Olfactory learning in insects has been used extensively for studies on the neurobiology, genetics, and molecular biology of learning and memory. We show here that the ability of the cockroach Leucophaea maderae to acquire olfactory memories is regulated by the circadian system. We investigated the effect of training and testing at different circadian phases on performance in an odordiscrimination test administered 30 min after training (short-term memory) or 48 h after training (long-term memory). When odor preference was tested by allowing animals to choose between two odors (peppermint and vanilla), untrained cockroaches showed a clear preference for vanilla at all circadian phases, indicating that there was no circadian modulation of initial odor preference or ability to discriminate between odors. After differential conditioning, in which peppermint odor was associated with a positive unconditioned stimulus of sucrose solution and vanilla odor was associated with a negative unconditioned stimulus of saline solution, cockroaches conditioned in the early subjective night showed a strong preference for peppermint and retained the memory for at least 2 days. Animals trained and tested at other circadian phases showed significant deficits in performance for both short-and long-term memory. Performance depended on the circadian time (CT) of training, not the CT of testing, and results indicate that memory acquisition rather than retention or recall is modulated by the circadian system. The data suggest that the circadian system can have profound effects on olfactory learning in insects.biological rhythms ͉ cockroach ͉ differential conditioning ͉ memory I n view of the widespread effects of circadian regulation on behavior and physiology, the possibility that learning and memory processes may be subject to modulation by the circadian system has long been recognized (1). Studies on this problem have suggested that the influence of the circadian system may take several forms. In some instances, the circadian phase may function as a context for learning (time stamping) so that recall and performance are better at 24-h intervals after learning (1-4). In other cases, performance may be modulated by the circadian phase independent of the phase of learning (5), and there have been several recent reports that memory acquisition or consolidation may depend on the circadian phase of training in mollusks (6-8), rodents (9, 10), and humans (11). Finally, there have been reports that disruption of the circadian system by phase shifting (jet lag) can impair memory (12, 13). Although these studies suggest that the circadian system may have widespread effects on various aspects of learning and memory, including acquisition, retention, and recall, there is virtually no information on the mechanisms by which the circadian system regulates these processes.Olfactory learning is an excellent model for exploration of the neural basis of learning and memory because of the remarkable similarity in the organization of olfactory systems acr...
Introduction: Focused cardiac ultrasound (FoCUS) is widely used for the point-of-care evaluation of basic cardiac pathology, and there is a need for efficient and consistent training in this modality. We designed a simulator-based FoCUS curriculum that integrates instructional scaffolding and deliberate practice to create a directed, self-regulated learning experience for novices. The goal of this strategy was to guide the novice's learning efforts more efficiently and moderate cognitive load while retaining the benefits of independent learning. Methods: The complex task of learning cardiac ultrasound is broken into discrete steps, with focused didactic information immediately followed by targeted simulator practice for each module. The practice complexity increases through successive modules, and learners ultimately apply their skills by completing unassisted simulator cases. Immediate visual and quantitative feedback is provided by the simulator whenever an ultrasound image was captured during practice. The entire curriculum is self-guided. Results: Sixteen nurse practitioners and resident physicians completed this FoCUS curriculum. In comparison to a previously validated, lecture-before-practice-style curriculum, the average time to completion decreased from 8.0 ± 2.5 hours to 4.7 ± 1.9 hours (p < .0001). There was no difference in posttraining cognitive or psychomotor outcomes between the curricula as measured by a simulator posttest. Discussion: A curriculum integrating scaffolding and deliberate practice provides a more efficient, but equally effective, means of teaching psychomotor and cognitive skills in FoCUS. These instructional design principles may translate to other operational learning tasks and allow novices to build skills and reach basic competency more rapidly.
Background Using simulators built and validated at the University of Washington (UW), the study sought to test whether medical students can learn the basic skills of focused cardiac ultrasound (FoCUS) from an individually paced, simulator‐based curriculum, how skills improve, and the rate at which these skills are acquired. Methods The curriculum presented didactic material interspersed with hands‐on practice. Psychomotor skill was measured by the angle error of the acquired image view plane relative to the correct image view plane. The rate of learning was assessed at baseline, after 7 practice cases, and after 10 cases. To assess the rate of learning, the same case was repeatedly presented at all three tests. To assess students’ ability to apply their learning, a previously unseen post‐test was included. Results A total of 41 students completed the course. Average angle error improved from 43° ± 24 pretraining to 23° ± 16 post‐training, with most students falling within one SD of the view angle acquired by sonographers. Regarding learning curve, or the rate of skill acquisition, an angle error of 43 ± 24° (pre) changed to 22 ± 14° (interim test, P < .0001 vs. pretest) and remained at that level for the post‐test evaluation on both the repeated case (23 ± 16°) and the new case (26 ± 18°). Conclusions This study describes the learning curve and technical skill acquisition in FoCUS. A simulator‐based curriculum improved medical student's skills in an objective and quantifiable manner. The individually paced curriculum allowed for independent knowledge and skill attainment, without facilitator oversight.
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