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 1,135 records · Page 63Linked to original sources
PubMed1998

Benefits of providing cognitive performance strategies to novice performers learning a complex motor skill.

Verbal reports were collected from experienced performers during acquisition trials of a novel throwing task and summarized as cognitive performance strategies. These strategies were incorporated in the practice regimen of 8 novices with no sport experience who learned the same task. A control group of 8 novices practiced the task without the experts' cognitive performance strategies. The performance of the novices who used the strategies was similar to that of the experts and significantly better than the performance of the control novices.

Achievement↗
PubMed1990

Learning a unimanual motor skill by partial commissurotomy patients.

A series of motor tests on four Chinese partial commissurotomy patients is reported. The single-stage commissurotomy in all four patients included the anterior commissures and two-thirds or four-fifths section of the corpus callosum with sparing of the splenium. There was no demonstrable ability to transfer hand posture in these patients. This was the major evidence for functional deconnexion. A newly learned task of one-hand knotting revealed right hand impairment in all four patients. There was no dyspraxia in the right hand for over-learned object-handling tasks in these patients. It is suggested that there might be right hemisphere specialisation for the initial acquisition of unimanual object-handling skills and that the spared callosal fibres in the splenium alone are insufficient to mediate task control under these conditions. This is supported by the finding that one of these patients, who was the only one who had a right parietal lesion, was unable to perform the newly learned task with either hand.

Adolescent↗
PubMed1996

Life skills curricula for students with learning disabilities: a review of the literature.

This article presents a review of the current literature on life skills curricula and instruction as they relate to students with learning disabilities. The review of life skills literature is organized into two sections: intervention and follow-up, follow-along studies. Based on the available research, several suggestions for designing research programs that address life skills curricula and instruction for students with learning disabilities are outlined.

Education, Special↗
PubMed1992

A note on schema and exemplar approaches to motor skill representation in memory.

Given the need for a memory representation of well-learned motor skills, a common assumption in motor behavior is that this knowledge is stored in a central, abstracted form. Active production of motor skills has not been used in experimental designs that have provided empirical support for this view of representation, however. Much of the faith in centralized, abstracted forms of memory representation for motor skills is due to the popularity of Schmidt's schema theory, which has adapted the prototype abstraction model from category learning research to the representation of motor skills. Since schema theory was proposed, however, an alternative view that seriously questions the preeminence of the prototype abstraction model for the central representation of knowledge has arisen in the category learning literature. This particular view, termed the specific exemplar model, has led a number of researchers in cognition to develop mixed models that involve both prototypic abstraction and specific exemplar elements. This note, then, identifies what can be perceived as a gap in the empirical knowledge base in motor behavior and discusses the possibility of using the debate about representation for category learning as a stimulus for initiating a similar investigation into the representation of motor skills. A hypothetical specific exemplar model for the memory representation of motor skills is outlined, and possible empirical comparisons between this model and the schema abstraction model are suggested.

Journal Article↗
PubMed2001

Acquisition of a sensorimotor skill in younger and older adults.

The present study compared the learning of sensorimotor transformation rules in young and elderly subjects. In a first experimental session, participants executed manual tracking movements first under normal, and then under left-right reversed visual feedback. Overall, seniors' tracking performance was lower. However, both age groups responded in a quantitatively similar way to the feedback change: Tracking errors increased by a similar amount at the onset of left-right reversal, and then gradually returned to the respective baseline levels. In a second session, visual up-down reversal was added to the left-right reversal. The initial increase of tracking error was substantially smaller than in the first session, and this benefit was even more pronounced in seniors. We interpret the benefit of the second session as learning-to-learn, i.e., as enhancement of a general ability to learn new skills, and conclude that in our study, learning-to-learn was more pronounced in elderly subjects.

Adult↗
PubMed1990

Hemophilia, AIDS, and occupational therapy.

This article describes the blood clotting disorder of hemophilia, including its transmission, incidence, and physical and psychosocial effects. The epidemiology of persons with both hemophilia and HIV are discussed, as well as HIV's rapid spread due to contaminated blood products and the mechanisms commonly used to cope with HIV infection. Specific suggestions on occupational therapy intervention are provided, including helping clients learn to cope with HIV by transferring skills previously learned for coping with hemophilia; teaching stress reduction, anger management, communication, and energy conservation skills; educating families and helping them set appropriate goals; designing adaptive systems for dealing with neurological deficits; and designing exercise programs.

Acquired Immunodeficiency Syndrome↗
PubMed2006

Learned resourcefulness and smoking cessation revisited.

OBJECTIVE: Even though many young addicted smokers profess a desire to quit, majority of them are unsuccessful in their attempts. A major goal was to determine whether successful quitters are better equipped cognitively and behaviorally to deal with the adverse effects associated with the cessation process than unsuccessful quitters, because they possess a larger repertoire of learned resourcefulness skills. METHOD: Undergraduate university students, consisting of 69 never-smokers, 59 successful quitters and 61 unsuccessful quitters, completed Rosenbaum's (1980) Self-Control Schedule assessing one's general repertoire of learned resourcefulness skills. Daily smoking rate, age started smoking, years smoking, quit attempts, difficulty quitting, quitting importance, motivation, self-efficacy and use of smoking self-regulatory strategies also were compared for the smoking groups. RESULTS: Never-smokers and successful quitters were significantly more resourceful than unsuccessful quitters. Even though both smoking groups smoked the same daily rate and started smoking at the same age, unsuccessful quitters in comparison to successful quitters viewed quitting smoking as less important and as more difficult, were more extrinsically motivated to quit, less efficacious, and used fewer self-regulatory strategies during their quit attempts. DISCUSSION: The discussion highlights the prominent role that SCS scores, self-efficacy and especially perceived quitting difficulty play in the smoking cessation process. CONCLUSIONS AND PRACTICAL IMPLICATIONS: Low resourceful smokers having difficulty quitting may find workshops on general life skills beneficial. Concurrently providing them with specific smoking cessation strategies may further serve to enhance these smokers' self-efficacy.

Adult↗
PubMedDate not supplied

Integration of the clinical nurse specialist into the nurse case manager role.

The focus of healthcare is changing from treatment of illness to promoting optimal wellness in a cost-effective manner. With this change, the role of the nurse also must change. The traditional role of the clinical nurse specialist (CNS) is being eliminated from many hospitals, leaving a gap is nursing expertise. The role of the nurse case manager (NCM) is developing rapidly. A logical movement is for the CNS to move into the NCM role. Because of distinct differences between these roles, the CNS must learn new skills. This paper discusses the role differences between the NCM and the CNS and suggests areas of education needed to make a successful transition. But more importantly than just learning new skills, the CNS must undergo a transformation in perspective to function in the new reality of managed care.

Case Management↗
PubMed1998

Discrepantly poor verbal skills in poor readers: a failure of learning or ability?

Poor verbal skills in poor readers have long been reported in the literature. There have been many attempts to understand the interaction between poor verbal ability and poor verbal achievement. The methodological problems are considerable, including the measurement of verbal ability, which has been confounded by previous learning. A new reasoning test, the VESPAR, has been designed to measure novel problem solving and thus to be less reliant on acquired verbal skills. One hundred and seventy 14-year-olds completed the VESPAR, the Cognitive Abilities Test (CAT) and a single-word reading test. Overall, verbal scores were weaker than spatial scores. A subgroup of 38 pupils with particularly marked discrepancies between verbal and non-verbal CAT was identified. The especially discrepant pupils were matched with other non-discrepant pupils from the year group for either verbal or non-verbal CAT. The discrepant group's reading was at the same level as the matched verbal CAT group. However, the primary verbal ability of the discrepancy group, as measured on the VESPAR, was greater than the matched verbal CAT group. This raises the possibility that CAT- but not VESPAR-discrepant pupils may be at particular risk of under-achievement in the verbal domain.

Adolescent↗
PubMed2004

Delegation decision-making by registered nurses who provide direct care for patients with spinal cord impairment.

Delegation and coordination of patient care are critical skills for registered nurses (RN). Most educational programs and clinical experiences in nursing school have not prepared nurses to function in a delegation decision-making capacity. Nurses caring for individuals with spinal cord impairment (SCI) are especially challenged to provide partial or total assistance to meet the requisite care needs of this patient population. Hospital length of stay has decreased for individuals with SCI. RNs employed in long-term care (LTC) facilities have found admissions of patients with SCI occur more frequently with the onset of managed care and the increased longevity of Americans. Capitated markets within managed care require a nursing care delivery model that safely and judiciously uses nursing personnel to their fullest potential. Conger's (1993) Delegation Decision-Making Model (DDMM) utilizes all levels of personnel to their maximum potential while staying within the confines of individuals state nurse practice acts. The ability of RNs to direct the health care team is crucial to affect positive patient outcomes. The purpose of this descriptive comparative study was to ascertain baseline information on nurse delegation decision-making knowledge, job satisfaction, and level of comfort with this skill for RNs practicing in hospital and LTC settings. After reading a case study on a patient with SCI, RNs in the hospital and LTC facilities used Conger's (1993) DDMM. Scores for delegation decision-making were determined using the Nursing Assessment Decision Grid. Delegation knowledge scores were the same for RNs practicing in the hospital and LTC settings. Of interest was that RNs practicing in LTC settings cited learning delegation skills "on the job" 50% of the time compared to hospital nurses who reported learning these skills on the job 19% of the time. Additional research in the area of nurse delegation with this patient population needs to be investigated to support the findings of this study.

Adult↗
PubMed1992

Strategy guidance and memory aiding in learning a problem-solving skill.

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Computer Communication Networks↗
PubMedDate not supplied

Online analytic and technical training.

The authors describe the effect of online analytic and technical skills training tools on professional development and practice. Three questions were addressed: (1) Will maternal and child health and other public health professionals register for and engage in online training opportunities? (2) Was this mode of instruction perceived to be an effective means for learning specific skills? and (3) What was the impact of the tools on user knowledge, confidence, practice, and sharing of skills with colleagues? Evaluating open-enrollment online training posed significant challenges. Nonetheless, registration data and the responses to the online surveys affirmed that the opportunity for asynchronous, online learning was an effective means for learning specific skills.

Child↗
PubMedDate not supplied

Influence of sports background on leg muscle coordination in vertical jumps.

This study was planned to investigate the influence of sports background on leg muscle coordination during vertical jumps (concentric and drop jumps). Five different athlete groups were chosen as subjects: jumpers in athletics, swimmers, soccer players and poor and good vertical jumpers. Motor versatility was used as an additional inclusion criterion. Interest centred on the comparison of two different movement models: the jumping model (jumpers) and the kicking model (swimmers). The jumpers performed the most powerful vertical jumps. Proportional IEMG activity showed that their catapult innervation did not follow the proximo-distal model. The jumpers exemplified the stiffness innervation typical of power athletes. The swimmers turned out to be the poorest jumping group. Their agonist muscle coordination resembled more the simultaneous than sequential proximo-distal model. Furthermore, the agonist and antagonist muscles of both the thigh and shank showed co-contraction instead of reciprocal innervation. The simultaneous model adopted by all the leg muscles and a tendency to produce a new burst of activity at the end of the contact phase seem to be associated with the posture and stiffness demands of swimming performance. The soccer players showed an intermediate innervation, including a sequential flow of activity, but also a poor reciprocal function and a tendency to produce a new burst of activity at the end of the contact phase. The DDJ-type activity coordination of the poor and good vertical jumpers (Deep Drop Jump, Eloranta 1997b) most resembled the stereotypical proximo-distal flow of activity of the vertical jump (Bobbert and van Ingen Schenau 1988). The results suggest that prolonged training in a specific sport will cause the central nervous system (CNS) to program muscle coordination according to the demands of that sport. That learned skill-reflex (automatic skill program, Eloranta 1997b) of the CNS seems to interfere hierarchically in the performance program of another task. Therefore, it is reasonable to believe that human movement behavior is characterized by previously learned skill-reflexes.

Adult↗
PubMed1995

The role of health sciences librarians in the teaching and retention of the knowledge, skills, and attitudes of lifelong learning.

For the past decade, the medical education community has recognized lifelong learning as a desirable educational outcome. Problem-based learning (PBL) appears to foster the requisite knowledge acquisition, skills, and attitudes. This paper briefly summarizes research that found no differences in perceptions of lifelong learning between graduates of PBL curricula and traditional curricula. The paper analyzes the assumptions that suggest such differences should exist and asserts that these assumptions are invalid within the global context of the education process. The paper concludes by suggesting a new way of looking at the teaching and retention of knowledge, skills, and attitudes of lifelong learning and the essential role that health sciences librarians must play in the process.

Clinical Competence↗
PubMedDate not supplied

[Effectiveness of retraining after basic cardiopulmonary resuscitation courses: a literature review].

Cardiopulmonary resuscitation (CPR) is one of the compulsory skills for health care professionals. Health professionals (and lay people) are offered CPR courses to learn this skill that may be implemented after a long time. Is a course enough to learn and retain this skill? Are retraining courses effective? And after how long should retraining courses be offered? These are some of the questions that guided the search of the literature. Three database were searched (medline, cinahl and healthstar) with the key-words cardiopulmonary resuscitation, retention skills, psychomotor performance, refresh course and retraining and the references of the articles were manually searched to identify further articles. After the exclusion of the articles on pediatric and advanced resuscitation and whose objective was the evaluation of the effectiveness of teaching methods 8 studies were finally identified. No clear indications are proposed. Resuscitations skills deteriorate quickly and theoretical knowledge is retained longer than practical skills. The retraining should be offered frequently but no time intervals are proposed. The main suggestion is that no standard approach should be adopted and the learning needs and preferences of the learner should be considered.

Adolescent↗
PubMed2005

Survey from skills-based hands on learning courses demonstrates increased laparoscopic caseload and clinical laparoscopic suturing.

OBJECTIVES: To evaluate the impact of the American Urological Association Hands on Laparoscopy course on the participants' practices. Many urologists without fellowship training perform laparoscopy, but do not advance beyond hand-assisted, extirpative laparoscopy. The American Urological Association Hands on Laparoscopy course was designed to help these practitioners advance their skills. METHODS: A total of 68 urologists, aged 31 to 61 years (mean 46.6), participated in one of the four courses given between August 2002 and March 2004. The 2-day course included performing standardized tasks under videotape analysis and participating in porcine and pelvic trainer laboratory sessions. Surveys were sent by regular and electronic mail in September 2004 to assess the courses' impact. The mean follow-up was 15.2 months (range 7 to 25). RESULTS: Of the 68 surveys mailed, 54 were returned (79%). Most respondents were in private practice and had had prior experience with extirpative laparoscopy. Of the respondents, 41 (76%) reported that their laparoscopic practice had expanded after taking the course, with 34% performing at least 2 cases per month. Also, 33 respondents (61%) reported performing laparoscopic suturing after taking the course, with 35% having sutured a bleeding vessel. Of the respondents, 85% reported that the video mentoring during the course was helpful. Of those who purchased a pelvic trainer, 90% reported practicing on it regularly. CONCLUSIONS: The Hands on Laparoscopy course appeared to contribute to expansion of laparoscopic practices. Experience gained from skills-based lectures, videotape analysis of pelvic trainer performance, and a mentored porcine laboratory resulted in most (61%) participants expanding their practice to include clinical laparoscopic suturing.

Adult↗
PubMed1987

Preparing allied health faculty to use and develop computer-assisted instruction.

Microcomputers can be powerful teaching tools if educators learn to develop effective computer-assisted instruction (CAI). This paper reports on an allied health faculty development project that incorporated hands-on workshops and guided individual instruction led by a specialist in the educational uses of microcomputers. Faculty participants gained basic computer literacy skills and learned to assess the salient characteristics of quality software. They also learned specialized skills for designing their own CAI packages. The positive change in participants' knowledge about and attitude toward microcomputers as instructional tools was measured both subjectively by the authors and by a participants' self-report questionnaire. This project can serve as a model for helping allied health educators become computer literate and gain the skills necessary to evaluate and author quality computer-assisted instruction.

Arkansas↗