Diagnostic Neuroradiology Subspecialty Training: 1 Versus 2 Years; the Canadian Perspective.

BACKGROUND: Canada began a national reform of its post-graduate medical education training programs to a Competence By Design (CBD) model. Trends from accredited neuroradiology programs from the past 10 years were investigated to inform educators and stakeholders for this process. METHODS: A 13-question electronic survey was sent to program directors of all 8 accredited neuroradiology training programs in Canada. Data was requested for each year on the 2008-2019 graduating classes. Questions pertained to program enrolment; program completion; post-training employment; and the sufficiency of 1-year training programs. RESULTS: Response rate was 100%. Over the timeframe studied, the 2-year programs increased in size (P = 0.007), while the 1-year programs remained steady (P = 0.27). 12.2% of trainees enrolled in the 2-year program dropped out after 1 year, and were considered 1-year trainees thereafter. A higher proportion of 2-year trainees obtain positions within academic institutions (89.5 vs 67.2%, P = 0.0007), whereas a higher proportion of 1-year trainees obtain positions within non-academic institutions (29.3 vs 8.1%, P = 0.0007). A higher proportion of those with Canadian board certification in diagnostic radiology who completed a 2-year program obtained a position within a Canadian academic institution compared to non-certified 2-year trainees (P < 0.001). 71.4% of program directors agreed that a 1-year program was sufficient for non-academic staff positions. CONCLUSION: The length of the training program has significant impact on employment in academic vs non-academic institutions. This information can be used to guide the upcoming CBD initiative for neuroradiology programs.

Three- vs. Four-Year Emergency Medicine Training Programs.

Postgraduate training in emergency medicine (EM) varies in length among different programs. This fact creates a dilemma for applicants to the specialty of EM and prevents EM educators from reaching a consensus regarding the optimal length of training. Historically, EM training existed in the postgraduate year (PGY) 1-3, 2-4, and 1-4 formats, until the PGY 2-4 program became obsolete in 2011-2012. Currently, three-quarters of EM programs follow the PGY 1-3 format. In this article, we clarify for the applicants the main differences between the PGY 1-3 and PGY 1-4 formats. We also discuss the institutional, personal, and graduate considerations that explain why an institution or an individual would choose one format over the other.

A matter of time: how musical training affects time perception.

Musical training has been linked to changes in early attentional and perceptual processing. Thus, such an altered attentional and perceptual processing has enabled musicians to judge the duration differently than non-musicians. Although these claims seem intriguing, there are many questions that are not addressed yet, for example, how would the performance of musically-trained differ from that of untrained on visual and auditory temporal judgments? Is there any advantage to musically-trained person in temporal processing? To understand these questions, we thus conducted a series of Auditory and Visual Temporal Bisection Tasks on 32 musically-trained and 32 musically-untrained participants. We hypothesized that if music training modulates general sensitivity to temporal dimensions, then the temporal judgments of musically-trained participants would differ from those of untrained participants in both visual and auditory tasks. Each participant performed a total of 140 trials (70 visual and 70 auditory) in two different blocks. For each participant, a Point of Subjective Equality (PSE) was obtained for visual and auditory conditions. The findings revealed a significant modality effect on time perception, with auditory stimuli being consistently overestimated compared to visual stimuli. Surprisingly, the musically-trained group exhibited a tendency to underestimate duration relative to the musically-untrained participants. Although these results may appear counterintuitive at first glance, a detailed analysis indicates that the length of musical training plays a significant role in modulating temporal processing within the musically-trained group.

Over-selectivity decreases with increased training: A role for within-compound associations.

Over-selectivity occurs when one element of a complex-stimulus controls behavior at the expense of other equally elements of that stimulus; a phenomenon common in populations subject to cognitive challenge. However, lack of theoretically-based analysis, may have hindered understanding and remediation of the practically-important over-selectivity phenomena. Current studies examined whether associative theories applied to overshadowing, a similar phenomenon in the context of conditioning experiments, could be applied to over-selectivity effects to open theoretical analysis of over-selectivity. Three experiments investigated whether length of training impacts over-selectivity in the same way as overshadowing, which has theoretical implications for understanding that latter phenomenon. All studies employed variants of a judgment procedure in which participants had to judge the relationship between a predictor and an outcome, and the predictors were presented either on their own, or in compound with another predictor. In all studies, the elemental cue (A) was rated similarly to one of the components of the compound (B), but higher than the other component (C). The difference in the extent to which the components of the compound (B and C) were judged as predictors became smaller as levels of training increased, which is an effect that is also seen in discrimination learning studies of over-selectivity. Moreover, it was apparent that as the strength of the within-compound association increased, the level of over-selectivity decreased. These results are similar to those seen for overshadowing, and are discussed with respect to the possible associative mechanisms controlling over-selectivity.

Effects of different periods of hypoxic training on glucose metabolism and insulin sensitivity.

This study examined the effects of different periods of hypoxic training on glucose metabolism. Sedentary subjects underwent hypoxic training (FiO2 = 15.0%) for either 2 weeks (2-week group; n = 11) or 4 weeks (4-week group; n = 10). The 2-week group conducted training sessions on 6 days week(-1) for 2 weeks, whereas the 4-week group conducted training sessions on 3 days week(-1) for 4 weeks. Body fat mass or abdominal fat area did not change after training period in either group. VO2max increased in both groups after training period (42 ± 2 versus 43 ± 2 ml min(-1) kg(-1) in 2-week group, 41 ± 1 versus 42 ± 2 ml min(-1) kg(-1) in 4-week group). Both groups showed a reduction in mean blood pressure after training period (92 ± 3 versus 90 ± 3 mmHg in 2-week group, 91 ± 2 versus 87 ± 2 mmHg in 4-week group, P ≤ 0.05). No change was observed in blood glucose response after glucose ingestion after training period. However, area under the curve for serum insulin concentrations after glucose ingestion significantly decreased in only 4-week group (6910 ± 763 versus 5812 ± 872 µIU ml(-1) 120 min, P ≤ 0.05). In conclusion, hypoxic training reduced blood pressure with independent on training duration. However, a longer period of hypoxic training led to greater improvements in insulin sensitivity compared with equivalent training over a shorter period, suggesting that hypoxic training programmes for more than 4 weeks might be more beneficial for improving insulin sensitivity.

El efecto de fiabilidad predictiva en aprendizaje causal humano no se ve afectado por el sobreentrenamiento / The effect of predictive reliability on human causal learning is not affected by overtraining

Resumen Los estudios previos en aprendizaje causal humano han demostrado que la historia predictiva de los estímulos influye en su asociabilidad (es decir, en la facilidad con la que estos entran posteriormente en asociaciones). En la Fase 1 de estos estudios, se dan las condiciones para que los participantes aprendan que la mitad de los estímulos son predictores fiables de sus resultados y la otra mitad son predictores no fiables. En la Fase 2, todos los estímulos se emparejan por igual con nuevos resultados. Se ha observado consistentemente que los participantes estiman que la probabilidad de ocurrencia de los resultados de la Fase 2 es más probable en presencia de los predictores fiables de la Fase 1 que en presencia de los no fiables. Se presenta un experimento en el que se demuestra que una reducción en el entrenamiento de la Fase 1 no afecta a la magnitud de este efecto de fiabilidad predictiva. Este resultado es inconsistente con la idea de que el efecto de fiabilidad predictiva se produce a consecuencia de cambios en la asociabilidad de los estímulos durante la Fase 1. Se discute una interpretación alternativa del efecto en términos del aprendizaje y generalización de reglas de actuación en la tarea.

Abstract Previous studies in human causal learning have demonstrated that the predictive history of the stimuli influences their associability (i.e., readiness with which they enter into associations subsequently). Participants receive initial training in which they can learn that half of the cues are accurate predictors of their outcomes, and the other half are poorer predictors (Stage 1). Subsequently, all cues are equally predictive of a new outcome (Stage 2). On test, participants rate the likelihood that the cues would produce Stage 2 outcomes. It has been consistently found that participants rate the cues that were accurate predictors in Stage 1 higher than poorer predictors. A new experiment is reported demonstrating that a reduction of the length of Stage 1 training does not affect the magnitude of this predictive accuracy effect. This finding is inconsistent with the notion that the effect is a consequence of changes in the associability of the cues on Stage 1. An alternative interpretation of the effect in terms of learning and generalization of performance rules of is considered.