in each category. RESULTS: A similar proportion of both groups remembered being encouraged to recite by their parents, but the HKC students more often said they were made to recite by their primary teachers. While the HKC students focused on the value of the content of these early memories, the German students focused on the value of the activity itself. Moreover, while the German students tended to downplay the role of repetition in the process of understanding, the HKC students sometimes emphasized repetition combined with 'attentive effort'. By such effort they tried to discover new meanings in the materials studied, in order to deepen their understanding. CONCLUSION: While the findings of this study cannot be considered definitive, it is suggested that the emphasis on attentive effort among HKC students is consistent with a traditional, Confucian perspective on learning. The results also indicate that 'the intention to both memorize and understand', found in previous investigations of the study approaches of HKC students, may arise out of being simultaneously aware of two possibilities inherent in repetition: creating a deep impression on the mind and discovering new meaning. Finally, it is argued that the differences between the two ethnic groups are consistent with earlier research findings that Chinese, unlike Western, students tend to consider effort attributions more salient than ability attributions.

Adolescent↗

PubMed1991

The approach to learning in a traditional medical school.

The differences existing in learning approaches of students belonging to four different classes of a traditional school of medicine in Temuco (Chile) were evaluated. Those students were being exposed to the same curricular experience, but they were in different stages of medical training by this time. At the moment of the study they were at the end of the first, third, fifth and seventh year of medical training. The assessment was done using the Lancaster Inventory of Learning Approach. It was answered by a total of 143 students (100%). The four groups showed very similar scores without significant differences between them. According to the final results the meaning orientation was predominant in all the groups. This orientation corresponded, to the deep approach to learning of Newble & Entwistle (1986). Data were assessed statistically through analysis of variance and Scheffe test for multiple comparison.

Chile↗

PubMed2006

Attitudes toward and approaches to learning first-year university mathematics.

This study examined the relationship for 180 undergraduate students enrolled in a first-year university calculus course between attitudes toward mathematics and approaches to learning mathematics using the Mathematics Attitude Scale and the Approaches to Learning Mathematics Questionnaire, respectively. Regression analyses indicated that scores for the Mathematics Attitude Scale were negatively related to scores for the Surface Approach and accounted for 10.4% of the variance and scores for the Mathematics Attitude Scale were positively related to scores for the Deep Approach to learning mathematics and accounted for 31.7% of the variance.

Adult↗

PubMedDate not supplied

[A special case of learning disruption as a model of a disintegration phenomenon].

Combination of two factors in rats such as the isolation (during 2-4 months, beginning from the 21st day of age) and procedure of space cyclic learning results in a rare kind of behavioral strategy (in 30% animals), when the cyclic behavior is realized without food reinforcement. Such a dissociation between the vital motivation and searching behavior may be considered as an analogue of the disintegration phenomenon in neuropsychotic patients. The deep depression of learning owing to lowering of search represents the dominant type of behavioral disorders in isolants. The cyclic habit training, including a 2-months pause between two sessions, significantly increases behavioral search activity. The behaviors are accompanied by morphological shifts in the sensomotor cortex: significant decrease of the fifth layer (giant pyramids) thickness, selective lowering in the satellite glia density and elimination of normal behavior-glia correlations.

Animals↗

PubMed2001

A comparison of changes in dental students' and medical students' approaches to learning during professional training.

The purposes of this study were 1) to compare the learning approaches of dental students (DS) and medical students (MS) for the Class of 1998 at a single institution at admission and graduation and 2) to determine if their learning approaches changed over the course of their studies. An Approaches to Studying Inventory (ASI) was administered to DS and MS at two times: their first month in school and their last month in school. Means and standard deviations were calculated for three ASI orientations to studying: 'Meaning', 'Reproducing', and 'Achieving'. An additional domain referred to as 'Styles and Pathologies' identified learning problems. In comparison, DS and MS demonstrated a different pattern of learning approaches at matriculation; however, at graduation these differences were less apparent. Over time, DS reported a decreased use, and MS reported an increased use of the Reproducing orientation bringing them closer together. MS also demonstrated an increased use of the Achieving orientation. The Meaning orientation, which indicates a deep approach to learning, was equivalently used by both groups at entry and remained unaltered.

Achievement↗

PubMed1992

A study of two "quick-and-easy" methods of assessing individual differences in student learning.

A study is reported which examined the reliability and validity of two measures of individual differences in learning, a short form of the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) and the Learning Style Inventory (Kolb, 1976). Both of these are short and easy to administer, making them attractive for use in the classroom. The Approaches to Studying Inventory was found to be a potentially useful measure: the predicted factors emerged, the scales were moderately reliable and those students adopting a deep approach to learning were more likely to be successful in their exams. The Learning Style Inventory, on the other hand, was relatively unreliable and the underlying factor structure did not correspond to what was predicted; there was, however, a correlation between scores on the active/passive dimension and academic success. It is concluded that the short form of the Approaches to Studying Inventory has some potential in assessing the learning styles of students, but that further refinement is required before it is adopted for general use.

Achievement↗

PubMed2000

Variation in contrasting forms of 'memorising' and associated observables.

BACKGROUND: There is a posited conceptual distinction in the student learning literature in higher education between contrasting forms of 'memorising': as a process of rehearsal which is usually equated with rote learning, and as a process of committing to memory material that in two separate senses is temporally either 'understood' before or after the event. AIMS: The present study reports on the operationalisation of these contrasting forms of 'memorising' and investigates their empirical association with one another, their gender sensitivity, and their joint association with other modelling sources of explanatory variation in student learning. SAMPLES: Two samples of entering first-year economics students at the Universities of South Australia (N = 896) and Adelaide (N = 448) which are combined in the present study (N = 1344). The combined sample is further distinguishable by gender (females, N = 662, males, N = 682). METHOD: Students were surveyed prior to the commencement of lectures and reported retrospectively on their most recent school-based learning experiences. Resultant data in the form of inventory responses were subjected to exploratory and confirmatory factor analyses, multivariate analysis of variance, and correlation analysis. RESULTS: Empirically the three forms of 'memorising' are independent of one another and they are furthermore sensitive to gender-based response differences in terms of both location and structure. Forms of 'memorising' are respectively associated in a theoretically congruent manner with 'deep'-level processes, learning pathologies, and contrasting conceptions of learning. CONCLUSIONS: The unqualified use of 'memorising' in studies of student learning is contra indicated. Contrasting forms of 'memorising' represent discrete sources of explanatory variation that can be used to construct finer grained models of student learning in process terms.

Adolescent↗

PubMed2000

An approach to studying scale for students in higher education: a Rasch measurement model analysis.

A questionnaire comprising 80 self-report items was designed to measure student Approaches to Studying in a higher education context. The items were conceptualized and designed from five learning orientations: a Deep Approach, a Surface Approach, a Strategic Approach, Clarity of Direction and Academic Self-Confidence, to include 40 attitude items and 40 corresponding behavior items. The study aimed to create a scale and investigate its psychometric properties using a Rasch measurement model. The convenience sample consisted of 350 students at an Australian university in 1998. The analysis supported the conceptual structure of the Scale as involving studying attitudes and behaviors towards five orientations to learning. Attitudes are mostly easier than behaviors, in line with the theory. Sixty-eight items fit the model and have good psychometric properties. The proportion of observed variance considered true is 92% and the Scale is well-targeted against the students. Some harder items are needed to improve the targeting and some further testing work needs to be done on the Surface Approach. In the Surface Approach and Clarity of Direction in Studying, attitudes make a lesser contribution than behaviors to the variable, Approaches to Studying.

Accounting↗

PubMed2002

The cerebellum in action: a simulation and robotics study.

The control or prediction of the precise timing of events are central aspects of the many tasks assigned to the cerebellum. Despite much detailed knowledge of its physiology and anatomy, it remains unclear how the cerebellar circuitry can achieve such an adaptive timing function. We present a computational model pursuing this question for one extensively studied type of cerebellar-mediated learning: the classical conditioning of discrete motor responses. This model combines multiple current assumptions on the function of the cerebellar circuitry and was used to investigate whether plasticity in the cerebellar cortex alone can mediate adaptive conditioned response timing. In particular, we studied the effect of changes in the strength of the synapses formed between parallel fibres and Purkinje cells under the control of a negative feedback loop formed between inferior olive, cerebellar cortex and cerebellar deep nuclei. The learning performance of the model was evaluated at the circuit level in simulated conditioning experiments as well as at the behavioural level using a mobile robot. We demonstrate that the model supports adaptively timed responses under real-world conditions. Thus, in contrast to many other models that have focused on cerebellar-mediated conditioning, we investigated whether and how the suggested underlying mechanisms could give rise to behavioural phenomena.

Animals↗

PubMed2002

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Biological Science Disciplines↗

PubMed1997

Delayed spontaneous alternation in intact and cerebellectomized control and lurcher mutant mice: differential role of cerebellar cortex and deep cerebellar nuclei.

Lurcher mutant (+/Lc) mice exhibit a massive loss of neurons in the cerebellar cortex and in the inferior olivary nucleus while deep cerebellar nuclei are essentially intact. To discriminate the respective participation of the cerebellar cortex and deep structures in learning and memory, the authors subjected 3- to 6-month-old +/Lc mice to a delayed spontaneous alternation task to test their working and long-term spatial memories. Results show that wild type (+/+) mice alternated above chance even after a 1-hr delay between the forced and choice trials, whereas in +/Lc mice, long-term memory was impaired. Cerebellectomized +/+ mice behave as +/Lc mice (working memory was preserved but long-term memory was not), whereas in the cerebellectomized +/Lc mice, both working and long-term memories were altered. These results are discussed in terms of relationships between the cerebellum and the hippocampus.

Animals↗

PubMed2002

An interactive, student-centered approach to teaching large-group sessions in veterinary clinical pathology.

INTRODUCTION: The purpose of this study was to describe and evaluate an interactive, student-centered approach to teaching large-group sessions in Veterinary Clinical Pathology. The strategy was designed to operate in the place of expository lectures and to encourage a deep approach to learning though discussion and problem solving. METHODOLOGY: The teaching strategy ran over two hours and required students to answer a series of questions on the topic to be discussed before attending the session. In the first part of the session, limited information and laboratory data related to a series of cases were presented to the students for discussion and analysis. These cases were selected on the basis of their usefulness for discussion in relation to the answers to the previously set questions and to reinforce an approach to the analysis of laboratory data. After a break, students were given a series of multiple-choice questions, related to the topic previously discussed, to answer. Students were given the opportunity to discuss the reasons for their answers. Finally, the students were given information and laboratory data from an unknown case and asked to analyze them, through a mechanism previously practiced in small-group tutorials, in order to reach conclusions and to consider the need for further investigation and implications for case management. A consensus diagnosis and plan for the case was reached after reflective observation and discussion. The teaching strategy was evaluated, utilizing teacher reflection and a student questionnaire, on the basis of its success in encouraging active and simulated experiential learning. CONCLUSION: The evaluation of one session indicated that students strongly valued the strategy in relation to actively engaging them in discussion, providing feedback on how they were learning, and enhancing their understanding of how theoretical knowledge can be applied to actual clinical cases. These pedagogical principles appeared to give students greater confidence in analyzing laboratory data through a mechanism of diagnostic reasoning. More sessions of this kind, tied to specific content or skills areas, will allow better evaluation of the perceived student outcomes, which can then be correlated with actual student outcomes through formal assessment.

Education, Veterinary↗