Visual Symbolization as a Learning Tool: Teaching Pharmacology to International Audiences

Giannini, A. James; Giannini, Juliette N.; Melemis, Steven

doi:10.1002/j.1552-4604.1997.tb04337.x

Cited by 8 publications

(9 citation statements)

References 15 publications

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“…During slow-wave sleep, the same group of hippocampal neurons replicates this signaling pattern. 10 This pattern of signaling, in turn, switches on specific genes in the neurons of the neocortex, creating a physical repository of the new long-term memory. 20,21 The first learning process is mediated by a molecule called "cyclic adenosine monophosphate response element binding protein" (CREB).…”

Section: Discussionmentioning

confidence: 99%

“…The lecture itself was broken into 40 key concepts, which have been previously published. 10,11 Each concept was presented within a 45-to 90-second interval. Each concept was also summarized on slides presented for no less than 5 seconds each.…”

Section: Methodsmentioning

confidence: 99%

“…This test was published in a previous study. 10 After taking the test, the existence and nature of the study were revealed to them. At that time, all students signed a release form.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, such a test would be used to continue a series of papers leading to development of a more efficient approach to teaching psychopharmacology in a psychiatry curriculum. 7,9,10…”

confidence: 99%

“…a. Three slides have been published,9 and descriptions of 19 other slides9,10 have been previously published in the Journal of Clinical Pharmacology. The full descriptions of all slides are available on written request and inclusions of SASE.…”

mentioning

confidence: 99%

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Use of Tangential Visual Symbols to Increase the Long‐Term Learning Process: Applications of Linkage in Teaching Pharmacological Principles of Addiction

Giannini¹,

Giannini²,

Condon³

2000

The Journal of Clinical Pharma

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Medieval and Renaissance teaching techniques using linkage between course content and tangentially related visual symbols were applied to the teaching of the pharmacological principles of addiction. Forty medical students randomly divided into two blinded groups viewed a lecture. One lecture was supplemented by symbolic slides, and the second was not. Students who viewed symbolic slides had significantly higher scores in a written 15-question multiple-choice test 30 days after the lecture. These results were consistent with learning and semiotic models. These models hypothesize a linkage between conceptual content and perception of visual symbols that thereby increases conceptual retention. Recent neurochemical research supports the existence of a linkage between two chemically distinct memory systems. Simultaneous stimulation of both chemical systems by teaching formats similar to those employed in the study can augment neurochemical signaling in the neocortex.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…This test was published in a previous study. 10 After taking the test, the existence and nature of the study were revealed to them. At that time, all students signed a release form.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, such a test would be used to continue a series of papers leading to development of a more efficient approach to teaching psychopharmacology in a psychiatry curriculum. 7,9,10…”

confidence: 99%

mentioning

confidence: 99%

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Use of Tangential Visual Symbols to Increase the Long‐Term Learning Process: Applications of Linkage in Teaching Pharmacological Principles of Addiction

Giannini¹,

Giannini²,

Condon³

2000

The Journal of Clinical Pharma

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Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country

Dhaliwal

2009

J GEN INTERN MED

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Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author's experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, and academic backgrounds of the learners, emphasizing pace and clarity of speech, presenting a conceptual framework instead of detailed discourse on subjects, and regular visual reinforcement of spoken words. The limitations introduced by the language barrier and the use of interpreters are briefly discussed. As society and institutions of higher learning become more global and multicultural, clinician-educators may benefit from teaching in other countries in order to enhance their teaching skills with NESB learners, both abroad and in their own institutions.KEY WORDS: Non-English speaking background; English as a second language; Medical education; International teaching.

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Cognitive and Behavioral Demands of Work

Shaw¹,

Lysaght²

2008

Ergonomics for Therapists

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Visual Symbolization as a Learning Tool: Teaching Pharmacology to International Audiences

Cited by 8 publications

References 15 publications

Use of Tangential Visual Symbols to Increase the Long‐Term Learning Process: Applications of Linkage in Teaching Pharmacological Principles of Addiction

Use of Tangential Visual Symbols to Increase the Long‐Term Learning Process: Applications of Linkage in Teaching Pharmacological Principles of Addiction

Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country

Cognitive and Behavioral Demands of Work

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