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PubMed2000

Correlating obstetric epidural anaesthesia performance and psychomotor aptitude.

We investigated the correlation between the scores attained on computerised psychometric tests, measuring psychomotor and information processing aptitudes, and learning obstetric epidural anaesthesia. Ten anaesthetic trainees performed an adaptive tracking task (ADTRACK 3) and one information management task (MAZE) from the MICROPAT testing system. They then embarked on a standardised obstetric anaesthesia training programme prior to performing obstetric on-call duties. The success or failure of their first 50 obstetric epidurals was recorded. There was a significant correlation between mean obstetric epidural failure rate for the second 25 consecutive epidurals and ADTRACK 3 (r = -0.579, p = 0.04) scores. The correlation between the means of the first 25 and 50 consecutive epidurals and ADTRACK 3 scores was not significant. There was no significant correlation between epidural failure rate and MAZE scores. The ratios of the mean epidural failure rate for the last 25 epidurals to the mean for the first 25 epidurals were not significantly correlated with ADTRACK 3 or MAZE scores. Psychomotor abilities appear to be poor determinants of trainees' initial proficiency at obstetric epidural anaesthesia or of trainees' rates of progress during early obstetric epidural training, but may be determinants of an individual's performance after the initial training phase.

Adult↗
PubMed2003

Differentiating simple versus complex processing speed: influence on new learning and memory performance.

The current study was designed to examine how the construct of human information processing speed is conceptualized and measured, while also examining the influence of information processing speed on higher cognitive processes (i.e., learning). A mixed medical sample of 92 subjects participated in this study. Subjects underwent a broad-based neuropsychological evaluation, including measures of verbal and visuospatial new learning, spatial and verbal working memory, simple reaction time, choice reaction time, and information processing speed. Principal components factor analysis with varimax rotation resulted in a three-factor solution, comprised of: (1) simple speed/reaction time, (2) complex information processing and new learning, and (3) working memory. Notably, this factor solution identified 2 distinct forms of processing speed--simple and complex information processing speeds. In contrast to the abundance of literature grouping these two constructs together under one term (i.e., processing speed), these results indicate simple and complex speed to be distinct constructs assessed with different neuropsychological instruments. While the expected relationship between complex information processing capacities and working memory abilities was evident in this study, information processing speed also showed a significant relationship with new learning ability. The implications of this intriguing relationship are discussed.

Adult↗
PubMed2001

Informed consent and the preregistration house officer.

A survey of preregistration house officers demonstrated that less than a third had never felt compelled to obtain consent from patients for procedures they themselves did not understand. This had occurred frequently for over a fifth of respondents. Learning how to obtain informed consent is an important part of the education and training of a doctor. The wrong lessons will be learned if they feel compelled to do this when ill-equipped with relevant information about risks and alternatives.

Hospitals, District↗
PubMed1991

Young people learning about AIDS: a study of beliefs and information sources.

A study of the views of Scottish teenagers and undergraduates on health education issues relevant to human immunodeficiency virus (HIV) spread is reported. A sample of 1008 young people (690 teenagers and 318 students) returned a postal questionnaire designed to measure a range of relevant cognitions. These included levels of concern, perceived knowledge, perceived vulnerability, perceived seriousness, recall of health education campaigns, preferred information sources and views on the discussion of HIV/AIDS with significant others. Low levels of perceived vulnerability, high levels of recall for national campaigns, and discrepancies between used and credible sources of information are reported. Cohort and gender differences and correspondences with American and Australian studies are discussed. The implications of these findings for future AIDS education campaigns are also considered.

Acquired Immunodeficiency Syndrome↗
PubMed1996

Developing the role of the tutor/facilitator.

The effective training of facilitator/ tutors is crucial to the success of a problem-based learning approach to medical education. New skills are needed to accomplish the change from giver of information to facilitator of learning, coach, and guide. This paper outlines considerations for the design of a tutor training programme and describes the Harvard Medical School programme in detail.

Education, Medical↗
PubMed2001

Approaches to learning in science: a longitudinal study.

BACKGROUND: Longitudinal studies of students' approaches to learning in higher education can tell us much about the impact of the tertiary experience. More information about teaching and learning practices and how students respond to these may enable educators to better assist students to gain the maximum benefit from their tertiary studies. AIMS: The study set out: (i) to monitor the change in approaches to learning over a three-year period; (ii) to evaluate the relationship between student age, sex and university entry mode on students' approaches to learning; and (iii) to evaluate the predictive validity of the SPQ scales on one mode of learning outcome, that being annual GPA. SAMPLES: The sample consisted of 200 commencing students studying in a science course at an Australian university. METHOD: The Biggs SPQ was administered in a first-year chemistry class and repeated at intervals of 4 and 8 months. This was followed by administration by post after 16 months and 30 months. RESULTS: Student approach to learning is dynamic and amenable to change as a result of the learning experience. Of the three SPQ scales, the achieving approach appears to undergo the greatest change with time, while the deep approach showed a consistent positive correlation with assessment outcomes. Student age was a major factor in both the SPQ scores and assessment outcomes but no gender effect was evident. CONCLUSIONS: Students see university study, and in particular the first year, as a survival course and adopt strategies suited to that task. Older students adopt approaches to study which differ from their younger colleagues and as a consequence they are in general more successful in the tertiary environment.

Adolescent↗
PubMed2005

Procedural interference in perceptual classification: implicit learning or cognitive complexity?

Researchers have argued that an implicit procedural-learning system underlies performance for information integration category structures, whereas a separate explicit system underlies performance for rule-based categories. One source of evidence is a dissociation in which procedural interference harms performance in information integration structures, but not in rule-based ones. The present research provides evidence that some form of overall difficulty or category complexity lies at the root of the dissociation. The authors report studies in which procedural interference is observed for even simple rule-based structures under more sensitive testing conditions. Furthermore, the magnitude of the interference is large when the nature of the rule is made more complex. By contrast, the magnitude of interference is greatly reduced for an information integration structure that is cognitively simple. These results challenge the view that a procedural-learning system mediates performance on information integration categories, but not on rule-based ones.

Adult↗
PubMed2006

Demands and expectation for the e-learning model in clinical nursing education.

The constructed "Nursing e-college" in this study is an online self-learning educational platform developed in a particular medical center. This study was conducted in survey design, and the purpose were (1) to prove the computer skills ,the ability and level of preparation of nursing professionals in learning and using computerized information; (2) to understand the demands and expectations in the clinical nursing curriculum of e-learning. The study utilized randomized sample for data collection during May to December,2005. And then the reliability and validity of the questionnairs in the study were examined. Results indicate that the investigative inventory developed in this study has significant reliability and validity. Also, through statistical calculations (included descriptive statistics, ANOVA, Pearson correlation etc.), results have certain amounts of statistical significance, and demonstrating the functional nature of the study design.

Education, Distance↗
PubMed1991

Learning, memory and the brain.

Human and non-human animals acquire information about the world through the process of learning, and store that information as memory. Yet central as the storage process is to adaptive behaviour, progress in understanding its neural bases has been slow and only recently efforts have shown clear signs of being successful. The knowledge that comes from this progress strongly suggests that different kinds of learning involve different neural circuits and accordingly involve different memory systems. Indeed, it is becoming increasingly clear that multiple memory systems may be a fundamental part of the design of the vertebrate brain. It has long been supposed that learning leads to the formation, or to the strengthening of particular pathways in the brain. Once formed, or strengthened in this way a pathway was viewed as a 'trace' or 'engram' 'representing' the particular experience or relationship which had been learned. There is substantial evidence that neural pathways, especially synaptic connectivity, can be modified by experience-as by rearing rats in an 'enriched' environment with other rats rather than rearing them in isolation--as well as by modifying the diet or by depriving young rats of their thyroid gland. This evidence demonstrates that the central nervous system is plastic, but provides no hint that such plasticity is involved in learning. The evidence that synaptic plasticity is indeed involved in learning and memory is relatively recent.

Animals↗
PubMed2007

Is there a tipping point in neuronal ensembles during learning?

Learning is important for humans and can be disrupted by disease. However, the essence of how learning may be represented within a neuronal network is still elusive. Spike trains generated by neurons have been demonstrated to carry information which is relevant for learning. The present study uses well-established mutual information (MI) analysis techniques to better understand learning within neuronal ensembles. Spike trains in tetrode recordings from the dorso-lateral striatum were used for computing MI as rats learnt a T-maze procedural task. We demonstrate that in in-vivo recordings the growth of MI is reflected in the behavioral response as learning proceeds. These changes in MI are seen to correspond to three phases, a low MI value, namely early learning, a rapid increase in MI value, task-acquisition and stabilization of MI, over-training. Over multiple training sessions, small changes in MI within the neuronal network suddenly produce a big change in ensemble MI during the task acquisition phase. This phase represents the "tipping point" in the neuronal network where the MI growth builds habits during motor learning in the striatum.

Action Potentials↗
PubMed2004

HIV-AIDS patients' evaluation of health information on the internet: the digital divide and vulnerability to fraudulent claims.

Access to health information on the Internet has revolutionized how medical patients learn about their illnesses. Valuable information can be found online; however, many health Web sites contain inaccurate or misleading information. The authors surveyed 324 adults with HIV concerning their Internet use for obtaining health information. Health information found online was then rated for quality by participants and by medical professionals. Participants were less critical of health information found online than medical professionals and made smaller distinctions between high-quality and low-quality information. Assigning credibility to low-quality information was predicted by lower incomes and educational attainment, poorer reading comprehension, lower literacy levels, and irrational health beliefs. Results suggest that patients do not always evaluate online information critically and may be vulnerable to misinformation.

Acquired Immunodeficiency Syndrome↗
PubMed2005

Using computer-assisted learning to gain knowledge about child death and bereavement.

Computer-assisted learning (CAL) can be a useful tool in helping nurses to learn about child death and bereavement. A CAL package on the care of children with life-limited illnesses and their families has been designed, developed and evaluated with students on the diploma in nursing (child) programme. Early indications are that CAL, in conjunction with teacher support, can offer a means to allow individuals to work at their own pace, apply learning and explore new learning in a non-threatening environment. This article argues that the skills required to care holistically for children with life-threatening illnesses and their families are complex. Extensive applications of previously learnt transferable skills, as well as a good grasp of multidisciplinary working, are needed. In turn, these skills are transferable and applicable in almost any other professional situation. CAL combines different learning styles, such as factual information giving, enquiry-based and practice-based learning; therefore, integrating learning about child death and bereavement both in theory and in practice.

Attitude of Health Personnel↗
PubMed1999

Memory suppressor genes: enhancing the relationship between synaptic plasticity and memory storage.

Memory suppressor genes encode proteins that act as inhibitory constraints to impede memory storage. The study of memory suppressor genes is important not only for understanding the link between synaptic plasticity and learning but also for identifying potential targets for future pharmaceuticals to treat memory disorders. This article first reviews the evidence for proteins that impede memory storage from work in invertebrates and then explores recent evidence for the existence of memory suppressor genes in vertebrates in the context of hippocampus-dependent forms of memory. In Aplysia, memory suppressor gene products act at each step in long-term facilitation: in the cytoplasm to regulate kinase activity, in the nucleus to alter the activity of transcriptional regulatory proteins, and on the cell surface to modulate cell-cell interactions. Studies of genetically modified Drosophila have provided behavioral evidence for the existence of memory suppressor genes. One of the best candidates for a neuronal mechanism underlying learning is long-term potentiation (LTP), which has been extensively studied in the mammalian hippocampus. Recent work has identified a number of putative memory suppressor gene products that act in the hippocampus at the levels of LTP induction, regulation of intracellular signaling cascades, and transcriptional control. Using these gene products as tools to study enhancements rather than deficits in LTP and learning may generate more precise information about the relationship between synaptic plasticity and behavioral learning. The study of mammalian memory suppressor genes may provide insights into alleviating the learning and memory deficits that accompany both normal aging and a variety of human disorders.

Animals↗
PubMed2005

Memory and verbal learning functions in twins with bipolar-I disorder, and the role of information-processing speed.

BACKGROUND: Euthymic bipolar-I disorder (BP I) patients and their siblings have shown impairments in verbal learning and memory functions compared with controls, suggesting that these impairments may be genetic in origin. Reduced information-processing speed has been associated with impaired memory in the elderly, and recently in schizophrenia. The authors compared verbal learning and memory functioning in twins with BP I and co-twins to control twins, and examined whether the observed deficits are related to information-processing speed. METHOD: Finnish Medical and Population Registers and Twin Cohorts were used to identify the BP I and control twins. Neuropsychological tests assessing verbal learning and memory, working memory, facial recognition, visual memory, and information-processing speed were administered to 26 BP I twins, 19 non-bipolar co-twins, and 114 controls. Group differences were analyzed by generalized estimation equation modeling. RESULTS: BP I patients, but not co-twins, showed impairments in all memory tests compared with controls. Female co-twins showed impairment in verbal learning and memory. Information-processing speed had a significant effect on encoding and learning efficiency. CONCLUSIONS: This study showed for the first time that information-processing speed is related to memory functioning and verbal learning in BP I in a population-based, representative and euthymic sample. Furthermore, the data support the view that defects in verbal memory may be related to the genetic factors predisposing to BP I in females.

Adult↗
PubMed2002

Learning where to look for danger: integrating affective and spatial information.

Although not previously addressed by researchers of spatial cognition or affect, the combination of spatial and affective information is essential for many approach and avoidance behaviors, and thus for survivaL We provide the first evidence that through incidental experience, people form representations that capture correlations between affective and spatial information. Participants were able to do so even when the correlation was weak, they were not told to look for the correlation, and the stimuli varied on multiple other dimensions besides valence. In addition, people were more sensitive to the presented correlation when stimuli were negative than when they were positive. This asymmetry in representation may stem from underlying differences in the activation functions for positive and negative hedonic information processing.

Adult↗