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PubMed1996

Teaching college students better learning skills using self-hypnosis.

This paper reports the effects of self-hypnosis used by 51 college students enrolled in a 10-week course on efficient learning skills. All students were administered the Creative Imagination Scale. Subsequently, they learned to enter and deepen alert self-hypnosis. They gave themselves personal suggestions and then studied in hypnosis. They reported their depth of hypnosis and satisfaction with each session. Grades were collected the quarter before, during and after the course. Satisfaction and depth data indicated the students were involved all through the course. Statistical testing showed that students who scored highest on the CIS had the lowest initial GPA, improved most during the course, and significantly increased their GPA in the quarter after.

Humans↗
PubMed2003

Cholinergic modulation of skill learning and plasticity.

The basal forebrain cholinergic system strongly influences both cortical plasticity and learning. Directly relating these two roles has proven difficult. New results indicate that nucleus basalis lesions prevent motor cortex map plasticity and impair skill learning. These results strengthen the hypothesis that nucleus basalis gates neural plasticity necessary for instrumental learning.

Acetylcholine↗
PubMed2006

A comparison of different contraceptive curriculums and their impact on knowledge retention and learning skills of medical students.

OBJECTIVE: The purpose of this study is to assess the long-term knowledge retention and learning skills among third year medical students who had been taught about contraception 1 year previously. STUDY DESIGN: In 2002-2003, 150 third-year medical students were taught contraception in either an interactive or a standard format. Students completed exams at 2-4 weeks and 1 year after sessions. Scores were compared to determine long-term knowledge retention (paired t test). At 1 year, students assessed the long-term impact of the contraceptive lecture (visual analogue scales). RESULTS: This study had a 40% response rate (60/150, interactive 34/77, standard 26/73). Overall, test scores decreased three points (8.6%), with an average test score of 22/35 (p<.01) at 1 year. Follow-up test scores were equivalent between lecture groups (p=.64). Use of a contraceptive resource tended to be higher in the interactive group (50% vs. 27%, p=.08). Students requested that more time be devoted to teaching contraception (78%). CONCLUSION: Both teaching formats are equivalent in their impact on long-term knowledge retention.

Adult↗
PubMed2002

Student-selected projects: can they enhance lifelong learning skills?

Student-selected projects with clearly identified transferable skill objectives have been introduced in Year 1, to help students focus on developing their lifelong learning skills. This study aimed to assess the impact of this innovation on students' perceptions of their skills, and to compare these views with those of students from the previous course. Students' views of their skill abilities were assessed by questionnaire at the beginning and end of the first year, and at the end of each project. Students report improvements, particularly in their IT and presentation skills, but an overall decrease in confidence in their transferable skills at the end of the year compared with the previous cohort. Students appear to recognize development of new skills, but seem less able to identify improvement in existing skills. Increased emphasis on skills development, together with practice of self-evaluation, has reduced students' self-confidence, probably to a more realistic level.

Attitude↗
PubMed2006

Changes in corticospinal drive to spinal motoneurones following visuo-motor skill learning in humans.

We have previously demonstrated an increase in the excitability of the leg motor cortical area in relation to acquisition of a visuo-motor task in healthy humans. It remains unknown whether the interaction between corticospinal drive and spinal motoneurones is also modulated following motor skill learning. Here we investigated the effect of visuo-motor skill training involving the ankle muscles on the coupling between electroencephalographic (EEG) activity recorded from the motor cortex (Cz) and electromyographic (EMG) activity recorded from the left tibialis anterior (TA) muscle in 11 volunteers. Coupling in the time (cumulant density function) and frequency domains (coherence) between EEG-EMG and EMG-EMG activity were calculated during tonic isometric dorsiflexion before and after 32 min of training a visuo-motor tracking task involving the ankle muscles or performing alternating dorsi- and plantarflexion movements without visual feedback. A significant increase in EEG-EMG coherence around 15-35 Hz was observed following the visuo-motor skill session in nine subjects and in only one subject after the control task. Changes in coherence were specific to the trained muscle as coherence for the untrained contralateral TA muscle was unchanged. EEG and EMG power were unchanged following the training. Our results suggest that visuo-motor skill training is associated with changes in the corticospinal drive to spinal motorneurones. Possibly these changes reflect sensorimotor integration processes between cortex and muscle as part of the motor learning process.

Adult↗
PubMed1992

Effects of chlorpromazine and lorazepam on explicit memory, repetition priming and cognitive skill learning in healthy volunteers.

To assess the influence of neuroleptics on explicit memory and two forms of implicit memory, repetition priming and cognitive skill learning, the effects of two low doses of chlorpromazine (12.5 and 25 mg orally) were contrasted to those of lorazepam (2.5 mg orally) and of a placebo using a free-recall task, a word-completion task and repeated testing on the Tower of Toronto puzzle, a version of the Tower of Hanoi puzzle. Seventy-two healthy volunteers took part in this double-blind study. Chlorpromazine spared free-recall and word-completion performance, but impaired the acquisition of a cognitive routine in the subjects who completed the first trials of the Tower of Toronto puzzle efficiently. Lorazepam induced an opposite pattern of memory disruption. These preliminary results suggest that chlorpromazine and lorazepam induced a double dissociation between priming and the acquisition of a cognitive routine. They provide evidence that the two forms of implicit memory rely upon distinct neurochemical systems, the latter, but not the former, being dependent upon dopaminergic systems.

Adult↗
PubMed1984

Dissociations between skill learning and verbal recognition in amnesia and dementia.

Patients with Huntington's disease (HD), patients with alcoholic Korsakoff's syndrome, and normal control subjects were compared on tests of skill learning (mirror reading) and verbal recognition. Like previously reported results, the patients with Korsakoff's syndrome acquired the mirror-reading skill at a normal rate but were severely impaired in their recognition of the words used on the mirror-reading task. In contrast to the amnesic patients, the demented patients with HD were retarded in their ability to acquire this skill but showed normal verbal recognition. Besides emphasizing substantial differences in the anterograde substantial differences in the anterograde memory disorders of these two patient populations, the results suggest that the memory disorder of patients with HD may appear much more severe when recall rather than recognition test paradigms are employed. This failure of recall by the patients with HD may be due to an inability to generate strategies necessary to search their short- and long-term memories.

Alcohol Amnestic Disorder↗
PubMed1999

Psychomotor skills learning under chronic hypoxia.

Psychomotor deficits are a prominent feature in subjects exposed to hypoxia. Eight subjects exposed to chronic hypoxia during a simulated climb to 8848 m (Everest-Comex 97) were investigated using both a simple psychomotor task (Purdue pegboard) and two complex psychomotor tasks including a recognition task of either a color stimulus (high semantic level) or an abstract sign (low semantic level). Exposure to hypoxic stress mainly produced psychomotor skills learning deficits compared to control study, with greater deficits in the complex psychomotor task. The pattern of results suggests disruptions of motor strategic process. Our data further suggest that the relative strength of implicit or automatic memory processes associated with semantic information processing may increase when disturbances occur in brain functions.

Adult↗
PubMed2004

Lifelong learning skills: how experienced are students when they enter medical school?

Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire on arrival, investigating their practice of 31 skills during the previous two years. Responses show that most students have regularly practised transferable skills. However, significant numbers report little experience, particularly in IT skills such as email, using the Internet, spreadsheets and databases. Some remain unfamiliar with word processing. Library research, essay writing and oral presentation are also rarely practised by substantial numbers. One-third of students lack experience of evaluating their own strengths and weaknesses. Current students already show diversity of experience in skills on arrival at medical school. Changes in the near future may increase this range of experience further, and necessitate changes to undergraduate courses.

Attitude↗
PubMed1999

Benefits of Blocked Over Serial Feedback on Complex Motor Skill Learning.

The effects of blocked versus serial feedback (FB) on the learning of a complex motor skill-the production of slalom-type movements on a ski-simulator-were examined. FB was given about force onset, which is considered to be a measure of movement efficiency; relatively late force onsets characterize expert performance. One group of participants (blocked FB; n = 10) received FB about 1 foot per day; for example, for the right foot on Days 1 and 3 and for the left foot on Days 2 and 4. For another group (serial FB; n = 10), the foot about which FB was received was switched on consecutive trials on each of 4 days of practice. Learning was assessed on no-FB trials at the beginning of Days 2, 3, and 4, and on Day 5. Even though there were no differences between groups in force onset, the blocked FB group produced significantly larger movement amplitudes and higher movement frequencies than the serial FB group on the retention test on Day 5. Thus, contrary to the learning of more simple skills (e.g., T. D. Lee & H. Carnahan, 1990), constantly changing the movement component that FB is provided about did not seem to be beneficial for the learning of more complex skills. The findings add to the increasing evidence showing that practice variables that have been shown to enhance the learning of simple skills can actually be detrimental to the learning of complex skills.

Journal Article↗
PubMed2001

A pet study of human skill learning: changes in brain activity related to learning an orientation discrimination task.

Using 15O-water 3D positron emission tomography we investigated the effect of training in orientation discrimination upon cerebral activity in healthy human adults. When subjects are trained in this discrimination task, they learn the visuo-motor stimulus-response association required by the task and they increase their perceptual abilities in orientation discrimination. The present study was designed to investigate the rCBF modifications related to both these learning processes induced by training in orientation discrimination. PET data were acquired on two separate days (before and after training). Comparing the activation pattern related to orientation discrimination before and after the training period we observed activity decreases located in the left cerebellar cortex, in the right precentral gyrus and bilaterally in the fusiform gyri. The only region showing an activity increase was located in the body of the right caudate nucleus. These findings confirm the role of the neostriatum in skill learning and highlight the importance of mechanisms resulting in cortical and cerebellar neuronal activity decreases in this type of learning.

Adult↗
PubMedDate not supplied

A layered architecture for computer-based simulation supporting skills learning: an X-ray imaging paradigm.

Simulation is characterized by strong learning potential, providing the basis for a new category of systems, the simulation-based learning systems. To strengthen the learning potential of these systems, models are needed not only of the actual system being imitated, but also of the operational expertise required to carry out manipulations of the simulated system, inherently linked to learning. In this paper, an architecture is reported aimed at supporting the organization of multimodal simulation resources to induce skills learning. This architecture is based on distinct layers, allowing independent representation of learning and simulation components. Its applicability has been demonstrated by means of a paradigm, including simulation of X-ray imaging procedure, as well as authoring of learning scenarios pertaining to such procedures.

Algorithms↗
PubMed2001

Fiberoptic orotracheal intubation on anesthetized patients: do manipulation skills learned on a simple model transfer into the operating room?

BACKGROUND: With increasing pressure to use operating room time efficiently, opportunities for residents to learn fiberoptic orotracheal intubation in the operating room have declined. The purpose of this study was to determine whether fiberoptic orotracheal intubation skills learned outside the operating room on a simple model could be transferred into the clinical setting. METHODS: First-year anesthesiology residents and first- and second-year internal medicine residents were recruited. Subjects were randomized to a didactic-teaching-only group (n = 12) or a model-training group (n = 12). The didactic-teaching group received a detailed lecture from an expert bronchoscopist. The model-training group was guided, by experts, through tasks performed on a simple model designed to refine fiberoptic manipulation skills. After the training session, subjects performed a fiberoptic orotracheal intubation on healthy, consenting, anesthetized, paralyzed female patients undergoing elective surgery with predicted "easy" laryngoscopic intubations. Two blinded anesthesiologists evaluated each subject. RESULTS: After the training session, the model group significantly outperformed the didactic group in the operating room when evaluated with a global rating scale (P < 0.01)and checklist (P0.05). Model-trained subjects completed the fiberoptic orotracheal intubation significantly faster than didactic-trained subjects (P < 0.01). Model-trained subjects were also more successful at achieving tracheal intubation than the didactic group (P < 0.005). CONCLUSION: Fiberoptic orotracheal intubation skills training on a simple model is more effective than conventional didactic instruction for transfer to the clinical setting. Incorporating an extraoperative model into the training of fiberoptic orotracheal intubation may greatly reduce the time and pressures that accompany teaching this skill in the operating room.

Adult↗
PubMed2005

Perceptual-motor skill learning in Gilles de la Tourette syndrome. Evidence for multiple procedural learning and memory systems.

Procedural learning and memory systems likely comprise several skills that are differentially affected by various illnesses of the central nervous system, suggesting their relative functional independence and reliance on differing neural circuits. Gilles de la Tourette syndrome (GTS) is a movement disorder that involves disturbances in the structure and function of the striatum and related circuitry. Recent studies suggest that patients with GTS are impaired in performance of a probabilistic classification task that putatively involves the acquisition of stimulus-response (S-R)-based habits. Assessing the learning of perceptual-motor skills and probabilistic classification in the same samples of GTS and healthy control subjects may help to determine whether these various forms of procedural (habit) learning rely on the same or differing neuroanatomical substrates and whether those substrates are differentially affected in persons with GTS. Therefore, we assessed perceptual-motor skill learning using the pursuit-rotor and mirror tracing tasks in 50 patients with GTS and 55 control subjects who had previously been compared at learning a task of probabilistic classifications. The GTS subjects did not differ from the control subjects in performance of either the pursuit rotor or mirror-tracing tasks, although they were significantly impaired in the acquisition of a probabilistic classification task. In addition, learning on the perceptual-motor tasks was not correlated with habit learning on the classification task in either the GTS or healthy control subjects. These findings suggest that the differing forms of procedural learning are dissociable both functionally and neuroanatomically. The specific deficits in the probabilistic classification form of habit learning in persons with GTS are likely to be a consequence of disturbances in specific corticostriatal circuits, but not the same circuits that subserve the perceptual-motor form of habit learning.

Adolescent↗
PubMed1998

Motor skill learning in patients with cerebellar degeneration.

To explore the role of the cerebellum in learning a complex motor task, we studied nineteen patients with cerebellar degeneration and sixteen healthy subjects who attempted to improve their performance in generating a trajectory connecting five via points on a data tablet. Multijoint arm movements were performed at a constant total movement time, and spatial error was measured. Subjects performed 100 trials at a movement time of 3.5 s (slow movements), and another 100 trials at maximum speed (fast movements). With slow movements, patients and normal subjects reduced the error over trials to the same extent, but in patients, the rate of improvement was slightly slower. With fast movements, patients showed less improvement than normal subjects. When tested 24 h later, patients demonstrated significant retention of acquired skill and tended to improve more rapidly when performing both slow and fast movements than during the first session. We conclude that patients with cerebellar degeneration can exhibit almost normal performance in skill learning with slow movements, but with fast movements, their performance improves to a lesser extent. The problem may be difficulty in the refinement of motor execution, which is more of a requirement for fast movements than for slow ones.

Adult↗
PubMed1989

Children's learning skills: a cautionary note on ethnic differences.

In the summer term of their first year in junior schooling, pupils of seven schools in the West Midlands were tested for attainments in reading, spelling and number. Ninety-one children were from Asian families and 149 children were of indigenous parentage. About three years earlier all subjects had been rated on Part I of the Guide to the Child's Learning Skills, the predictive validity of which is supported by the attainment testing. The linear regression slopes of attainments on ratings do not differ significantly between the ethnic samples.

Achievement↗
PubMed1999

Teaching life-long learning skills in a fourth-year medical curriculum.

For more than twenty years, the Ruth Lilly Medical Library has been a traditional part of the Indiana University School of Medicine curriculum. Recently, following changes to the curriculum, the Library's role has evolved to include responsibility for developing and teaching a Medical Informatics rotation as part of the senior year clerkships. Heavy emphasis is placed on acquiring life-long learning skills, especially on locating and critically appraising the best clinical evidence in the medical literature. In its first four months, the rotation has been quite favorably received by both students and faculty, but will continue changing to keep pace with future curriculum alterations and new technology.

Clinical Clerkship↗