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Results for “skill learning”

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PubMedDate not supplied

Learning to recognize ego defense mechanisms: results of a structured teaching experience for psychiatric residents.

OBJECTIVE: Ego defense mechanism (EDM) recognition can offer a powerful and practical tool in clinical psychiatry. However, recognition skill learning can be difficult to assess and may account for the lack of formal EDM recognition training in residency courses. METHOD: This study hypothesized that mean test scores would increase significantly over 8 weeks in a course on practical EDM recognition. Second-year residents from two successive classes (n = 25) were tested in the first and the last course sessions using a 10-item, multiple-choice test. Correct answer mean scores were compared using Student's t test. RESULTS: Test scores demonstrated an increase in the mean percentage of correct answers between the two time points: 54% versus 82%. CONCLUSIONS: These data suggest that clinical EDM recognition can be systematically taught and that learning can be measured appropriately.

Curriculum↗

PubMed2006

Description and evaluation of an innovative course on learning and study skills for the first year medical students.

The purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school.

Clinical Competence↗

PubMed2005

Ten things I wish I'd learned at university.

To many veterinarians, it may seem that university did not equip or prepare them adequately to deal with exotic animals. In fact, the opposite is true--graduate veterinarians have been trained as problem-solvers and doers. By applying the knowledge and skills learned at University, most veterinarians are more than capable of providing quality medical services to exotic pet owners. Veterinarians wishing to take this further need to accept that they have some learning to do and experience to gain. Those with a true love and affinity for exotic animals will be able to develop their skills and achieve proficiency and competency in one of the most exciting and fast-growing fields of veterinary medicine today.

Animals↗

PubMed1994

Effects of aging, skill modification, and demand alternation on multiple-task performance.

The magnitude of age effects in single- and dual-tasks may be affected by the degree to which performance depends on well-learned skills that were previously developed. In addition, age-effects may be affected by the requirement to modify these skills and by attentional requirements emerging from the mutual relation of subtasks. Effects of skill modification and emergent attentional processes were examined in an experiment in which experienced subjects performed two perceptual-motor tasks, a vehicle steering task and car-following task in a driving simulator. Car-following was performed under two conditions of familiarity, determining whether or not a normal psychomotor routine had to be modified. In dual-task performance, the demand of subtasks was constant or alternating in counterphase. In general, the older subjects' performance did not differ from that of their younger counterparts, except when the single- or dual-task involved routine modification in car-following. Dual-task costs were basically manifested in the car-following task. Post hoc interpretations of the data indicated that the results were not completely consistent with the complexity hypothesis.

Adult↗

PubMed2004

[Non verbal communication: a contribution to breastfeeding counseling].

The "Course on Breastfeeding Counseling", elaborated and implemented by the United Nation's Children's Emergency Fund-UNICEF in partnership with the World Health Organization-WHO, represents one of the most important initiatives towards the valorization of women as breastfeeding agents. With a view to understanding and facilitating the application of the nonverbal communication skills this course intends to develop among professionals, this study aims to organize the theoretical frameworks that will support the teaching of Listening and Learning Skills--1--"Use of non verbal communication", considering the concepts of human communication found in different authors. We found out that the skills of the course are centered in techniques only directed at the professional's attitudes. However, it is necessary to pay attention to women's nonverbal signs, as they reflect their emotions. These signs can indicate the difficulties women are facing, their interpretations regarding the interaction elements in their context and, often, they are indicative of how they will direct the breastfeeding process.

Breast Feeding↗

PubMed1980

Teaching severely multihandicapped students to put on their own hearing aids.

Two experiments were conducted with six severely multihandicapped students with hearing impairments to: (a) train the six students to put on their own hearing aids independently, and (b) provide an empirical evaluation of a comprehensive instructional program for putting on a hearing aid by assessing acquisition, maintenance, and generalization of that skill across environments. All six students acquired the skill rapidly, with two students requiring remedial training on one step of the program. Because for two of the original three students the newly learned skill failed initially to generalize to other environments, a second experiment was initiated to assess generalization across environments as well as to replicate the efficiency of the acquisition program. When a variation of the multiple-probe baseline technique was used, the behavior of three additional students generalized to other settings without direct training in those settings.

Adolescent↗

PubMed1997

Teaching and assessing clinical skills using virtual reality.

The need to improve the teaching and assessing of students' procedural skills has been well 0 encounters, often with little or no supervision. Assessment of these skills has depended on rudimentary physical models, or standardized patients. The limitations of these methods also are well known. A new technology known as "Virtual Reality" has tremendous potential to assist medical educators in teaching and assessing clinical skills of students, residents and physicians in practice. Virtual Reality consists of a computer-generated three-dimensional simulation in which the user both views and manipulates the contents of the environment. Various degrees of immersion may be experienced that may include elements such as vision, touch or sound. It can provide an environment that so closely represents an actual clinical situation that skills learned will transfer to patients. Many variations in anatomy or other complications can be presented, and trainees can practice hundreds of times until their skills are perfected. This paper describes current activities in this area in the Dalhousie Faculty of Medicine and elsewhere. Various forms of Virtual Reality are described and their application to particular clinical areas are described.

Computer-Assisted Instruction↗

PubMed2001

Communication skills in palliative care: a practical guide.

Communication skills are frequently regarded as innate and intuitive. Many studies, however, now show that most components of communication techniques can be taught and that these learned skills have an impact on the physician's ability to communicate. This article sets out two fundamental protocols that act as templates or strategies for communication. One, (the C-L-A-S-S strategy) highlights the five central factors in all clinician-patient interviews. The second (the S-P-I-K-E-S protocol) is a variant for the specific task of breaking bad news.

Communication↗

PubMed2006

Prenatal alcohol exposure alters GABA(A)alpha5 expression: a mechanism of alcohol-induced learning dysfunction.

OBJECTIVE: In a model for fetal alcohol syndrome (FAS), we have previously found an alteration in NMDA receptors suggesting mediation, at least in part, of alcohol-related learning deficit. NMDA and GABA receptors interact in a multisynaptic circuit for the regulation of the inhibitory tone through the CNS. The GABA receptor subunit GABA(A)alpha5 is involved in learning and is developmentally regulated, as it is excitatory in the perinatal brain and inhibitory in the adult. We were interested to evaluate alcohol's effect on GABA(A)alpha5 expression to further understand alcohol-induced learning dysfunction. STUDY DESIGN: Timed, pregnant C57B16/J mice were treated on gestational day 8 with alcohol (25% alcohol, 0.03 mL/kg i.p.) or control (saline). Embryos and brains were harvested 10 days after treatment, and brains from adult offspring were collected after evaluation in the Morris Water Maze, a well-established test for spatial learning. Gene expression included samples from at least 3 litters per timepoint, and calibrator-normalized relative real-time polymerase chain reaction (PCR) was performed to quantify GABA(A)alpha5 with GAPDH standardization. Statistical analysis included analysis of variance (ANOVA). RESULTS: Prenatal alcohol exposure significantly decreased GABA(A)alpha5 expression in the embryo (P < .02) and fetal brains (P < .01) 10 days after therapy. However, in adult brains GABA(A)alpha5 expression was increased versus controls (P < .01). As previously demonstrated, prenatal alcohol exposure resulted in deficits in adults learning the Morris Water Maze with controls learning faster (P < .05). CONCLUSION: Prenatal alcohol exposure alters developmental GABA(A)alpha5 expression. This may further explain the long-lasting damage of alcohol on learning skills. Both the alcohol-induced reduction in the GABA(A)alpha5 subunit during development and up-regulation in adult brain may be related to learning deficits resulting in decreased learning potential caused by the developmental defect and an increased inhibition of learning resulting from increased expression as an adult. In combination with our previous findings, these suggest that alcohol-induced learning impairment is likely the result of alterations of both NMDA and GABA expression and function.

Animals↗

PubMedDate not supplied

Continuing education in physical assessment: a pilot study.

This study examines the effectiveness of a five day educational program designed to teach registered nurses (RNs) comprehensive physical assessment techniques and associated skills. Tests and questionnaires measured nurses' knowledge and use of physical assessment skills before and three months after its completion. It was found that the group had increased its physical assessment knowledge and the majority were using the learned skills.

Education, Nursing, Continuing↗

PubMed1994

The problems of being an older driver: comparing the perceptions of an expert group and older drivers.

Driving instructors' observations of older drivers were compared with the experiences of older drivers themselves using two questionnaires. Instructors were asked to compare the ease or difficulty of teaching different skills to old and young pupils, and were asked what skills they would expect to have deteriorated in an experienced driver aged 70. Instructors found teaching most skills to older pupils more difficult than to younger pupils, especially vehicle control and where more than one source of information demanded attention at once. Older pupils learned skills involving attitude and safety mindedness more readily than younger ones. Accident statistics suggest that junctions are dangerous places for older drivers and specific difficulties suggested by the instructors gave clues as to why junctions should be so problematic. Some skills seem to be intrinsically difficult for older people, in that instructors suggested them for both older pupils and experienced drivers: for example, vigilance, speed and distance judgements and coordination. There were also skills that instructors noted learners found difficult that experienced older drivers did not, namely vehicle control skills, and there were problems older drivers had that older learners did not, namely complacency and poor attitude towards safety. Older drivers were unaware of many of the problems suggested by driving instructors and by previous research. Comparison of these problems (eg failures of attention) with those that the drivers were aware of (eg fatigue) suggested that part of the reason for this lack of insight may be poor feedback. This is discussed with reference to directions for remediation. Finally, the effect of greater experience on older people's insight and willingness to make sensible adjustments to their driving was examined.

Journal Article↗

PubMed1997

Problem-based learning: measurable outcomes.

Problem-based learning (PBL) could potentially contribute to four key objectives in the education of doctors. (1) Motivating learning. Three studies show that students studying PBL problems choose fewer topics to study than those identified by the faculty, but one study of a critical care rotation showed that students were motivated to learn over a wider range of basic science topics than had been included in the basic science curriculum. (2) Developing clinical reasoning. One study compared methods of solving problems in PBL and conventional track curricula and suggested that PBL students work backwards from clinical information to theory, while conventional curriculum students tend to reason forward from theory. One study showed that computer searches provide knowledge for helping solve some PBL problems, and another study showed that specific knowledge in emergency medicine correlated with test scores. (3) Structuring knowledge in clinical contexts. A few studies show that PBL students perform less well on basic science examinations but better on clinical examinations. Educational outcomes, however, have been assessed quantitatively mainly by the U.S. National Boards of Medical Examiners Examinations or by clinical examinations with small samples. Only one study includes a power computation to assess type II error. There are no studies that examine how much variance occurs between PBL programmes in their curricular methods and outcomes. (4) Developing self learning skills. PBL students use a much wider range and number of resources than conventional track students. There is only one study comparing the knowledge of doctors trained by PBL and conventional curricula after the doctors have been in practice for a substantial number of years, and no studies of patient outcomes. Patient outcomes need to be assessed with randomized controlled trials, and sample sizes should be determined by power computations to avoid Type II error. Four possible methods of improving PBL would be to derive national and internationally accepted PBL curricula; to organize internationally accepted and psychometrically validated methods of evaluation; to develop attitudes among students and tutors to facilitate co-operative PBL teamwork; and to teach group process diagnostic skills.

Curriculum↗

PubMed2000

Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching.

OBJECTIVES: To compare the course experiences of medical students in a new problem-based (PBL) undergraduate medical course with those of their peers in a conventional curriculum. DESIGN: Whole class questionnaire survey using a pre-validated research instrument. SETTING: University of Liverpool, UK. SUBJECTS: First and second year medical students RESULTS: New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required. CONCLUSIONS: Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.

Curriculum↗

PubMed2004

Becoming a student in PBL course: twelve tips for successful group discussion.

Problem-based learning (PBL) serves as an educational method to foster self-directed learning, integration across disciplines, small-group learning and decision-making strategies. The approach is student centred. During the discussion of a PBL case there are a number of important issues to be considered by students, such as keeping ground rules, knowing their roles, keeping group dynamics, becoming a purposeful learner, planning how to use tutors' feedback to enhance group discussion and boost student's learning skills, as well as striving to become a winning team. This paper provides 12 practical tips to PBL students to enhance their skills in discussing a case in their group.

Education, Medical↗

PubMed1997

Learning-dependent dendritic hypertrophy of cerebellar stellate cells: plasticity of local circuit neurons.

Recent work has shown that motor learning, but not mere motor activity, changes the morphology of Purkinje cells, the major projection neurons of the cerebellar cortex. In the present study we examined how motor skill learning affects the dendritic morphology of the stellate local circuit neurons. Adult female rats were either trained to complete a complex motor learning task or forced to traverse a flat, obstacle-free runway. Golgi impregnated stellate cells were then traced via camera lucida and their dendritic arborizations examined with a concentric ring analysis. Results showed the motor learning animals to have significantly greater stellate cell dendritic arborizations than the activity controls. Thus these local circuit neurons exhibit morphological plasticity.

Animals↗

PubMed2005

Computer-based Training in Medicine and Learning Theories.

Computer-based training (CBT) systems can efficiently support modern teaching and learning environments. In this paper, we demonstrate on the basis of the case-based CBT system CAMPUS that current learning theories and design principles (Bloom's Taxonomy and practice fields) are (i) relevant to CBT and (ii) are feasible to implement using computer-based training and adequate learning environments. Not all design principles can be fulfilled by the system alone, the integration of the system in adequate teaching and learning environments therefore is essential. Adequately integrated, CBT programs become valuable means to build or support practice fields for learners that build domain knowledge and problem-solving skills. Learning theories and their design principles can support in designing these systems as well as in assessing their value.

Computer-Assisted Instruction↗

PubMed1992

Simulated and in situ vocational social skills training for youths with learning disabilities.

Social skills training for youth with learning disabilities in transition from school to work is of substantial importance. To examine the generalization of such training to real employment settings, this study used a multiple-baseline design to investigate the effects of 12 measured behaviors (3 behaviors per student) on four high school seniors. An initial simulated social skills package delivered at school led to generalization in 8 of 12 behaviors. Subsequently, in situ training at the work site produced generalization in 4 of 6 behaviors. This two-phase model appears to be a powerful way to promote generalization of behavioral skills.

Adolescent↗

PubMed1990

A longitudinal study of the cognitive function of children with renal failure.

Fifty-six children with chronic renal failure who either received a kidney transplant, were hemodialyzed or peritoneally dialyzed, or who were being medically managed were given a series of neuropsychological tests every 6 months for a total of four testing sessions. Each child was matched by age, sex, and race to healthy children who received the same sequence of tests. The performance of each treatment group was compared with their controls longitudinally, using a repeated measure analysis of variance. In general, renal subjects performed at lower levels than their controls on tasks of verbal ability, visual perception, memory and visual motor skills. Visual motor performance was the most clinically affected. When compared with controls, the renal subjects did not improve as much or actually deteriorated on some measures of memory and learning skills.

Adolescent↗