White matter brain structure predicts language performance and learning success.

Individual differences in the ability to process language have long been discussed. Much of the neural basis of these, however, is yet unknown. Here we investigated the relationship between long-range white matter connectivity of the brain, as revealed by diffusion tractography, and the ability to process syntactically complex sentences in the participants' native language as well as the improvement thereof by multiday training. We identified specific network motifs by singular value decomposition that indeed related white matter structural connectivity to individual language processing performance. First, for two such motifs, one in the left and one in the right hemisphere, their individual prevalence significantly predicted the individual language performance, suggesting an anatomical predisposition for the individual ability to process syntactically complex sentences. Both motifs comprise a number of cortical regions, but seem to be dominated by areas known for the involvement in working memory rather than the classical language network itself. Second, we identified another left hemispheric network motif, whose change of prevalence over the training period significantly correlated with the individual change in performance, thus reflecting training induced white matter plasticity. This motif comprises diverse cortical areas including regions known for their involvement in language processing, working memory and motor functions. The present findings suggest that individual differences in language processing and learning can be explained, in part, by individual differences in the brain's white matter structure. Brain structure may be a crucial factor to be considered when discussing variations in human cognitive performance, more generally.

Albatrosses develop attraction to fishing vessels during immaturity but avoid them at old age.

Animals have to develop novel behaviours to adapt to anthropogenic activities or environmental changes. Fishing vessels constitute a recent feature that attracts albatrosses in large numbers. While they provide a valuable food source through offal and bait, they cause mortalities through bycatch, such that selection on vessel attraction will depend on the cost-benefit balance. We examine whether attraction to fishing and other vessels changes through the lifetime of great albatrosses, and show that attraction differed between age classes, sexes and personality. Juveniles encountered fewer vessels than adults, but also showed a lower attraction to vessels when encountered. Attraction rates, especially for fishing vessels, increased through immaturity to peak during adulthood, decreasing with old age. Shy females had lower attraction to vessels and shy males remained at vessels longer, suggesting that bolder individuals may outcompete shyer ones, with positive consequences for mass gain. These results suggest that attraction to vessels is a learned process, leading to an increase with age, and is not the result of preferential attraction to new objects by juveniles. Overall, our findings have important conservation implications as a result of potential strong differential selection on the risk of bycatch for age classes, personality types, populations and species.

Opening the black box of team-based learning (TBL): A study of verbal interactions in online application sessions.

CONTEXT: In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting. AIM: Gain insight into the nature and extent of these types of interactions in online TBL application sessions and to what extent these vary between teams and sessions. METHODS: We made audiovisual recordings of 12 TBL teams in two online application sessions during assignments. Transcripts were coded and analyzed using a framework derived. RESULTS: Teams spent more than 85% of their time on all four types of interactions in both sessions. The largest proportion of time was spent on sharing and co-construction. Constructive conflict occurred to a limited extent. We observed variation in proportion of time spent on and the distribution of the four types of interactions between teams and sessions. DISCUSSION: All interactions important for achieving deep learning occurred in online TBL application sessions. However, the effective use of these types of interaction should not be left to chance.

"The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process".

This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.

Safety assessment of robotic gastrectomy and analysis of surgical learning process: a multicenter cohort study.

BACKGROUND: The safety of robotic gastrectomy (RG) for gastric cancer in daily clinical settings and the process by which surgeons are introduced and taught RG remain unclear. This study aimed to evaluate the safety of RG in daily clinical practice and assess the learning process in surgeons introduced to RG. METHODS: Patients who underwent RG for gastric cancer at Kyoto University and 12 affiliated hospitals across Japan from January 2017 to October 2019 were included. Any morbidity with a Clavien-Dindo classification grade of II or higher was evaluated. Moreover, the influence of the surgeon's accumulated RG experience on surgical outcomes and surgeon-reported postoperative fatigue were assessed. RESULTS: A total of 336 patients were included in this study. No conversion to open or laparoscopic surgery and no in-hospital mortality were observed. Overall, 50 (14.9%) patients developed morbidity. During the study period, 14 surgeons were introduced to robotic procedures. The initial five cases had surprisingly lower incidence of morbidity compared to the following cases (odds ratio 0.29), although their operative time was longer (+ 74.2 min) and surgeon's fatigue scores were higher (+ 18.4 out of 100 in visual analog scale). CONCLUSIONS: RG was safely performed in actual clinical settings. Although the initial case series had longer operative time and promoted greater levels of surgeon fatigue compared to subsequent cases, our results suggested that RG had been introduced safely.

Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBL.

CONTEXT: In Team Based Learning (TBL), it is, based on theory, assumed that knowledge development in each phase contributes to the subsequent phase and to learning performance. However, there is no empirical evidence for this assumption. AIM: In order to find support for the relation between TBL and the underlying theory, we determined to what extent each phase of TBL is associated with the knowledge development in the next phase and with the total learning performance. METHODS: We measured the scientific concepts recalled by 56 second-year undergraduate medical students before TBL, after each of the three phases and after TBL. We used multivariate regression analysis to determine the statistical association between the phases as well as the total learning performance. RESULTS: Results showed that in each phase, students produced new concepts in addition to those previously recalled. Regression models showed statistically significant explained variance ranging from 0.19 to 0.26, between the three phases and the total learning performance. DISCUSSION: Each phase of the TBL is significantly associated with knowledge development in the subsequent phase and with the total learning performance, and therefore matters. This study contributes to the scientific underpinning of TBL and offers leads to more elaborate research and interventions to improve TBL.

A Model to Develop Chatbots for Assisting the Teaching and Learning Process.

Recently, in the commercial and entertainment sectors, we have seen increasing interest in incorporating chatbots into websites and apps, in order to assist customers and clients. In the academic area, chatbots are useful to provide some guidance and information about courses, admission processes and procedures, study programs, and scholarly services. However, these virtual assistants have limited mechanisms to suitably help the teaching and learning process, considering that these mechanisms should be advantageous for all the people involved. In this article, we design a model for developing a chatbot that serves as an extra-school tool to carry out academic and administrative tasks and facilitate communication between middle-school students and academic staff (e.g., teachers, social workers, psychologists, and pedagogues). Our approach is designed to help less tech-savvy people by offering them a familiar environment, using a conversational agent to ease and guide their interactions. The proposed model has been validated by implementing a multi-platform chatbot that provides both textual-based and voice-based communications and uses state-of-the-art technology. The chatbot has been tested with the help of students and teachers from a Mexican middle school, and the evaluation results show that our prototype obtained positive usability and user experience endorsements from such end-users.

Educational quality and technological complexity on recognition of enhanced learning platform in developing countries using PLS-SEM in a post COVID era.

The e-learning platform provides a new teaching-learning channel in which instructors provide information to learners irrespective of method used to access the platform. The purpose of this study is to examine instructors' acceptance of e-learning in Nigerian universities. The study adopted a quantitative approach, with a total of 299 questionnaires collected from instructors. The result was analyzed using PLS-SEM. The study results indicate the factors affecting instructors' adoption of e-learning platforms and the subsequent impact on instructors' behavioral intention, and consequenly, an impact on the acceptance of the e-learning platform in Nigeria. Based on the study, self-efficacy, educational quality, and ease of use, perceive usefulness, and behavioral intention were found to be predictors for instructors' acceptance of the e-learning platform in Nigeria. Also, the results drawn from the study revealed that there are individual challenges that come from the use of the e-learning platform. We discussed both theoretical and educational implications.

Rigid class scheduling and its value for online learning in higher education.

The spread of coronavirus infection brings changes to all spheres of activity, including education, which is increasingly moving to a distance learning format. The ultimate goal of this study was to investigate the effectiveness of the recommendations for developing a rigid class scheduling method in the framework of online learning using advanced approaches updating traditional learning mechanisms. Overall, this research was conducted among 226 students and 54 teachers representing Moscow Aviation Institute and Kazan Federal University. Research methodology basis was represented by a sociological survey, which allowed identifying the problems of implementation of online learning from the students' standpoint. The collected outcomes showed that for 35% of students, one of the main problems in distance learning was the lack of self-discipline, which can be further adjusted by a clearly established schedule of classes (37% of respondents) and tests (29% of respondents). At the same time, the collected data showed that the learning process was most efficient in subgroups 1 (0.5), 2 (0.3), and 5 (0.45). Recommendations provided for further distance education improvement, first of all, related to schedule formation issues. More precisely, the paper emphasized the need for time constraints, even distribution of subjects, use of special applications, designation of dates for knowledge checking, and inclusion of additional learning materials. The findings and results of this work are believed to be of scientific value for the methodological departments of educational institutions responsible for curricula preparation as they are expected to significantly contribute to educational process advancement.

Nursing students' conceptions of competence and the learning processes that support the development of competence: a phenomenographic study.

The development of competence among student nurses is important to nurse educators, nursing regulatory bodies, employers and patients. Several teaching and learning strategies support the development of competence among student nurses, but the level of competence at the point of graduation remains below expected standards. Therefore, more research is needed to find strategies that can enhance the development of competence among students. The study explored students' conceptions of competence and the learning processes that support the development of competence in nursing practice. Gaining an understanding of learning and competence from the student's perspective can improve our current understanding of the development of competence. Utilising a phenomenographic approach, in-depth interviews and focus group discussions were conducted among purposively sampled groups of nursing students. The analysis of data was managed through ATLAS. ti 8.1 and followed the process of familiarisation, condensation, comparison, grouping, articulating labelling and contrasting of excerpts to generate the students' conceptions of learning. Five categories of description emerged and showed that the development of competence involves students increasing their understanding of what competence is, hence changing their learning strategies to meet the level of competence, as they understood it. In order of hierarchy from the lowest, the categories of description were: competence is understood as task completion; competence is understood as passing assessments /satisfying facilitators; competence is understood as applying theory to practice; competence is understood as performance of nursing according to clinical standards/guidelines; and competence is understood as performance that yields positive health outcomes.

Faculty leadership development: A case study of a synergistic approach.

INTRODUCTION: Ongoing leadership development is essential for academic health center faculty members to respond to increasing environmental complexity. At the George Washington University School of Medicine and Health Sciences, an 8-month program, based on Conger's leadership development approach emphasizing conceptual understanding, skill building, feedback and personal growth was offered to mid-level faculty charged with developing educational programs, clinical services, and/or research initiatives. We studied how specific learning methods catering to different learning approaches contributed to improving leadership competencies. METHODS: Session and program evaluations, participant interviews, mentor surveys, and supervisor interviews were used for data collection. Themes were identified through open coding with use of constant comparative methods to help find patterns in the data. RESULTS: Readings and classroom modules provided a broadened, holistic understanding of leadership; role plays and action plans helped participants apply and practice leadership skills; self-assessments and feedback from peers and mentors provided specifics for focusing development efforts; and personal growth exercises provided opportunities to reflect and consider fresh perspectives. Anchoring learning methods around a real-time project led to improved leadership competencies and personal confidence as reported by participants, supervisors and mentors. CONCLUSION: A faculty leadership development program that integrates understanding, skill building, feedback and personal growth and connects multiple learning methods can provide the synergy to facilitate behavior change and organizational growth.

Learning processes in anatomy and physiology: a qualitative description of how undergraduate students link actions and outcomes in a two-semester course sequence.

This qualitative study investigated processes used by undergraduate students over a course sequence in anatomy and physiology (A&P). Longitudinal data for each participant include weekly written reflections and interviews at the beginning, middle, and end of the two-semester sequence. The themes that emerged describe three variations of approach to learning the course content. In some cases, the focus was on completing tasks and actions without connecting those to a specific outcome. In other cases, the focus was on outcomes without specific references to what steps might lead to that outcome. A third approach explicitly linked tasks and actions to one or more of nine different outcomes, including both personal and course expectations. Two other themes emerged as salient in combination with the three approaches: self-identified shortcomings with their study approaches and affective responses to the course and content. Affective responses included both positive affect such as enjoyment or excitement and negative affect such as frustration or dislike. Understanding the approaches that students take to learning, combined with their affect and shortcomings in those approaches, can inform instructor decisions about course activities and resources that support specific learning outcomes. It also provides a foundational knowledge base for the development of context-specific instruments for quantifying student learning processes in A&P.

Evaluation of Child-Computer Interaction Using Fitts' Law: A Comparison between a Standard Computer Mouse and a Head Mouse.

This study evaluates and compares the suitability for child-computer interaction (CCI, the branch within human-computer interaction focused on interactive computer systems for children) of two devices: a standard computer mouse and the ENLAZA interface, a head mouse that measures the user's head posture using an inertial sensor. A multidirectional pointing task was used to assess the motor performance and the users' ability to learn such a task. The evaluation was based on the interpretation of the metrics derived from Fitts' law. Ten children aged between 6 and 8 participated in this study. Participants performed a series of pre- and post-training tests for both input devices. After the experiments, data were analyzed and statistically compared. The results show that Fitts' law can be used to detect changes in the learning process and assess the level of psychomotor development (by comparing the performance of adults and children). In addition, meaningful differences between the fine motor control (hand) and the gross motor control (head) were found by comparing the results of the interaction using the two devices. These findings suggest that Fitts' law metrics offer a reliable and objective way of measuring the progress of physical training or therapy.

A qualitative study of perioperative nursing students' experiences of interprofessional simulation-based learning.

AIM: To explore perioperative nursing students' experiences of interprofessional simulation-based learning to gain a deeper understanding of how this educational tool can be used to support students' learning and enable them to achieve the intended learning outcomes. BACKGROUND: Despite extensive research, it remains unclear what and how participants learn from interprofessional simulation-based learning. There is a need to specify how interprofessional simulation-based learning should be organised to support and promote learning processes, especially for postgraduate learners. In particular, there seems to be little evidence in the existing literature in the field of educating perioperative nurses, where advanced technical skills and high-quality nursing care are required. DESIGN: The study's qualitative and explorative design is reported in accordance with the COREQ guideline. METHOD: Between May-October 2019, thirty-four perioperative nursing students from four educational institutions participated in six focus group interviews, with four to eight students in each. All participants had previous experience of interprofessional simulation-based learning in acute settings. Data were transcribed verbatim and were then subjected to phenomenological hermeneutical analysis involving three steps: naïve reading, structural analysis and comprehensive understanding. RESULTS: Three themes were identified the following: customised interprofessional simulation-based learning; reality of the experience of interprofessional simulation-based learning; and preparedness for clinical practice. CONCLUSION: Customised interprofessional simulation-based learning was found to be of value to the participants and reflected their feeling of mental preparedness entering interprofessional simulation-based learning. Furthermore, participants' experience of reality when using the tool was a key theme that also impacted how prepared participants felt for clinical practice. RELEVANCE TO CLINICAL PRACTICE: The study findings contribute to the further expansion of interprofessional simulation-based learning in perioperative nursing education as a means of developing students' professional competence. This is essential knowledge, as professional practitioners must reflect on practice to further enhance that practice and patient safety.

Overview of Machine Learning Process Modelling.

Much research has been conducted in the area of machine learning algorithms; however, the question of a general description of an artificial learner's (empirical) performance has mainly remained unanswered. A general, restrictions-free theory on its performance has not been developed yet. In this study, we investigate which function most appropriately describes learning curves produced by several machine learning algorithms, and how well these curves can predict the future performance of an algorithm. Decision trees, neural networks, Naïve Bayes, and Support Vector Machines were applied to 130 datasets from publicly available repositories. Three different functions (power, logarithmic, and exponential) were fit to the measured outputs. Using rigorous statistical methods and two measures for the goodness-of-fit, the power law model proved to be the most appropriate model for describing the learning curve produced by the algorithms in terms of goodness-of-fit and prediction capabilities. The presented study, first of its kind in scale and rigour, provides results (and methods) that can be used to assess the performance of novel or existing artificial learners and forecast their 'capacity to learn' based on the amount of available or desired data.

Hotel Performance in the UK: The Role of Information Entropy in a Novel Slack-Based Data Envelopment Analysis.

Previous hotel performance studies neglected the role of information entropy in feedback processes between input and output management. This paper focuses on this gap by exploring the relationship between hotel performance at the industry level and the capability of learning by doing and adopting best practices using a sample of 153 UK hotels over a 10-year period between 2008-2017. Besides, this research also fills a literature gap by addressing the issues of measuring hotel performance in light of negative outputs. In order to achieve this, we apply a novel Modified slack-based model for the efficiency analysis and Least Absolute Shrinkage and Selection Operator to examine the influence of entropy related variable on efficiency score. The Results indicate that less can be learnt from inputs than from outputs to improve efficiency levels and resource allocation is more balanced than cash flow and liquidity. The findings suggest that market dynamics explains the cash flow generation potential and liquidity. We find that market conditions are increasingly offering the opportunities for learning and improving hotel efficiency. The results report that the distinctive characteristic of superior performance in hotel operations is the capability to match the cash flow generation potential with market opportunities.

Building institutional resilience in the context of climate change in Aurora, Philippines.

The role of local government units (LGUs) in disaster resilience is crucial for a hazard-prone country such as the Philippines. Although the country has its own institutional framework on disaster risk reduction, a number of issues limit LGUs' potential to perform its role. This study focused on building institutional resilience of LGUs towards building climate risk resilience in Aurora, Philippines by engaging key actors in the formulation of Local Climate Change Action Plans (LCCAP). The study adopted the shared learning process from the Climate Resilience Framework (CRF) to strengthen partnership and implement capacity building activities, aimed at developing the Climate and Disaster Risk Assessment (CDRA) and LCCAP beyond compliance. An institutional capacity assessment was administered through a survey involving 87 members of the Technical Working Group (TWG) from eight municipalities and provincial government. Institutional capacity was measured using 70 indicators representing access rights and entitlements, information flows, decision-making processes, application of new knowledge, capacity to anticipate risk, capacity to respond, as well as capacity to recover and change. Data were analyzed using descriptive statistics. Both Spearman Correlation and Cramer's V determined the interrelationship between socio-demographic variables and institutional characteristics. Results revealed that the LGUs performed better in risk response and management. A strong correlation between expertise and position vis-à-vis all resilient institution metrics was also observed, while gender is moderately correlated with all parameters except access rights and entitlements. Three key areas, not adequately articulated in current literature, need to be improved to enhance institutional resilience towards climate and disaster risks, namely: staffing and human resource; access to financial support from other sources; and development of knowledge management systems.

Value of artisanal simulators to teach ultrasound-guided percutaneous biopsy using a tru-cut needle for veterinary and medical students.

The present study aimed to evaluate the applicability of artisanal simulators to teach veterinary and medical students the ultrasound-guided percutaneous biopsy using a tru-cut needle. The artisanal simulators consisted of bovine liver between two layers of commercially available grape gelatin. Students were paired, with one doing the biopsy and the other the ultrasound guidance. After performing the biopsies, each student answered a questionnaire with close-ended questions using a visual analog scale. The evaluated items were realism of the model, liver scanning, procedure instructions, biopsy feasibility, tru-cut needle handling, technique learning, and confidence to perform in vivo procedures. Items that received a score of 7 or higher were considered strong items; items with a score between 5 and 6.9 were classified as average items; and items with a score of 5 or lower were considered weak items. The answers to all questions had an average score of 7 or higher, suggesting that the simulator was classified as strong for all of the evaluated items. Answers to question 7 suggested that some of the students did not develop confidence to perform a tru-cut biopsy on a patient. Students evaluated the artisanal simulator as a strong method to be used in ultrasound-guided percutaneous biopsy with a tru-cut needle. Additionally, the model presented a low cost of production and was proven accurate to teach biopsy skills in health professional schools dealing with veterinary or human medicine.

Undergraduate Medical Students' Perceptions on Feedback-Seeking Behaviour.

BACKGROUND: The concept of feedback-seeking behaviour has been widely studied, but there is still a lack of understanding of this phenomenon, specifically in an Indonesian medical education setting. The aim of this research was to investigate medical students' feedback-seeking behaviour in depth in one Indonesian medical school. METHODS: A qualitative method was employed to explore the feedback-seeking behaviour of undergraduate medical students in the Faculty of Medicine at Universitas Lampung. Focus group discussions (FGDs) were conducted with four student groups and each group consisted of 7-10 students from the years 2012, 2013 and 2014. Data triangulation was carried out through FGDs with teaching staff, and an interview with the Head of the Medical Education Unit. RESULTS: Study findings indicated that the motivation of students to seek feedback was underlain by the desire to obtain useful information and to control the impressions of others. Students will tend to seek feedback from someone to whom they have either a close relationship or whose credibility they value. The most common obstacle for students to seek feedback is the reluctance and fearfulness of receiving negative comments. CONCLUSIONS: Through the identification of factors promoting and inhibiting feedback-seeking behaviour, medical education institutions are enabled to implement the appropriate and necessary measures to create a supportive feedback atmosphere in the learning process.

Chaos-order transition in foraging behavior of ants.

The study of the foraging behavior of group animals (especially ants) is of practical ecological importance, but it also contributes to the development of widely applicable optimization problem-solving techniques. Biologists have discovered that single ants exhibit low-dimensional deterministic-chaotic activities. However, the influences of the nest, ants' physical abilities, and ants' knowledge (or experience) on foraging behavior have received relatively little attention in studies of the collective behavior of ants. This paper provides new insights into basic mechanisms of effective foraging for social insects or group animals that have a home. We propose that the whole foraging process of ants is controlled by three successive strategies: hunting, homing, and path building. A mathematical model is developed to study this complex scheme. We show that the transition from chaotic to periodic regimes observed in our model results from an optimization scheme for group animals with a home. According to our investigation, the behavior of such insects is not represented by random but rather deterministic walks (as generated by deterministic dynamical systems, e.g., by maps) in a random environment: the animals use their intelligence and experience to guide them. The more knowledge an ant has, the higher its foraging efficiency is. When young insects join the collective to forage with old and middle-aged ants, it benefits the whole colony in the long run. The resulting strategy can even be optimal.