scholarly journals Parallel memory traces are built after an experience containing aversive and appetitive components in the crab Neohelice

2017 ◽  
Vol 114 (23) ◽  
pp. E4666-E4675 ◽  
Author(s):  
Martín Klappenbach ◽  
Ayelén Nally ◽  
Fernando Federico Locatelli
Keyword(s):  
Learning And Memory ◽  
Training Session ◽  
Real Life ◽  
Aversive Learning ◽  
Motivational State ◽  
Memory Processes ◽  
Parallel Memory ◽  
Conflicting Information ◽  
Memory Traces ◽  
Parallel Memories

The neurobiology of learning and memory has been mainly studied by focusing on pure aversive or appetitive experiences. Here, we challenged this approach considering that real-life stimuli come normally associated with competing aversive and appetitive consequences and that interaction between conflicting information must be intrinsic part of the memory processes. We used Neohelice crabs, taking advantage of two well-described appetitive and aversive learning paradigms and combining them in a single training session to evaluate how this affects memory. We found that crabs build separate appetitive and aversive memories that compete during retrieval but not during acquisition. Which memory prevails depends on the balance between the strength of the unconditioned stimuli and on the motivational state of the animals. The results indicate that after a mix experience with appetitive and aversive consequences, parallel memories are established in a way that appetitive and aversive information is stored to be retrieved in an opportunistic manner.

scholarly journals A variant of the Morris water task for assessing learning and memory processes in mice

2017 ◽  
Author(s):  
Jogender Mehla ◽  
Jamshid Faraji ◽  
Takashi Saito ◽  
Takaomi C Saido ◽  
Majid H. Mohajerani ◽  
...  
Keyword(s):  
Spatial Memory ◽  
Learning And Memory ◽  
Spatial Learning ◽  
Training Session ◽  
Brain Diseases ◽  
Spatial Learning And Memory ◽  
Second Phase ◽  
Memory Processes ◽  
Morris Water Task ◽  
New Location

AbstractThe Morris water task (MWT) is commonly used to assess rodent spatial learning and memory. Our goal was to develop a 3-phase variant of the hidden goal water task to assess old and new spatial memories acquired in the same context using various measures of spatial learning in C57BL/6 mice. In the first phase, mice were pre-trained to an initially hidden location. The second phase consisted of a massed training session to a new location in the same apparatus and context. The final phase consisted of a competition test between the original and new platform locations. AppNL-G-F/NL-G-F mice, a novel transgenic mouse model for Alzheimer’s disease (AD), were also used as an independent variable to validate this 3-phase variant of MWT. The results of the present study showed that C57 mice acquired and retained both the old and new location representations; however, AppNL-G-F/NL-G-F mice retained a recently acquired spatial memory but did not remember the old location acquired in the same apparatus and context. The results showed that C57 mice can show precise place learning and memory with the right amount of training and acquire and retain multiple spatial memory locations in the same environment whereas this ability was impaired in AppNL-G-F/NL-G-F mice. In the visible platform test, however, all groups of mice showed normal sensorimotor ability and motivation. These findings indicate that this new version of the MWT provides a robust way for assessment of old and new memories in mice. This paradigm could also be exploited to assess manipulations of neural circuits implicated in learning and memory processes as well as for research investigating human brain diseases.

scholarly journals P131 Transferring critically ill Covid-19 patients in ITU - A multidisciplinary training exercise

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Alex Tebbett ◽  
Ian Purcell ◽  
Shereen Watton ◽  
Rathinavel Shanmugham ◽  
Alexandra Tebbett
Keyword(s):  
Human Factors ◽  
Critically Ill ◽  
Situational Awareness ◽  
Training Session ◽  
Real Life ◽  
Team Leadership ◽  
Simulation Method ◽  
Task Management ◽  
In Situ Simulation ◽  
Staff Members

Abstract Introduction During Covid-19 many staff members were redeployed to the Intensive Care Unit (ICU) with little opportunity to train in the new skills they would require. One such skill was the transfer of a critically ill, and contagious, patient from ICU; a risky and complicated procedure which requires planning, preparation, risk assessment, situational awareness and, ideally, experience. To assist our colleagues in this skill an existing ICU transfer course has been adapted to cover the Covid-19 situation, or any similar contagious pandemic, in patient transfer. Methods An in-situ simulation method was chosen as the most realistic method of immersing our participants into the environment of ICU and to highlight real-life complexities and issues they may face. A multidisciplinary training session was devised so that novice anaesthetists, ACCPs and nurses could learn together, reflective of the usual team. Human factors such as communication, team leadership, task management and situational awareness are the focus of the post-simulation debrief, and human factors sheets have been created to guide the participants in analysing these skills. Pre- and post-simulation confidence, knowledge and attitudes will be assessed using validated appraisal tools and questionnaires to gather both quantitative and qualitative data about the experience. Discussion Multidisciplinary training is often difficult to arrange, due to the different requirements, processes, and procedures each department demands. A hidden blessing of Covid-19 is the realisation that this barrier can be broken, for the benefit of our patients and colleagues alike, and training sessions like this implemented.

scholarly journals Home-based Cardiac Rehabilitation - the real barriers of programs at distance

2021 ◽  
Vol 28 (Supplement_1) ◽  
Author(s):  
J Brito ◽  
I Aguiar-Ricardo ◽  
P Alves Da Silva ◽  
B Valente Da Silva ◽  
N Cunha ◽  
...  
Keyword(s):  
Exercise Training ◽  
Cardiac Rehabilitation ◽  
Real Time ◽  
Training Session ◽  
Real Life ◽  
Participation Rate ◽  
Exercise Session ◽  
Exterior Space ◽  
Supervised Exercise ◽  
Home Based

Abstract Funding Acknowledgements Type of funding sources: None. Introduction Despite the established benefits of cardiac rehabilitation (CR), it remains significantly underutilized. Home-based CR (CR-HB) programs should offer the same core CR components as Centre-based programs (CR-CB) but several aspects need to be adapted, communication and supervision must be improved. Although CR-HB has been successfully deployed and is a valuable alternative to CR-CB, there is less structured experience with these non-uniform programs and further studies are needed to understand which patients (pts) are indicated to this type of program. Purpose To investigate pt-perceived facilitators and barriers to home-based rehabilitation exercise. Methods Prospective cohort study which included pts who were participating in a CR-CB program and accepted to participate in a CR-HB program after CR-CB closure due to COVID-19. The CR-HB consisted in a multidisciplinary digital CR program, including pt risk evaluation and regular assessment, exercise, educational and psychological sessions. The online exercise training sessions consisted of recorded videos and real time online supervised exercise training group sessions. It was recommended to do each session 3 times per week, during 60 min. A pictorial exercise training guidebook was available to all participants including instructions regarding safety, clothing and warm-up, and a detailed illustrated description of each  exercise sessions. Also, for questions or difficulties regarding the exercises, an e-mail and telephone was provided. Once a month, real time CR exercise sessions was provided with a duration of 60min. Results 116 cardiovascular disease pts (62.6 ± 8.9years, 95 males) who were attending a face-to-face CR program were included in a CR-HB program. The majority of the pts had coronary artery disease (89%) and 5% valvular disease. Regarding risk factors, obesity was the most common (75%) followed by hypertension (60%), family history (42%), dyslipidaemia (38%), diabetes (18%), and smoking (13%). Almost half (47%) of the participants did at least one online exercise training session per week: 58% did 2-3 times per week, 27% once per week and 15% more than 4 times per week. Participants who did less than one exercise session per week reported as cause: lack of motivation (38%), preference of a different mode of exercise training such as exercise in the exterior space (26%), technology barrier such as impossibility to stream online videos (11%), fear of performing exercise without supervision (4%), and limited space at home (4%). Conclusions Our study based on real-life results of a CR-HB program shows a sub-optimal rate of participation in exercise sessions due to different causes, but mainly for the lack of motivation to exercise alone or preference for walking in exterior space. The knowledge of the CR-HB program barriers will facilitate to find out strategies to increase the participation rate and to select the best candidates for this type of programs.

172 Scenario-based Training Is an Effective Tactic for Teaching Applied Livestock Management Practices to Extension Personnel

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 92-92
Author(s):  
Jennie L Ivey ◽  
Lew G Strickland ◽  
Justin D Rhinehart
Keyword(s):  
Management Practices ◽  
Teaching Effectiveness ◽  
Training Session ◽  
Real Life ◽  
Extension Agents ◽  
Adult Educator ◽  
Topic Area ◽  
Virtual Training ◽  
Training Tool ◽  
Instructor Effectiveness

Abstract Developing livestock and equine trainings to empower county Extension agents is challenging, especially when spanning in-person and online delivery modules. Real life application of training concepts is difficult, particularly when participants have varied backgrounds and experience. Thus, we assessed if scenario-based training modules were an effective training method across in-person and virtual formats. The same scenario-based training was delivered at three, regional in-person trainings (n = 42), and one virtual training (n = 32). Training format consisted of four, species-specific lectures addressing various production topics. Small groups then developed recommendations for a specific scenario, followed by a debriefing session consisting of group reactions and specialist recommendations. Topic-area application to county programs, instructor effectiveness, and overall benefit of the training session were evaluated (Qualtrics, in-person n = 26, 62% completion; virtual n = 17, 53% completion). Data were assessed using analysis of variance and mean comparisons (α=0.05), with Tukey’s pairwise post hoc analysis where appropriate (STATA 16). Across all sessions, likert scale responses (1=poor and 5=excellent, n = 43) indicated lecture sessions were applicable to county areas of need across material content (mean±SD, cattle=4.71±0.57, equine=4.64±0.50), teaching effectiveness (cattle=4.77±0.42, equine=4.75±0.43), and overall quality (cattle=4.68±0.57, equine=4.67±0.51), respectively. Scenario-based training benefit was not influenced by the number of times an agent had attended in-service training on livestock species, agent appointment (youth vs. adult educator), or training location (p >0.05). Attendance at previous in-service trainings (cattle P = 0.005; equine P = 0.013) and agent appointment (cattle P = 0.0006; equine P = 0.05) had a significant impact on the number of questions agents reported to have received on scenario topics in the last 12 months. More topic area questions were reported by agents with adult education responsibilities and previous training attendance. Based upon these results, scenario-based training is an effective in-person and virtual training tool for 4-H and adult Extension agents of varying experience.

PITUITARY PEPTIDES ON MOTIVATIONAL, LEARNING AND MEMORY PROCESSES

1976 ◽  
pp. 19-30 ◽  
Author(s):  
D. de Wied ◽  
B. Bohus ◽  
W.H. Gispen ◽  
I. Urban ◽  
Tj.B. van Wimersma Greidanus
Keyword(s):  
Learning And Memory ◽  
Memory Processes

scholarly journals Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
M. Binkhorst ◽  
J M Th Draaisma ◽  
Y. Benthem ◽  
E. M. R. van de Pol ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Basic Life Support ◽  
Life Support ◽  
Controlled Trial ◽  
Training Session ◽  
Real Life ◽  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Skill Performance

Abstract Background Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges. Methods A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively. Results Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups. Conclusions Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored. Trial registration ISRCTN, ISRCTN69038759. Registered December 12th, 2019 – Retrospectively registered.

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