The effect of false positive feedback on learning an inhibitory-action task in older adults

Background/Study Context: Older adults show a greater response to feedback whilst learning than younger adults. To date this has only been shown for receiving veridical feedback, but there is evidence that suggests that receiving false positive feedback may further enhance learning. We tested the hypothesis that receiving false positive feedback, being told you are preforming better than expected, would be more advantageous for older than younger adults when learning an inhibitory-action task. Methods: 42 younger and 34 older adults trained to improve their inhibition and response times on the Simon task. They completed 18 training blocks and a retention test two weeks after training. Participants received either false positive feedback or veridical feedback on their performance at the end of each training session and the start of the next session. Those in the false positive feedback group were told they were performing faster than expected. Results: Both older and younger adults improved their inhibition and response times but receiving false positive feedback did not significantly change their rate of learning on these outcomes. However, false positive feedback did impact on accuracy levels with those receiving this type of feedback making fewer errors. Older adults were slower but more accurate than younger adults, but contrary to our hypothesis they did not benefit more from false positive feedback than younger adults. Conclusion: This first direct comparison of the effects of false positive feedback on older and younger adults showed that the positive impact of false positive feedback does not decline with age. We also demonstrated that feedback given about one aspect of a skill (in this case speed) may in fact influence another aspect of the skill (in this case accuracy). This suggests that false positive feedback could be used as a motivational tool to enhance cognitive-motor learning in older adults, but care needs to be taken when using this, as the feedback may not affect the element of the skill at which it is targeted

Multidisciplinary Design and Analysis for Commercial Aircraft

Multidisciplinary design and analysis (MDA) has become the normal mode of operation within most aerospace companies, but the impact of these changes have largely not been reflected at many universities. On an effort to determine if the emergence of multidisciplinary design concepts should influence engineering curricula, NASA has asked several universities (Virginia Tech, Georgia Tech, Clemson, BYU, and Cal Poly) to investigate the practicality of introducing MDA concepts within their undergraduate curricula. A multidisciplinary team of faculty, students, and industry partners evaluated the aeronautical engineering curriculum at Cal Poly. A variety of ways were found to introduce MDA themes into the curriculum without adding courses or units to the existing program. Both analytic and educational tools for multidisciplinary design of aircraft have been developed and implemented

The value of 'community' in supporting transitions outside university

Statistics from the Destinations of Leavers in Higher Education (DLHE) survey has shown that graduate level employment or study 6 months after graduation is relatively low for psychology graduates compared to graduates from other disciplines. Due to highly competitive conditions for postgraduate places on professional psychology training courses, new graduates often spend time developing their portfolio of relevant skills and experience in order to compete for postgraduate places one or more years after graduating. In addition, QAA (2010) noted that only 15-20% of psychology graduates develop careers as professional psychologists. Many initiatives have been introduced across the UK (see Reddy, Lantz, & Hulme, 2013) to support students' transitions out of university and into employment or further study, however these initiatives vary in the extent to which they are embedded and capture student engagement. At the University of Strathclyde, we are taking a multi-pronged approach to enhancing students’ employability that is underpinned by an ethos of ‘community’. First, the creation of the Strathclyde Psychology Alumni Network (SPAN), developed in collaboration with students, provides a platform through which current students, alumni, and staff, interact as members of the Strathclyde Psychology Community, virtually via LinkedIn and face-to-face at networking events. Second, a new work placement class in the final year will provide students the opportunity to enhance their experience and apply their psychological knowledge and skills in a work-based context. Third, a novel curriculum review process involving staff, alumni, and employers (representing private, public, and third sectors) has sought to identify the opportunities and challenges that graduates face, and the characteristics of the ‘Ideal Strathclyde Psychology Graduate’. A core competency framework will be output from this process and will drive the curriculum enhancement process so that students have the opportunity to develop the characteristics of the ‘Ideal Strathclyde Psychology Graduate’

The Co-produced Pathway to Impact Describes Knowledge Mobilization Processes

Knowledge mobilization supports research collaborations between university and community partners which can maximize the impacts of research beyond the academy; however, models of knowledge mobilization are complex and create challenges for monitoring research impacts. This inability to sufficiently evaluate is particularly problematic for large collaborative research networks involving multiple partners and research institutions. The Co-produced Pathway to Impact simplifies many of the complex models of knowledge mobilization. It is a logic model based framework for mapping the progress of research -> dissemination -> uptake -> implementation -> impact. This framework is illustrated using collaborative research projects from Promoting Relationships and Eliminating Violence Network (PREVNet), a pan-Canadian community-university network engaging in knowledge mobilization to promote healthy relationships among children and youth and prevent bullying. The Co-produced Pathway to Impact illustrates that research impact occurs when university researchers collaborate with non-academic partners who produce the products, policies, and services that have impacts on the lives of end beneficiaries. Research impact is therefore measured at the level of non-academic partners and identified by surveying research partners to create narrative case studies of research impact.Networks of Centres of Excellenc

Gene expression levels assessed by oligonucleotide microarray analysis and quantitative real-time RT-PCR – how well do they correlate?

BACKGROUND: The use of microarray technology to assess gene expression levels is now widespread in biology. The validation of microarray results using independent mRNA quantitation techniques remains a desirable element of any microarray experiment. To facilitate the comparison of microarray expression data between laboratories it is essential that validation methodologies be critically examined. We have assessed the correlation between expression scores obtained for 48 human genes using oligonucleotide microarrays and the expression levels for the same genes measured by quantitative real-time RT-PCR (qRT-PCR). RESULTS: Correlations with qRT-PCR data were obtained using microarray data that were processed using robust multi-array analysis (RMA) and the MAS 5.0 algorithm. Our results indicate that when identical transcripts are targeted by the two methods, correlations between qRT-PCR and microarray data are generally strong (r = 0.89). However, we observed poor correlations between qRT-PCR and RMA or MAS 5.0 normalized microarray data for 13% or 16% of genes, respectively. CONCLUSION: These results highlight the complementarity of oligonucleotide microarray and qRT-PCR technologies for validation of gene expression measurements, while emphasizing the continuing requirement for caution in interpreting gene expression data

Attitudes and practices regarding resuscitation in emergency departments in Trinidad and Tobago

© 2014, BMJ Publishing Group. All rights reserved. Background: Ethical issues with regard to resuscitation are increasingly important. Understanding how emergency physicians deal with these problems is essential for the development of policies for resuscitative care. Objectives: To identify the knowledge, opinions and practices of emergency physicians employed full time in public hospitals in Trinidad and Tobago, with respect to cardiopulmonary resuscitation. To compare the differences in responses between physicians in training and those who were not. In addition, to compare these responses with those expressed in a similar study in the USA in 2007. Methods: All emergency physicians (120) who fulfilled the eligibility criteria for the study were asked to record anonymous responses to survey questions about ethical issues regarding resuscitation. Results: Of the 98 respondents, most (79.6%) had been practising emergency medicine for ≤5 years and about 38% had had some training in emergency medicine. Most respondents agreed that survival rates for cardiopulmonary resuscitation (CPR) were poor. However, 41.2% of respondents had performed CPR >10 times in the past 3 years despite expected futility. More participants in the US study than in the local study thought that the existence of an advance directive was important in making decisions about CPR and that legal concerns should not, but do, affect CPR decisions in practice. Conclusions: Local emergency physicians are as affected by legal and ethical CPR issues as are US emergency physicians. Education programmes and policies that deal with these concerns would better assist the emergency physician in dealing with them

Impact of the iWHELD digital person-centered care program on quality of life, agitation and psychotropic medications in people with dementia living in nursing homes during the COVID-19 pandemic: A randomized controlled trial

Introduction: iWHELD is a digital person-centered care program for people with dementia in nursing homes adapted for remote delivery during the COVID-19 pandemic. Methods: A 16-week two-arm cluster-randomized controlled trial in 149 UK nursing homes compared iWHELD with treatment as usual (TAU). Primary outcome was the overall quality of life with secondary outcomes of agitation and psychotropic use. Results: iWHELD conferred benefit to quality of life on the primary (F = 4.3, p = 0.04) and secondary measures of quality of life (F = 6.45, p = 0.01) and reduced psychotropic medication use (χ2 = 4.08, p = 0.04) with no worsening of agitation. Benefit was seen in participants who contracted COVID-19, those with agitation at baseline, and those taking psychotropic medications. Discussion: iWHELD confers benefits to quality of life and key measures of well-being, can be delivered during the challenging conditions of a pandemic, and should be considered for use alongside any emerging pharmacological treatment for neuropsychiatric symptoms. Highlights: iWHELD is the only remote, digital delivery nursing home training programme for dementia care iWHELD improved quality of life in people with dementia and reduced antipsychotic use without worsening of agitation Residents who contracted Covid-19 during the study also experienced benefits from iWHELD iWHELD offers a valuable, pandemic-safe tool for improving dementia care

Improving quality of care through routine, successful implementation of evidence-based practice at the bedside: an organizational case study protocol using the Pettigrew and Whipp model of strategic change

BACKGROUND: Evidence-based practice (EBP) is an expected approach to improving the quality of patient care and service delivery in health care systems internationally that is yet to be realized. Given the current evidence-practice gap, numerous authors describe barriers to achieving EBP. One recurrently identified barrier is the setting or context of practice, which is likewise cited as a potential part of the solution to the gap. The purpose of this study is to identify key contextual elements and related strategic processes in organizations that find and use evidence at multiple levels, in an ongoing, integrated fashion, in contrast to those that do not. METHODS: The core theoretical framework for this multi-method explanatory case study is Pettigrew and Whipp's Content, Context, and Process model of strategic change. This framework focuses data collection on three entities: the Why of strategic change, the What of strategic change, and the How of strategic change, in this case related to implementation and normalization of EBP. The data collection plan, designed to capture relevant organizational context and related outcomes, focuses on eight interrelated factors said to characterize a receptive context. Selective, purposive sampling will provide contrasting results between two cases (departments of nursing) and three embedded units in each. Data collection methods will include quantitative tools (e.g., regarding culture) and qualitative approaches including focus groups, interviews, and documents review (e.g., regarding integration and “success”) relevant to the EBP initiative. DISCUSSION: This study should provide information regarding contextual elements and related strategic processes key to successful implementation and sustainability of EBP, specifically in terms of a pervasive pattern in an acute care hospital-based health care setting. Additionally, this study will identify key contextual elements that differentiate successful implementation and sustainability of EBP efforts, both within varying levels of a hospital-based clinical setting and across similar hospital settings interested in EBP