Retention Of Learned Information Research Articles

Enhancing learning in physical therapy education through simulated patients: A meta-analysis

As hands-on instruction gives pupils the chance to apply the information and skills they gain while attending school to a real-world clinical setting, it may be beneficial for those participating in beginning employees physical therapy (PT) education programmes. Experiential learning is presently used in all entry-level PT programs in the form of clinical experiences; however, it has the potential to be included across the curriculum to improve student engagement as well as the application and retention of learned information. The objective of this article is to argue that there should be a greater emphasis placed on hands-on experience in physical therapy (PT) education programs that are designed for new graduates. Simulators, integrating medical experiences, volunteer work, public customer support organisations, and opportunities for professional growth are just a few of the various methods used in experiential education. The opportunity to put theoretical knowledge into practice in a setting free from criticism is very beneficial to students. Learning via experience may be especially helpful in subject preparation area when students have fewer opportunities to preparation their abilities since fewer possibilities are available. Students will be better prepared for the sort of meditative rehearsal that is necessary to make the changeover from learner to the skilled practitioner if they engage in the course of reflecting on their experiences, which is a typical activity that is conducted in combination with experiential learning.

The Effect of Using Computer Assisted Instruction Method in History Lessons on Students' Success and Attitudes

The aim of this study is to examine the effect of teaching the "History of world civilizations" unit of High School 2nd History Lesson using computer assisted instruction methods on students' achievement, attitudes towards history lesson and retention of learned information. The experimental design model was preferred as the research model in the study, and the history lesson achievement test and attitude towards lessons scale created by the researchers were used as data collection tools. First of all, in the study, the effect of the lesson subjects taught by using computer assisted teaching methods and the lesson subjects taught by traditional teaching methods on the academic achievement, attitude and recall level of the students in the high school 2nd grade history lesson was adapted to the experimental design model used in the research. The data used were compiled by using a scale created by the researcher, pre-test, post-test and retention (recall) test. In our study, it was found that the achievement test scores of the History lesson "History of world civilizations" unit showed a significant difference between the experimental and control groups, which were taught using two different teaching techniques after the experiment. According to these results, it was understood that computer-aided history teaching method is a more effective method in increasing academic achievement, attitude and retention of students on the learning of related units and subjects than traditional teaching methods in the processing of "History of world civilizations" unit.

Technology-Powered Strategies to Rethink the Pedagogy of History and Cultural Heritage through Symmetries and Narratives

Recent advances in semantic web and deep learning technologies enable new means for the computational analysis of vast amounts of information from the field of digital humanities. We discuss how some of the techniques can be used to identify historical and cultural symmetries between different characters, locations, events or venues, and how these can be harnessed to develop new strategies to promote intercultural and cross-border aspects that support the teaching and learning of history and heritage. The strategies have been put to the test in the context of the European project CrossCult, revealing enormous potential to encourage curiosity to discover new information and increase retention of learned information.

Memory performance predicts response to psychotherapy for depression in bipolar disorder: A pilot randomized controlled trial with exploratory functional magnetic resonance imaging

ObjectiveThis pilot randomized controlled trial compared Cognitive Behavior Therapy (CBT) and Supportive Psychotherapy (SP) for the treatment of depression in bipolar I disorder. We also examined whether exploratory verbal memory, executive functioning, and neural correlates of verbal memory during functional magnetic resonance imaging (fMRI) predicted change in depression severity. MethodsThirty-two adults (ages 18–65) with DSM-IV bipolar I disorder meeting current criteria for a major depressive episode were randomized to 18 weeks of CBT or SP. Symptom severity was assessed before, at the mid-point, and after the 18-week intervention. All participants completed a brief pre-treatment neuropsychological testing battery (including the California Verbal Learning Test-2nd Edition, Delis Kaplan Executive Functioning System [DKEFS] Trail-making Test, and DKEFS Sorting Test), and a sub-set of 17 participants provided usable fMRI data while completing a verbal learning paradigm that consisted of encoding word lists. ResultsCBT and SP yielded comparable improvement in depressive symptoms from pre- to post-treatment. Better retention of learned information (CVLT-II long delay free recall vs. Trial 5) and recognition (CVLT-II hits) were associated with greater improvement in depression in both treatments. Increased activation in the left dorsolateral prefrontal cortex and right hippocampus during encoding was also related to depressive symptom improvement. LimitationsSample size precluded tests of clinical factors that may interact with cognitive/neural function to predict treatment outcome. ConclusionNeuropsychological assessment and fMRI offer additive information regarding who is most likely to benefit from psychotherapy for bipolar depression.

Abstract TP328: Video Instruction Increases Accuracy in Performance of Nurse Dysphagia Screening

Background and Purpose: Dysphagia screening prior to oral intake is standard for all stroke patients in assessing for aspiration risk that can lead to pneumonia, intubation, and increased length of stay. The standard teaching method for dysphagia screening consists of nurse to nurse instruction. Inconsistency in teaching methods and content could result in inaccurate screens and negatively affect patient outcomes. We postulated that an instructional video viewable from a smart phone would provide more consistent and easily accessible instruction than the standard teaching method and would improve the accuracy of nurse dysphagia screens. Methods: A 3.5 minute teaching video was developed and posted on the internet for on demand viewing. Additionally, within the video, an icon cue was paired with each step in the process for memory triggering and an icon card was distributed. Twenty nurses (n=20) with previous nurse to nurse instruction were video recorded performing a dysphagia screen. They subsequently watched the instructional video via a smart phone and were again video recorded performing a dysphagia screen. Each screening had a maximum score of 10 points based on order and completion of steps and was scored by three independent reviewers. A paired-samples T-test was conducted on the scorings of both educational methods to compare for screening accuracy. Results: There was a significant difference in the scores for standard instruction (M=5.6, SD= 2.0) versus video instruction (M=8.4, SD=1.3); t(19)=-8.304, p =.000, with a definite improvement in scores after video viewing. Conclusion: These results suggest that video instruction has a significant effect on the accuracy of performing dysphagia screens. Participant surveys also revealed that video instruction provided more consistent and concise education as compared to nurse to nurse instruction. We conclude that video instruction is a more effective teaching method than standard nurse to nurse instruction and allows for more consistency in learning and accuracy in application of skills. A larger randomized controlled study is warranted with attention focused on retention of learned information over time.

Adaptive Forgetting: Why Predator Recognition Training Might Not Enhance Poststocking Survival

AbstractThe success of current fish restocking efforts is often hampered by poor poststocking survival of hatchery‐reared juveniles. As a result of hatchery selection, combined with a lack of ecologically relevant experience, hatchery‐reared fishes often fail to recognize and respond to potential predators following stocking into natural waterways. One commonly proposed method to enhance potential poststocking survival is to condition hatchery‐reared fishes to recognize predators prior to stocking. However, despite a wealth of laboratory and field studies demonstrating predator recognition learning in fishes, only a handful of studies have attempted to assess potential poststocking benefits, and these suggest mixed results. Our goal is to highlight possible causes of this apparent contradiction. A survey of the behavioral ecology literature highlights the exceptional degree of sophistication of predator recognition learning among prey fishes. Moreover, an emerging body of literature suggests that how long prey retain learned predator recognition is as important as what prey learn. This highly plastic retention (memory window) may confer adaptive benefits under variable conditions. Hatchery selection may result in phenotypes leading to reduced learning and/or retention of learned information. We conclude by proposing several avenues of investigation aimed at improving the success of prestocking conditioning paradigms.

Spatial recognition memory deficits without notable CNS pathology in rats following herpes simplex encephalitis

Survivors of herpes simplex encephalitis (HSE) experience intellectual impairment and an inability to store and recall information. Because the temporal lobes and associated limbic structures are central to storage and retrieval of memories, and are predominantly affected in adult HSE, injury to these areas is postulated to cause behavioral and learning disabilities. A previous study (Beers et al., 1993) demonstrated that intranasal inoculation of Lewis rats with herpes simplex virus type-1 (HSV-1) induced acute partial complex seizures, and hemorrhagic and inflammatory lesions of the hippocampus and entorhinal cortex. Consequently, it was of interest to determine whether rats that had recovered from HSE had limbic system-associated memory impairments. Therefore, rats were evaluated when signs and symptoms of encephalitis were no longer apparent using an eight arm radial maze to assess the acquisition and retention of learned information. An allocentric-spatial location paradigm revealed HSV-1 infected rats performed at chance levels on both acquisition and retention which were statistically different from sham-inoculated controls. However, using an egocentric-spatial left/right discrimination task, infected rats performed statistically similar to sham-inoculated controls. Furthermore, HSV-1 nucleic acids were detected in the nuclei of neurons within the hippocampus and entorhinal cortex using in situ hybridization techniques. Of interest was the observation that rats with learning and memory deficits had no apparent histopathological or immunocytochemical evidence of antecedent CNS infection. This is the first experimental demonstration that HSV-1 can cause behavioral impairments in the absence of obvious inflammatory injury to the temporal lobe memory system.