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[Effect of neonatal 6-hydroxydopamine administration on the catecholaminergic structures of the hypothalamus and on the behavior of rats of various ages].

A neurotoxin 6-hydroxydopamine (6-OHDA) was introduced to 1, 2 and 3 day old male Wistar rats. Falck-Hillarp histochemical fluorescent method was used to analyze hypothalamic and hypophysial structures containing catecholamines. Statistically reliable decrease in catecholamine fluorescence intensity in hypothalamus and hypophysis, accumulation of catecholamines in nerve cells of supraoptic nucleus and in tanycytes of median eminence differed in 25- and 90-days rats. Disturbance of catecholaminergic systems of hypothalamus and hypophysis induced by neonatal introduction of 6-OHDA leads to reliable relaxation of orienting reaction and deep violation of learning that becomes stronger with age.

Aging↗
PubMed2006

Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred approach to learning.

Pre-prepared concept maps that organise knowledge in a non-linear fashion appeal to a variety of cognitive learning styles and may thus represent an educational tool that supports 'teaching to all types'. However, another central cognitive factor, learning approach, may have a bearing on student take-up of this learning resource. Student attitudes to pre-prepared concept maps introduced in Stage 2 MPharm and BSc Pharmacology lectures were therefore examined in relation to the principal learning orientations according to Duff's 30-item revised approaches to study inventory (RASI). Approximately one half of students (49.6 +/- 4.5%) reported pre-prepared concept maps to be useful to their learning (n = 121). When preferred learning approach was examined, derived from the highest RASI score per individual and excluding ties, 31.9 +/- 4.3%, 29.3 +/- 4.2% and 38.8 +/- 4.5% of students demonstrated a preference for the deep approach (DA), strategic approach (STA) and surface approach (SUA), respectively (P > 0.05, chi2 goodness-of-fit test, n = 116). There was a weak but statistically significant association between preferred learning approach identified by Duff's 30-item RASI and the self-reported usefulness of concept maps (P < 0.05, chi2 test of independence; Cramer's V = 0.235; lambda = 0.193). In contrast, gender was not significantly associated with attitude to concept maps in this student cohort. A preliminary analysis of standardised residuals based on observed and expected frequencies revealed that the greatest contributions to this significant association were: a positive influence of DA and a negative influence of STA, respectively, on attitude to concept maps. These data now indicate a contribution of the principal learning orientations vis-à-vis student attitudes to pre-prepared concept maps when employed alongside more traditional teaching/learning activities in medical and biomedical science education, and may further suggest a role for concept maps in the support of deep learning.

Attitude↗
PubMed2002

Neonatal ethanol produces cerebellar deep nuclear cell loss and correlated disruption of eyeblink conditioning in adult rats.

Binge-like neonatal exposure to ethanol (EtOH) in rats, during the period of brain development comparable to that of the human third trimester, produces significant, dose-dependent Purkinje cell loss in the cerebellum and deficits in eyeblink classical conditioning. There are currently no published reports of whether neuronal loss in the cerebellar deep nuclei also results from binge-like neonatal exposure to EtOH and what the functional consequences of any cell loss might be. Since eyeblink conditioning requires cerebellar deep nuclear cells for normal learning to occur, we examined the effects of binge-like neonatal EtOH exposure on the total number of deep nuclear cells and eyeblink conditioning in adult rats. Group Ethanol (n=11) received EtOH doses of 5.25 g/kg/day on postnatal days 4-9, producing average peak blood alcohol concentrations of 363 mg/dl. Group Sham Intubated (n=11) underwent acute intragastric intubation on postnatal days 4-9 but did not receive any EtOH infusions. Group Unintubated Control (n=10) did not receive any intubations. When rats were at least 3 months old, they received either paired eyeblink conditioning or unpaired training. Following training, estimates of the total number of cerebellar deep nuclear cells were obtained using the optical fractionator, an unbiased stereological counting procedure. Rats in Group Ethanol had approximately 50% fewer deep nuclear cells compared to rats in Groups Sham Intubated and Unintubated Control, which did not differ. For 21 rats that received paired eyeblink conditioning, a highly significant correlation (+0.80) was found between the number of deep nuclear cells and learning rate in eyeblink conditioning.

Animals↗
PubMed2004

Approaches to learning of student nurses.

This paper presents findings from a study of student nurses' learning styles in an Institution of Higher Education in South Wales, United Kingdom (UK). The aim of the research was to evaluate students' approaches to learning as measured by a study process questionnaire (SPQ). The questionnaire is viewed as a reliable and valid measure of students' learning, and has been used extensively with students in higher education in Australia. The SPQ is a 42-item questionnaire measuring surface, deep and achieving approaches to learning. It was distributed to 300 student nurses attending the common foundation program of a preregistration-nursing course. Data were entered into SPSS Windows Release 10. The results indicated that many of the students were taking a surface approach or surface-achieving approach to their studies. There was little difference in results between undergraduates and diploma students or between students majoring in different nursing specialties. The deep and achieving approaches to learning scores correlated positively and significantly with overall mean assessment scores of students, the deep approach with Sociology scores and negatively and significantly with Psychology scores. The implications of these results are discussed in relation to curriculum design and the demands of higher education.

Cohort Studies↗
PubMed1999

Simulations of cerebellar motor learning: computational analysis of plasticity at the mossy fiber to deep nucleus synapse.

We question the widely accepted assumption that a molecular mechanism for long-term expression of synaptic plasticity is sufficient to explain the persistence of memories. Instead, we show that learning and memory require that these cellular mechanisms be correctly integrated within the architecture of the neural circuit. To illustrate this general conclusion, our studies are based on the well characterized synaptic organization of the cerebellum and its relationship to a simple form of motor learning. Using computer simulations of cerebellar-mediated eyelid conditioning, we examine the ability of three forms of plasticity at mossy fiber synapses in the cerebellar nucleus to contribute to learning and memory storage. Results suggest that when the simulation is exposed to reasonable patterns of "background" cerebellar activity, only one of these three rules allows for the retention of memories. When plasticity at the mossy fiber synapse is controlled by nucleus or climbing fiber activity, the circuit is unable to retain memories because of interactions within the network that produce spontaneous drift of synaptic strength. In contrast, a plasticity rule controlled by the activity of the Purkinje cell allows for a memory trace that is resistant to ongoing activity in the circuit. These results suggest specific constraints for theories of cerebellar motor learning and have general implications regarding the mechanisms that may contribute to the persistence of memories.

Cerebellar Cortex↗
PubMed1996

The cerebellum: a neuronal learning machine?

Comparison of two seemingly quite different behaviors yields a surprisingly consistent picture of the role of the cerebellum in motor learning. Behavioral and physiological data about classical conditioning of the eyelid response and motor learning in the vestibulo-ocular reflex suggests that (i) plasticity is distributed between the cerebellar cortex and the deep cerebellar nuclei; (ii) the cerebellar cortex plays a special role in learning the timing of movement; and (iii) the cerebellar cortex guides learning in the deep nuclei, which may allow learning to be transferred from the cortex to the deep nuclei. Because many of the similarities in the data from the two systems typify general features of cerebellar organization, the cerebellar mechanisms of learning in these two systems may represent principles that apply to many motor systems.

Animals↗
PubMed1993

Pattern of deep venous thrombosis in Jeddah area, western Saudi Arabia.

Little is known about the pattern of Deep Vein Thrombosis in Saudi Arabia. Over 4 year period, 62 cases with strong evidence of venous thrombosis were studied in King Abdulaziz University and King Fahad Hospitals to learn the pattern of deep vein thrombosis in Jeddah, Western Saudi Arabia. There were 32 females and 30 males. The mean age of the group was 36.0 years (range 6-90 years). One or more risk factors was/were detected in 40 patients. Among these 14 factors, age more than 50 years, obesity, vasculitis, malignancy and postpartum were the common factors encountered. In other 22 patients, no risk factor was found. However, extensive laboratory search diagnosed 9 rare disorders out of these 22 cases. Antithrombin III, protein C, protein S deficiencies in 5, 2, 1 patients, consecutively. The last patient had significantly shortened PTT. The other 13 (21.0%) patients were considered real idiopathic DVT. Extremities were involved in 54 patients compared to only 8 cases with inferior vena cava or visceral thrombosis. The upper limb was affected in only 10 patients unlike the lower limb which was more commonly affected n = 37.

Adult↗
PubMed1993

Using signaled barpressing tasks to study the neural substrates of appetitive and aversive learning in rats: behavioral manipulations and cerebellar lesions.

The development of standard within-subject conditioning tasks for studying similarities and differences in the neural substrates of appetitive and aversive learning is described. Rats learned to press a bar during a brief tone presentation to receive a food pellet reward (the appetitive task). Using the same tone signal, conditioning chamber, and trial timing parameters, the same rats were then trained to press the bar during the tone presentation to avoid a mild footshock (the aversive task). As an initial study of the neural substrates of these forms of learning, the involvement of the cerebellum was assessed. Bilateral lesions of the deep cerebellar nuclei prevented the learning of the aversive task but had no effect on the learning of the appetitive task.

Animals↗
PubMed2006

The effects of moderate neonatal ethanol exposure on eyeblink conditioning and deep cerebellar nuclei neuron numbers in the rat.

Heavy, bingelike patterns of exposure to ethanol during a portion of the early postnatal period in the rat, a time of rodent brain development corresponding to the human third trimester, has been shown to deplete cerebellar neurons and to produce deficits in cerebellar-dependent tasks. In the current study, we examined the impact of more moderate ethanol exposure, during an extended portion of the rat third trimester equivalent, on cerebellar-dependent learning (eyeblink conditioning) and deep cerebellar nuclei neuron numbers. Neonatal rats received 0, 1, 2, or 3g/kg/day of ethanol in milk formula via a single intragastric intubation each day across postnatal days 2-11, or were left untreated. Peak BACs for ethanol-exposed rats were 50, 150, and 225 mg/dl, respectively. Rats underwent eyeblink conditioning as young adults (70 days of age) and deep cerebellar nuclei neuron numbers were assessed at 100 days of age. In Experiment 1, all rats showed normal responsiveness to periorbital stimulation prior to conditioning. The 3-g/kg/day group was impaired in eyeblink conditioning and possessed fewer deep cerebellar nuclei neurons. A trend toward impairment was observed in the 2-g/kg/day group. However, the 0-g/kg/day group was also impaired in eyeblink conditioning. In Experiment 2, the unconditioned stimulus pretest phase was eliminated, the 0-g/kg/day group learned normally, and both the 2- and 3-g/kg/day groups were again impaired. These results suggest that more moderate doses of ethanol during the rat third-trimester equivalent can produce long-term effects on the cerebellum.

Animals↗
PubMed1986

Learning styles and approaches: implications for medical education.

This paper reviews the recent literature on learning styles and approaches to learning. It identifies two separate streams of research, one originating from mainstream cognitive and psychometric psychology and one from research undertaken within the everyday learning environment. The latter is dealt with in greater detail as it seems to have more immediate practical relevance. A simple model of the teaching-learning process is presented showing how students learn in different ways which are partly attributable to their preferred learning style and partly to the context in which the learning takes place. Three basic approaches have been identified: surface, deep and strategic, each resulting in a different learning outcome. The most desirable and successful is the deep approach. The way in which the teaching and the policies of the department and school influence the students' approach to learning are reviewed in some detail. A consideration of these characteristics in medical schools suggested that many may hinder rather than assist in the development of the desired approach. The work reviewed here suggests that the remedy will require not only substantial changes in the teaching, curriculum and, particularly, assessment, but also a new strategy based on identifying and assisting individual students whose approaches to study are not those expected of a competent university-educated doctor.

Australia↗
PubMed2005

The evaluation of Game-Based e-learning for medical education: a preliminary survey.

Game-Based e-learning (GBeL) was newly designed platform for education of students with higher education, especially for medical students. The purpose of this study was to preliminarily evaluate the attraction of GBeL, the motivation toward GBeL and the learning effect. We found more than 80% of students thought that GBeL was attractive and more interesting than traditional class. However, the percentage of enhancing interest to learn and learning more complete and deep knowledge were less than 50%.

Computer-Assisted Instruction↗
PubMed2004

The role of different types of instrumentality in motivation, study strategies, and performance: know why you learn, so you'll know what you learn!

BACKGROUND: Two theories in the field of motivation and achievement, namely the future time perspective theory and goal theory, result in conflicting recommendations for enhancing students' motivation, because of their differential emphasis on the task at hand and on the future consequences of a task. AIMS: We will present a framework consisting of four types of instrumentality that combines both perspectives. The implications of those different types for goal orientation, motivation, cognitive strategies, study habits and performance are investigated. SAMPLES: Participants were a group of 184 first-year nurse students with ages ranging from 18 to 45 years. METHODS: Questionnaires were administered that measured instrumentality, goal orientation, motivation, deep and surface level learning strategies, study habits, and a manipulation check. At the end of the year, exam scores were collected. RESULTS: The results showed that different types of instrumentality are related differently to the motivational, cognitive and achievement measures. Being internally regulated and perceiving the utility of the courses resulted both in a more adaptive goal orientation and higher intrinsic motivation, which led to the use of more adaptive cognitive strategies and to better study habits, which ultimately enhanced performance. Linking performance to extrinsic rewards and not seeing the utility of the course for the future yielded the opposite pattern. CONCLUSIONS: Type of instrumentality has indeed a differential influence on motivational, cognitive, and behavioural variables.

Adolescent↗
PubMed2004

A qualitative analysis of nonresponse: management of treatment-refractory obsessive-compulsive disorder.

Serotonin reuptake inhibitors (SRIs), especially potent ones given at high doses over long periods of time, are often effective in the treatment of obsessive-compulsive disorder (OCD). However, a large percentage of patients do not respond to treatment with SRIs, and those who do respond often do not fully remit, which should be the standard goal of treatment in OCD. If a patient has been treated for several months and has not yet responded to treatment with several SRIs, the physician should perform a careful assessment of resistant and/or residual clinical symptoms and any comorbid conditions to determine which next-step treatment would be the most appropriate. One strategy for patients who have not responded to treatment with an SRI is to switch them to a serotonin-norepinephrine reuptake inhibitor, because some patients may respond better to agents that target multiple systems. Another promising approach is the augmentation of SRIs with neuroleptics. In addition, open trials have shown that intravenous (IV) clomipramine and IV citalopram may be effective in the treatment of resistant OCD. Novel pharmacotherapeutic treatments and electroconvulsive therapy have been attempted, with mixed success. Recently, researchers have been studying repetitive transcranial magnetic stimulation, vagal nerve stimulation, and neurosurgical approaches such as gamma knife capsulotomy and deep brain stimulation to learn if these procedures are effective in treating treatment-resistant OCD. Repetitive transcranial magnetic stimulation has possibilities not only as a therapy but also as an instrument that can help researchers describe the neurocircuitries involved in OCD. More results are needed before the effectiveness of the nonpharmacologic treatments for OCD can be determined.

Adrenergic Uptake Inhibitors↗
PubMed1990

Assessing learning-style inventories and how well they predict academic performance.

In the fall of 1988, 79 students at the University of Nevada School of Medicine were administered two learning-style inventories: the Lancaster Approaches to Studying Inventory (LASI) and the Inventory of Learning Processes (ILP). Students' scores on these scales were examined in terms of the theoretical distinction between deep and surface approaches to learning. The data provided strong support for this distinction, with the scores on learning-style measures correlating as expected. The relationships between the students' inventory scores and their scores on two measures of academic performance were also examined. Correlations between measures of learning style and academic performance yielded low, nonsignificant positive correlations and were found to be inadequate predictors of academic performance. Implications and possible explanations for these findings are discussed.

Achievement↗
PubMed2005

Tradition and technology: teaching rural medicine using an internet discussion board.

INTRODUCTION: The aim of the Rural Medicine Rotation (RMR) at the University of Queensland is to give all third year medical students exposure to, and an understanding of, clinical practice in Australian rural or remote locations. Because the primary role of the Rural Clinical School is to improve medical recruitment and retention in rural areas, the provision of positive student learning experiences and subsequent ability to make adequately informed rural career choices is of fundamental importance. A difficulty in achieving this is the relatively short period of student clinical placements, in only one or two rural or remote locations. A web-based Clinical Discussion Board (CDB) has been introduced to address this problem by allowing students at all clinical sites to discuss their rural experiences and clinical issues with each other. The rationale behind the CDB is to encourage an enhanced understanding of the breadth and depth of rural medicine through peer-based learning. METHODS: All third year students undertaking the RMR are required to submit a minimum of two original contributions, on any clinically related topic, and two replies to other submissions on the CDB. At the end of their 8 week rotation, the students evaluate the CDB by answering a short survey that focuses on the ease of use and access and the educational value of the CDB. A question regarding the influence of the RMR on their interest in pursuing a rural medicine career is also asked. The CDB transcripts are further analysed for type of article posted, category of medicine that was discussed and the specific topic under discussion. RESULTS: This article reports on the results from the first two RMR of 2005. A total of 83 third year medical students undergoing an 8 week rural rotation posted a total of 819 responses on the CDB. This resulted in 217 individual articles or topics discussed within 12 broad medical categories. The student ratings of the ease of use and access of the CDB were high, as were their ratings of its educational value and its potential to increase knowledge of rural medicine. Likewise, the majority of students felt the RMR increased their interest in rural medicine. CONCLUSIONS: The CDB offers a unique way to understand the concerns and interests of third year medical students immersed in their RMR. It highlights the issues they need to discuss with their peers, and offers the potential to guide future curriculum changes in response to identified needs. A major advantage of the CDB is its ability to enable all students to access a wide variety of rural practice experiences by sharing ideas and strategies they encounter. Likewise, the CBD encourages the development of deep reflective patterns of learning through a peer-based process. Equally important is the potential for building professional networks, interpersonal relationships, teamwork, collaboration and collegial support systems. These networks and relationships are essential for rural medicine to help alleviate the possible isolation recognised in rural life.

Education, Medical↗
PubMed2006

Teaching research and epidemiology to undergraduate students in the health sciences.

OBJECTIVE: To identify and address particular challenges in the teaching of epidemiological concepts to undergraduate students in non-clinical health disciplines. METHODS AND RESULTS: Relevant pedagogical literature was reviewed to identify a range of evidence-based teaching approaches. The authors also drew on their experience in curriculum development and teaching in this field to provide guidelines for teaching epidemiology in a way that is engaging to students and likely to promote deep, rather than surface, learning. Discussion of a range of practical strategies is included along with applied examples of teaching epidemiological content. CONCLUSIONS AND IMPLICATIONS: Increasingly, there is a greater emphasis on improved learning outcomes in higher education. Graduates from non-clinical health courses are required to have a core understanding of epidemiology and teachers of epidemiology need to be able to access resources that are relevant and useful for these students. A theoretically grounded framework for effective teaching of epidemiological principles to non-clinical undergraduates is provided, together with a range of useful teaching resources (both paper and web-based). Implementation of the strategies discussed will help ensure graduates are able to appropriately apply epidemiological skills in their professional practice.

Education, Public Health Professional↗