scholarly journals The impact of side effects on long-term retention in three new antiepileptic drugs

Seizure ◽  
2009 ◽  
Vol 18 (5) ◽  
pp. 327-331 ◽  
Author(s):  
Hans P. Bootsma ◽  
Lukas Ricker ◽  
Yechiel A. Hekster ◽  
Jacques Hulsman ◽  
Danielle Lambrechts ◽  
...  
Keyword(s):  
Side Effects ◽  
Antiepileptic Drugs ◽  
New Antiepileptic Drugs ◽  
Term Retention ◽  
Long Term Retention ◽  
The Impact

Long-term retention rates of new antiepileptic drugs in adults with chronic epilepsy and learning disability

2007 ◽  
Vol 10 (2) ◽  
pp. 336-339 ◽  
Author(s):  
Robert J. Simister ◽  
Josemir W. Sander ◽  
Matthias J. Koepp
Keyword(s):  
Learning Disability ◽  
Antiepileptic Drugs ◽  
Retention Rates ◽  
Chronic Epilepsy ◽  
New Antiepileptic Drugs ◽  
Term Retention ◽  
Long Term Retention

scholarly journals Long-term retention rates of antiepileptic drugs used in acute seizures

Seizure ◽  
2018 ◽  
Vol 61 ◽  
pp. 78-82 ◽  
Author(s):  
Manuel Toledo ◽  
Elena Fonseca ◽  
Marta Olivé ◽  
Manuel Requena ◽  
Manuel Quintana ◽  
...  
Keyword(s):  
Antiepileptic Drugs ◽  
Retention Rates ◽  
Acute Seizures ◽  
Term Retention ◽  
Long Term Retention

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

Evaluating the Impact of Supplemental Instruction on Short- and Long-Term Retention of Course Content

2012 ◽  
Vol 42 (2) ◽  
pp. 8-26 ◽  
Author(s):  
Jodi Price ◽  
Amber G. Lumpkin ◽  
Eric A. Seemann ◽  
Diana Calhoun Bell
Keyword(s):  
Supplemental Instruction ◽  
Course Content ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
The Impact

scholarly journals Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study

2018 ◽  
Vol 50 (1) ◽  
pp. 165-173 ◽  
Author(s):  
Maria-Manuel Azevedo ◽  
Sofia Costa-de-Oliveira ◽  
Rita Teixeira-Santos ◽  
Ana P. Silva ◽  
Isabel M. Miranda ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Microbiology ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
The Impact

scholarly journals The Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care

2015 ◽  
Vol 7 (3) ◽  
pp. 483-485 ◽  
Author(s):  
Andrew C. Butler ◽  
Nathaniel D. Raley
Keyword(s):  
Medical Education ◽  
Clinical Care ◽  
Term Retention ◽  
The Future ◽  
Long Term Retention ◽  
The Impact

Long-term retention rates for antiepileptic drugs: A review of long-term extension studies and comparison with brivaracetam

2017 ◽  
Vol 138 ◽  
pp. 53-61 ◽  
Author(s):  
Manuel Toledo ◽  
Rebecca Beale ◽  
Jennifer S. Evans ◽  
Sara Steeves ◽  
Sami Elmoufti ◽  
...  
Keyword(s):  
Antiepileptic Drugs ◽  
Retention Rates ◽  
Term Retention ◽  
Long Term Retention

scholarly journals Learning graph networks: sleep targets highly connected global and local nodes for consolidation

2021 ◽  
Author(s):  
Gordon B Feld ◽  
Matthieu Bernard ◽  
Annalise Rawson ◽  
Hugo J Spiers
Keyword(s):  
Night Sleep ◽  
Sleep Studies ◽  
Term Retention ◽  
Efficient Storage ◽  
Global Connections ◽  
Long Term Retention ◽  
Internal Networks ◽  
Global And Local ◽  
The Impact

Much of our long-term knowledge is organised in complex networks. Sleep is thought to be critical for abstracting knowledge and enhancing important item memory for long-term retention. Thus, sleep should aid the development of memory for networks and the abstraction of their structure for efficient storage. However, this remains unknown because past sleep studies have focused on discrete items. Here we explored the impact of sleep (night-sleep/day-wake within-subject paradigm) on memory for graph-networks where some items were important due to dense local connections (degree centrality) or, independently, important due to greater global connections (closeness / betweenness centrality). A network of 27 planets (nodes) sparsely interconnected by 36 teleporters (edges) was learned via discrete associations without explicit indication of any network structure. Despite equivalent exposure to all connections in the network, we found that memory for the links between items with high local centrality or high global centrality were better retained after sleep. These results highlight that sleep has the capacity for strengthening both global and local structure from the world and abstracting over multiple experiences to efficiently form internal networks of knowledge.

scholarly journals Team-Based Learning in Medical School Hematology Course Improves Immediate Understanding but Not Long-Term Retention

Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 42-42
Author(s):  
Arielle L Langer ◽  
Adam Binder ◽  
Eileen Scigliano
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Teaching Methods ◽  
Short Term ◽  
Term Retention ◽  
Team Based Learning ◽  
Long Term Retention ◽  
The Impact ◽  
Term Benefit

Background: The goal of medical school hematology preclinical curricula is to prepare students not only for course exams and standardized testing but also clinical care during clerkships and beyond. While active teaching methods such as team-based learning (TBL) are associated with improved end of course exam performance, the impact on long-term retention has not been evaluated. Methods: We assessed the impact of three different teaching approaches on short term understanding and long-term retention of hematology knowledge after a hematology pathophysiology course. Lecture material was reinforced with traditional case-based small group discussion, TBL, or no small group reinforcement. Knowledge assessments with 15 multiple choice questions were conducted prior to the course, immediately after course, and 14 months after the course at the end of the core clerkship year. Several topics covered by traditional small groups in the 2018 were switched to TBL in the 2019, and, thus, could be directly compared across the two cohorts. Results: We recruited 70 students, 34 from the 2018 iteration of the course and 36 from the 2019, which represents 24% of eligible students. Of these, 48 students completed the final assessment (69% retention). Prior to the course, students answered 31% of questions correctly. This increased to 78% immediately after the course with significant differences across teaching methods: TBL 87%; traditional small group 78%; no small group 76% (p< 0.01). Overall knowledge declined to 70% at long-term follow up. The effect of the teaching method also dissipated and was no longer statistically significant: TBL 75%; traditional small group 67%; no small group 70%. When restricted to three topics converted from traditional small group in 2018 to TBL in 2019, the long-term benefit was not shown, with correct answers in 59% of the 2018 cohort taught through traditional small groups and 54% of the 2019 cohort taught through TBL. Long-term retention did not vary according to whether students reported re-exposure to hematology in the time since course completion. WFindings and Discussion: We found a meaningful and statistically significant increase in the understanding gained by using TBL, but this did not lead to better long-term retention. The immediate impact of improved knowledge is consistent with prior research on TBL and may be sufficient to justify its use, as improved scores on short-term testing testing has value for student well-being, generating an interest in hematology, and competitiveness for residency application. However, our findings argue against justifying the adoption of TBL on the basis of superior long-term retention. Despite this TBL may still be of long-term benefit through modeling team decision making and self-directed learning that are core features of how clinical medicine is practiced. The impact of TBL on these components of clinical efficacy and on an interest in hematology remains areas for future study. Figure Disclosures Binder: Janssen: Membership on an entity's Board of Directors or advisory committees; Sanofi: Consultancy.

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