Improving Academic Performance and Working Memory in Health Science Graduate Students Using Progressive Muscle Relaxation Training

Hubbard, Kurt; Blyler, Diane

doi:10.5014/ajot.2016.020644

Cited by 24 publications

(13 citation statements)

References 27 publications

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“…Cognitive-behavioural therapy that combines material oriented to problem-solving strategies and management of dysfunctional thoughts has shown effectiveness to reduce depression, burden and mood disturbances (Ruiz-Robledillo & Moya-Albiol, 2015), and such changes tend to be associated with improvements in attention and memory (Carpenter, Peters, Vastfjall, & Isen, 2013;Hubbard & Blyler, 2016). The changes in sustained attention and memory scores observed may mean that caregivers experience an improvement in their ability to focus on relevant information, switching between stimulus and inhibiting irrelevant information (García-Madruga, Gómez-Veiga, & Vila, 2016).…”

Section: Discussionmentioning

confidence: 99%

A cognitive-behavioural intervention improves cognition in caregivers of people with autism spectrum disorder: A pilot study

et al. 2017

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As postulated by the stress process model, chronically stressed individuals, such as caregivers of people with chronic psychological disorders, have poorer cognitive performance and higher age-related cognitive decline than individuals not exposed to chronic stress. When analysing this topic in caregivers, the majority of research has been conducted in populations in which the care recipient has dementia and/or Alzheimer's disease, while relatively few studies have analysed cognition in caregivers of offspring with autism spectrum disorder (ASD). The main objective of this pilot study was to analyse the effect of a cognitive-behavioural intervention on cognition in caregivers of people with ASD. Specifically, we sought to gather evidence on whether there were clinically significant improvements in speed/attention, memory, and visuospatial, language and executive functions after the intervention. The participants were 17 parents (mean age of 52 years, 59% females) of ASD-diagnosed people who had cared for their offspring for approximately 14 years. The study had a pre-post design. After the cognitive-behavioural intervention, ASD caregivers had better selective attention, short-and long-term memory for words, stories and images, naming, cognitive flexibility and planning skills (p = .01 for all). Nevertheless, no changes were observed in general cognitive status, working memory for digits, verbal fluency, processing speed or inhibitory control (p > .05 for all). These findings underline the relevance of proper support and respite services to help caregivers cope with and reduce stress. A comprehensive neuropsychological assessment together with adjuvant domain-specific procedures and programmes to improve cognitive abilities are required to improve caregivers' well-being and health.

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Section: Discussionmentioning

confidence: 99%

A cognitive-behavioural intervention improves cognition in caregivers of people with autism spectrum disorder: A pilot study

et al. 2017

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“…Consider cognitive load theory (CLT) in course design for remote instruction during COVID-19, as increased stress during the pandemic may have an additional negative impact on working memory (Klein and Boals, 2001;Hubbard and Blyler, 2016). CLT posits that three types of information 'load' processing influence learning: intrinsic load, extraneous load, and germane load, and that these loads impact working memory ability to effectively manage the learning task (Young et al, 2014).…”

Section: Tip 4 -Design Educational Content For Virtual Environmentsmentioning

confidence: 99%

12 Tips for Pivoting to Teaching in a Virtual Environment

Collins¹,

Day²,

Hamilton³

et al. 2020

MedEdPublish

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COVID-19 has necessitated a rapid shift to teaching in virtual environments across the educational spectrum. In this respect, instructors previously unfamiliar, or under-familiar, with virtual teaching environments need to learn quickly and effectively how these environments work and how they can be used to successfully deliver courses, especially within health professions education contexts. These twelve tips provide insight on the practice of teaching in virtual environments, from course design, to student engagement, to assessment practices, to maximising the potential that technology can provide for both the instructor and the students. Moreover, these tips inform virtual pedagogical practices in the health professions for all levels of experience.

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“…Reading the scientific literature is not only an important part of medical research but also an essential part of postgraduate study. Studies have noted that students who have grown up in non-English speaking countries are always limited by language and professional knowledge in reading English literature, including difficulties in understanding and memory [3, 4]. This difficulty has become a major obstacle for postgraduates’ acquisition of relevant scientific information through reading.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

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Background There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors. Methods This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management). Results Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers’ high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11). Conclusions This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers’ knowledge, ii) heuristic teaching, iii) students’ positive attitude, and iv) students’ previewing literature. Electronic supplementary material The online version of this article (10.1186/s12909-019-1731-7) contains supplementary material, which is available to authorized users.

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Improving Academic Performance and Working Memory in Health Science Graduate Students Using Progressive Muscle Relaxation Training

Cited by 24 publications

References 27 publications

A cognitive-behavioural intervention improves cognition in caregivers of people with autism spectrum disorder: A pilot study

A cognitive-behavioural intervention improves cognition in caregivers of people with autism spectrum disorder: A pilot study

12 Tips for Pivoting to Teaching in a Virtual Environment

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

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