Massed Training is Logistically Superior to Distributed Training in Acquiring Basic Endovascular Skills.

OBJECTIVE: A "PROficiency based StePwise Endovascular Curricular Training" (PROSPECT) has proven its superiority over traditional training in a randomised controlled trial to acquire basic endovascular skills outside theatre, but real life adherence is low. This study aimed to compare the original distributed training format, where trainees learn at their own pace, with a massed training format offering the same content within a limited time span while exempt from clinical duties. Secondly, long term skills retention was evaluated. METHODS: A multicentre, prospective study allocated participants to the distributed D-PROSPECT or to a massed, compact version (C-PROSPECT) based on logistics such as travel time, participant and instructor availability. A multiple choice question (MCQ) test (max. score 20) tested cognitive skills. Technical skills were assessed using a global rating scale (GRS) (max. score 55), examiner's checklist (max. score 85), and validated simulator metrics. Data were collected pre- and post-programme and at three, six, and 12 months after programme completion. RESULTS: Over four years and in two countries, D-PROSPECT was implemented in two centres and C-PROSPECT in three. A total of 22 participants completed D-PROSPECT with a 41% dropout rate, and 21 completed C-PROSPECT with 0% dropout rate. All participants showed significant improvement for all performance parameters after programme completion: MCQ test (median 14.5 vs. 18; p < .001), GRS (median 20 vs. 41; p < .001), examiner's checklist (median 49 vs. 78.5; p < .001), and simulation metrics (p < .001). Scores of C- or D-PROSPECT participants were not significantly different. No significant differences were seen between groups during the retention period. CONCLUSION: PROSPECT significantly improves the quality of simulated endovascular performances using a massed or distributed training format. A massed training format of PROSPECT may be preferred to decrease dropout during standardised training to obtain basic endovascular skills in existing surgical curricula.

Hippocampal and anterior cingulate cortex contribution to the processing of recently-acquired and remotely stored spatial memories in rats trained during preadolescence.

Preadolescent development is characterized by a reorganization of connectivity within and between brain regions that coincides with the emergence of more complex behaviors. The hippocampus is one such region that undergoes extensive preadolescent remodeling and as this process continues, spatial memory functions emerge. The current work investigated whether preadolescent spatial memories persist beyond 24 h and stabilize into the postadolescent period as remote memories supported by cortical networks in the anterior cingulate cortex (ACC). Male Long Evans rats were trained on the Morris water maze at different time frames from postnatal day (P) 18-26 and compared to P50 rats. Testing occurred at either a recent (24 h) or remote (3 weeks) timepoint. Spatial learning was evident in all age groups (P18, P20, P22, P24 and P50) across the 3 training days but only the P22 and P24 groups showed spatial learning that matched the P50 group. In light of this, the only group to show intact remote (3 week) memory was the P50 group. Spaced training in the P18 group did not improve retention at the recent or remote testing intervals. The P18 and P50 groups tested at 24 h showed more CA1 hippocampal c-Fos labeling than groups tested at 3 weeks. The P50 group tested at 3 weeks showed elevated c-Fos labeling in the anterior cingulate (ACC) compared to the P18 group tested at 3 weeks and the P50 group tested at 24 h. Spaced training in the P18 group was associated with elevated c-Fos labeling in the ACC at the 3-week test. Groups trained at P20, 22, and 24 showed more c-Fos labelling in the ACC than in the CA1. Results suggest that while spatial information processing emerges around P18/P20, remote spatial retention and the neural substrates that support retention are not in place until after P26 in rats.

Spaced training rescues memory and ERK1/2 signaling in fragile X syndrome model mice.

Recent studies have shown that short, spaced trains of afferent stimulation produce much greater long-term potentiation (LTP) than that obtained with a single, prolonged stimulation episode. The present studies demonstrate that spaced training regimens, based on these LTP timing rules, facilitate learning in wild-type (WT) mice and can offset learning and synaptic signaling impairments in the fragile X mental retardation 1 (Fmr1) knockout (KO) model of fragile X syndrome. We determined that 5 min of continuous training supports object location memory (OLM) in WT but not Fmr1 KO mice. However, the same amount of training distributed across three short trials, spaced by one hour, produced robust long-term memory in the KOs. At least three training trials were needed to realize the benefit of spacing, and intertrial intervals shorter or longer than 60 min were ineffective. Multiple short training trials also rescued novel object recognition in Fmr1 KOs. The spacing effect was surprisingly potent: just 1 min of OLM training, distributed across three trials, supported robust memory in both genotypes. Spacing also rescued training-induced activation of synaptic ERK1/2 in dorsal hippocampus of Fmr1 KO mice. These results show that a spaced training regimen designed to maximize synaptic potentiation facilitates recognition memory in WT mice and can offset synaptic signaling and memory impairments in a model of congenital intellectual disability.

Spaced taste avoidance conditioning in Lymnaea.

We succeeded in taste avoidance conditioning with sucrose as the conditional stimulus (CS) and an electrical stimulus (∼1000V, 80µA) as the unconditional stimulus (US). With 15 paired CS-US presentations on a single day, we were able to elicit both short-term memory (STM) and long-term memory (LTM) persisting for at least one week. However, while STM was elicited with 5, 8, 10, and 20 paired presentations of the CS-US on a single day, LTM was not. We found, however, that if we inserted a 3h interval between a first and a second set of CS-US pairings that both 8 and 20 paired CS-US presentations on a single day was now sufficient to cause LTM formation. Exposing snails to bryostatin before or during training enhanced LTM formation such that 8 paired presentations of the CS-US resulted in LTM.

Acute Effects of Fitlight Training on Cognitive-Motor Processes in Young Basketball Players.

Cognitive-motor training could be used to improve open-skill sport performances, increasing cognitive demands to stimulate executive function (EF) development. Nevertheless, a distributed training proposal for the improvement of EFs is increasingly difficult to combine with seasonal sport commitments. This study aimed to investigate whether a massed basketball training program enriched with Fitlight training can improve EFs and motor performance. Forty-nine players (age = 15.0 ± 1.5 yrs) were assigned to the control and Fitlight-trained (FITL) groups, which performed 3 weeks of massed basketball practice, including 25 min per day of shooting sessions or Fitlight training, respectively. All athletes were tested in cognitive tasks (Flanker/Reverse Flanker; Digit Span) and fitness tests (Agility T-test; Yo-Yo IR1). During the intervention, exercise/session perceived effort (eRPE/sRPE) and enjoyment were collected. RM-ANOVA showed significant EFs scores increased in both groups over time, without differences between the groups. Moreover, an increased sRPE and eRPE appeared in the FITL group (p = 0.0001; p = 0.01), with no group differences in activity enjoyment and fitness tests. Three weeks of massed basketball training improved EFs and motor performance in young players. The additional Fitlight training increased the perceived cognitive effort without decreasing enjoyment, even if it seems unable to induce additional improvements in EFs.

Effective Delivery of Vagus Nerve Stimulation Requires Many Stimulations Per Session and Many Sessions Per Week Over Many Weeks to Improve Recovery of Somatosensation.

BACKGROUND: Chronic sensory loss is a common and undertreated consequence of many forms of neurological injury. Emerging evidence indicates that vagus nerve stimulation (VNS) delivered during tactile rehabilitation promotes recovery of somatosensation. OBJECTIVE: Here, we characterize the amount, intensity, frequency, and duration of VNS therapy paradigms to determine the optimal dosage for VNS-dependent enhancement of recovery in a model of peripheral nerve injury (PNI). METHODS: Rats underwent transection of the medial and ulnar nerves in the forelimb, resulting in chronic sensory loss in the paw. Eight weeks after injury, rats were implanted with a VNS cuff and received tactile rehabilitation sessions consisting of repeated mechanical stimulation of the previously denervated forepaw paired with short bursts of VNS. Rats received VNS therapy in 1 of 6 systematically varied dosing schedules to identify a paradigm that balanced therapy effectiveness with a shorter regimen. RESULTS: Delivering 200 VNS pairings a day 4 days a week for 4 weeks produced the greatest percent improvement in somatosensory function compared to any of the 6 other groups (One Way analysis of variance at the end of therapy, F[4 70] P = .005). CONCLUSIONS: Our findings demonstrate that an effective VNS therapy dosage delivers many stimulations per session, with many sessions per week, over many weeks. These results provide a framework to inform the development of VNS-based therapies for sensory restoration.

Adaptation of vestibulo-ocular and optokinetic reflexes after massed and spaced vestibulo-ocular motor learning.

Although the superiority of spaced training over massed training has been established in many forms of learning, the learning efficacy between the two with respect to time efficiency may not be simply compared because a longer total duration of learning is required in spaced training than massed training due to spacing intervals intervening between training sessions in the former. The purpose of the present study was to evaluate the differences in the adaptation of the vestibulo-ocular reflex (VOR) and optokinetic reflex (OKR) after visuo-vestibular training, and to investigate the efficacy of spaced and massed training in mice. Associative visuo-vestibular stimulation was applied to induce VOR and OKR motor learning. Training paradigms were categorized into five groups according to the duration of the spacing interval, keeping the total training time including spacing equal in all training paradigms. Both gain-up VOR training, which increased VOR gain and gain-down VOR training, which decreased VOR gain, increased OKR gain in the massed and spaced learning paradigms. While the increment in OKR gain after gain-up and gain-down training was maintained at 48 h after the end of the last training session, the change in VOR gain by gain-up or gain-down training recovered gradually after training. The OKR adaptation was still in progress during the spacing interval, and the amount of gain increase was greater with longer spacing interval. On the other hand, the VOR gain change after gain-up and gain-down training substantially recovered during the spacing interval. In conclusion, the present study, using learning paradigms with same total duration of training, demonstrated that the spacing effect was more robust in the adaptation of OKR than that of VOR, and the learning effect was maintained longer in OKR than in VOR. These differences in the adaptation of VOR and OKR following identical training conditions suggest that multiple plasticity mechanisms may be differentially involved in the gaze stabilization circuitry.

Efficacy of spaced learning in adaptation of optokinetic response.

INTRODUCTION: The superiority of spaced training, in which repeated training sessions are given with resting intervals, over massed training in learning efficacy has been well established. However, longer duration of total training time has been required for spaced training than massed training because spacing intervals intervene between training sessions in spaced training. Thus, the learning efficacy may not be simply compared between spaced and massed training in terms of "time efficiency." The aim of the present study was to investigate the efficacy of spaced and massed training using adaptation of horizontal optokinetic reflex (hOKR) in mice. METHODS: Training paradigms were categorized into seven groups according to the duration of spacing interval, keeping total duration of hOKR training including spacing almost equal in all training paradigms. RESULTS: The amount of short-term hOKR gain increase immediately after the 60 min hOKR training was not significantly different among seven training paradigms. The hOKR adaptation was still in progress during a spacing interval, and the increment in hOKR gain tended to be greater with the longer spacing interval. The increase in hOKR gain was maintained until 48 hr after the end of training in both massed and spaced training. CONCLUSION: The short-term learning effect was not significantly different among training paradigms regardless of spacing interval in hOKR adaptation, which suggests that the spacing effect is robust enough to overcome the shortage of optokinetic training cycles in hOKR adaptation.

Disruption of Perceptual Learning by a Brief Practice Break.

Some forms of associative learning require only a single experience to create a lasting memory [1, 2]. In contrast, perceptual learning often requires extensive practice within a day for performance to improve across days [3, 4]. This suggests that the requisite practice for durable perceptual learning is integrated throughout each day. If the total amount of daily practice is the only important variable, then a practice break within a day should not disrupt across-day improvement. To test this idea, we trained human listeners on an auditory frequency-discrimination task over multiple days and compared the performance of those who engaged in a single continuous practice session each day [4] with those who were given a 30-min break halfway through each practice session. Continuous practice yielded significant perceptual learning [4]. In contrast, practice with a rest break led to no improvement, indicating that the integration process had decayed within 30 min. In a separate experiment, a 30-min practice break also disrupted durable learning on a non-native phonetic classification task. These results suggest that practice trials are integrated up to a learning threshold within a transient memory store before they are sent en masse into a memory that lasts across days. Thus, the oft cited benefits of distributed over massed training [5, 6] may arise from different mechanisms depending on whether the breaks occur before or after a learning threshold has been reached. Trial integration could serve as an early gatekeeper to plasticity, helping to ensure that longer-lasting changes are only made when deemed worthwhile.