Regular rhythmic and audio-visual stimulations enhance procedural learning of a perceptual-motor sequence in healthy adults: A pilot study

Procedural learning is essential for the effortless execution of many everyday life activities. However, little is known about the conditions influencing the acquisition of procedural skills. The literature suggests that sensory environment may influence the acquisition of perceptual-motor sequences, as tested by a Serial Reaction Time Task. In the current study, we investigated the effects of auditory stimulations on procedural learning of a visuo-motor sequence. Given that the literature shows that regular rhythmic auditory rhythm and multisensory stimulations improve motor speed, we expected to improve procedural learning (reaction times and errors) with repeated practice with auditory stimulations presented either simultaneously with visual stimulations or with a regular tempo, compared to control conditions (e.g., with irregular tempo). Our results suggest that both congruent audio-visual stimulations and regular rhythmic auditory stimulations promote procedural perceptual-motor learning. On the contrary, auditory stimulations with irregular or very quick tempo alter learning. We discuss how regular rhythmic multisensory stimulations may improve procedural learning with respect of a multisensory rhythmic integration process.

Accuracy of Tempo Judgments in Disk Jockeys Compared to Musicians and Untrained Individuals

Professional disk jockeys (DJs) are an under-studied population whose performance involves creating new musical experiences by combining existing musical materials with a high level of temporal precision. In contemporary electronic dance music, these materials have a stable tempo and are composed with the expectation for further transformation during performance by a DJ for the audience of dancers. Thus, a fundamental aspect of DJ performance is synchronizing the tempo and phase of multiple pieces of music, so that over seconds or even minutes, they may be layered and transitioned without disrupting the rhythmic pulse. This has been accomplished traditionally by manipulating the speed of individual music pieces “by ear,” without additional technological synchronization aids. However, the cumulative effect of this repeated practice on auditory tempo perception has not yet been evaluated. Well-known phenomena of experience-dependent plasticity in other populations, such as musicians, prompts the question of whether such effects exist in DJs in their domain of expertise. This pilot study examined auditory judgments of tempo in 10 professional DJs with experience mixing by ear, compared to 7 percussionists, 12 melodic instrumental musicians, and 11 untrained controls. Participants heard metronome sequences between 80 and 160 beats per minute (BPM) and estimated the tempo. In their most-trained tempo range, 120–139 BPM, DJs were more accurate (lower absolute percent error) than untrained participants. Within the DJ group, 120–139 BPM exhibited greater accuracy than slower tempos of 80–99 or 100–119 BPM. DJs did not differ in accuracy compared to percussionists or melodic musicians on any BPM range. Percussionists were more accurate than controls for 100–119 and 120–139 BPM. The results affirm the experience-dependent skill of professional DJs in temporal perception, with comparable performance to conventionally trained percussionists and instrumental musicians. Additionally, the pattern of results suggests a tempo-specific aspect to this training effect that may be more pronounced in DJs than percussionists and musicians. As one of the first demonstrations of enhanced auditory perception in this unorthodox music expert population, this work opens the way to testing whether DJs also have enhanced rhythmic production abilities, and investigating the neural substrates of this skill compared to conventional musicians.

The Effect of Mental Fatigue and Gender on Working Memory Performance during Repeated Practice by Young and Older Adults

Working memory (WM) is one of the most investigated cognitive functions albeit the extent to which individual characteristics impact on performance is still unclear, especially when older adults are involved. The present study considers repeated practice of a visual N -Back task with three difficulty levels (1-, 2-, and 3-Back) in healthy young and older individuals. Our results reveal that, for both age groups, the expected mental fatigue was countered by a learning effect, in terms of accuracies and reaction times, which turned out to benefit females more than males, for all three N -Back levels. We conclude that future WM studies, in particular when relying on repeated N -Back sessions, should account for learning effects in relation to mental fatigue and gender, in both young and older adults.

A Realist Synthesis on how, for whom and in which Contexts or Conditions Augmented and Virtual Reality Training ‘Works’ in Upskilling Healthcare Workers (Preprint)

BACKGROUND Training opportunities to upskill healthcare workers using traditional simulators (e.g., cadavers, animals or actors) are becoming less common due to ethical issues, commitment to patient safety, cost and resource restrictions. Virtual reality (VR) and augmented reality (AR) may help to overcome these barriers. However, their effectiveness is often contested and poorly understood, and warrants further investigation. OBJECTIVE To develop, test and refine an evidence-informed program theory on how, for whom and to what extent training using AR/VR ‘works’ for upskilling healthcare workers and to understand what facilitates or constrains their implementation and maintenance. METHODS A realist synthesis using a three-step process: theory elicitation, theory testing, and theory refinement. We first searched seven databases and 11 practitioner journals for literature on AR/VR used to train healthcare staff. Eighty papers were identified and information regarding contexts (C), mechanisms (M) and outcomes (O) were extracted. We conducted a narrative synthesis to form an initial program theory consisting of CMO configurations. To refine and test this theory, we identified empirical studies through a second search of the same databases as in the first search. We used the Mixed Methods Appraisal Tool to assess the quality of the studies and to determine our confidence in each CMO configuration. RESULTS Of the 41 CMO configurations we identified, we had moderate to high confidence in nine (22%) based on 46 empirical studies reporting on VR, AR or mixed simulation training programs. These stated that realistic (high fidelity) simulations trigger perceptions of realism, easier visualization of patient anatomy and an interactive experience, which results in increased learner satisfaction and more effective learning. Immersive VR/AR engages learners in ‘deep immersion’ and improves learning and skill performance. When transferable skills/knowledge are taught using VR/AR, skills are enhanced and practiced in a safe environment, leading to knowledge and skill transfer to clinical practice. Lastly, for novices VR/AR enables repeated practice, resulting in technical proficiency, skill acquisition and improved performance. The most common barriers to implementation and maintenance were upfront costs, negative attitudes and experiences (i.e., cyber-sickness), developmental and logistical considerations, and the complexity of creating a curriculum. Facilitating factors included: decreasing costs through commercialization; increasing the cost-effectiveness of training; a cultural shift toward acceptance; access to training opportunities; and leadership and collaboration within and across institutions. CONCLUSIONS Technical and non-technical skills training programs using AR/VR for healthcare staff may trigger perceptions of realism and deep immersion, and enable easier visualization, interactivity, enhanced skills and repeated practice in a safe environment. This may improve skills and increase learning/knowledge and learner satisfaction. Future testing of these mechanisms using hypothesis-driven approaches is required. More research is also required to explore implementation and maintenance considerations. CLINICALTRIAL N/A

DETERMINERS, BARE SINGULARS, PLURALS: A PORTABLE TUTOR FOR SENTENCE GRAMMAR

This paper is based on the assumption that a portable tutor, as a practice-based tool, can offer students ample opportunities to improve their sentence grammar. By focusing on one specific grammar issue at a time, it presents certain sentence patterns that, through repeated practice, can eventually correct that particular grammar issue, in this case, that of determiners, bare singulars, and plurals. Significantly, this study has specific implications for Assumption University students and for Thai students in general, in that it explains why people who grow up speaking a language where nouns do not have determiners will have difficulty when learning a language that has them, for instance English. The paper begins by presenting a classification of determiners followed by a detailed description of one specific type of determiner: the bare singular count noun. The study continues with the proposed research methodology consisting of the Portable Tutor development, and the Experiment’s three main components, pre-testing, “treatment” and post-testing of the participating group of students. The paper concludes with data collection and analysis, and conclusions. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0745/a.php" alt="Hit counter" /></p>

Microsurgical education in the USA: Past, present and future

Microsurgery is a demanding surgical skillset which requires attention to detail and repeated practice to succeed. Microsurgery courses around the globe allow students to learn through performing a variety of technical exercises. Microsurgery education dates back to the late 1960s with notable instructors, Harry J. Buncke and Robert Acland. Currently, many microsurgery courses are available that share commonalities, and some important structural differences have been demonstrated to differentially affect student progression and competence. Multiple available training programs as well as the advancement of supermicrosurgery training is listed and described.The microsurgery training course at Columbia University’s New York Presbyterian Irving Medical Center led by Drs. Ronsenwasser, Strauch and Akelina provides students with expert instruction through a punctilious training curriculum. By imparting these techniques to the students, trainees’s progression markedly improves relative to alternative microsurgery courses that do not incorporate expert instruction. The Covid-19 pandemic, has resulted in the development of a virtual microsurgery training program at the lab which focuses on building the foundation of basic skills for trainees unable to travel or receive adequate education.

Rationale and description of BrainLevel: Computerized repeated practice with strategy use instruction for children with acquired brain injury

Objective: In this paper, we provide the rationale behind and a description of BrainLevel, a new cognitive rehabilitation intervention for children with acquired brain injury. Rationale: Children with acquired brain injury frequently report cognitive problems and consequently problems in participation, psychosocial functioning, family functioning and quality of life. Computerized repeated practice of specific cognitive tasks (so-called ‘brain training’) improves performance on those specific or highly similar tasks, but rarely leads to better daily life functioning. Adding strategy use instruction as an intervention component, with the aim to transfer task-specific effects to other contexts, may yield positive effects on cognitive and daily life functioning of children with acquired brain injury. Description of the new intervention: In BrainLevel, computerized repeated practice is offered via the online training programme BrainGymmer. For the strategy use instruction, we developed a protocol to provide and practice function-specific and metacognitive strategies. The intervention period is 6 weeks, during which children train five times per week for 30 minutes per day at home with BrainGymmer. Additionally, they attend a weekly 45-minute strategy use instruction session on the basis of our protocol with a cognitive rehabilitation specialist. Discussion: BrainLevel is innovative in combining computerized repeated practice with strategy use instruction as cognitive rehabilitation for children with acquired brain injury. Currently, we are investigating the effectiveness of BrainLevel. In this paper, possible adaptations to tailor BrainLevel to other games or contexts, or to incorporate novel scientific insights, for example regarding optimal intervention duration and intensity, are discussed.

Experimental simulation of mathematical learning process based on ‘chunk-objective’

Traditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on learning method, resulting in bad learning outcome and insufficient problem-solving ability. Based on the theory of ‘chunks’ and ‘objective’, this paper analyses the mathematics learning process from the perspective of experimental simulation, designs a mathematics learning process based on ‘chunk-objective’, and simulates it. The data show that the learning mode is scientific and effective, which can help students learn better according to cognitive rules, thus forming their knowledge structure and improving their ability to solve problems.

Tips for teaching procedural skills

The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners’ acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.

The Benefits of Expert Instruction in Microsurgery Courses

Background Microsurgery requires repeated practice and training to achieve proficiency, and there are a variety of curriculums available. This study aims to determine the importance of an expert instructor to guide students through procedures. We compared student proficiency across two microsurgery courses: one with (Columbia University, United States [CU] cohort) and one without a dedicated microsurgery instructor (University of Thessaloniki, Greece [UT] cohort). Methods Students were divided into two cohorts of 22 students (UT cohort) and 25 students (CU cohort). Student progress was evaluated by examining patency (lift-up and milking tests), anastomotic timing, and quality (Anastomosis Lapse Index [ALI]) of end-to-end arterial and venous anastomoses on day 1 and again on day 5. Chi-squared tests evaluated patency immediately and 30 minutes postoperation. t-Tests evaluated anastomotic timing and ALI scores. p-Values < 0.05 were considered significant. Results We evaluated progress within and between each cohort. Within the CU cohort, the quality of the arterial and venous anastomosis improved, respectively (by 54%, p = 0.0059 and by 43%, p = 0.0027), the patency of both the arterial and venous anastomosis improved, respectively (by 44%, p = 0.0002 and by 40%, p = 0.0019), and timing of arterial and venous anastomosis reduced respectively (by 36%, p = 0.0002 and by 33%, p = 0.0010). The UT cohort improved the quality of their arterial anastomoses (by 29%, p = 0.0312). The UT cohort did not demonstrate significant improvement in the other above-mentioned parameters. The CU cohort improved materially over the UT cohort across categories of quality, patency, and timing. Conclusion There are clear benefits of an expert instructor when examining the rate of progress and proficiency level attained at the conclusion of the course. We suggest students who are seeking to maximize proficiency in microsurgical procedures enroll in courses with an expert instructor.