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PubMedDate not supplied

Speed of information processing in children referred for learning problems: performance on a visual filtering test.

Children referred for evaluation of learning impairment (LI, N =100) and a comparison group of nonreferred (NLI, N = 243) children were evaluated on a visual filtering task. The task was designed hierarchically to provide for evaluation of component operations-serial search, parallel search, decision, and response. With each additional processing demand, response times increased disproportionately for the LI group relative to the NLI group. Overall response time reliably predicted academic skills and cognitive ability, but was more strongly related to group membership. Thus, this nonverbal visual task is sensitive to a characteristic of children with learning problems over and above discrete academic and cognitive skills. Children with problems adapting to the demands of schooling may be distinguished by a disproportionate vulnerability to processing load.

Child↗
PubMed2006

How do U.S. medical oncologists learn and apply new clinical trials information from press releases in nonmedical media? A case study based on ECOG 4599.

BACKGROUND: Practicing oncologists are expected to easily assimilate large amounts of rapidly evolving clinical data. We hypothesized that U.S. oncologists rapidly familiarize themselves with new, practice-relevant, phase III clinical trial data. We tested this hypothesis in relation to the release of phase III data from the Eastern Cooperative Oncology Group 4599 trial on the role of bevacizumab in advanced non-small cell lung cancer (NSCLC). METHODS: We queried approximately 310 medical oncologists concerning their awareness of the bevacizumab data within 1 and 3 weeks after the data release or immediately after the 2005 Annual Meeting of the American Society of Clinical Oncology (ASCO). RESULTS: Prior to the ASCO meeting, 57% and 56% of the oncologists in the two research meetings, respectively, indicated "awareness" of the data release. Less than 25% selected an accurate descriptor of the released information from a short list of plausible options. After the ASCO meeting, the figures were 88% and 34%. Over 50% said they plan to use bevacizumab in NSCLC treatment as soon as reimbursement is secure. Eighty-two percent said they plan to use it in second- or third-line treatment; 56% said they plan to use it during second-line chemotherapy despite progression during first-line use. A large majority intend to use bevacizumab in dosages, tumor types, drug combinations, and/or patients not specifically supported by phase III data. CONCLUSION: Release of clinically relevant phase III data through electronic and print media is a poor vehicle for informing U.S. medical oncologists. For a commercially available agent, this can have important implications for potential use in untested and potentially unsafe clinical settings. Effective educational strategies for dealing with the new paradigm of "instant" release of clinical data need to be developed.

Antibodies, Monoclonal↗
PubMed2005

Individual differences in working memory capacity and learning: evidence from the serial reaction time task.

High and low working memory (WM) capacity individuals performed the serial reaction time task under both incidental and intentional learning conditions to determine the role of WM capacity in the learning of sequential information. WM capacity differences emerged in conditions of intentional but not incidental learning, indicating that individual differences in WM capacity occur in tasks requiring some form of control, with little difference appearing on tasks that required relatively automatic processing. Furthermore, an index of learning was significantly related to a measure of general fluid intelligence under intentional conditions only. Thus, the degree of learning was significantly related to higher order cognition, but only when intentional processing was emphasized.

Awareness↗
PubMed1999

Descriptive study to compare patient recall of information: nurse-taught versus video supplement.

An important goal in oncology nursing is to provide outpatients receiving chemotherapy with adequate information about their treatment so they will be able to cope with treatment reactions and make appropriate decisions about seeking early medical attention when potentially serious side-effects occur. The purpose of the present study was to evaluate patient teaching strategies at one cancer centre. A comparative descriptive study design was employed. A group of patients receiving one-to-one nurse/patient teaching was compared to a group of patients receiving one-to-one nurse/patient teaching plus a take-home instructional chemotherapy video. The patient groups were compared with respect to: a) level of recall of chemotherapy information; b) the sources of information used; and c) preferred information sources. When the mean scores achieved on the chemotherapy knowledge questionnaire were compared, no statistically significant differences were found between the two groups. In fact, both groups showed a "high" level of information recall. Both patient groups reported using a variety of information sources to learn about their chemotherapy, however, for both groups the preferred sources of information were their direct health care providers. The results of the study raise interesting issues about the feasibility of developing "high-tech" patient education strategies.

Adolescent↗
PubMed2000

The role of three-dimensional information in health care and medical education: the implications for anatomy and dissection.

The purposes of medical education can be summarized as learning how to take an effective history, perform a physical examination, and perform diagnostic and therapeutic procedures with minimal risk and maximal benefit to patients. Because patients are three-dimensional (3-D) objects, health care and medical education involve learning and applying 3-D information. The foundation begins in anatomy where students form and confirm or reform their own 3-D ideas and images of the development and structure of the human body at all levels of organization. Students go on to understand the interdependence of structure and function in health and disease. The basic questions for those teaching anatomy are "How do we learn and use 3-D information?" and "How is it taught most effectively?" These are not easy questions for teachers and are rarely asked by those who currently defend or reframe curricula. Unfortunately, there is little information on how we learn 3-D information and no evidence-based literature on the relative long-term vocational effectiveness of methods for teaching it. It is clear that we learn in several distinct modalities and that our students represent a spectrum of learning styles. To support the 3-D learning essential to both medical education and health care, anatomical societies need to provide answers to the following questions: Do the opportunities of dissection (visual, tactile, time, discovery, group process, mentoring) contribute to short- and long-term learning of 3-D information? If so, how? Does dissection offer significant advantages over other methods for learning, confirming, and using 3-D information in anatomy? Answers to these questions will provide a rational basis for decisions about curricular changes in anatomy courses (if, where, and when dissection should occur). This, in turn, will link these changes to society's ultimate purposes for medical education and health care rather than to the fiscal concerns of the businesses of health care and medical education, which is the current practice.

Anatomy↗
PubMed2005

Developing information fluency in introductory biology students in the context of an investigative laboratory.

Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study.

Aptitude↗
PubMedDate not supplied

Should technologists tell everything they know?

Students and staff technologists used to be taught to give no information to patients, an easy stance but hardly justifiable. Today's technologists are professional practicing in advanced settings; today's patients want and often demand information. How do we ensure that the pendulum of providing healthcare information does not swing from telling patients nothing to telling patients everything? Only recently have patient-care texts begun to recognize this as a dilemma, with the unanswered question remaining: how much do we tell them when they ask? The desire to look like an expert may lead technologists, particularly those who are newly graduated and enthusiastic, into providing information to a patient before evaluating its appropriateness. Technologists working with anxious or worried patients may also give out information to ease both their own and the patient's feelings of anxiety. Many patients are really looking for reasonable reassurance about their tests and illness, not detailed information. There are three types of technologists: the revealer, the hider and the expert. The latter has learned to evaluate information for its appropriateness for patients to hear and their ability to receive it. As part of the ongoing learning process, technologists need to consider how to evaluate a patient's motive for asking a question, to decide the answer's effect on the patient, determining who is the most appropriate person to answer the question, and finally, judging how much information is best for the patient to hear. For the most apprehensive patient, distraction may be a useful technique.

Anxiety↗
PubMed1993

Preferred learning styles and study strategies in a linguistically diverse baccalaureate nursing student population.

This study examined learning styles, learning and study strategies, and specific background variables (primary language, ethnic background, and length of time in the United States) in a multicultural and linguistically diverse baccalaureate nursing student population. Results revealed positive associations between English as a primary language and the learning strategy of self-study and negative associations with high anxiety levels. Length of time in the United States was positively correlated with the learning strategy of information-processing. Lower GPA scores reflected lower mean ratings on the composite scales of the Learning Styles Inventory (LSI) and Learning and Study Strategies Inventory (LASSI). The main predictor variables for GPA were English as a primary language, the learning strategies of information-processing and selecting main ideas, and the learning style of group study.

Adult↗
PubMed2005

Metabotropic glutamate receptor 1 blockade impairs acquisition and retention in a spatial Water maze task.

Metabotropic glutamate receptors, including the mGlu1 receptor, have received considerable attention as potential targets for anxiolytic, antidepressant, antipsychotic and antinociceptive drugs. mGlu1 receptors have also been suggested to play a role in the modulation of cognitive processes, but knowledge is still very limited. In the present study the effects of the selective mGlu1 receptor antagonist 3,4-dihydro-2H-pyrano[2,3]beta-quinolin-7-yl)(cis-4-methoxycyclohexyl)methanone (JNJ16259685, 0.63-10 mg/kg s.c.) on more or less spatially demanding learning and spatial memory (retention and re-acquisition) were investigated in mice performing in a water maze. Selective mGlu1 receptor blockade with JNJ16259685 impaired spatial acquisition processes, irrespective of spatial load, as well as spatial re-acquisition, already at the lowest dose tested (0.63 mg/kg). In contrast, effects on spatial retention performance were relatively mild in mice that had learned to locate the position of the escape platform prior to treatment. Thigmotaxic behaviour and locomotor activity appeared to be unaffected by JNJ16259685. These data suggest that blockade of the mGlu1 receptor primarily affects learning of new information, but leaves retention of spatial information relatively unaffected. Blockade of the mGlu5 receptor with MPEP also impaired spatial learning, although only at the highest dose tested (10 mg/kg). An ex vivo receptor occupancy study in rats revealed that MPEP occupied central mGlu5 receptors with an ED(50) of 2.0 mg/kg one hour after subcutaneous administration. This is 50-150 times higher than the ED(50) reported for JNJ16259685 at central mGlu1 receptors and suggests that one reason why the two compounds cause cognitive effects at different doses might be due to differences in central mGlu receptor occupancy, rather than fundamentally different roles of mGlu1 and mGlu5 receptors in the modulation of cognitive function.

Animals↗