Reactivation during encoding supports the later discrimination of similar episodic memories

Episodic memory is characterized by remembering events as unique combinations of features. Even when some features of events overlap, we are later often able to discriminate among them. Here we ask whether hippocampally mediated reactivation of an earlier event when a similar one occurs supports subsequent memory that two similar but not identical events occurred (mnemonic discrimination). In two experiments, participants viewed objects (Experiment 1) or scenes (Experiment 2) during functional MRI (fMRI). After scanning, participants had to remember whether repeated items had been identical or similar. In Experiment 2, representational similarity between the 1st and 2nd presentation predicted participants' ability to remember that the presentations were different, suggesting that the first item was reactivated while viewing the second. A similar but weaker result was found in Experiment 1 that did not survive correction for multiple comparisons. Furthermore, both experiments yielded evidence that the hippocampus was involved in reactivation; hippocampal pattern similarity (and, in Experiment 2, hippocampal activity during the 2nd presentation) correlated with pattern similarity in several regions of visual cortex. These results provide the first fMRI evidence that hippocampally mediated reactivation contributes to the later memory that two similar, but different events occurred. © 2016 Wiley Periodicals, Inc.     

Pharmacy Student Self-Testing as a Predictor of Examination Performance

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course.Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback.Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period.Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.     

Errorless Learning and Spaced Retrieval Training for Clients with Alzheimer's Dementia

ABSTRACT

Clients with Alzheimer's dementia (AD) may experience limitations in completing activities of daily living (ADL) due to impairments in cognition, memory, and problem-solving. These clients are often referred to occupational therapy (OT) services in order to maximize independence in ADL and decrease caregiver burden. Occupational therapists may be challenged when developing treatment interventions for clients with AD due to client deficits in memory and learning. This article explores evidence-based learning strategies—errorless learning (EL) and spaced retrieval (SR)—to improve learning and memory and OT outcomes for clients with AD. The roles of memory and learning are discussed, and EL and SR strategies are explored for clients with AD. OT intervention ideas are identified, and strategies for integrating EL and SR techniques into the OT plan of care (POC) are also discussed. Future research implications are explored for expanding evidence for EL and SR as part of the OT POC.     

基于THE和QS评价指标的医学学科排名体系构建

目的：分析医学学科国际排名的影响因素，为我国医学学科发展提供参考。方法：在THE、QS排名指标的基础上，构建新的医学学科排名指标体系，运用统计学软件SPSS 24.0分析100所高水平医学大学的类型、特征，揭示不同类型大学的优势、劣势。结果：教育教学是各类型大学学科发展核心，亚洲大学国际化水平偏低，科研论文在THE和QS排名中作用有限，国内大学享有较好的国际声誉。结论：在我国医学学科建设中，应注重教学品质，重视高质量科研成果的产出，加快国际交流与合作、继续提升国际声誉。     

文献检索课一体化教学与开放实习室教学研究

研究文献检索课一体化教学与开放学习室的教学模式对教学效果的影响，对采用不同授课方法两组学生的考试成绩和各项能力进行分析统计，结果表明新的教学模式能明显提高学生考试成绩和各种能力并有助于提高教师水平。