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Eric Goralnick, Muhammad A Chaudhary, Justin C McCarty, Edward J Caterson, Scott A Goldberg, Juan P Herrera-Escobar, Meghan McDonald, Stuart Lipsitz, Adil H Haider
Importance: Several national initiatives have emerged to empower laypersons to act as immediate responders to reduce preventable deaths from uncontrolled bleeding. Point-of-care instructional interventions have been developed in response to the scalability challenges associated with in-person training. However, to our knowledge, their effectiveness for hemorrhage control has not been established. Objective: To evaluate the effectiveness of different instructional point-of-care interventions and in-person training for hemorrhage control compared with no intervention and assess skill retention 3 to 9 months after hemorrhage control training...
May 9, 2018: JAMA Surgery
Aris R Terzopoulos, Georgia Z Niolaki, Jackie Masterson
An intervention study was carried out with two nine-year-old Greek-speaking dyslexic children. Both children were slow in reading single words and text and had difficulty in spelling irregularly spelled words. One child was also poor in non-word reading. Intervention focused on spelling in a whole-word training using a flashcard technique that had previously been found to be effective with English-speaking children. Post-intervention assessments conducted immediately at the end of the intervention, one month later and then five months later showed a significant improvement in spelling of treated words that was sustained over time...
May 14, 2018: Neuropsychological Rehabilitation
Michael Hart-Matyas, Alexandra Taylor, Han Joo Lee, Mark A Maclean, Amaris Hui, Anna Macleod
Medical students employ various study strategies to master large amounts of information during their medical education. Digital flashcards are an interactive, self-directed study stool that may improve knowledge retention by combining the principles of active recall and spaced-repetition. They may be studied during and beyond undergraduate medical education. However, making flashcards can be an onerous task. In this article, we describe twelve tips on how to establish and maintain a collaborative digital flashcard project based on the undergraduate medical curriculum...
January 29, 2018: Medical Teacher
Courtney D Eleazer, Rebecca Scopa Kelso
Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy...
January 4, 2018: Anatomical Sciences Education
Apram Jyot, Mohamed S Baloul, Eric J Finnesgard, Samuel J Allen, Nimesh D Naik, Miguel A Gomez Ibarra, Eduardo F Abbott, Becca Gas, Francisco J Cardenas-Lara, Muhammad H Zeb, Rachel Cadeliña, David R Farley
OBJECTIVE: Successfully teaching duty hour restricted trainees demands engaging learning opportunities. Our surgical educational website and its associated assets were assessed to understand how such a resource was being used. DESIGN: Our website was accessible to all Mayo Clinic employees via the internal web network. Website access data from April 2015 through October 2016 were retrospectively collected using Piwik. SETTING: Academic, tertiary care referral center with a large general surgery training program...
October 21, 2017: Journal of Surgical Education
Yao Lu, Junjie Wu, Susan Dunlap, Baoguo Chen
Ambiguous words are hard to learn, yet little is known about what causes this difficulty. The current study aimed to investigate the relationship between the representations of new and prior meanings of ambiguous words in second language (L2) learning, and to explore the function of inhibitory control on L2 ambiguous word learning at the initial stage of learning. During a 4-day learning phase, Chinese-English bilinguals learned 30 novel English words for 30 min per day using bilingual flashcards. Half of the words to be learned were unambiguous (had one meaning) and half were ambiguous (had two semantically unrelated meanings learned in sequence)...
2017: Frontiers in Psychology
Bethany A Edwards, Jonathan R Powell, Ann McGaffey, Valerie M P Wislo, Elaine Boron, Frank J D'Amico, Linda Hogan, Kristin Hughes, Ilene Katz Jewell, Diane J Abatemarco
INTRODUCTION: Brief tools are needed to help physicians and parents reach consensus on body mass index (BMI) categories for children and to discuss health-improving behaviors. This study tested the FitwitsTM intervention with interactive flashcards and before and- after surveys to improve parents' perceptions of children's BMI status. METHODS: We enrolled 140 parents and their 9- to 12-year-old children presenting for well child care, regardless of BMI status, scheduled with 53 Fitwits-trained physicians...
March 2017: Journal of the American Board of Family Medicine: JABFM
William S Evans, Megan Quimby, Michael Walsh Dickey, Bradford C Dickerson
Although anomia treatments have often focused on training small sets of words in the hopes of promoting generalization to untrained items, an alternative is to directly train a larger set of words more efficiently. The current case study reports on a novel treatment for a patient with semantic variant Primary Progressive Aphasia (svPPA), in which the patient was taught to make and practice flashcards for personally-relevant words using an open-source computer program (Anki). Results show that the patient was able to relearn and retain a large subset of her studied words for up to 20 months, the full duration of the study period...
2016: Frontiers in Human Neuroscience
Denise L Yeung, Kristin S Alvarez, Marissa E Quinones, Christopher A Clark, George H Oliver, Carlos A Alvarez, Adeola O Jaiyeola
OBJECTIVE: To design and investigate a pharmacist-run intervention using low health literacy flashcards and a smartphone-activated quick response (QR) barcoded educational flashcard video to increase medication adherence and disease state understanding. DESIGN: Prospective, matched, quasi-experimental design. SETTING: County health system in Dallas, Texas. PARTICIPANTS: Sixty-eight primary care patients prescribed targeted heart failure, hypertension, and diabetes medications INTERVENTION: Low health literacy medication and disease specific flashcards, which were also available as QR-coded online videos, were designed for the intervention patients...
January 2017: Journal of the American Pharmacists Association: JAPhA
Michelle P Black, Christopher H Skinner, Bethany E Forbes, Merilee McCurdy, Mari Beth Coleman, Kristie Davis, Maripat Gettelfinger
Adapted alternating treatments designs were used to evaluate three computer-based flashcard reading interventions (1-s, 3-s, or 5-s response intervals) across two students with disabilities. When learning was plotted with cumulative instructional sessions on the horizontal axis, the session-series graphs suggest that the interventions were similarly effective. When the same data were plotted as a function of cumulative instructional seconds, time-series graphs suggest that the 1-s intervention caused the most rapid learning for one student...
March 2016: Behavior Analysis in Practice
David L Lamar, Michael L Richardson, Blake Carlson
RATIONALE AND OBJECTIVES: The process of education involves a variety of repetitious tasks. We believe that appropriate computer tools can automate many of these chores, and allow both educators and their students to devote a lot more of their time to actual teaching and learning. This paper details tools that we have used to automate a broad range of academic radiology-specific tasks on Mac OS X, iOS, and Windows platforms. Some of the tools we describe here require little expertise or time to use; others require some basic knowledge of computer programming...
July 2016: Academic Radiology
Sha Huang, Aadya Deshpande, Sing-Chen Yeo, June C Lo, Michael W L Chee, Joshua J Gooley
STUDY OBJECTIVES: The ability to recall facts is improved when learning takes place at spaced intervals, or when sleep follows shortly after learning. However, many students cram for exams and trade sleep for other activities. The aim of this study was to examine the interaction of study spacing and time in bed (TIB) for sleep on vocabulary learning in adolescents. METHODS: In the Need for Sleep Study, which used a parallel-group design, 56 adolescents aged 15-19 years were randomly assigned to a week of either 5 h or 9 h of TIB for sleep each night as part of a 14-day protocol conducted at a boarding school...
September 1, 2016: Sleep
Maureen McAndrew, Christina S Morrow, Lindsey Atiyeh, Gaëlle C Pierre
Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement...
May 2016: Journal of Dental Education
Mirta Menegatti, Mario Pirisi, Mattia Bellan
No abstract text is available yet for this article.
July 2016: European Journal of Internal Medicine
Anna Ashworth, Catherine M Hill, Annette Karmiloff-Smith, Dagmara Dimitriou
Sleep plays an active role in memory consolidation. Because children with Down syndrome (DS) and Williams syndrome (WS) experience significant problems with sleep and also with learning, we predicted that sleep-dependent memory consolidation would be impaired in these children when compared to typically developing (TD) children. This is the first study to provide a cross-syndrome comparison of sleep-dependent learning in school-aged children. Children with DS (n = 20) and WS (n = 22) and TD children (n = 33) were trained on the novel Animal Names task where they were taught pseudo-words as the personal names of ten farm and domestic animals, e...
March 2017: Developmental Science
Laura Turner, Bridget Kelly, Emma Boyland, Adrian E Bauman
BACKGROUND: Children's exposure to food marketing is one environmental determinant of childhood obesity. Measuring the extent to which children are aware of food brands may be one way to estimate relative prior exposures to food marketing. This study aimed to develop and validate an Australian Brand Awareness Instrument (ABAI) to estimate children's food brand awareness. METHODS: The ABAI incorporated 30 flashcards depicting food/drink logos and their corresponding products...
2015: PloS One
Mari Beth Coleman, Rebecca A Cherry, Tara C Moore, Yujeong Park, David F Cihak
The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient...
June 2015: Intellectual and Developmental Disabilities
Georgina O'Reilly-Foley
When I walked into my first placement at Southend Hospital, Essex, last March, I was overwhelmed at how many patients were on a single ward and how many tasks had to be done.
May 13, 2015: Nursing Standard
Wisam Al-Rawi, Lauren Easterling, Paul C Edwards
Combining active recall testing with spaced repetition increases memory retention. The aim of this study was to evaluate and compare students' perception and utilization of an electronic spaced repetition oral pathology-radiology system in dental hygiene education and predoctoral dental education. The study employed an open-source suite of applications to create electronic "flashcards" that can be individually adjusted for frequency of repetition, depending on a user's assessment of difficulty. Accessible across multiple platforms (iOS, Android, Linux, OSX, Windows) as well as via any web-based browser, this framework was used to develop an oral radiology-oral pathology database of case-based questions...
April 2015: Journal of Dental Education
Tiago Taveira-Gomes, Rui Prado-Costa, Milton Severo, Maria Amélia Ferreira
BACKGROUND: Spaced-repetition and test-enhanced learning are two methodologies that boost knowledge retention. ALERT STUDENT is a platform that allows creation and distribution of Learning Objects named flashcards, and provides insight into student judgments-of-learning through a metric called 'recall accuracy'. This study aims to understand how the spaced-repetition and test-enhanced learning features provided by the platform affect recall accuracy, and to characterize the effect that students, flashcards and repetitions exert on this measurement...
2015: BMC Medical Education
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