Learning clinical reasoning in the workplace: a student perspective

Introduction Clinical reasoning is a core competency for every physician, as well as one of the most complex skills to learn. This study aims to provide insight into the perspective of learners by asking students about their own experiences with learning clinical reasoning throughout the medical Master’s curriculum. Methods We adopted a constructivist approach to organise three semi-structured focus groups within the Master’s curriculum at the medical school of the Radboud University Medical Center in Nijmegen (Netherlands) between August and December 2019. Analysis was performed through template analysis. Results The study included 18 participants who (1) defined and interpreted clinical reasoning, (2) assessed the teaching methods and (3) discussed how they used their context in order to learn and perform clinical reasoning during their clinical rotations. They referred to a variety of contexts, including the clinical environment and various actors within it (e.g. supervisors, peers and patients). Conclusion With regard to the process by which medical students learn clinical reasoning in practice, this study stresses the importance of integrating context into the clinical reasoning process and the manner in which it is learnt. The full incorporation of the benefits of dialogue with the practice of clinical reasoning will require additional attention to educational interventions that empower students to (1) start conversations with their supervisors; (2) increase their engagement in peer and patient learning; (3) recognise bias and copy patterns in their learning process; and (4) embrace and propagate their role as boundary crossers.

Learning to research in distance mode: Technologies for building higher degree research community online

Higher Degree Researchers (HDRs) in Australia tertiary education programs must achieve mastery of complex skills, theories, and concepts. Non-traditional HDRs, especially those enrolled part time and remotely, face barriers to achieving these outcomes. This concise paper uses the case study of a regional university in Australia to investigate the theoretical underpinnings of technology use to promote HDR communities of learning, especially for part time and remote researchers.

The relationship between habits and skills in humans

How do habit and skill relate to one another? We review current frameworks for skills and habits, and suggest a way of relating them through the notion of automaticity. Though various types of habit have been studied, we suggest that “slips-of-action” habits, such as habitually pressing a wrong key on a foreign keyboard, are the kind of habit most relevant to skill. Skilled behaviors rarely become habitual in their entirety, but instead specific component computations become habitual – or, equivalently, automatized – improving performance speed but at the cost of flexibility. We lastly consider the essential role of habits in learning complex skills given limited cognitive resources, and interpret deliberate practice as a process of breaking and restructuring habits to optimize performance.

Sport in Society as a Binder in Social Communication of Human's Emotions

Society is the ensemble/the whole of the relations with the others, it is their form based on the natural needs (objective): the perpetuation of the species, the playful expression, the language, the thinking, the communication, the inter-subjectivity report (based on good morals, social obligations, education, the functioning of the state, the laws, rules and group conventions (in the case of sport, the constraints imposed, exceeding any individual will and transforming the social fact into an objective fact). In the evolution of psychology of human development, sport contributes to the improvement of the body in relation to the environment; of the cognitive, moral development of language, that of complex skills, sensory integrations, games with body schematics, which mobilize self-awareness and (re)structure through learning and experience. Thus, social and communication behaviours generate a mutually advantageous social repertoire.

Improving Students' Writing Skills and Motivation in Learning English at SMAN 2 Kediri Using Hypnoteaching Strategy

Writing is complex skills for EFL learners. In this Covid-19 pandemic, the teacher should held online learning to help students in learning. This study aimed to answer: (1&2) is there any significant improvement of students’ writing performance as were as the students’ motivation level after being taught with online Hypnoteaching strategy. The design of this study was a quasi-experimental study that used nonequivalent control group design. The researcher chose 70 students as the sample. The researcher applied online Hypnoteaching for 6 weeks. Result of the study showed that (1) the average gain for experimental group is 64.5343 and control group is 8.4054. The Value (Sig) .000 greater than α, which means there is a significant improvement in writing skills after being taught with Hypnoteaching strategy; (2)The Value Sig. (2-tailed) .003 greater than α. Thus, there is a significant difference on students’ motivation level after being taught with Hypnoteaching strategy. The researcher would explicate more on discussion part.

Paramedic-led acute home visiting services in primary care

Home visiting is traditionally carried out by GPs but it is becoming increasingly difficult for GPs to do, and many doctors want it removed from their contract. This is opening up a space for the paramedic profession, with paramedics carrying out home visits and designing future primary care services. Paramedics working within primary care can possess the knowledge, leadership and complex skills needed for home visiting, and some are independent prescribers; they can lead acute home visiting services (AHVS). AHVS require effective triage and access to electronic patient records, are underpinned by robust clinical governance and engage in clinical audits. Future primary care paramedic services could include online, video and face-to-face consultations, care home ward rounds, remote triage and home visiting. However, paramedics' contribution to general practice has not been fully evaluated and it may take time for this to become a norm. Regardless, primary care paramedicine has an opportunity to be innovative, shaking off risk-averse protocols for more enlightened practices, and lead the profession.

Primitive visual channels have a causal role in cognitive transfer

Scientific investigations have long emphasized the cortex’s role in cognitive transfer and arithmetic abilities. To date, however, this assumption has not been thoroughly empirically investigated. Here we demonstrated that primitive mechanisms—lower visual channels—have a causal role in cognitive transfer of complex skills such as symbolic arithmetic. We found that exposing only one monocular channel to a visuospatial training resulted in a larger transfer effect in the trained monocular channel compared to the untrained monocular channel. Such cognitive transfer was found for both novel figural-spatial problems (near transfer) and novel subtraction problems (far transfer). Importantly, the benefits of the trained eye were not observed in old problems and in other tasks that did not involve visuospatial abilities (the Stroop task, a multiplication task). These results challenge the exclusive role of the cortex in cognitive transfer and complex arithmetic. In addition, the results suggest a new mechanism for the emergence of cognitive skills, that could be shared across different species.