Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 76.453
Filtrar
1.
Nurse Educ Today ; 110: 105225, 2022 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-35344840

RESUMO

BACKGROUND: Training helps maintain high-quality supervision and its associated benefits (e.g. reduced burnout, improved care). While studies have previously evaluated extended-duration supervision training programmes, none have treated these as complex interventions so have not employed realist approaches. OBJECTIVES: Building on a previous realist synthesis, this evaluation tests and develops programme theory for extended-duration supervision training to answer the question: to what extent does the supervision training programme work, for whom, under what circumstances and why? DESIGN: We conducted a realist evaluation of a novel state-wide Victorian 3-month supervision training programme including one or two 3.5-h workshops followed by weekly reflexive longitudinal audio diaries (LADs) for up to 12 weeks. METHODS: Realist evaluation data comprised 25 entrance interviews with nurses and allied health professionals, 176 LADs (and 29 written diaries), and 23 exit interviews. We employed team-based realist analysis to identify context-mechanism-outcome configurations (CMOCs) to test and develop programme theory. RESULTS: We refined four recurring CMOCs from the realist synthesis programme theory, found insufficient evidence for two, and established five new recurring CMOCs. We identified multiple positive outcomes from our extended-duration supervision training programme (e.g. improved supervisor practices) through various mechanisms relating to pedagogy (e.g. weekly reflexivity), supervisors (e.g. engagement), and workplaces (e.g. enabling supervision cultures). Some negative outcomes were reported (e.g. decreased engagement) through various mechanisms (e.g. suboptimal training design). Such mechanisms were thought to come about by diverse contexts including supervisors (e.g. inexperienced/experienced), professions (nursing/allied health), and organisations (supervision-enabled/non-enabled cultures). CONCLUSIONS: Our findings extend the realist synthesis programme theory by highlighting various contexts triggering outcome-generating mechanisms. Programme outcomes are maximised through ongoing supervisor reflexivity paying attention to facilitator-supervisor relationships, as well as protected time for supervisors to translate learning into practice.


Assuntos
Pessoal Técnico de Saúde , Local de Trabalho , Humanos , Aprendizagem
3.
Sensors (Basel) ; 22(11)2022 Jun 02.
Artigo em Inglês | MEDLINE | ID: mdl-35684857

RESUMO

Unsupervised domain adaptation, which aims to alleviate the domain shift between source domain and target domain, has attracted extensive research interest; however, this is unlikely in practical application scenarios, which may be due to privacy issues and intellectual rights. In this paper, we discuss a more challenging and practical source-free unsupervised domain adaptation, which needs to adapt the source domain model to the target domain without the aid of source domain data. We propose label consistent contrastive learning (LCCL), an adaptive contrastive learning framework for source-free unsupervised domain adaptation, which encourages target domain samples to learn class-level discriminative features. Considering that the data in the source domain are unavailable, we introduce the memory bank to store the samples with the same pseudo label output and the samples obtained by clustering, and the trusted historical samples are involved in contrastive learning. In addition, we demonstrate that LCCL is a general framework that can be applied to unsupervised domain adaptation. Extensive experiments on digit recognition and image classification benchmark datasets demonstrate the effectiveness of the proposed method.


Assuntos
Aprendizagem , Aprendizado de Máquina , Aclimatação , Análise por Conglomerados
4.
Comput Intell Neurosci ; 2022: 8259909, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35685146

RESUMO

More than half of the universities have recently added advanced technical courses for their students. The specialised courses would be the backbone to keep the students' knowledge updated. In that case, artificial intelligence (AI) and virtual reality (VR) have been lightened up recently. This paper introduces the basic concepts of AI and VR and the changes that can be made when they are implemented in real-time applications. Students will be more focused on the courses utilising virtual reality. This VR makes the visualisation of any challenging course easier. Many students have been working on virtual reality in their colleges, and their involvement shows the actual output in the upcoming years. The research was carried on the Virtual Reality Driving Simulator Dataset to implement the virtual reality method. The results are compared to the real world and show that the proposed model is 98.67% more accurate than the real world.


Assuntos
Inteligência Artificial , Realidade Virtual , Computadores , Humanos , Aprendizagem , Tecnologia
5.
Comput Intell Neurosci ; 2022: 5939421, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35685147

RESUMO

In this paper, a trajectory tracking controller based on linear time-varying model prediction is developed, and the model predictive control theory based on the six degrees of freedom dynamic model and tire model is applied. Combined with the soft constraint of turning angle and the control algorithm to ensure the stability, the trajectory tracking is realized. The terminal node is a wearable device. The terminal node is equipped with a pressure sensor and attitude sensor network to collect human data, and then the terminal node sends the data to the ZigBee network. The data in the sensor network will be received by the gateway, and the data will be processed and displayed on the PC software after being received by the gateway. Finally, the data is saved to the remote server for archiving. The application of intelligent learning systems in sports makes up for many shortcomings of traditional sports. The teaching of the course consists of seven types of intelligent courses, which not only conform to the spirit of high-quality education but also combine the shortcomings of traditional physical education learning and combines several intelligent theories and the need for time development. The purpose is to develop a new sports model suitable for students' all-round development. Under the guidance of the theory of intelligent learning system, this paper establishes a new and diverse movement model, including various educational models, educational contents, educational methods, student-based learning model, and multidimensional evaluation. By comparing and analyzing the results of the two groups, the multiple intelligences physical education is more suitable for the development of modern students' various intelligences. According to the physical education learning questionnaire, students also learn more methods and contents and accept diversified teaching evaluation, which expands the development direction of students.


Assuntos
Avaliação Educacional , Aprendizagem , Retroalimentação , Humanos , Estudantes
6.
Occup Ther Int ; 2022: 1781662, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35685224

RESUMO

Taking the entire education system in Taiyuan City, Shanxi Province, Central China, as an example, this paper uses the questionnaire survey method to analyze the effect of artificial intelligence (AI) on role cognition in the education system. The education system targeted by this questionnaire survey involves 8 categories: preschool education, primary education, secondary education, higher education, adult education, computer network education, enterprise education, and social education; the respondents include 368 teachers, 402 students or learners, 118 school managers, and 124 family members of students or learners in all above education categories. The questionnaire design has a total of 34 question classified into 6 role cognition items, with a 5-level score; a total of 1012 questionnaires were distributed, and 978 were recovered with a recovery rate of 96.64%, in which 957 were valid questionnaires with an effective rate of 97.85%. The study results show that the learning of AI-assisted courses is strongly dependent on course role cognition, and the construction of role cognition is related to the understanding of course content, teaching methods, and activity methods. Therefore, the effect of AI on role cognition in the education system needs to be systematically analyzed from the aspects of function realization form, resource presentation method, supporting hardware form, teacher-student interaction method, and representation method of works. As connecters, teacher's role cognition is limited by the degree of understanding learners, the amount of resources, and data processing capabilities, but the advantage is that they can flexibly monitor and adjust. AI technology is flexible and diverse, it functions in learning and teaching activities in a variety of ways, and there is no agreement on the terminology to describe its role in role recognition. The results of this paper provide a reference for further researches on the effect of AI on role cognition in the education system.


Assuntos
Inteligência Artificial , Terapia Ocupacional , Adulto , Pré-Escolar , Cognição , Humanos , Aprendizagem , Estudantes
7.
Comput Intell Neurosci ; 2022: 2540546, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35694567

RESUMO

The path-planning approach plays an important role in determining how long the mobile robots can travel. To solve the path-planning problem of mobile robots in an unknown environment, a potential and dynamic Q-learning (PDQL) approach is proposed, which combines Q-learning with the artificial potential field and dynamic reward function to generate a feasible path. The proposed algorithm has a significant improvement in computing time and convergence speed compared to its classical counterpart. Experiments undertaken on simulated maps confirm that the PDQL when used for the path-planning problem of mobile robots in an unknown environment outperforms the state-of-the-art algorithms with respect to two metrics: path length and turning angle. The simulation results show the effectiveness and practicality of the proposal for mobile robot path planning.


Assuntos
Robótica , Algoritmos , Simulação por Computador , Aprendizagem , Robótica/métodos
8.
Comput Intell Neurosci ; 2022: 9337209, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35694581

RESUMO

Adaptive algorithms are widely used because of their fast convergence rate for training deep neural networks (DNNs). However, the training cost becomes prohibitively expensive due to the computation of the full gradient when training complicated DNN. To reduce the computational cost, we present a stochastic block adaptive gradient online training algorithm in this study, called SBAG. In this algorithm, stochastic block coordinate descent and the adaptive learning rate are utilized at each iteration. We also prove that the regret bound of O T can be achieved via SBAG, in which T is a time horizon. In addition, we use SBAG to train ResNet-34 and DenseNet-121 on CIFAR-10, respectively. The results demonstrate that SBAG has better training speed and generalized ability than other existing training methods.


Assuntos
Educação à Distância , Algoritmos , Aprendizagem , Redes Neurais de Computação
9.
Bull World Health Organ ; 100(6): 402-408, 2022 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-35694624

RESUMO

While the regulatory framework for medical education in Egypt has rapidly evolved, the progress of developing a system for continuing professional development has been slow. In 2018 the government approved legislation establishing a regulatory authority for continuing professional development and added expectations for continuing professional development as a condition of relicensure for physicians in Egypt. The new authority has deployed a provider-accreditation model that sets criteria for educational quality, learning outcomes, independence from industry, and tracking of learners. Only accredited providers can submit continuing professional development accredited activities. Despite regulatory and administrative support there have been several barriers to the implementation of the system including limited availability of funding, lack of suitable training venues and equipment for hands-on training, and resistance from the profession. As of March 2022, 112 continuing professional development providers have achieved accreditation, and deployed 154 accredited continuing professional development activities. The majority of accredited providers were medical associations (64%) and higher education institutions (18%), followed by medical foundations and nongovernmental organizations (13%) and health-care facilities (5%). One electronic learning platform has been accredited. Any entity with commercial interests cannot be accredited as a continuing professional development provider. Funding of continuing professional development activities can be derived from provider budgets, programme registration fees or appropriate sponsors. Funding from industry is limited to unrestricted educational grants. The foundations for an effective continuing professional development system have been established in Egypt with the aim of achieving international recognition.


Si le cadre réglementaire de l'enseignement médical en Égypte a rapidement évolué, la progression de l'élaboration d'un système de développement professionnel continu a été lente. En 2018, le gouvernement a approuvé la législation établissant une autorité de réglementation en faveur du développement professionnel continu et a ajouté des attentes en matière de développement professionnel continu comme condition de renouvellement du permis d'exercer pour les médecins en Égypte. Cette nouvelle autorité a diffusé un modèle d'accréditation des prestataires qui fixe des critères de qualité éducative, de résultats d'apprentissage, d'indépendance vis-à-vis du secteur et de suivi des apprenants. Seuls les prestataires accrédités peuvent présenter des activités agréées de développement professionnel continu. Malgré un soutien réglementaire et administratif, plusieurs obstacles ont entravé la mise en œuvre de ce système, notamment la disponibilité limitée de fonds, le manque de lieux de formation et d'équipements adaptés à une formation pratique, ainsi que la résistance de la part de la profession. En mars 2022, 112 prestataires de formation professionnelle continue avaient obtenu leur accréditation et mis en place 154 activités de formation professionnelle continue agréées. La majorité des prestataires accrédités étaient des associations médicales (64%) et des établissements d'enseignement supérieur (18%), suivis par des fondations médicales et des organisations non gouvernementales (13%) et des établissements de soins de santé (5%). Une plateforme d'apprentissage électronique a été accréditée. Toute entité ayant des intérêts commerciaux ne peut être accréditée en tant que prestataire de services de développement professionnel continu. Le financement des activités de développement professionnel continu peut provenir des budgets des prestataires, des frais d'inscription aux programmes ou de sponsors appropriés. Le financement par le secteur se limite à des subventions éducatives sans restriction. Les bases d'un système efficace de développement professionnel continu ont été établies en Égypte dans le but d'obtenir une reconnaissance internationale.


Mientras que el marco regulatorio para la educación médica en Egipto ha evolucionado con rapidez, el progreso del desarrollo de un sistema para el desarrollo profesional continuo ha sido lento. En 2018, el gobierno aprobó la legislación que establece una autoridad reguladora para el desarrollo profesional continuo y añadió las expectativas de desarrollo profesional continuo como condición para la renovación de la licencia de los médicos en Egipto. La nueva autoridad ha desplegado un modelo de acreditación de proveedores que establece criterios de calidad educativa, resultados de aprendizaje, independencia del sector y seguimiento de los estudiantes. Solo los proveedores autorizados pueden presentar actividades acreditadas de desarrollo profesional continuo. A pesar del apoyo normativo y administrativo, ha habido varios obstáculos para la aplicación del sistema, como la escasa disponibilidad de fondos, la falta de centros de formación y equipos adecuados para la formación práctica, y la resistencia de la profesión. En marzo de 2022, 112 proveedores de desarrollo profesional continuo han logrado la acreditación y han desplegado 154 actividades de desarrollo profesional continuo acreditadas. La mayoría de los proveedores autorizados eran asociaciones médicas (64 %) e instituciones de enseñanza superior (18 %), seguidas de fundaciones médicas y organizaciones no gubernamentales (13 %) y centros de atención sanitaria (5 %). También se ha acreditado una plataforma de aprendizaje electrónico. Las entidades con intereses comerciales no pueden ser acreditadas como proveedores de formación profesional continua. La financiación de las actividades de desarrollo profesional continuo se puede obtener de los presupuestos de los proveedores, de las cuotas de inscripción en los programas o de los patrocinadores correspondientes. La financiación obtenida del sector se limita a subvenciones educativas sin restricciones. En Egipto, se han establecido las bases de un sistema eficaz de desarrollo profesional continuo con el objetivo de lograr el reconocimiento internacional.


Assuntos
Acreditação , Educação Médica Continuada , Egito , Humanos , Indústrias , Aprendizagem
10.
Med Educ Online ; 27(1): 2088049, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-35694798

RESUMO

The ongoing COVID-19 pandemic has altered caring professions education and the range of technological competencies needed to thrive in today's digital economy. We aimed to identify the various technologies and design strategies being used to help students develop and translate professional caring competencies into remote working environments. Eight databases were systematically searched in February 2021 for relevant studies. Studies reporting on online learning strategies designed to prepare students to operate in emerging digital economies were included. Quality assessment was undertaken using the Effective Public Health Practice Project Quality Assessment Tool and/or the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research. Thirty-eight studies were included and synthesized to report on course details, including technologies being used and design strategies, and study outcomes including curriculum, barriers and facilitators to technology integration, impact on students, and impact on professional practice. Demonstrations of remote care, videoconferencing, online modules, and remote consultation with patients were the most common instructional methods. Audio/video conferencing and online learning systems were the most prevalent technologies used to support student learning. Students reported increased comfort and confidence when working with technology and planning and providing remote care to patients. While a recent influx in research related to online learning and caring technologies was noted, study quality remains variable. More emphasis on assessment, training, and research is required to support students in using digital technologies and developing interpersonal and technological skills required to work in remote settings.


Assuntos
COVID-19 , Educação à Distância , COVID-19/epidemiologia , Humanos , Aprendizagem , Pandemias , Estudantes
12.
BMC Med Educ ; 22(1): 447, 2022 Jun 09.
Artigo em Inglês | MEDLINE | ID: mdl-35681190

RESUMO

BACKGROUND: BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study's primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns. METHODS: A total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students' satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance. RESULTS: The experimental group's theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student-teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p < 0.05). CONCLUSIONS: Compared with the traditional instructional approach. The BOPPPS model can better inspire clinical medical students' enthusiasm for thoracic surgery and enhance the students' comprehensive ability. In a word, the BOPPPS model has better teaching effectiveness in the clinical teaching practice of thoracic surgery, which is worthy of reference and popularization.


Assuntos
Neoplasias Pulmonares , Estudantes de Medicina , Cirurgia Torácica , Avaliação Educacional , Humanos , Aprendizagem , Ensino
13.
Artigo em Inglês | MEDLINE | ID: mdl-35681948

RESUMO

Higher education is under constant transformation through the use of new pedagogical models such as university service-learning (SL). Indeed, there has been an exponential uptake of university SL, among others, in the field of physical activity and sport (PAS) along with research examining these practices. However, these initiatives highlight the need to improve the quality of research in this field. This paper presents a systematic review focused on how research in this arena has been carried out, examining the following topics: paradigm, methods, instruments, discipline, limitations, and further research. A total of 45 articles met the inclusion criteria. The results show that qualitative and mixed methods have experienced an increasing progression. The most recurrent instruments have been questionnaires, reflective diaries, and interviews. According to the studies in the sample, the limitations point to research designs and some difficulties that underlie the pedagogical model itself. Finally, further research calls for longitudinal studies and to deepen the reflective process. This review identifies some weaknesses and strengths of research in university SL in PAS that aspire to inform and improve future investigations in this field.


Assuntos
Aprendizagem , Esportes , Exercício Físico , Humanos , Universidades
14.
Artigo em Inglês | MEDLINE | ID: mdl-35682366

RESUMO

The development of true evidence-based practice requires that practitioners have the knowledge and skills to research, analyze, and use evidence. These skills must be acquired in pre-graduate training. The objective of the present study was to analyze the contributions of students' participation in knowledge translation projects to clinical practice for evidence-based learning. This was a qualitative, descriptive, and exploratory study that used focus groups. Scripted interviews were administered. The design of the study included five phases and took place in the partnering institutions of the Safety Transition Project, involving fifteen participants. The study was authorized by the Research Ethics Committee. The data were analyzed following the steps encoding the categories, storage and recovery, and (3) interpretation and using computer software (WebQDA®, Ludomédia, Aveiro, Portugal). Four categories were identified: learning evidence; communicating science; evidence-based practice; and developing skills. The successful implementation of evidence-based practice education resulted in students who understand its importance and use it competently. Further research should explore the skills developed by nurses involved in similar projects and their contribution to an EBP culture.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Bacharelado em Enfermagem/métodos , Prática Clínica Baseada em Evidências , Grupos Focais , Humanos , Aprendizagem , Portugal
15.
Artigo em Inglês | MEDLINE | ID: mdl-35682389

RESUMO

Bedside teaching is essential in family medicine education so that residents may learn about various clinical conditions and develop professional skills. In particular, bedside teaching is useful in a rural context because rural family medicine deals with a broad scope of biopsychosocial problems among older patients. Accordingly, based on an inductive thematic analysis, we propose a framework for bedside teaching in rural family medicine education, which consists of four themes: accommodation of different learners, near-peer learning, the change in engagement of medical teachers in bedside teaching, and driving interpersonal collaboration. Bedside teaching can promote interactions between different medical learners. Near-peer learning in bedside teaching compensates for the limited availability of educators and improves learners' motivation for self-directed learning. Through bedside teaching, medical learners can observe each other and provide constructive feedback, thereby improving their relationships and learning. For effective bedside teaching, medical educators should facilitate learners and collaborate with other medical professionals. Additionally, bedside teaching should accommodate a variety of learners, facilitate near-peer and self-directed learning, educators' involvement based on cognitive apprenticeship, along with interprofessional collaboration with nurses. Interprofessional collaboration between rural family medicine teachers, learners, and nurses may improve the quality of patient care due to the increased understanding between patients and other medical staff in hospitals.


Assuntos
Medicina de Família e Comunidade , Aprendizagem , Humanos , Japão , Ensino
16.
Nurse Educ Today ; 115: 105375, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35653918

RESUMO

BACKGROUND: Venous blood specimen collection is a common procedure within healthcare and both diagnoses as well as treatment evaluation, are often based on results from these analyses. However, studies among both students and staff have demonstrated suboptimal adherence to venous blood specimen collection practice guidelines which in turn might jeopardize patient safety. OBJECTIVES: This study aimed to describe final semester nursing students' experiences of deviations from venous blood specimen collection practice guidelines during clinical training. METHODS: This study adopted a qualitative design. Twentysix final (6th) semester nursing students were recruited through purposive sampling at a Swedish university. Data were collected through semi-structured, face-to-face, focus group interviews in September 2015. The transcribed interviews were analyzed using qualitative content analysis. RESULTS: The students' experiences generated two categories; 1) Striving to blend in (subcategories Feeling uncomfortable and Adapting to the prevailing practice culture) and 2) Diminished confidence (subcategories Being confused due to inconsistency and Being uncertain about guideline usefulness) forming the overall theme Being a copycat. CONCLUSION: The research concludes that nursing students adapt to the prevailing practice culture encountered during clinical training, often at the expense of guidelines adherence. Since the students are being assessed during clinical training, the eagerness to belong to the team and be well-liked might be stronger than the ambition to follow guidelines. As a consequence, nursing students in clinical training might become copycats by aligning themselves with the prevailing practice culture which in turn might jeopardize adherence with VBSC guideline practice and thereby patient safety. With the ambition to support nursing students' learning in clinical training, facilitators of learning to comprise both students and supervisors need to be further addressed. TWEETABLE ABSTRACT: Nursing students adapt to the prevailing venous blood sample collection practice culture and become copycats.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Coleta de Amostras Sanguíneas , Bacharelado em Enfermagem/métodos , Fidelidade a Diretrizes , Humanos , Aprendizagem , Pesquisa Qualitativa
17.
PLoS One ; 17(6): e0269794, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35687600

RESUMO

In climbing, the visual system is confronted with a dual demand: controlling ongoing movement and searching for upcoming movement possibilities. The aims of the present research were: (i) to investigate the effect of different modes of practice on how learners deal with this dual demand; and (ii) to analyze the extent this effect may facilitate transfer of learning to a new climbing route. The effect of a constant practice, an imposed schedule of variations and a self-controlled schedule of variations on the gaze behaviors and the climbing fluency of novices were compared. Results showed that the constant practice group outperformed the imposed variability group on the training route and the three groups climbing fluency on the transfer route did not differ. Analyses of the gaze behaviors showed that the constant practice group used more online gaze control during the last session whereas the imposed variability group relied on a more proactive gaze control. This last gaze pattern was also used on the transfer route by the imposed variability group. Self-controlled variability group displayed more interindividual differences in gaze behaviors. These findings reflect that learning protocols induce different timing for gaze patterns that may differently facilitate adaptation to new climbing routes.


Assuntos
Aprendizagem , Movimento , Adaptação Fisiológica
18.
Commun Biol ; 5(1): 578, 2022 Jun 10.
Artigo em Inglês | MEDLINE | ID: mdl-35689020

RESUMO

Dopamine supports locomotor control and higher brain functions such as motivation and learning. Consistently, dopaminergic dysfunction is involved in a spectrum of neurological and neuropsychiatric diseases. Detailed data on dopamine dynamics is needed to understand how dopamine signals translate into cellular and behavioral responses, and to uncover pathological disturbances in dopamine-related diseases. Genetically encoded fluorescent dopamine sensors have recently enabled unprecedented monitoring of dopamine dynamics in vivo. However, these sensors' utility for in vitro and ex vivo assays remains unexplored. Here, we present a blueprint for making dopamine sniffer cells for multimodal dopamine detection. We generated sniffer cell lines with inducible expression of seven different dopamine sensors and perform a head-to-head comparison of sensor properties to guide users in sensor selection. In proof-of-principle experiments, we apply the sniffer cells to record endogenous dopamine release from cultured neurons and striatal slices, and for determining tissue dopamine content. Furthermore, we use the sniffer cells to measure dopamine uptake and release via the dopamine transporter as a radiotracer free, high-throughput alternative to electrochemical- and radiotracer-based assays. Importantly, the sniffer cell framework can readily be applied to the growing list of genetically encoded fluorescent neurotransmitter sensors.


Assuntos
Dopamina , Neurônios , Corpo Estriado/metabolismo , Dopamina/metabolismo , Aprendizagem , Neurônios/metabolismo , Neurotransmissores
19.
Commun Biol ; 5(1): 573, 2022 Jun 10.
Artigo em Inglês | MEDLINE | ID: mdl-35689094

RESUMO

The evolution and development of complex, learned motor skills are thought to be closely associated with other locomotor movement and cognitive functions. However, it remains largely unknown how different neuromuscular programs may interconnect during the protracted developmental process. Here we use a songbird to examine the behavioral and neural substrates between the development of locomotor movement and vocal-motor learning. Juvenile songbirds escalate their locomotor activity during the sensitive period for vocal learning, followed by a surge of vocal practice. Individual variability of locomotor production is positively correlated with precision of tutor imitation and duration of multi-syllable sequences. Manipulation of juvenile locomotion significantly impacts the precision of vocal imitation and neural plasticity. The locomotor program developed during the sensitive period of vocal learning may enrich the neural substrates that promote the subsequent development of vocal learning.


Assuntos
Tentilhões , Animais , Aprendizagem , Vocalização Animal
20.
Int J Nurs Educ Scholarsh ; 19(1)2022 Jun 11.
Artigo em Inglês | MEDLINE | ID: mdl-35689794

RESUMO

Anatomy and Physiology (A&P) courses in undergraduate nursing programs are often considered challenging for students. Typically, a wide variety of teaching strategies, including dissection, experiments, illustrations and photographs are used to engage students. This study aimed to explore and describe the learning experiences of an open creative assessment task on undergraduate nursing students of learning A&P. A total of eight students participated in semi-structured interviews. Two major themes emerged from the data, this included 'Bringing A&P to life' which included two sub-themes of 'Learning through peer teaching' and 'An easy way to learn', with the second major theme, 'Custom made learning' which included four sub-themes, 'To grade or not to grade', 'Catering for different learning styles', 'Logistics of group work', and 'Effect of group dynamics'. This qualitative exploratory study contributes to further pedagogical insights into art and/or creative approaches to teaching.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Currículo , Humanos , Aprendizagem , Pesquisa Qualitativa
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...