Learning Pathways Research Articles

The Neurobiology of Anorexia Nervosa and Abnormal Reward Learning Processes: A Systematic Review

Abstract
 Objective: Given the array of neuroimaging studies examining the neurobiology of anorexia nervosa, the purpose of this paper was to further highlight localized neurobiological abnormalities when examining reward learning pathways in patients suffering from AN.
 Methods: Literature searches using PsycINFO, EMBASE, and MEDLINE were conducted in March of 2022 using search terms relating to AN, reward learning, and neuroimaging. Relevant studies that were included must be written in English, have at least one clinical sample of either acute and/or recovered adult and/or adolescent female patients with anorexia nervosa, be controlled studies with a healthy female control group, be published in a peer-reviewed journal, and containing a neuroimaging component.
 Results: For this systematic review, 20 relevant studies were included to elucidate the brain regional and functional differences with respect to reward learning pathways in individuals with AN when compared to healthy controls. These differences include dopamine neuron and cortisol release abnormalities in relation to dopaminergic pathways, as well as regional differences involved in reward learning subconstructs that include reward expectancies, punishment sensitivity, social reward, and body dissatisfaction and body image distortion.
 Conclusion: In examining the brain regional and functional differences across individuals with AN with respect to the reward learning construct, further research efforts that focus on these important reward learning abnormalities might help inform the development of new clinical interventions aimed at these particular pathways.

Pacific wayfinding educational leadership through Tautai o le Moana

‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.

What is important to medical students' online learning of dental trauma in medical education.

Traumatic dental injury (TDI), a topic not normally offered in the medical curriculum is made available through the medical school as an online learning course. Online learning provides an educational pathway for cross-disciplinary learning without any change to the existing curriculum. This research identified important key features that should be included in the design of an online course to provide a positive online learning experience for medical students. Ten important features were identified for medical educators to consider when they develop an online course to introduce dental trauma. These features are (1) prioritising information to TDI, (2) providing specific facts and information to TDI, (3) information must be easily retrieved, (4) providing career-related information, (5) promoting self-confidence, (6) promoting learning of new knowledge, (7) easy-to-understand content materials, (8) establishing a logical sequence of learning, (9) visual illustrations to complement written text and (10) promoting self-directed learning.

Equity in learning paths and contrast to early school leaving: the complexity of the factors involved in the school experiences of foreign students

The European guidelines and orientation in recent years have been focus on the promotion of equity in the learning paths and in the counteract early school leaving. Although many actions to reduce early school leaving have been implemented, today there remain many students who fail to achieve satisfactory school outcomes and who leave the school system early, especially among students with a migrant background. To understand the dynamics that can lead students in conditions of fragility toward negative educational paths, it is necessary to employ a complex and multidimensional analytical framework that considers the multiple variables involved. The ecological and cultural theoretical model of development highlights the complexity of the factors that can influence students’ learning trajectories, assuming a systemic and multifactorial interpretative approach. Starting from these premises, this study aims to explore the impact of individual and contextual factors in the learning pathways of foreign-born students, taking the students’ perspective. Two hundred and forty-four students attending the second level of secondary school answered to a survey, which explores their perception about: the meaning attributed to the school; the role of teachers and the family in supporting their learning path; their involvement in extra scholastic activities. The results highlight the inclusive role play by the school, which represent a place for integration into the community for foreign students; the central role of relationship with teachers and the emotional support received by the family, in counteracting early school living; the participation of students with a migratory background in their extra scholastic activities as element of protection. The results suggest that to respond to foreign students’ complex educational needs, school cannot act as an isolated entity, but rather should build networks that involve families and external contexts.

Learning pathways: Levelling, scaffolding & mapping curriculum.

At one mid-sized research-intensive university in Western Canada, the Bachelor of Science in Nursing (BSN) program recently underwent significant curriculum revisions (Epp et al., 2021). A constructivist approach was adopted to create opportunities for students to align knowledge, skills, and abilities (KSA) with prior learning to build a deeper understanding (Vygotsky, 1978). In congruence with constructivist theory, faculty developed several learning pathways as curriculum planning tools to strategically sequence student learning outcomes, facilitate student achievement of program learning outcomes, and improve curriculum integrity. The faculty developed a conceptual model of a learning pathway and identified several key program outcomes that would benefit from a curriculum review to ensure these concepts were adequately covered across the nursing program. Each learning pathway details curriculum mapping of the levelling and scaffolding of specific concepts and content to facilitate students in the acquisition of KSA through a progressive approach (Gazza & Hunker, 2012; Maguire, 2013). This article will profile the BSN Scholarly Writing Pathway and the BSN Psychomotor Pathway as exemplars.

Preliminary Analysis of the Competencies Needed by EMTs Members to Address Safety and Security when Deployed to Unsecured Environments: A scoping review of the available evidence

Introduction:During armed conflicts and other situations of violence, EMTs are deployed to respond to the needs of the affected population. It is when fighting breaks out that healthcare services are most needed, but it is also when they are most exposed to violence and insecurity. Current evidence indicates that health personnel, health infrastructure and patients have been the target of different types of attacks.A new report published on 24 of May 2022 by the Safeguarding Health in Conflict Coalition identified there were 1,335 incidents of violence or obstruction against health care perpetrated in 2021: 161 health workers killed; 320 injured; 170 kidnapped; 713 arrested. Health facilities were destroyed or damaged in 188 incidents, 111 health transports destroyed or damaged and 64 health transports stolen or hijacked.In a nutshell, health facilities and health workers were subjected to devastating and widespread violence and obstruction of care in 49 conflict-affected countries in 2021.Method:This presentation analyzes the current challenges, describes the method used consisting of a scoping review of the available evidence in addition to semi-structured feedback from key stakeholders working in unsecured environments, and supports the identification of skills and competencies that EMT members need before deployment. This presentation will also propose the definition of skills and competencies for EMT members needed before deployment to unsecured environments.Results:Recommendations for future action focus on International norms and standards, a competencies framework, evidence and data, and state-of-the-art competencies to address safety and security during deployment needed for a capability-building framework.Conclusion:How to optimize EMTs' response in unsecured environments requires designing training and learning pathways that improve skills and knowledge on safety and security for EMT members before their deployment to prevent and mitigate violence against health care during deployment in unsecured environments.

Analytics Modules for Business Students

Data science is a relatively new requirement for business students. Historically, many business students shied away from business statistics and quantitative or operational research (OR) modules believing them to be boring and irrelevant. The high-profile use of analytics and modelling during the COVID pandemic has drawn awareness to the relevance of analytics. Greater availability of data and modelling tools afford business students an opportunity to re-engage with operational research and analytics and to enjoy the satisfaction of modelling and solving real-world problems, but the challenge of the mathematical modelling skills gap of business students remains. In this paper, we describe a learning pathway of modules in business analytics that can enhance business students’ confidence and capabilities in performing statistical and analytical business tasks. We recommend modelling tools and incremental innovative mathematical modelling teaching approaches that are pedagogically sound and suitable for business students with varying quantitative backgrounds.

Mbnl2 loss alters novel context processing and impairs object recognition memory

Patients with myotonic dystrophy type I (DM1) demonstrate visuospatial dysfunction and impaired performance in tasks requiring recognition or memory of figures and objects. In DM1, CUG expansion RNAs inactivate the muscleblind-like (MBNL) proteins. We show that constitutive Mbnl2 inactivation in Mbnl2ΔE2/ΔE2 mice selectively impairs object recognition memory in the novel object recognition test. When exploring the context of a novel arena in which the objects are later encountered, the Mbnl2ΔE2/ΔE2 dorsal hippocampus responds with a lack of enrichment for learning and memory-related pathways, mounting instead transcriptome alterations predicted to impair growth and neuron viability. In Mbnl2ΔE2/ΔE2 mice, saturation effects may prevent deployment of a functionally relevant transcriptome response during novel context exploration. Post-novel context exploration alterations in genes implicated in tauopathy and dementia are observed in the Mbnl2ΔE2/ΔE2 dorsal hippocampus. Thus, MBNL2 inactivation in patients with DM1 may alter novel context processing in the dorsal hippocampus and impair object recognition memory.

Latent factors on the design and adoption of gamified apps in primary education

The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.

A Personalized Learning Path for French Study in Colleges Based on a Big Data Knowledge Map

The education industry is gradually improving with the rapid development of information technology. The learners use networks and computers to alter the traditional instructional framework based on educational information technology and achieve personalized learning. This teaching method emphasizes each learner’s identity and autonomy. However, due to the huge number of learning resources available on the Internet, students lack relevant courses, clear learning tasks, and the connection between various knowledge points, resulting in an unsatisfactory effect on the learning process. Knowledge maps for different learner types are created using historical learners’ conceptual knowledge and the segmentation and correlation technique of big data knowledge maps. Using a big data method in this process will automatically generate a set of weak conceptual learning pathways. For this problem, in the era of big data, people put forward the concept of knowledge map and used the algorithm based on the big data knowledge map to study the personalized learning path for college French. The content, structure, and relationship of college French knowledge points can be accurately expressed using this method, which is preferred by college administrators and teachers. This paper aims to investigate the personalized learning path for college French using a big data knowledge map, starting with the characteristics of a college French field of study. This study provides technical support in the establishment of a big data knowledge map based on a learning path recommendation framework. So, after the performance of several commonly used learning path recommendation algorithms, three French students have been selected at random for learning path planning. The results show that personalized learning path planning can be realized based on a knowledge map pre-repair relationship and objective attributes. In the analysis, not only the proposed technique is compared with the conventional optimization approach, but also a comparison study on the benefits of several learning effect prediction models is also performed. The results of this study suggest that this algorithm has a high learning efficiency and that the effective implementation of recommendations produced using our proposed strategy has a significant advantage.

Developing a Learning Pathway System through Web-Based Mining Technology to Explore Students’ Learning Motivation and Performance

There are many resources on the Internet. Searching for articles or multimedia videos is usually interspersed with irrelevant information or advertisements, which may cause students to spend a lot of time judging whether the search results are suitable for learning materials. Therefore, this study developed a learning pathway system by analyzing the representative keywords and difficulty of Internet articles in an automated way and then explored the learning performance and motivation of students using this system. In addition, 67 students were recruited into this study for 18 weeks of experimental activities. In the experimental activities, students can use the learning pathway system to search for algorithm-related materials for reading, and they can also continue to use the system proposed in this study for self-learning after class. The results show that the students’ post-test scores are significantly higher than their pre-test scores, indicating that students can use the learning pathway system to improve their academic performance in algorithm courses. In addition, the intrinsic motivation of high-achieving students was improved, while the intrinsic and extrinsic motivation of low-achieving students were both improved. This means that the learning pathway system can provide suitable learning materials for students to learn, allowing students to achieve autonomous learning.

A Design-Led Theory of Change for a Mobile Game App (Go Nisha Go) for Adolescent Girls in India: Multimix Methodology Study

India has one of the largest adolescent populations in the world. Yet adolescents, particularly adolescent girls, have limited access to correct sexual and reproductive health information and services. The context in which adolescent girls live is one of gender inequity where they contend with early marriage and early pregnancy and have few opportunities for quality education and labor force participation. The digital revolution has expanded the penetration of mobile phones across India, increasingly being used by adolescent girls. Health interventions are also moving onto digital platforms. Evidence has shown that applications of game elements and game-based learning can be powerful tools in behavior change and health interventions. This provides a unique opportunity, particularly for the private sector, to reach and empower adolescent girls directly with information, products, and services in a private and fun manner. The objective of this paper is to describe how a design-led Theory of Change (ToC) was formulated for a mobile game app that is not only underpinned by theories of various behavior change models but also identifies variables and triggers for in-game behavioral intentions that can be tracked and measured within the game and validated through a rigorous post-gameplay outcome evaluation. We describe the use of a multimix methodology to formulate a ToC informing behavioral frameworks and co-design approaches in our proof-of-concept product development journey. This process created a statement of hypothesis and "pathways to impact" with a continuous, cumulative, and iterative design process that included key stakeholders in the production of a smartphone app. With theoretical underpinnings of social behavior and modeling frameworks, systematic research, and other creative methods, we developed a design-led ToC pathway that can delineate complex and multidisciplinary outputs for measuring impact. The statement of hypothesis that emerged posits that "If girls virtually experience the outcomes of choices that they make for their avatar in the mobile game, then they can make informed decisions that direct the course of their own life." Four learning pathways (DISCOVER, PLAY, DECIDE, and ACT) are scaffolded on 3 pillars of evidence, engagement, and evaluation to support the ToC-led framework. It informs decision-making and life outcomes through game-based objectives and in-game triggers that offer direct access to information, products, and services. This approach of using a multimix methodology for identifying varied and multidisciplinary pathways to change is of particular interest to measuring the impact of innovations, especially digital products, that do not necessarily conform with traditional behavioral change models or standard co-design approaches. We also explain the benefits of using iterative and cumulative inputs to integrate ongoing user feedback, while identifying pathways to various impacts, and not limiting it to only the design and development phase.

A Multiverse Graph to Help Scientific Reasoning from Web Usage: Interpretable Patterns of Assessor Shifts in GRAPHYP

The digital support for scientific reasoning presents contrasting results. Bibliometric services are improving, but not academic assessment; no service for scholars relies on logs of web usage to base query strategies for relevance judgments (or assessor shifts). Our Scientific Knowledge Graph GRAPHYP innovates with interpretable patterns of web usage, providing scientific reasoning with conceptual fingerprints and helping identify eligible hypotheses. In a previous article, we showed how usage log data, in the form of ‘documentary tracks’, help determine distinct cognitive communities (called adversarial cliques) within sub-graphs. A typology of these documentary tracks through a triplet of measurements from logs (intensity, variety and attention) describes the potential approaches to a (research) question. GRAPHYP assists interpretation as a classifier, with possibilistic graphical modeling. This paper shows what this approach can bring to scientific reasoning; it involves visualizing complete interpretable pathways, in a multi-hop assessor shift, which users can then explore toward the ‘best possible solution’—the one that is most consistent with their hypotheses. Applying the Leibnizian paradigm of scientific reasoning, GRAPHYP highlights infinitesimal learning pathways, as a ‘multiverse’ geometric graph in modeling possible search strategies answering research questions.

Serial image interpretation tasks improve accuracy and increase confidence in Level 1 echocardiography reporting: a pilot study

BackgroundFocused echocardiography is increasingly used in acute and emergency care, with point-of-care ultrasound integrated into several specialist training curricula (e.g. Emergency Medicine, Cardiology, Critical Care). Multiple accreditation pathways support development of this skill but there is scant empirical evidence to inform selection of teaching methods, accreditation requirements or quality assurance of education in focussed echocardiography. It has also been noted that access to in-person teaching can be a barrier to completing accreditation programmes, and that this may affect learners disproportionately depending on the location or nature of their institution. The purpose of the study was to determine whether serial image interpretation tasks as a distinct learning tool improved novice echocardiographers’ ability to accurately identify potentially life-threatening pathology from focused scans. We also aimed to describe the relationship between accuracy of reporting and participants’ confidence in those reports, and to assess users’ satisfaction with a learning pathway that could potentially be delivered remotely.Methods27 participants from a variety of healthcare roles completed a program of remote lectures and 2 in-person study days. During the program they undertook 4 ‘packets’ of 10 focused echocardiography reporting tasks (total = 40) based on images from a standardised dataset. Participants were randomized to view the scans in varying orders. Reporting accuracy was compared with consensus reports from a panel of expert echocardiographers, and participants self-reported confidence in their image interpretation and their satisfaction with the learning experience.ResultsThere was a stepwise improvement in reporting accuracy with each set of images reported, from an average reporting score of 66% for the 1st packet to 78% for the 4th packet. Participants felt more confident in identifying common life-threatening pathologies as they reported more echocardiograms. The correlation between report accuracy and confidence in the report was weak and did not increase during the study (rs = 0.394 for the 1st packet, rs = 0.321 for the 4th packet). Attrition during the study related primarily to logistical issues. There were high levels of satisfaction amongst participants, with most reporting that they would use and / or recommend a similar teaching package to colleagues.ConclusionsHealthcare professionals undertaking remote training with recorded lectures, followed by multiple reporting tasks were capable of interpreting focused echocardiograms. Reporting accuracy and confidence in identifying life-threatening pathology increased with the number of scans interpreted. The correlation between accuracy and confidence for any given report was weak (and this relationship should be explored further given the potential safety considerations). All components of this package could be delivered via distance learning to enhance the flexibility of echocardiography education.

MP25-07 HOW SURGICAL TRAINING IS PERCEIVED BY YOUNG EUROPEAN UROLOGISTS: RESULTS FROM A ESRU-ESU-YAU UROTEC COLLABORATIVE SURVEY

MP25-07 HOW SURGICAL TRAINING IS PERCEIVED BY YOUNG EUROPEAN UROLOGISTS: RESULTS FROM A ESRU-ESU-YAU UROTEC COLLABORATIVE SURVEY

The relationship and factors affecting perceptions and applications of the deliberative and dynamic curriculum renewal model

This study examines academic staff’s perceptions and applications of the deliberative and dynamic curriculum renewal model (DDCRM) in terms of developing curriculum renewal strategies, identifying graduate attributes, mapping learning pathways, auditing learning outcomes, developing and updating curricula and implementing programmes. The study was conducted at 21 faculties of education of the public universities across Saudi Arabia. The data included a total of 218 academic staff responded to a 5-point Likert scale and multiple-choice questions. A descriptive analysis, t-test, analysis of variance (ANOVA) and Scheffe test were used to analyse the data. The results indicate inconsistencies between academic staff perceptions and the application of DDCRM. The factors, both university-and system-related, included a lack of graduate attributes in the current accreditation requirements, heavy focus on short-termism in higher education and a lack of competencies seem to account for this inconsistency.

Resilient cultural practices for cognitive development during childhood within learning pathways with support from mediated mutual reciprocal theory.

This paper examines resilient cultural practices, informed by cultural values for cognitive development in socialisation during childhood within the learning pathways model. It argues that the active role of children in their learning is not well captured or explained by theories or even empirical data. Learning pathways as a model in this paper is significant because it orients thinking on the fact that all activities children engage in always have social, psychological, and physical implications for cognitive enrichment. The activities are driven by resilient cultural practices informed by cultural norms, beliefs, and values such as responsible leadership qualities and cultivating socio-emotional and moral balance. With the above reasoning, this paper is underpinned by an empirical study with six specific objectives supported by Mediated Mutual Reciprocity theory. The study used a mixed research design and conveniently selected a sample of 73 parents and teachers whose ages ranged from 25-50 years. A questionnaire and an interview guide were used for data collection. The three-sections questionnaire was constructed to find out information about resilient cultural practices and cognitive development. The items in sections two and three were rated on a 5 points Likert scale based on the occurrence of practices and behaviours. The interview guide was constructed to find out information on the three learning pathways; physical, social and psychological that are relevant to children in African cultures. Data were analysed using frequency and proportions and Multiple Regression Analysis to aggregate scores for given conceptual components. Analysis of qualitative data followed the systematic process of thematic and content analysis. Based on qualitative findings, it was realised that African children are exposed to physical, social, and psychological pathways to learning. Quantitative results showed that 85.5% of respondents are high in their resilient cultural practices whereas 14.5% of them are low in resilient cultural practices. In the same line, 74.4% of respondents' cognitive development is high while a proportion of 25.6% is low. The inferential statistics showed that resilient cultural practices are significantly predictive of cognitive processes, reasoning, skills, and strategies at a 0.000 level of significance. Based on the use of the principles of the Mediated Mutual Reciprocal Theory, the study affirms the importance of children's contributory role in their learning and cognitive development. The link between pathways, resilient cultural practices, and cognitive development highlights the significance of children's involvement in their development through participation.

A dynamical model of C. elegans thermal preference reveals independent excitatory and inhibitory learning pathways

Caenorhabditis elegans is capable of learning and remembering behaviorally relevant cues such as smells, tastes, and temperature. This is an example of associative learning, a process in which behavior is modified by making associations between various stimuli. Since the mathematical theory of conditioning does not account for some of its salient aspects, such as spontaneous recovery of extinguished associations, accurate modeling of behavior of real animals during conditioning has turned out difficult. Here, we do this in the context of the dynamics of the thermal preference of C. elegans. We quantify C. elegans thermotaxis in response to various conditioning temperatures, starvation durations, and genetic perturbations using a high-resolution microfluidic droplet assay. We model these data comprehensively, within a biologically interpretable, multi-modal framework. We find that the strength of the thermal preference is composed of two independent, genetically separable contributions and requires a model with at least four dynamical variables. One pathway positively associates the experienced temperature independently of food and the other negatively associates with the temperature when food is absent. The multidimensional structure of the association strength provides an explanation for the apparent classical temperature-food association of C. elegans thermal preference and a number of longstanding questions in animal learning, including spontaneous recovery, asymmetric response to appetitive vs. aversive cues, latent inhibition, and generalization among similar cues.

Learning Styles Theory: Could Students’ Learning Preferences Make STEM Subjects Easier to Learn?

This paper focuses on exploring how the learning process is perceived by the students. The researchers have chosen Kolb and VARK learning models, in order to identify the participant cohorts’ preferred learning pathways, so the researchers can clearly understand their expectations, strengths and preferences utilising the evidence-based inquiry method. The results indicate that none of the two learning models applied can in actuality include all the broad range of learning expectations of the students, regardless of their age. Youngsters seem to be more aligned with the active learning mode, while older students can perform better with more abstract concepts. The geographic origin seems not to have any noticeable impact on the learning styles preferences of the students participating in these trials.

Servant leadership and customer service performance: testing social learning and social exchange-informed motivational pathways

ABSTRACT Drawing on social learning and social exchange theories, we examined a moderated mediation model of the processes through which servant leadership relates to customer service performance. Across two studies, we examined whether frontline employees’ customer-centric attitude (social learning theory) or gratitude towards the organization (social exchange theory) mediates the servant leadership-customer service performance relationship. Additionally, in Study 2, we examined whether initiative climate constitutes a boundary condition of the relationships between the two motivational drivers and customer service performance. Data were obtained from a sample of South Korean (Study 1) and Taiwanese (Study 2) frontline employees. In Study 1, customer-centric attitude and gratitude towards the organization mediate the relationship between servant leadership and service performance but only gratitude towards the organization mediates the servant leadership-customer-directed extra-role performance. The findings of Study 2 reveal that gratitude towards the organization, but not customer-centric attitude mediates the relationship between servant leadership and service performance. Contrary to our prediction, initiative climate did not moderate the relationships between the two motivational drivers and service performance. In sum, our findings provide initial evidence of the importance of social exchange relative to social learning theory in accounting for the customer service performance implications of servant leadership.