PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “skill 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 919 records · Page 51Linked to original sources
PubMed1997

[The School of Medicine of the Universidad de La Frontera].

The School of Medicine of Universidad de La Frontera is the result of a tight relationship between teaching and patient care. Its recent development is based on the strengthening of international bonds. Curricular innovation is an important accomplishment, mandated by the strategic setting up of its academic corps. The aim of undergraduate teaching is to train health professionals able to successfully face prevalent health problems, with health team management capabilities, that work in close relationship with the community, with continuous educational, research, communicational and learning skills and with a solid ethical and humanitarian education. Student based education using priority health problems as models, small group tutorials and community training are the bases of medical training for the next century.

Chile↗
PubMed1998

Transformation of health care through innovative use of information technology: challenges for health and medical informatics education.

Information storage and processing continues to become increasingly important for health care, and offers enormous potential to be realised in the delivery of health care. Therefore, it is imperative that all health care professionals should learn skills and gain knowledge in the field of health informatics, or medical informatics, respectively. Working Group 1, Health and Medical Informatics Education, of the International Medical Informatics Association (IMIA WG1) seeks to advance the knowledge of how these skills are taught in courses for the various health care professions around the world, and includes physicians, nurses, administrators, and specialists in medical informatics. IMIA WG1 held its 6th International Conference on Health and Medical Education in Newcastle, Australia, in August 1997. The theme of the conference was 'Transformation of Healthcare through Innovative Use of Information Technology'. This special issue of the International Journal of Medical Informatics on Health and Medical Informatics Education contains selected papers presented at the conference. In addition to the central topic, Educating Health Care Professionals in Medical Informatics the topics telematics, distance education and computer based training were also discussed at the conference.

Health Occupations↗
PubMed1997

Learning relevant procedural skills. Are supervisors providing opportunities?

OBJECTIVE: The aim of this study is to assess general practice registrars' (GPRs) learning needs in relation to their procedural skills development and compare these with the learning opportunities offered by their general practice supervisors (GPSs). METHOD: A 43 item questionnaire was designed to assess the procedural skills development needs of GPRs. The questionnaire was administered to GPSs and GPRs. RESULTS: GPRs can expect to consolidate their skills in the areas of joint injections. ENT procedures and some small surgical procedures. They are unlikely to gain experience in the areas of proctology, the use of the microscope as a diagnostic tool, cardiac stress testing, hearing assessment and some less frequently needed procedures. Respondents identified spinal mobilisation manipulation, flexible sigmoidoscopy, colposcopy and fine needle aspiration biopsy as procedures they would like to see performed in general practice. CONCLUSION: GPRs are keen to enhance their procedural skills in a wide range of areas. They cannot necessarily expect that their general practice attachment will provide the opportunities to develop all skills desired. The Royal Australian College of General Practitioners (RACGP) Training Program needs to provide registrars with a list of core skills that are expected of every general practitioner (GP). To ensure this objective is achieved, innovative learning opportunities for GPSs and GPRs in the domain of psychomotor competencies need to be developed.

Adult↗
PubMed2002

Enhancing the learning of sport skills through external-focus feedback.

The authors examined how the effectiveness of feedback for the learning of complex motor skills is affected by the focus of attention it induces. The feedback referred specifically either to body movements (internal focus) or to movement effects (external focus). In Experiment 1, groups of novices and advanced volleyball players (N = 48) practiced "tennis" serves under internal-focus or external-focus feedback conditions in a 2 (expertise) x 2 (feedback type) design. Type of feedback did not differentially affect movement quality, but external-focus feedback resulted in greater accuracy of the serves than internal-focus feedback during both practice and retention, independent of the level of expertise. In Experiment 2, the effects of relative feedback frequency as a function of attentional focus were examined. A 2 (feedback frequency: 100% vs. 33%) x 2 (feedback type) design was used. Experienced soccer players (N = 52) were required to shoot lofted passes at a target. External-focus feedback resulted in greater accuracy than internal-focus feedback did. In addition, reduced feedback frequency was beneficial under internal-focus feedback conditions, whereas 100% and 33% feedback were equally effective under external-focus conditions. The results demonstrate the effectiveness of effect-related, as opposed to movement-related, feedback and also suggest that there is a need to revise current views regarding the role of feedback for motor learning.

Adolescent↗
PubMed2004

Comparing the effects of physical practice and mental imagery rehearsal on learning basic surgical skills by medical students.

OBJECTIVE: The purpose of this study was to test the effects of varying the amount of physical practice and mental imagery rehearsal on learning basic surgical procedures. STUDY DESIGN: Using a sample of 65 second-year medical students, 3 randomized groups received either: (1) 3 sessions of physical practice on suturing a pig's foot; (2) 2 sessions of physical practice and 1 session of mental imagery rehearsal; or (3) 1 session of physical practice and 2 sessions of imagery rehearsal. All participants then performed a surgery on a live rabbit in the operating theater of a veterinary college under approved conditions. Analysis of variance was applied to pre- and post-treatment ratings of surgical performance. RESULTS: Physical practice followed by mental imagery rehearsal was statistically equal to additional physical practice. CONCLUSION: Initial physical practice followed by mental imagery rehearsal may be a cost-effective method of training medical students in learning basic surgical skills.

Animals↗
PubMed2001

Callosal contribution to procedural learning in children.

A previous study in acallosal patients (De Guise, et al., 1999) has demonstrated the crucial role of the corpus callosum (CC) in a procedural learning task that requires the participation of both hemispheres. Because children often display limitations in interhemispheric communication linked to callosal immaturity, we expected that they would have difficulties learning a procedural skill that involved interhemispheric integration during its acquisition, but not when the skill was learned intrahemispherically. To test this hypothesis, 40 children, divided into 4 age groups (6 to 8 years, 9 to 11 years, 12 to 14 years, and 15 to 16 years), performed a modified version of the serial reaction time task developed by Nissen and Bullemer (1987). This task involves uni- or bimanual key-pressing responses to a fixed sequence of 10 visual stimuli that are repeated 80 times. All the children were able to learn the visuomotor skill in the unimanual condition and to transfer it interhemispherically. However, only the older children (12 years and over) learned the task in the bimanual (interhemispheric) condition. The results indicate that the maturation of the CC affects interhemispheric acquisition of a procedural skill in two different ways: While the immature CC appears to be sufficient to transfer a skill acquired by one hemisphere, a mature CC seems to be required to learn the skill bihemispherically. The latter skill was achieved around the age of 12, coinciding with the end of the maturation cycle of the CC. Although the young children were unable to learn the bimanual task implicitly, some of them showed explicit knowledge of the procedure, confirming once again the dissociation between explicit and implicit memory suggested by Squire (1992).

Adolescent↗
PubMed2005

Training in microsurgical skills: Does course-based learning deliver?

Practical skill training courses are an increasingly popular method of teaching surgical skills. Few data are available from instructional courses indicating how successful they are at imparting practical skills to those individuals who attend them. We aimed to identify the skill benefits gained by trainee surgeons attending a 5-day microsurgical skills course. A global scoring system was devised to objectively assess the level of skill employed by trainees to complete an arterial microvascular anastamosis. Vessel patency, anastamotic construct, and care of tissue in the surrounding operative field were taken into account. Postoperative tissue viability and physiological vessel function following anastamosis were also investigated. The majority of surgeons (60%) exhibited an increase in their level of microsurgical skill during the course. The remaining candidates remained static or deteriorated. Attendance at this microsurgical training workshop resulted in an improvement in microsurgical skills in most trainees. In-course assessment by training courses would allow identification of individuals requiring further training or skill refinement.

Anastomosis, Surgical↗
PubMed1993

The time course of learning a visual skill.

Several examples of experience-dependent perceptual improvement (perceptual learning) suggest that plasticity in specific neuronal loci could underlie the learning process. For a basic visual discrimination task (using an optimal stimulus for 'automatic' pre-attentive texture segregation), discrete retinal input-dependent changes within a very early stage in the stream of visual processing were indicated as the locus of a large and consistent learning effect. When do these changes occur? Here we report that except for a fast, rapidly saturating improvement early in the first practice session, performance was very stable within sessions. Indeed, observers showed little or no improvement until up to 8 hours after their last training session (latent phase). But large improvements occurred thereafter. Finally, there was almost no forgetting; what was gained was retained for at least 2-3 years. We conjecture that some types of perceptual experience trigger permanent neural changes in early processing stages of the adult visual system. These may take many hours to become functional.

Discrimination, Psychological↗
PubMed2005

Reorganization and plasticity in the adult brain during learning of motor skills.

On the basis of brain imaging studies, Doyon and Ungerleider recently proposed a model describing the cerebral plasticity that occurs in both cortico-striatal and cortico-cerebellar systems of the adult brain during learning of new motor skilled behaviors. This theoretical framework makes several testable predictions with regards to the contribution of these neural systems based on the phase (fast, slow, consolidation, automatization, and retention) and nature of the motor learning processes (motor sequence versus motor adaptation) acquired through repeated practice. There has been recent behavioral, lesion and additional neuroimaging studies that have addressed the assumptions made in this theory that will help in the revision of this model.

Adult↗
PubMed1994

Resolving a conflict between sensory feedback and knowledge of results, while learning a motor skill.

In a recent study, Buekers, Magill, and Hall (1992) showed that even when verbal knowledge of results (KR) was redundant with sensory feedback, erroneous KR influenced the learning of motor skills. To determine why this occurred, we conducted two experiments. In Experiment 1, subjects performed 50 practice trials on a complex anticipation task and then performed three non-KR retention tests of 25 trials each. The results indicated that when correct KR and erroneous KR were provided alternately, subjects ignored the erroneous KR and performed according to the correct KR. Experiment 2 compared different ratios of no KR to erroneous KR. The results showed that, for low ratios (1:1 and 4:1), learning experience was similar to a condition in which erroneous KR was presented on all trials. For a higher ratio (9:1), however, learning performance was similar to performance when KR was correct on all trials or was not presented. These results are interpreted as support for the hypothesis that when two conflicting sources of information are available, the subject's degree of uncertainty about the valid source of information influences his selection of the information to guide performance.

Journal Article↗
PubMed1997

Learning cardiopulmonary resuscitation skills: does the type of mannequin make a difference?

Resuscitation (CPR) courses stress acquisition of psychomotor skills. The number of mannequins may limit the 'hands-on' time available for each trainee to practise CPR and impede acquisition of skill. This may occur because expensive, sophisticated mannequins are favoured over individual, simple mannequins. In a blind, prospective, controlled study we compared one-rescuer CPR skills of 165 trainees in two cohorts using their own individual light-weight torso mannequins (Actar 911 and Laerdal Little Anne) and a control cohort with four to five trainees sharing a sophisticated mannequin (Laerdal Recording Resusci Anne). No major significant differences (p = 0.18) were found when using the 'Berden scoring system'. Both the Actar 911 and the Little Anne were compatible with the Recording Resusci Anne. Trainees preferred the individual mannequins. We conclude that the results indicate that the use of individual mannequins in conjunction with a sophisticated mannequin neither results in trainees learning incorrect skills nor in significant improvement. Further analysis of the actual training in lay person CPR training courses and evaluation of course didactics to optimize training time appear indicated.

Cardiopulmonary Resuscitation↗
PubMed1987

The combining of multiple hemispheric resources in learning-disabled and skilled readers' recall of words: a test of three information-processing models.

Three theoretical models (additive, independence, maximum rule) that characterize and predict the influence of independent hemispheric resources on learning-disabled and skilled readers' simultaneous processing were tested. Predictions related to word recall performance during simultaneous encoding conditions (dichotic listening task) were made from unilateral (dichotic listening task) presentations. The maximum rule model best characterized both ability groups in that simultaneous encoding produced no better recall than unilateral presentations. While the results support the hypothesis that both ability groups use similar processes in the combining of hemispheric resources (i.e., weak/dominant processing), ability group differences do occur in the coordination of such resources.

Cerebral Cortex↗
PubMed2003

Age-related differences in learning disabled and skilled readers' working memory.

This study determines whether age-related deficits in learning disabled (LD) readers' working memory performance reflect delays in retrieval efficiency and/or storage capacity. The study compared LD and skilled readers' working memory performance (N=226) across four age groups (7, 10, 13, and 20) for phonological, visual-spatial, and semantic information under initial (non-cued), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The important results were that LD readers' working memory performance was inferior to skilled readers on verbal and visual-spatial working memory tasks across all age groups and these differences increased on gain and maintenance conditions when compared to initial conditions. These reading group differences remained when age, reading, and mathematics were partialed from the analysis. The results support a general capacity explanation of reading group differences that is not totally dependent on reading skill. These differences in capacity reflect demands placed on both the accessing of new information and the maintenance of old information that extend beyond the phonological system.

Adolescent↗