STUDY OF THE SINGLE CHANNEL HYPOTHESIS AND INPUT REGULATION WITHIN A CONTINUOUS, SIMULTANEOUS TASK SITUATION.
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Discrimination Learning↗
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Results for “Informal learning”
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Learning statistical models for annotating proteins with function information using biomedical text.
BACKGROUND: The BioCreative text mining evaluation investigated the application of text mining methods to the task of automatically extracting information from text in biomedical research articles. We participated in Task 2 of the evaluation. For this task, we built a system to automatically annotate a given protein with codes from the Gene Ontology (GO) using the text of an article from the biomedical literature as evidence. METHODS: Our system relies on simple statistical analyses of the full text article provided. We learn n-gram models for each GO code using statistical methods and use these models to hypothesize annotations. We also learn a set of Naïve Bayes models that identify textual clues of possible connections between the given protein and a hypothesized annotation. These models are used to filter and rank the predictions of the n-gram models. RESULTS: We report experiments evaluating the utility of various components of our system on a set of data held out during development, and experiments evaluating the utility of external data sources that we used to learn our models. Finally, we report our evaluation results from the BioCreative organizers. CONCLUSION: We observe that, on the test data, our system performs quite well relative to the other systems submitted to the evaluation. From other experiments on the held-out data, we observe that (i) the Naïve Bayes models were effective in filtering and ranking the initially hypothesized annotations, and (ii) our learned models were significantly more accurate when external data sources were used during learning.
Bayes Theorem↗
Medical informatics education needs information system practicums in health care settings--experiences and lessons learned from 32 practicums at four universities in two countries.
OBJECTIVES: To report about the themes and about experiences with practicums in the management of information systems in health care settings (health information management) for medical informatics students. METHODS: We first summarize the topics of the health information management practicums/projects that the authors organized between 1990 and 2003 for the medical informatics programs at Heidelberg/Heilbronn, Germany, UMIT, Austria, as well as for the informatics program at the University of Leipzig, Germany. Experiences and lessons learned, obtained from the faculty that organized the practicums in the past 14 years, are reported. RESULTS: Thirty (of 32) health information management practicums focused on the analysis of health information systems. These took place inside university medical centers. Although the practicums were time-intensive and required intensively tutoring students with regard to health information management and project management, feedback from the students and graduates was mainly positive. DISCUSSION: It is clearly recommended that students specializing in medical informatics need to be confronted with real-world problems of health information systems during their studies.
Austria↗
Problem-based learning in a health sciences librarianship course.
Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed.
Curriculum↗
Perceived effectiveness of religious solutions to personal problems.
Investigated (N = 151) the perceived effectiveness of religious solutions for personal problems. Two independent variables were manipulated. One was type of problem, with one problem being a life-threatening physical problem and one problem being a psychological/adjustment problem. The other variable was type of solution with three types of religious solutions (church attendance, prayer, involvement with a group emphasizing intense emotional religious experience) and an informational solution (reading to learn more about the problem). Religious solutions were less highly valued than the informational solution; there was no difference in perceived utility among the religious solutions; and religious solutions were seen as more reasonable with a physical, life-threatening problem than with a psychological problem although they were paradoxically seen as less indicative of need for professional help for a psychological problem than for a physical problem.
Adaptation, Psychological↗
Continuing education meets the learning organization: the challenge of a systems approach to patient safety.
Since the release of the report of the Institute of Medicine on medical errors and patient safety in November 1999, health policy makers and health care leaders in several nations have sought solutions that will improve the safety of health care. This attention to patient safety has high-lighted the importance of a learning approach and a systems approach to quality measurement and improvement. Balanced with the need for public disclosure of performance, confidential reporting with feedback is one of the prime ways that nations such as the United States, Canada, the United Kingdom, and Australia have approached this challenge. In the United States, the Quality Interagency Coordination Task Force has convened federal agencies that are involved in health care quality improvement for a coordinated initiative. Based on an investment in a strong research foundation in health care quality measurement and improvement, there are eight key lessons for continuing education if it is to parlay the interest in patient safety into enhanced continuing education and quality improvement in learning health care systems. The themes for these lessons are (1) informatics for information, (2) guidelines as learning tools, (3) learning from opinion leaders, (4) learning from the patient, (5) decision support systems, (6) the team learning together, (7) learning organizations, and (8) just-in-time and point-of-care delivery.
Education, Continuing↗
COMPUTER LEARNING AND THE SCIENTIFIC METHOD: A PROPOSED SOLUTION TO THE INFORMATION THEORETICAL PROBLEM OF MEANING.
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Computers↗
Caenorhabditis elegans: a new model system for the study of learning and memory.
The extensive information on the neuroanatomy, development and genetics of Caenorhabditis (C.) elegans make it an ideal candidate model system for the analysis of the mechanisms underlying learning and memory. A first step in this analysis is the demonstration of the capacity of C. elegans to learn. In these experiments non-associative learning in C. elegans was investigated by observing changes in reversal reflex response amplitude to a mechanical vibratory stimulus. The results from these studies of non-associative learning show that C. elegans is capable of short-term habituation, dishabituation and sensitization, as well as long-term retention of habituation training lasting for at least 24 h. These findings set the stage for detailed developmental, genetic and physiological analyses of learning and memory.
Animals↗
A meta-data-based learning resource server for medicine.
The World Wide Web (WWW) promises many advantages in the distribution and presentation of electronic learning modules for medical education. However, there is a well-known obstacle: finding the right offers on demand. We developed a solution based on international standards called Learning Resource Server Medicine (LRSMed), which provides a meta-data collection of electronic learning modules. Based on the meta-data, LRSMed offers a service for the learners to retrieve WWW resources at the time of learning. We used the IMS Learning Resource Meta-data Information Model as suitable meta-data specification, the eXtensible Markup Language (XML) as syntax for interfaces and the Oracle suite for implementation. LRSMed is available at http://mmedia.medizin.uni-essen.de/portal/. More than 260 learning resources are currently registered and described. So far a user-interface has been implemented which allows searching, commenting and editing. In the next future we will add an application programming interface (API) for the integration of LRSMed in portals, learning platforms and information systems of hospitals, medical practices or healthcare networks.
Internet↗
'Sorry, it's my first time!' Will patients consent to medical students learning procedures?
CONTEXT: The clinical teaching of medical students is essential to medicine; however, medical students often may not inform patients of their inexperience. Hence patients do not have the opportunity to consent specifically to the procedures being performed by medical students. OBJECTIVES: The purpose of this study was to determine whether patients, when informed of the inexperience of a medical student, would still consent to the procedure. METHODS: Adult emergency department patients (114) were enrolled if they required one of the following procedures: sutures, intravenous (i.v.) access or splinting. Patients were first surveyed about his or her perceptions of medical student performing procedures. The first-year medical student then informed the patient of their inexperience (the number of procedures they had performed successfully). Finally, the patient was asked to consent to the student performing the procedure (i.e. "this is my first/third time suturing, may I suture you?") The main outcome measure was patient consent to the student performing the procedure. RESULTS: Only 48% of participants knew they could be the first patient on whom a medical student might perform a procedure. A total of 66% thought they should be told if a student was performing his or her first procedure on them. The majority of patients (90%) consented (69/80 i.v., 20/20 splints, 13/14 sutures). For 7 of the 12 refusals, it was the student's first time performing the procedure. CONCLUSION: Most patients will allow medical students to perform minor procedures, even when informed of the student's inexperience.
Adult↗
Dissociative states in multiple personality disorder: a quantitative study.
Multiple personality disorder (MPD) patients may experience themselves as several discrete alter personalities who do not share consciousness or memories with one another. In this study, we asked whether MPD patients are different from controls in their ability to learn and remember, and their ability to compartmentalize information. MPD patients were not found to differ from controls in overall memory level. Learning of information by MPD patients in disparate personality states did not result in greater compartmentalization than that of which control subjects were capable. However, there were qualitative differences between the cognitive performance of patients and that of controls attempting to role-play alter personalities. Our results suggest that simple confabulation is not an adequate model for the MPD syndrome, and we consider a possible role for state-dependent learning in the phenomenology of MPD.
Adult↗
CAGNet: a structure-aware clustering-alternated graph network for cell-cell interaction inference in spatial transcriptomics.
MOTIVATION: Understanding cell-cell interactions (CCIs) in spatial transcriptomics is crucial for uncovering the spatial organization and functional heterogeneity of tissues. However, existing graph-based models typically rely on static clustering or fixed adjacency structures, which limits their ability to capture dynamic cellular relationships. RESULTS: We propose CAGNet, a two-stage framework for CCI inference from spatial transcriptomics data. In Stage 1, a Graph Attention Network encoder with joint feature and graph reconstruction learns structure-aware node embeddings from spatial gene expression profiles. In Stage 2, an alternating optimization mechanism iteratively updates cluster centers via KL-guided soft assignment and refines node embeddings through spatial graph reconstruction, establishing a closed-loop between representation learning and clustering. Experiments on three 10x Genomics Visium datasets demonstrate that CAGNet consistently outperforms six CCI inference baselines across ACC, AUC, AP, Precision, Recall, and F1. CAGNet also achieves the highest Adjusted Rand Index on all three datasets against six spatial domain identification methods, confirming that the learned embeddings capture biologically relevant spatial organization. Information-theoretic analysis further shows that CAGNet retains the highest mutual information between input features and learned embeddings among all compared methods. Ablation studies and 5-fold cross-validation confirm the contribution of each component and the reproducibility of the results. AVAILABILITY: The proposed method is implemented in the CAGNet package available at http://github.com/mahan1233333-maker/CAGNet .
Spatial Transcriptomics↗
Rats acquire spatial learning sets.
This experiment was designed to examine the development of a spatial learning set in rats and some of the variables influencing the retention of individual problems. The apparatus was a plus maze. At the beginning of each test, the rat was put on two arms, each in a different place. Food was present in one of the arms, but not in the other. The rat was then given a choice between these two places; the correct response was to return to the place that previously contained food (win-stay, lose-shift, response-reinforcement contingency). Fifty different two-choice spatial discriminations were given, each in a different location. At the end of testing, the mean percentage of correct responding for the first choice between the two places was 83%. Control procedures showed that the discriminative stimuli were distal, extramaze spatial stimuli. Variations of the procedure examined the influence of proactive interference and temporal delay on the memory for each discrimination. These results demonstrate that rats can develop a spatial learning set and provide new information about the characteristics of the memory underlying learning sets.
Animals↗
Benefits of collaborative learning for environmental management: applying the integrated systems for knowledge management approach to support animal pest control.
Resource management issues continually change over time in response to coevolving social, economic, and ecological systems. Under these conditions adaptive management, or "learning by doing," offers an opportunity for more proactive and collaborative approaches to resolving environmental problems. In turn, this will require the implementation of learning-based extension approaches alongside more traditional linear technology transfer approaches within the area of environmental extension. In this paper the Integrated Systems for Knowledge Management (ISKM) approach is presented to illustrate how such learning-based approaches can be used to help communities develop, apply, and refine technical information within a larger context of shared understanding. To outline how this works in practice, we use a case study involving pest management. Particular attention is paid to the issues that emerge as a result of multiple stakeholder involvement within environmental problem situations. Finally, the potential role of the Internet in supporting and disseminating the experience gained through ongoing adaptive management processes is examined.
Animals↗
Stimulus meaningfulness and paired-associate transfer: an encoding variability hypothesis.
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Association↗
The approaches to learning of specialist physicians.
Recent studies have provided information about the approaches to studying and learning used by medical students. However, no published work is available on the approaches of practising doctors. The Adelaide Diagnostic Learning Inventory for Medical Students (ADLIMS) was modified and administered to a random sample of 308 physicians (internists). Generally speaking, physicians seem to have lower scores on surface approach and higher scores on deep approach than students. Level of clinical experience did not appear to influence this finding. However, marked differences were apparent between the approaches adopted by physicians with additional postgraduate academic training and those without. The former had a much stronger tendency to use the more desirable deep approach. The latter seemed to rely more on the less desirable surface approach. Further longitudinal studies will be required to determine whether this difference is attributable to self-selection of those who have already developed a deep approach or is causally related to a training in research. Although these findings must be interpreted with caution, some implications are clear. Physicians should become more aware of the way they learn and about the way they teach. Inappropriate patterns of learning may be entrenched during the undergraduate and immediate postgraduate years. If validated, these findings may provide support for the inclusion of research projects in medical school and during specialist training.
Australia↗
Online educational resources - will more information make us wiser?
Although the Internet is still primarily an information resource, there is increasing emphasis on its instructional potential. Practitioners can receive Internet-based information and education from a variety of sources around the world. However, they must learn to assess this information and to assimilate it into knowledge that will help them in their practices. They must also be given the opportunity to interact with colleagues to discuss issues pertinent to practice. This article describes the advantages of online education and provides resources to help practitioners evaluate the quality of online information and courses.
Computer-Assisted Instruction↗
Information transmission defect identified and localized in language learning impaired children by means of electrophysiology.
Children with language processing deficits have various learning impairments and poor scholastic performance. In 3-10% of all children a specific language processing deficit can be identified by the Sound Connecting Sub-Test of the Illinois Test of Psycholinguistic-Abilities (SC-ITPA). These children among which we drew our index group (AS-Group) suffer from the disability to recognize isolated sounds as parts of words. Following linguistic terminology this is known as an auditory sequential sound processing deficit (ASSPD) Eighteen children (AS-Group) and 21 controls (C-Group) were subjected to mapped P300 evoked potential analyses of cortical response to acoustic stimulation in the oddball paradigm. The data presented here show that there exists significant relation between the P300 amplitude reduction and ASSPD. The P300 amplitude decrease measured in the AS-Group is due to a reduced information transmission in accordance with Johnson's Triarchic Model of the P300 Amplitude. The cerebral structures involved in poor language processing are localized at the left temporo-parietal cortex. This supports the hypothesis that the underlying neuronal defect of ASSPD is localized in the language center and not in the auditory pathway. The P300 amplitude may serve as electrophysiological tool to identify ASSPD and to quantify the degree of improvement in the course of specific therapy.
Auditory Perception↗