The effect of instruction on motor skill learning

Instructions often break down motor sequences into smaller parts, such that they can be more easily remembered. Here, we show that different ways of breaking down a finger sequence can subsequently lead to better or worse performance. The initial instruction still influenced the temporal performance pattern after 10 days of practice. The results demonstrate that the initial cognitive representation of a motor skill strongly influences how a skill is learned and performed.

Mode Awareness and Automated Driving—What Is It and How Can It Be Measured?

In SAE (Society of Automotive Engineers) Level 2, the driver has to monitor the traffic situation and system performance at all times, whereas the system assumes responsibility within a certain operational design domain in SAE Level 3. The different responsibility allocation in these automation modes requires the driver to always be aware of the currently active system and its limits to ensure a safe drive. For that reason, current research focuses on identifying factors that might promote mode awareness. There is, however, no gold standard for measuring mode awareness and different approaches are used to assess this highly complex construct. This circumstance complicates the comparability and validity of study results. We thus propose a measurement method that combines the knowledge and the behavior pillar of mode awareness. The latter is represented by the relational attention ratio in manual, Level 2 and Level 3 driving as well as the controllability of a system limit in Level 2. The knowledge aspect of mode awareness is operationalized by a questionnaire on the mental model for the automation systems after an initial instruction as well as an extensive enquiry following the driving sequence. Further assessments of system trust, engagement in non-driving related tasks and subjective mode awareness are proposed.

Comparison of videolaryngoscopy and direct laryngoscopy by German paramedics during out-of-hospital cardiopulmonary resuscitation. An observational prospective study.

Background: Videolaryngoscopy (VL) has become a popular method of intubation (ETI). Although VL may facilitate ETI in less-experienced rescuers there are limited data available concerning ETI performed by paramedics during CPR. The goal was to evaluate the impact VL compared with DL on intubation success and glottic view during CPR performed by German paramedics. We investigated in an observational prospective study the superiority of VL by paramedics during CPR compared with direct laryngoscopy (DL). Methods: In a single Emergency Medical Service (EMS) in Germanywith in total 32 ambulances paramedics underwent an initial instruction from in endotracheal intubation (ETI) with GlideScope ® (GVL) during resuscitation. The primary endpoint was good visibility of the glottis (Cormack-Lehane grading 1/2), and the secondary endpoint was successful intubation comparing GVL and DL. Results: In total n = 97 patients were included, n = 69 with DL (n = 85 intubation attempts) and n = 28 VL (n = 37 intubation attempts). Videolaryngoscopy resulted in a significantly improved visualization of the larynx compared with DL. In the group using GVL, 82% rated visualization of the glottis as CL 1&2 versus 55% in the DL group (p = 0.02). Despite better visualization of the larynx, there was no statistically significant difference in successful ETI between GVL and DL (GVL 75% vs. DL 68.1%, p = 0.63). Conclusions: We found no difference in Overall and First Pass Success (FPS) between GVL and DL during CPR by German paramedics despite better glottic visualization with GVL. Therefore, we conclude that education in VL should also focus on insertion of the endotracheal tube, considering the different procedures of GVL.

Comparison of videolaryngoscopy and direct laryngoscopy by German paramedics during out-of-hospital cardiopulmonary resuscitation. An observational prospective study.

Background:Videolaryngoscopy (VL) has become a popular method of intubation (ETI). Although VL may facilitate ETI in less-experienced rescuers there are limited data available concerning ETI performed by paramedics during CPR. The goal was to evaluate the impact VL compared with DL on intubation success and glottic view during CPR performed by German paramedics. We investigated in an observational prospective study the superiority of VL by paramedics during CPR compared with direct laryngoscopy (DL). Methods:In a single Emergency Medical Service (EMS) in Germanywith in total 32 ambulances paramedics underwent an initial instruction from in endotracheal intubation (ETI) with GlideScope® (GVL) during resuscitation. The primary endpoint was good visibility of the glottis (Cormack-Lehane grading 1/2), and the secondary endpoint was successful intubation comparing GVL and DL. Results: In total n = 97 patients were included, n = 69 with DL (n = 85 intubation attempts) and n = 28 VL (n = 37 intubation attempts). Videolaryngoscopy resulted in a significantly improved visualization of the larynx compared with DL. In the group using GVL, 82% rated visualization of the glottis as CL 1&2 versus 55% in the DL group (p = 0.02). Despite better visualization of the larynx, there was no statistically significant difference in successful ETI between GVL and DL (GVL 75% vs. DL 68.1%, p = 0.63). Conclusions: We found no difference in Overall and First Pass Success (FPS) between GVL and DL during CPR by German paramedics despite better glottic visualization with GVL. Therefore, we conclude that education in VL should also focus on insertion of the endotracheal tube, considering the different procedures of GVL.

Comparison of videolaryngoscopy and direct laryngoscopy by German paramedics during out-of-hospital cardiopulmonary resuscitation. An observational prospective study.

Introduction: Videolaryngoscopy (VL) has become a popular method of intubation (ETI). Although VL may facilitate ETI in less-experienced rescuers there are limited data available concerning ETI performed by paramedics during CPR. The goal was to evaluate the impact VL compared with DL on intubation success and glottic view during CPR performed by German paramedics. We investigated in an observational prospective study the superiority of VL by paramedics during CPR compared with direct laryngoscopy (DL). Methods: In a single Emergency Medical Service (EMS) in Germany with in total 32 ambulances paramedics underwent an initial instruction from in endotracheal intubation (ETI) with GlideScope ® (GVL) during resuscitation. The primary endpoint was good visibility of the glottis (Cormack-Lehane grading 1/2), and the secondary endpoint was successful intubation comparing GVL and DL. Results: In total n = 97 patients were included, n = 69 with DL (n = 85 intubation attempts) and n = 28 VL (n = 37 intubation attempts). Videolaryngoscopy resulted in a significantly improved visualization of the larynx compared with DL. In the group using GVL, 82% rated visualization of the glottis as CL 1&2 versus 55% in the DL group (p = 0.02). Despite better visualization of the larynx, there was no statistically significant difference in successful ETI between GVL and DL (GVL 75% vs. DL 68.1%, p = 0.63). Conclusions: We found no difference in Overall and First Pass Success (FPS) between GVL and DL during CPR by German paramedics despite better glottic visualization with GVL. Therefore, we conclude that education in VL should also focus on insertion of the endotracheal tube, considering the different procedures of GVL.

Comparison of videolaryngoscopy and direct laryngoscopy by German paramedics during out-of-hospital cardiopulmonary resuscitation. An observational prospective study.

Introduction: Videolaryngoscopy (VL) has become a popular method of intubation (ETI). Although VL may facilitate ETI in less-experienced rescuers there are limited data available concerning ETI performed by paramedics during CPR. The goal was to show the benefit of VL during CPR performed by German paramedics.We investigated in an observational prospective study the superiority of VL by paramedics during CPR compared with direct laryngoscopy (DL). Methods: In a single Emergency Medical Service (EMS) in Germany with in total 32 ambulances paramedics underwent an initial instruction from in endotracheal intubation (ETI) with GlideScope ® (GVL) during resuscitation. The primary endpoint was good visibility of the glottis (Cormack-Lehane grading 1/2), and the secondary endpoint was successful intubation comparing GVL and DL. Results: In total n = 97 patients were included, n = 69 with DL (n = 85 intubation attempts) and n = 28 VL (n = 37 intubation attempts). Videolaryngoscopy resulted in a significantly improved visualization of the larynx compared with DL. In the group using GVL, 82% rated visualization of the glottis as CL 1&2 versus 55% in the DL group (p = 0.02). Despite better visualization of the larynx, there was no statistically significant difference in successful ETI between GVL and DL (GVL 75% vs. DL 68.1%, p = 0.63). Conclusions: We found no difference in Overall and First Pass Success (FPS) between GVL and DL during CPR by German paramedics despite better glottic visualization with GVL.Therefore, we conclude that education in VL should also focus on insertion of the endotracheal tube, considering the different procedures of GVL.

Effects of Imagery and Video Modelling on Self-Efficacy during Resistance Exercise

The purpose of this study is to examine the effects of audio imagery with video modelling on participants’ self-efficacy during resistance exercise. Forty five individuals volunteered as research participant and were divided homogenously into imagery with modelling end instruction (EIM) or initial instruction (IIM) groups and a modelling only (M) as control group. During the pre-test all participants employed self-efficacy (SE) of lunges exercise. All participants were provided with the interventions (EIM, IIM, & M) during 10 minutes rest before the first post-test which, all measurements were conducted to look at the acute effects of interventions employed. Participants’ android phones were downloaded with specific intervention according to their group and they were advised to employ the intervention once a day for seven days. The second post-test was conducted consist of all measurements after seven days of intervention duration. For self-efficacy, significant results were recorded on pre-test and post-test within participants in EIM and IIM (p < 0.05), moreover, results for post-test comparing data between groups indicates significant between EIM and M groups, IIM and M groups (p < 0.05). No significant different results found comparing EIM with IIM groups. Results from this study indicate that there are psychological performances improvement among participant who employed imagery and modelling comparing to modelling alone.

An Evaluation of Production Versus Error-Recognition Techniques for Teaching APA-Style Citations and References

American Psychological Association (APA)-style writing is an essential part of the undergraduate psychology curriculum. However, little is known about the effectiveness of specific techniques for instructing students on how to format APA-style citations and references. The current research compared the effectiveness of having students ( N = 76) produce versus recognize errors in APA-style citations and references. Production of materials led to significantly better performance on both an immediate quiz and a later test. Student evaluations ( N = 43) of the activities showed that they elicited similar enjoyment and effort, but most students preferred the error-recognition activity despite indicating that the production activity would lead to more learning. These results indicate that initial instruction of APA style should emphasize the production of correctly formatted APA-style materials.

Karl Eduard Weber, How He was Known in Russia

The article illustrates the life and creative activity of German pianist and pedagogue Karl Eduard Weber in Russia. Weber received his education at the Leipzig Conservatory. In 1854 he went to Russia, where musicians of high professional level were on demand, and taught for over 20 years at the Tambov Music College. However, having engaged in pedagogical activity in various Russian cities, Weber frequently experienced discontent. Having observed the unsatisfactory level of musical education, he began creating methodological works. Among them, those which became famous and were disseminated were “Rukovodstvo k sistematicheskomu obucheniyu igre na fortepiano” [“A Manual for the Systematic Instruction of Playing the Piano”] (1866), and “Putevoditel' pri obuchenii igre na fortepiano” [“A Guide to Instruction of Piano Playing”] (1876). In 1881 Karl Eduard Weber received the position of an instructor at the Tambov Alexandrinsky Institute for Noble Girls. In 1889 he switched to working at the Tambov Musical Classes (since 1900 — the Tambov Music College), where he worked until the end of his life (1913).Weber brought up the talented student Anna Gravert-Lavdovskaya (1881 – 1888). She provided initial instruction to the future outstanding pianist Victor Merzhanov. Therein, undoubtedly, lies a great merit of the Weber school. Many of the foundational traits of piano pedagogy of Karl Eduard Weber are inherent to the pedagogy of Victor K. Merzhanov.

Varying levels of fidelity on psychomotor skill attainment: a CORTRAK product assessment

BackgroundA task trainer is defined as a model that represents a part or region of the human body such as an arm and an abdomen… generally used to support procedural skills training. Concepts for consideration when selecting a task trainer include fidelity and cognitive load. Insertion of small - bore FTs in acutely ill patients continues to be a high - risk skill. The most frequent complication is insertion of the F T into the pulmonary system, which can lead to pneumothorax, pneumonitis and death. Training consists of placing the FT under electromagnetic visual assistance in a task trainer.ObjectiveThis study describes assessment of two task trainers that are used to simulate assisted feeding tube (FT) insertion. Simulation is an excellent approach to close the learning gap and ensure competency. Study selection: This study used a prospective observational design. Participants (n=20) were registered nurses considered to be superusers. They were randomly assigned to order of the task trainer.Findings and conclusionsThe findings suggest the learners preferred the low-fidelity task trainer. The clear Anatomical Box scored higher overall (18.35/21) when compared with the human-like task trainer (16.5/21). A higher fidelity task trainer may seem attractive; however, with a lens to cognitive load theory, it may hinder the early learning process. Fidelity requirements vary depending on the training task. Recommendations from this study include: initial instruction should focus on the psychomotor steps for the FT insertion process. The high-fidelity human torso is recommended for performance, final competency and ongoing competency maintenance.