Jennifer L. Peel

Knowledge maps and information processing strategies

Abstract Prior research suggests students experience several problems when presented with spatial/verbal displays such as expert knowledge maps (k-maps). The present study examines the compensatory effects of a summarization strategy on expert k-map substitutes for text. Ninety-six subjects studied a science passage in text or k-map format using a summarization or reread strategy. Results indicated that k-maps and summarization had a positive effect on main idea recall, but no effect on the recall of detail ideas. Also, summarization appears to be an effective strategy for novice k-map readers.

Art Rounds: teaching interprofessional students visual thinking strategies at one school.

Purpose The Art Rounds program uses visual thinking strategies (VTS) to teach visual observation skills to medical and nursing students at the University of Texas Health Science Center San Antonio. This studys goal was to evaluate whether students exposure to VTS would improve their physical observation skills, increase tolerance for ambiguity, and increase interest in learning communication skills. Method In January 2010, 32 students attended three, 90-minute sessions at which they observed and commented on three pieces of art in small groups led by museum educators. Pre and posttest evaluations included Geller and colleagues version of Budners Tolerance of Ambiguity Scale, the Communication Skills Attitudes Scale, and free responses to art and patient images. Statistical analyses compared pre and post time looking at images, number of words used to describe images, and number of observations made according to gender and discipline. Results Students significantly increased the amount of time they spent looking at art and patient images (P = .007), the number of words they used to describe art (P = .002) and patient images (P = .019), and the number of observations made of art (P = .000) and patient images (P = .001). Females increased the time spent observing significantly more than did males (P = .011). Students significantly increased their tolerance for ambiguity (P = .033) and positive views toward health care professional communication skills (P = .001). Conclusions The authors speculate that these improved skills may help in patient care and interprofessional team interactions.

Medical student perception of the academic environment: a prospective comparison of traditional and problem-based curricula.

No abstract available.

Learning concrete procedures: effects of processing strategies and cooperative learning

We examined the efficacy of a previously developed script for learning concrete procedures with more complex procedures than had previously been studied. The experiments examined the efficacy of peer cooperation in learning concrete procedures, the effects of learning about the necessary equipment prior to practicing the procedure, and the retention of procedural information over a 6-week delay. One hundred fourteen students participated in one of the following groups: no-script individuals, no-script dyads, simultaneous-script dyads, or successive-script dyads

Scopolamine produces locomotor stereotypy in an open field but apomorphine does not

Both dopaminergic and nondopaminergic drugs produce hyperlocomotion in rats. Dopaminergic drugs also produce focused stereotypy (absence of locomotion and intense sniffing or licking/biting of a restricted area of the environment). Some drugs produce repetitive routes of locomotion; this phenomenon might represent a combination of hyperlocomotion and stereotypy. Scopolamine (an acetylcholine antagonist) and apomorphine (a dopamine agonist) both produce hyperlocomotion in rats; apomorphine also produces focused stereotypy but scopolamine does not. This research determines whether these drugs also produce locomotor stereotypy as measured by gamma. Scopolamine (0.5 and 2.0 mg/kg) produced locomotor stereotypy at both doses. Apomorphine (1.0, 2.0, and 3.0 mg/kg) failed to reliably produce locomotor stereotypy. Thus, there is not necessarily a relationship between the ability of a drug to produce focused stereotypy and the ability of the drug to produce locomotor stereotypy.

Using Conceptual Matrices, Knowledge Maps, and Scripted Cooperation to Improve Personal Management Strategies.

Research in the area of substance abuse suggests that ineffective personal management strategies appear to be a major factor in abuse behavior. In this study, fifty-seven students in an intermediate level psychology class were provided with three tools previously found to enhance academic learning strategies—knowledge maps, scripted peer cooperation, and conceptual matrices—as a means of understanding and improving personal management strategies. Student ratings of the value of these activities were significantly higher than an average or moderate response. Individual differences appear to be an important consideration in predicting participants perceptions of the value of this approach. Those who felt they had control of whatever happens to them, and those who perceived problems as impactful and had strong desires to change recurring problem situations, had the most positive reactions to the types of activities used in this study.

The Development of the Physicians' End-of-Life Care Attitude Scale

The Physicians End-of-Life Care Attitude Scale (PEAS) was developed as an outcome measure for palliative care education. PEAS assesses the willingness of medical trainees to care for dying patients. Sixty-four Likert-type questions were created on the basis of discussions with focus groups of medical trainees, then administered to sixty-two medical students and residents. Total PEAS scores as well as personal preparation and professional role subscales (where higher scores indicated greater concern) possessed excellent internal consistency and reliability. In addition, there were substantial correlations between PEAS scores and the CA-Dying scale, a measure of laypersons fears about interacting with dying persons. Thus, PEAS adequately assesses the unique communication concerns of physicians in training regarding working with dying persons and their families. Correlations between PEAS scores and age were negative, while those who had experienced the death of a loved one had higher PEAS scores than those who did not. This suggests that for some persons, life experiences may lessen difficulties in dealing with dying persons, while for others, personal losses may exacerbate such concerns. The utility of PEAS in evaluating the efficacy of palliative care education as well as its potential to measure medical trainees willingness to care for the terminally ill is discussed.

Using knowledge maps and scripted cooperation to inform college students about patterns of behavior related to recurring abuse of alcohol

Objectives of this study were to determine the effectiveness of using a specific information format--graphic representations called knowledge maps--and an information processing strategy--scripted cooperation--in teaching college students about behavior patterns that underlie recurring abuse of alcohol. Participants in this three-session, 6-hour study were 111 Texas Christian University students recruited from undergraduate psychology classes. Participants were randomly assigned to one of two materials format conditions (map vs. text format) and to one of two processing strategy conditions (individual processing vs. scripted interaction with a partner). Results indicate that map format facilitated recall of the pattern information; processing with a partner appeared to enhance perception of the multidimensional nature of behavior that supports alcohol use.

Perception of Shame in Otolaryngology–Head and Neck Surgery Training

Objective This survey was developed to assess the prevalence and effects of the perception of shame in otolaryngology–head and neck surgery residency training in the United States. Study Design Survey. Setting US otolaryngology training programs. Subjects Faculty and trainees in US otolaryngology training programs. Methods A 14-item survey to assess the prevalence of the experience of shame and the attitudes toward use of shame in otolaryngology residency training was sent to all otolaryngology–head and neck surgery program directors for distribution among their respective faculty and resident cohorts. Results A total of 267 responses were received (women, 24.7%; men, 75.3%): 42.7% of respondents were trainees; 7.0% of trainees thought that shame was a necessary/effective tool, compared with 11.4% of faculty; 50% of respondents felt that they had been personally shamed during residency; and 69.9% of respondents had witnessed another trainee being shamed during residency training. Trainees were most commonly shamed in the operating room (78.4%). Otolaryngology faculty members did the shaming 95.1% of the time. Although shaming prompted internal reflection/self-improvement in 57.4% of trainees, it also caused loss of self-confidence in 52.5%. Trainees who had been shamed were more likely to view shame as an appropriate educational tool (P < .05). Conclusion Half of respondents have felt shamed during their residency training, and a majority has witnessed a colleague being shamed. Understanding the negative impact that shaming behaviors have on the learning environment and on the performance of the individual within it is an important first step in creating an environment maximally conducive to learning, professional development, and patient safety.

Using scripted cooperation to communicate information about the consequences of alcohol and cocaine use

Fifty-two participants from undergraduate psychology classes at a private university were asked to study, either cooperatively or individually, information dealing with the consequences of using alcohol and cocaine. Objectives were to (a) determine the effect of cooperative study on recall, (b) assess personal reactions to the information presented, and (c) assess the effect of individual differences. Findings indicate that cooperative study can facilitate both recall of information as well as degree of understanding and confidence in dealing with persons using alcohol/cocaine; that the materials used were received positively; and that verbal ability may play a subtle role in college students responses to alcohol/cocaine information.