Stephen Gomez

Work placements enhance the academic performance of bioscience undergraduates

Abstract The UK Governments recent emphasis on the graduate workforce raises the profile of work placements within higher education. Anecdotally, the authors find that students on their optional bioscience sandwich degrees benefit academically from placement experience but there is little supportive evidence of this in the literature. To investigate rigorously the link between sandwich placement and academic performance, two cohorts of bioscience students (n = 164) were described in terms of gender (male = 0, female = 1), pre-university qualifications (HESA score), academic performance (%) for each year of degree study (first, second, and final), and mode of study (non-placement = 0, placement = 1). Multiple regression analysis yielded the following predictive equation where all terms were significant: Final % = 28. 80 + 2. 97 (gender) + 0. 14 (HESA score) + 0. 44 (Second%) + 3. 82 (mode). On average, placement students gain an advantage of nearly 4% in their final year performance. Given that the final year contributes 75% towards degree classification, over a quarter of placement students may benefit from the independent effect of mode of study by crossing a threshold into a higher degree class.

Moving feedback forward: theory to practice

There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.

The effects of foam surface properties on standing body movement.

Conclusion. The properties of a foam surface significantly affect body movement variance. Therefore, studies where different kinds of foam have been used may not provide congruent results. Objectives. To investigate whether different properties of foam affect body movement variance (32 subjects, mean age 22.5 years) in terms of linear head, shoulder, hip and knee movements. Subjects repeated tests with eyes open and closed, to also determine the effect of vision on the different surfaces. Subjects and methods. Body movement was captured on three different foam surfaces and on a control solid surface over 2 min using a Zebris™ ultrasound measuring system. The foam surfaces were categorized by their firmness as firm foam, medium foam and soft foam. Results. Body movement variance increased significantly when standing on all foam surfaces compared with the solid surface. However, movement variance was larger when standing on the firm foam compared with the softer foams, except in the anteroposterior total and low frequency ranges. We also found that the body movement pattern differed when standing on foam and firm surfaces, with greater reliance on movements at the knee to give postural stability on foam than on the solid surface. Vision clearly reduced all body movement variances, but particularly within the high frequency range.

Effects of proprioceptive vibratory stimulation on body movement at 24 and 36 h of sleep deprivation

OBJECTIVE To investigate whether postural stability and adaptation differed after a normal night of sleep, after 24h (24 SDep) and 36h (36 SDep) of sleep deprivation while subjected to repeated balance perturbations. Also, to determine whether there was any correlation between subjective alertness scores and objective posturographic measurements. Lastly, to investigate the effects of vision on the stability during sleep deprivation. METHODS Body movements at five locations were recorded in 18 subjects (mean age 23.8years) using a 3D movement measurement system while subjected with eyes open and closed to vibratory proprioceptive calf stimulation after a normal night of sleep, 24 and 36 SDep. RESULTS The clearest sleep deprivation effect was reduced ability to adapt head, shoulder and hip movements, both with eyes open and eyes closed. Additionally, several near falls occurred after being subjected to balance perturbations for 2-3min while sleep deprived. Unexpectedly, postural performance did not continue to deteriorate between 24 and 36h of sleep deprivation, but showed some signs of improvement. Subjective scores of sleepiness correlated poorly with actual changes in postural control performance. CONCLUSIONS Sleep deprivation might affect postural stability through reduced adaptation ability and lapses in attention. Subjective alertness might not be an accurate indicator of the physiological effects of sleep deprivation. SIGNIFICANCE Sleep deprivation could increase the risk of accidents in attention demanding tasks. There is a need for objective evaluation methods to determine actual performance capacity during sleep deprivation.

Adaptation and vision change the relationship between muscle activity of the lower limbs and body movement during human balance perturbations.

OBJECTIVE Investigate the relationship between changes in lower limb EMG root mean square (RMS) activity and changes in body movement during perturbed standing. Specifically, linear movement variance, torque variance and body posture were correlated against tibialis anterior and gastrocnemius RMS EMG activity during perturbed standing by vibration of the calf muscles. METHODS Eighteen healthy participants (mean age 29.1 years) stood quietly for 30s before vibration pulses were randomly applied to the calf muscles over a period of 200 s with eyes open or closed. Movement variance, torque variance and RMS EMG activity were separated into five periods, thereby allowing us to explore any time-varying changes of the relationships. RESULTS Changes of tibialis anterior muscles EMG activity were positively correlated with changes in linear movement variance and torque variance throughout most of the trials, and negatively correlated with some mean angular position changes during the last 2 min of the trials. Moreover, the initial changes in Gastrocnemius EMG activity were associated with initial changes of mean angular position. Additionally, both tibialis anterior and gastrocnemius muscle activities were more involved in the initial control of stability with eyes closed than with eyes open. CONCLUSIONS Visual information and adaptation change the association between muscle activity and movement when standing is perturbed by calf muscle vibration. SIGNIFICANCE Access to visual information changes the standing strategy to calf muscle vibrations. Training evoking adaptation could benefit those susceptible to falls by optimising the association between muscle activities and stabilising body movement.

Differences between body movement adaptation to calf and neck muscle vibratory proprioceptive stimulation

Adaptation is essential in maintaining stability during balance-challenging situations. We studied, in standing subjects with eyes open and closed, adaptive responses of the anteroposterior head, shoulder, hip and knee movements; gastrocnemius and tibialis anterior EMG activity and anteroposterior body posture when proprioceptive information from the neck or calf muscles underwent vibratory perturbations. After 30s of quiet stance, vibratory stimuli were applied repeatedly for 200s, and adaption to stimulation was analyzed in four successive 50s periods. Repeated neck and calf vibration significantly increased linear body movement variance at all recorded sites (p<0.001, except neck stimulation with eyes closed, EC-neck), increased tibialis anterior (p<0.001, except EC-neck) and gastrocnemious muscle activity (p<0.001). Most body movement variances and tibialis anterior EMG activity decreased significantly over time (most p-values<0.01 or lower) and overall, the body leaning forward increased from 5.5 degrees to 6.5 degrees (p<0.01). The characteristics of the responses were influenced by vision and site of vibration, e.g., neck vibration affected body posture more rapidly than calf vibration. Our findings support the notion that proprioceptive perturbations have different effects in terms of nature, degree and adaptive response depending on site of vibratory proprioceptive stimulation, a factor that needs consideration in clinical investigations and design of rehabilitation programs.

Oculomotor deficits caused by 0.06% and 0.10% blood alcohol concentrations and relationship to subjective perception of drunkenness.

OBJECTIVE The visual system is vital during critical activities such as driving. Studying how alcohol compromises the visual system physiologically is therefore important for safety reasons. The objective of the study was to investigate alcohol-related impairments in visual tasks performed under controlled breath alcohol concentrations (BAC) to determine dose-dependent effects. METHODS Alcohols effects on smooth pursuit and saccadic eye movements at 0.06% and 0.10% BAC were examined whilst recording alcohol levels by real-time measurements using a high precision breath analyzer. Oculomotor performance was recorded from 25 subjects by electronystagmography comprising measurements of smooth pursuit gain, saccade velocity, saccade accuracy and two novel parameters further describing oculomotor performance. RESULTS Alcohol deteriorated accuracy of smooth pursuit movements (p<0.001) and saccadic velocities (p<0.01) at 0.06% BAC. At 0.10% BAC, smooth pursuit gains (p<0.01), saccade accuracies and saccade latencies (p<0.01) were also affected. The ratio between saccade velocity and saccade amplitude decreased significantly under alcohol intoxication (p<0.01). Self-perceptions of drunkenness correlated well with changes in smooth pursuit accuracy, but poorly with other oculomotor measures. CONCLUSIONS Several of the smooth pursuit and saccade functions were altered dose-dependently by alcohol and small changes in BAC substantially changed the effects observed. Additionally, alcohol altered the relationship between saccade velocity and saccade amplitude, diminishing the capacity for saccades to reach high peak velocities. SIGNIFICANCE The alcohol-induced oculomotor deficits, which were found already at 0.06% BAC by our more sensitive analysis methods, may have safety implications for tasks that rely on visual motor control and visual feedback.

Effects of dyslexia on postural control in adults

Dyslexia has been shown to affect postural control. The aim of the present study was to investigate the difference in postural stability measured as torque variance in an adult dyslexic group (n=14, determined using the Adult Dyslexia Checklist (ADCL) and nonsense word repetition test) and an adult non-dyslexic group (n=39) on a firm surface and on a foam block and with eyes open and eyes closed. Another aim was to investigate the correlation between ADCL scores and postural stability. Findings showed that ADCL scores correlated with torque variance in the anteroposterior direction on foam with eyes closed (p=0.001) and in the lateral direction on the foam surface with eyes closed (p=0.040) and open (p=0.010). General Linear Model analysis showed that high dyslexia scores were associated with increased torque variance (p<0.001). However, we found no significant difference between dyslexics and non-dyslexics, though there were indications of larger torque variance in the dyslexics. The findings suggest that adults with high dyslexic ADCL scores may experience sub-clinical balance deficits. Hence, assessing motor ability and postural control in those with high ADCL scores is motivated.

Enhancing the student experience of laboratory practicals through digital video guides

Abstract Laboratory-based learning allows students to experience bioscience principles first hand. In our experience, practical content and equipment may have changed over time, but teaching methods largely remain the same, typically involving; whole class introduction with a demonstration, students emulating the demonstration in small groups, gathering and analysing data, and concluding with a plenary discussion. We wished to move away from whole class demonstrations and instead encourage a more student-focused learning of procedures to enhance autonomous learning. Using previously developed expertise in videos to support lectures we adapted this approach to laboratory-based learning by producing digital videos as self-directed guides. Videos were produced using domestic-quality equipment and without any professional audio-visual training, resulting in seemingly low production quality. However, students followed the video guides systematically and completed the practicals more efficiently and effectively. Benefits included: development of more autonomous learners; more time to pool and analyse class data; demonstrators’ time being used for higher-level interaction with students; and production of reusable learning objects forming the basis of more enquiry-based laboratory learning.