PMID- 29467638
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20200930
IS  - 1662-5161 (Print)
IS  - 1662-5161 (Electronic)
IS  - 1662-5161 (Linking)
VI  - 12
DP  - 2018
TI  - A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and 
      Retention-A Neuroeducation Study.
PG  - 38
LID - 10.3389/fnhum.2018.00038 [doi]
LID - 38
AB  - In anatomy education, a key hurdle to engaging in higher-level discussion in the 
      classroom is recognizing and understanding the extensive terminology used to 
      identify and describe anatomical structures. Given the time-limited classroom 
      environment, seeking methods to impart this foundational knowledge to students in 
      an efficient manner is essential. Just-in-Time Teaching (JiTT) methods 
      incorporate pre-class exercises (typically online) meant to establish 
      foundational knowledge in novice learners so subsequent instructor-led sessions 
      can focus on deeper, more complex concepts. Determining how best do we design and 
      assess pre-class exercises requires a detailed examination of learning and 
      retention in an applied educational context. Here we used electroencephalography 
      (EEG) as a quantitative dependent variable to track learning and examine the 
      efficacy of JiTT activities to teach anatomy. Specifically, we examined changes 
      in the amplitude of the N250 and reward positivity event-related brain potential 
      (ERP) components alongside behavioral performance as novice students participated 
      in a series of computerized reinforcement-based learning modules to teach 
      neuroanatomical structures. We found that as students learned to identify 
      anatomical structures, the amplitude of the N250 increased and reward positivity 
      amplitude decreased in response to positive feedback. Both on a retention and 
      transfer exercise when learners successfully remembered and translated their 
      knowledge to novel images, the amplitude of the reward positivity remained 
      decreased compared to early learning. Our findings suggest ERPs can be used as a 
      tool to track learning, retention, and transfer of knowledge and that employing 
      the reinforcement learning paradigm is an effective educational approach for 
      developing anatomical expertise.
FAU - Anderson, Sarah J
AU  - Anderson SJ
AD  - Department of Community Health Sciences, Cumming School of Medicine, University 
      of Calgary, Calgary, AB, Canada.
FAU - Hecker, Kent G
AU  - Hecker KG
AD  - Department of Community Health Sciences, Cumming School of Medicine, University 
      of Calgary, Calgary, AB, Canada.
AD  - Department of Veterinary Clinical Diagnostic Services, Faculty of Veterinary 
      Medicine, University of Calgary, Calgary, AB, Canada.
FAU - Krigolson, Olave E
AU  - Krigolson OE
AD  - Centre for Biomedical Research, University of Victoria, Victoria, BC, Canada.
FAU - Jamniczky, Heather A
AU  - Jamniczky HA
AD  - Department of Cell Biology and Anatomy, Cumming School of Medicine, University of 
      Calgary, Calgary, AB, Canada.
LA  - eng
PT  - Journal Article
DEP - 20180206
PL  - Switzerland
TA  - Front Hum Neurosci
JT  - Frontiers in human neuroscience
JID - 101477954
PMC - PMC5808130
OTO - NOTNLM
OT  - N250
OT  - anatomy education
OT  - electroencephalography (EEG)
OT  - event-related potential (ERP)
OT  - neuroeducation
OT  - reinforcement learning
OT  - reward positivity
EDAT- 2018/02/23 06:00
MHDA- 2018/02/23 06:01
PMCR- 2018/01/01
CRDT- 2018/02/23 06:00
PHST- 2017/06/01 00:00 [received]
PHST- 2018/01/23 00:00 [accepted]
PHST- 2018/02/23 06:00 [entrez]
PHST- 2018/02/23 06:00 [pubmed]
PHST- 2018/02/23 06:01 [medline]
PHST- 2018/01/01 00:00 [pmc-release]
AID - 10.3389/fnhum.2018.00038 [doi]
PST - epublish
SO  - Front Hum Neurosci. 2018 Feb 6;12:38. doi: 10.3389/fnhum.2018.00038. eCollection 
      2018.