The learning of psychomotor skills.
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Attention↗
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Results for “skill learning”
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Consolidation of dynamic motor learning is not disrupted by rTMS of primary motor cortex.
Motor skills, once learned, are often retained over a long period of time. However, such learning first undergoes a period of consolidation after practice. During this time, the motor memory is susceptible to being disrupted by the performance of another motor-learning task. Recently, it was shown that repetitive transcranial magnetic stimulation (rTMS) over the primary motor cortex could disrupt the retention of a newly learned ballistic task in which subjects had to oppose their index finger and thumb as rapidly as possible. Here we investigate whether the motor cortex is similarly involved during the consolidation that follows learning novel dynamics. We applied rTMS to primary motor cortex shortly after subjects had either learned to compensate for a dynamic force field applied to their index finger or learned a ballistic finger abduction task. rTMS severely degraded the retention of the learning for the ballistic task but had no effect on retention of the dynamic force-field learning. This suggests that, unlike learning of simple ballistic skills, learning of dynamics may be stored in a more distributed manner, possibly outside the primary motor cortex.
Adult↗
Informatics training in pathology residency programs: proposed learning objectives and skill sets for the new millennium.
CONTEXT: To be successful in tomorrow's health care environment, to make the most appropriate decisions for their laboratories, to optimize training and continuing medical education opportunities, and to advance pathology as a professional specialty, pathologists must possess basic informatics knowledge and proficiency. Traditional areas of anatomic and clinical pathology residency training employ learning objectives, knowledge expectations, and skill sets, but such items have not been as well developed or widely implemented for pathology informatics training. OBJECTIVE: We present a proposal that defines a standard and specific set of learning (knowledge) objectives and skill set (proficiency) expectations for resident training in pathology informatics. DESIGN: The proposal includes a comprehensive and detailed set of knowledge applications and proficiencies that will assist residency programs in developing basic pathology informatics training for residents. The content of the proposal is based on and compiled from existing successful pathology informatics training programs. Learning objectives include those related to general and enterprise computing as well as objectives related specifically to pathology informatics. Skill set expectations include the ability to use software that facilitates and adds value to the work of pathologists, including the use of a laboratory information system and of productivity software and other tools. Other topics include guidelines for evaluating residents' informatics competency, suggestions regarding curriculum structure and implementation, and recommendations for residents' computing infrastructure. CONCLUSION: This proposal provides a foundation for building effective and standard curricula for residency training in pathology informatics. These curricula will be able to meet increasing expectations and needs for pathologists to contribute to clinical information management.
Clinical Competence↗
The effect of study skill training on learning disabled students' retelling of expository material.
This research was conducted to determine the effects of a study skill training procedure on oral retelling of printed expository material read by three intermediate-grade learning disabled students. Measures of story retelling, study characteristics, and answers to comprehension questions were obtained during each session. The study skills taught during the intervention phase involved a modified Study, Question, Read, Recite, and Review technique (Robinson, 1941). Findings confirmed the existence of a functional relationship between the use of the study skill procedure and improved retelling. Experimenter directions and assistance were systematically faded so that during postchecks students used the procedure easily and quickly while obtaining their highest scores for retelling.
Child↗
The relationship between paired associate learning and phonological skills in normally developing readers.
Seventy-five 6- to 11-year-old children were administered tests of phonological awareness, verbal short term memory (STM), and visual-verbal paired associate learning (PA learning) to investigate their relationship with word recognition and decoding skills. Phonological awareness was a stronger concurrent predictor of word recognition than verbal STM, and phonological awareness but not verbal STM was a predictor of learning in the PA learning task. Importantly, measures of phonological awareness and PA learning both accounted for independent variance in word reading, even when decoding skill was controlled. The results suggest that PA learning and phonological awareness tasks tap two separate mechanisms involved in learning to read. The results are discussed in relation to current theories of reading development.
Child↗
Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills.
BACKGROUND: Teaching of technical surgical skills to undergraduate medical students in a laboratory setting away from the patient is not common practice. Because of the large volume of students and shortage of available teaching faculty new methods of teaching must be developed for this group of trainees. In this study we examined the effectiveness of computer-based video training, different types of computer-based motion efficiency feedback (with and without expert criteria), and expert feedback on learning of a basic technical skill in medical students. METHODS: Forty-five junior medical students were randomized into 3 groups and learned suturing and knot-tying skills. Group A received computer-generated feedback about the economy of their movements. Group B received the same motion economy feedback, as well as expert reference values. Group C received verbal feedback from an expert. All groups were pre-tested, allowed 18 practice trials, and post-tested, and their skill retention was retested after 1 month. Performance was assessed by expert analysis using an objective structured analysis of technical skill and by computer analysis (Imperial College Surgical Assessment Device [ICSAD]). RESULTS: All groups showed improvement from pre-test to post-test. However, only group C showed retention of skill on delayed performance testing. CONCLUSIONS: Verbal feedback from an expert instructor led to lasting improvements in technical skills performance. Providing information about motion efficiency did not lead to similar improvements.
Biofeedback, Psychology↗
Modeling in learning two volleyball skills.
The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. (SD=.5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.
Child↗
The learning of motor skills: sports science and ergonomics perspectives.
The paper describes some of the common origins of ergonomics and sports science in the UK with particular reference to research on motor learning. Attention is drawn to the value of analytical methods developed by ergonomists in deriving training prescriptions and their relationship with conventional learning theory is discussed. The cognitive revolution, which in the last 25 years has changed the face of psychology, has also had its impact on ergonomics and basic research on motor skills. The role of cognitive processes in motor learning is being reassessed and there is a renewed interest in topics such as verbal instruction, imitation, imagery, and mental practice which to earlier generations of behavioural scientists appeared beyond the scope of scientific investigation. The paper outlines some recent research into the role of imagery in motor learning illustrating these new approaches.
Attention↗
Communication skills workshops in learning disability nursing.
This article investigates the effects of a combination of direct speech, language therapy and staff training on the communication skills of nursing and support staff working with people who have a severe learning disability and challenging behaviour. The approach aimed to help staff choose, prioritize and implement changes in communication. The input was effective in increasing the knowledge of the staff group with regard to challenging behaviour and communication breakdown, and in changing the communicative behaviour of staff. The changes measured were those of longer interactions occurring between staff and service users, and the use of non-verbal communication to support interactions. The implementation of the communication strategies is being audited.
Clinical Competence↗
Skills training to learn discrimination of ABCDE criteria by those at risk of developing melanoma.
OBJECTIVE: To develop skin self-examination skills by improving the use of the ABCDE criteria by those at risk of developing melanoma. DESIGN: Ten single-sex groups of 10 unrelated adults received a knowledge-based intervention followed by skills training. SETTING: Classroom in the ambulatory care area of a hospital. Patients One hundred unrelated adults with either a personal or family history of melanoma and no previous skin self-examination counseling. Interventions A dermatologist presented information, and each subject read a brochure and reviewed a bookmark. The facilitator led the group discussions about scoring each feature and the decision to seek medical care. Measurement of moles with a ruler and a pencil eraser and the use of an illuminated magnifying lens were demonstrated. Preintervention and postintervention assessments were performed for each intervention. MAIN OUTCOME MEASURE: Recognition of A, B, C, D, and E traits. RESULTS: The subjects preferred the bookmark (87% of subjects), opaque ruler (94% of subjects), and lighted magnifying lens (81% of subjects) to reading the brochure, which was felt to take too long. Recognition of border irregularity, color variation, and diameter improved significantly after the intervention. Women recognized color variation more often than men (94% vs 62%; odds ratio [OR], 23.7; 95% confidence interval [CI], 16.1-50.5). Men identified irregular borders more often than women (91% vs 75%; OR, 16.8; 95% CI, 4.5-22.6). Women appropriately decided to see a physician more often than men (81% vs 57%; OR, 13.5; 95% CI, 7.1-28.4). CONCLUSIONS: Determining the presence of the A, B, C, and E criteria is challenging for the novice. Skills training aided performance of skin self-examination. Differences in proclivities according to sex suggest that if men and women form partnerships for skin checks, they may learn from each other, and their combined strengths will promote detection of early melanomas.
Adult↗
[Memory and learning: 'experience' and 'skill' of the brain].
OBJECTIVE: To describe the current typology and different processes involved in memory and learning, as well as adequate tests in the diagnosis of the mnesic disorders. DEVELOPMENT: We reviewed the most recent studies about functional and lesional neuroanatomy of memory and learning and their neurophysiological bases (cellular and biochemical), with special emphasis in studies published in the three last years. We structured a typological classification, we expose the processes involved in short-term and long-term memory, we detailed the mnesic processes of declarative and implicit type, and we expose profiles of amnesias frequent in the clinical neurology and neuropsychology. CONCLUSIONS: Memory is not a diffuse and unitary process in our brain, neither amnesia is an absolute loss of memory. The multidimensional combination of two temporary memories (short- and long-term) and three mnesic processes ('working memory', explicit and implicit memory-learning) increases our capacity to memorize and learn, and it allows us to store the information in distinctive periods, with different mechanisms and covering different necessities. Patients with amnesia exhibit distinctive profiles of mnesic processes affected.
Brain↗
The effect of small peer group continuous quality improvement on the clinical practice of midwives in The Netherlands.
OBJECTIVE: To study the effects of small group continuous quality improvement (CQI) on the clinical practice of midwives in the Netherlands. DESIGN: Randomised pre-/post-test (balanced block). INTERVENTION: The CQI groups were assigned to either the set of peer review topics including 'perineal repair' and 'artificial rupture of the membranes (ARM)', or to the set of topics including 'airway aspiration' and 'measuring blood pressure'. The two research groups acted as each other's control group. SETTING: The Netherlands. PARTICIPANTS: Two hundred and fifty-five individual midwives practising in primary and secondary care who made up 28 peer groups. MEASUREMENT AND KEY FINDINGS: Questionnaires were used to collect data on clinical practice prior to the start of the intervention and one year later. Pre- and post-test data were received from 156 respondents. The intervention had a positive effect on adherence to the recommendations with respect to airway aspiration of the baby and measuring blood pressure. For ARM, no difference was found between pre- and post-test adherence to recommendations in the intervention group, while in the control group, the percentage of midwives that adhered to the recommendations decreased in the period between pre- and post-test. No significant effect was found for perineal repair. IMPLICATIONS FOR PRACTICE: Small group CQI had a positive effect on changing clinical practice when the learning of new skills (e.g. learning a new suturing technique) was not necessary. Additional interventions are needed when implementing guidelines that recommend the learning of new skills.
Adult↗
Whole and part methods in learning a perceptual motor skill.
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Humans↗
Health promotion projects: skill and attitude learning for medical students.
OBJECTIVES: The aim of this health promotion project is to introduce students to appropriate skills and attitudes--as well as knowledge about health promotion strategies and methods. As part of this process, standardized procedures have been established to ensure that the projects are scientifically and ethically appropriate and adequately supervised. This project-centred course introduces the discipline of health promotion to third-year medical students at Monash University. It is aimed at introducing students to the range of health promotion concepts, providing them with experience of health promotion activities and involving them in consideration of the scientific, political and ethical issues arising from doctors' participation in health promotion. DESIGN: As the major learning and assessment component of the unit, students participate in self-selected project groups of three to five students. Each group develops a topic for a health promotion activity in the community, carries out that project and presents the results as a poster as well as a written report. SETTING: Monash University. SUBJECTS: Third-year medical students. RESULTS: Sixty per cent of each student's mark for the unit is based on the project. The posters produced by the project groups are placed on public display in a major teaching hospital for a week at the end of the unit. Public display of the posters helps each student to appreciate the variety of possible health promotion activities, and to appreciate health promotion as a scientific discipline. It also makes the project findings available to the public. CONCLUSIONS: Student evaluation of the project, and community response to the projects--especially the poster display-- indicate that the project is both a highly effective learning experience and a health-promoting activity in its own right.
Attitude↗
Learning rate for laparoscopic surgical skills on MIST VR, a virtual reality simulator: quality of human-computer interface.
Acquiring laparoscopic surgical skills involves initial learning of cognitive and motor skills followed by refinement of those skills. The successful use of a virtual reality simulator depends on the quality of the interface for the human-computer interaction and this can be determined by the initial learning rate. MIST VR, a part-task virtual reality laparoscopic simulator, provides objective assessment of psychomotor skills and can generate an overall score for performance, based upon errors made and time taken for six different tasks. This study analysed the rate of early task/instrument/computer familiarization on consecutive scores achieved by surgically experienced and naive individuals. Eleven surgeons, 18 medical students and seven non-medical personnel were tested on the simulator up to ten consecutive times, within a 2-week period. Performance data from every task and repetition were analysed to obtain individual scores of task performance. The calculation of overall score penalized errors far more heavily than total time taken, with high scores indicating poor performance. The surgeon-computer interface generated a rapid and significant early familiarization curve up to the third session on the simulator, with significant reductions in both time taken and total contact errors made. These results suggest that MIST VR represents a high quality interface. Surgeons scored consistently and significantly better than other subjects on all tasks. For surgically naive individuals, it was possible to predict the level of laparoscopic skills performance that would be attained after overcoming initial simulator learning curve, by studying their initial score. Overall scores reflected surgical experience and suggest that the simulator is measuring surgically relevant parameters. MIST VR provides a validated and much needed method for objective assessment of laparoscopic skills, for a variety of surgical disciplines.
Adult↗
Effects of blocked versus random practice by mentally retarded subjects on learning a novel skill.
The purpose of this study was to assess the effects of different practice conditions on mentally retarded subjects learning a novel task. 20 subjects with a mean IQ of 51.82 were randomly assigned to one of two practice conditions. The first group practiced at three different speeds (60, 30, and 15 rpm) on the pursuit rotor using a block arrangement in which each speed was practiced for five consecutive trials of 20 sec. duration before practicing at the next speed. The second group used random practice performing 15 trials of the pursuit rotor so three speeds were randomly distributed over the 15 trials. Both groups on the next day performed 15 trials of 20 sec. duration on the pursuit rotor at the transfer speed of 45 rpm. Analysis showed no significant differences among practice conditions which provided 10 min. of experience prior to test.
Adolescent↗
Self-control: toward systematic training programs.
Selected literature is reviewed regarding the question, How may children's self-control skills be developed or improved through training? It is premature to give up on psychosocial methods of training self-control. Self-control is fostered by being in a long-term positive relationship with a dependable person who communicates the value of this goal; working at self-control challenges carefully chosen to be at the correct level of difficulty for present skill; getting many positive models of the successful exercise of self-control; logging in many hours of practice where valued rewards are contingent upon greater and greater exercise of effort; learning that valued rewards can be obtained by effort, and thereby learning to enjoy effort; using fantasy rehearsal; learning compliance skills; learning verbal concepts (including a term for self-control itself) that affect the world view in ways conducive to this skill; learning the art of self-instruction; learning to remove oneself from tempting stimuli, physically and mentally; and learning self-monitoring.
Adolescent↗