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Introduction  In contemporary higher education systems, interactive learning tool such as simulation, has been widely adopted in clinical studies as an effective learning tool to help students to gain both near and far transferable learning skills in a controlled setting, where parameters are defined, and an alternate reality generated. There is a dearth of knowledge on how simulation designers can support learners to transfer learning from simulation settings to clinical settings, by focusing on improving the design of simulation sessions.  Aim of the Study The aim of conducting this qualitative metasynthesis was to identify significant elements of simulation design that are necessary to support learning transfer to clinical settings.   Methodology A qualitative metasynthesis was adopted as a rigorous method to examine the findings of the original 15 qualitative studies to offer new interpretations and insights on the concept of learning transfer. Inductive thematic analysis was used to synthesize the data  Results  Six key findings we identified that include authentic setup, immersive learners’ role, learner’s cognitive boost, positive formative feedback, timing, and learner’s confidence. The findings represent elements of simulation design that can be improved by simulation session designers to support learning transfer from simulation to the clinical setting. Conclusion The result suggests that learning transfer from simulation sessions cannot be assumed to occur spontaneously in clinical settings but as a product of various factors. Therefore, the designers of simulation settings need to focus on replicating reality while provoking learners’ deeper thinking skills in the actual clinical setup, lay efforts in all aspects of the design to achieve higher levels of authenticity and transferability, consider incorporating observers actively and  eliminate categorization bias. This with a view to learners to transfer near and far learning from simulation settings to clinical settings.

The available body of biomedical literature is increasing at a high pace, exceeding the ability of researchers to promptly leverage this knowledge-rich amount of information. Although the outstanding progress in natural language processing (NLP) we observed in the past few years, current technological advances in the field mainly concern newswire and web texts, and do not directly translate in good performance on highly specialized domains such as biomedicine due to linguistic variations along surface, syntax and semantic levels. Given the advances in NLP and the challenges the biomedical domain exhibits, and the explosive growth of biomedical knowledge being currently published, in this thesis we contribute to the biomedical NLP field by providing efficient means for extracting semantic relational information from biomedical literature texts. To this end, we made the following contributions towards the real-world adoption of knowledge extraction methods to support biomedicine: (i) we propose a symbolic high-precision biomedical relation extraction approach to reduce the time-consuming manual curation efforts of extracted relational evidence (Chapter 3), (ii) we conduct a thorough cross-domain study to quantify the drop in performance of deep learning methods for biomedical edge detection shedding lights on the importance of linguistic varieties in biomedicine (Chapter 4), and (iii) we propose a fast and accurate end-to-end solution for biomedical event extraction, leveraging sequential transfer learning and multi-task learning, making it a viable approach for real-world large-scale scenarios (Chapter 5). We then outline the conclusions by highlighting challenges and providing future research directions in the field.

Due to increasing teacher accountability and standardized test score requirements attributed to the No Child Left Behind Act of 2001, this essay examines research of the positive influences of arts education on student academic achievement and social growth. Howard Gardner's Multiple Intelligences Theory and brain research, such as that of Eric Jensen, suggest the necessity for various types of instruction and assessment to ensure that all students' learning needs are met; and to maximize the potential for intellectual growth in each student. Harvard University's Project Zero programs: Artful Thinking, Art Works for Schools, and Arts PROPEL are examined. A+ Schools Program (North Carolina), and various schools and school districts around the United States having arts-rich curricula and high student academic and social achievement are identified. Community Outreach programs: Chicago Arts Partnership in Education (CAPE),Young Audiences of Indiana, the Pennsylvania Ballet show positive arts influence outside of the traditional classroom setting. Research by James S. Catterall, J. Burton, R. Horowitz, and H. Abeles on the question of learning transfer taking place across the disciplines is also examined.

Ações educacionais a distância têm sido utilizadas frequentemente por instituições públicas visando a garantir uma aprendizagem contínua de diferentes servidores. Nesta situação incluem-se os profissionais da saúde pública, uma vez que o Sistema Único de Saúde (SUS) no Brasil exige práticas profissionais que envolvem novos conhecimentos e procedimentos. A presente tese se divide em dois estudos. O objetivo do Estudo 1 consiste em analisar a influência de variáveis relacionadas às características da clientela (dados pessoais, dados profissionais e bem-estar no trabalho) e à reação ao curso (reação aos procedimentos instrucionais e reação ao desempenho do tutor) no processo de aprendizagem. O objetivo do Estudo 2 consiste em construir instrumentos de medida de Transferência de treinamento que mediram a frequência com que os participantes aplicaram conhecimentos, habilidades e atitudes (CHA) no trabalho após o termino dos cursos. As ações educacionais avaliadas consistem em cursos de especialização ofertados a distância, via internet, para profissionais de saúde pública por duas Universidades Federais do Estado de Minas Gerais: Universidade Federal de Minas Gerais (UFMG) e Universidade Federal de Juiz de Fora (UFJF). A coleta de dados foi realizada por meio da aplicação de questionários via e-mail e através de links inseridos no Ambiente Virtual de Aprendizagem (AVA) dos cursos, sendo respeitados os aspectos éticos envolvidos. Foram utilizados como instrumentos de medida questionários que investigaram dados pessoais, dados profissionais, bem como Escala de Bem-estar no trabalho, Escala de Reação aos procedimentos instrucionais, Escala de Reação ao desempenho do tutor e questionários de avaliação de Transferência de treinamento que foram construídos para serem utilizados neste estudo. A aprendizagem foi avaliada a partir das notas obtidas pelos alunos em atividades avaliativas (AV). Os procedimentos de análises dos dados envolveram análises descritivas, análises fatoriais exploratórias das estruturas empíricas dos instrumentos, análises das diferenças entre os grupos dos diferentes cursos-alvo e análises de regressão múltipla padrão para testar o conjunto de relações entre os construtos do modelo de investigação proposto. As análises fatoriais exploratórias mostraram que os instrumentos de avaliação de Reações e do Bem-estar no trabalho utilizados apresentam elevada consistência interna. Além disso, os resultados mostraram que a reação aos procedimentos instrucionais e a área de atuação profissional da amostra predizem significativamente a aprendizagem dos participantes do curso-alvo da UFMG. No grupo do curso-alvo da UFJF, não foi possível realizar a análise de regressão múltipla para testar o modelo em função do número insuficiente de respondentes. Como exposto anteriormente, foram construídos dois questionários específicos para a avaliação da transferência de treinamento, a partir da análise do material didático dos cursos e da validação semântica e por juízes. Os questionários mostraram-se válidos a partir das análises realizadas, devendo passar por estudos de evidências de validade estatística em estudos futuros. A partir do presente estudo, surgem implicações práticas que podem ser repassadas para instituições de ensino que oferecem cursos de pós-graduação a distância no campo da saúde. A relevância deste trabalho ficou evidente já que agregou novos conhecimentos para a área de avaliação de treinamento a distância em saúde pública. / Educational actions offered at a distance have been often used by public institutions to assure a continuous learning of different civil servants. This scenario includes public health professionals, since the Unified Health System (SUS) in Brazil requires operational practices that involve new knowledge and procedures. This thesis is divided into two studies. Study 1 aims to analyze the influence of variables related to the characteristics of the clientele (personal data, professional data and well-being at work) and to the reaction to the course (reaction to instructional procedures and reaction to the tutor\'s performance) in the learning process. Study 2 aims to construct Transfer of training measurement instruments that evaluated the frequency with which participants applied knowledge, skills and attitudes in the workplace after the training course ends. The evaluated educational actions consist of specialization courses offered by distance, via Internet, to public health professionals from two Federal Universities of the State of Minas Gerais: Federal University of Minas Gerais (UFMG) and Federal University of Juiz de Fora (UFJF). The data collection was carried out through the application of questionnaires via e-mail and through links inserted in the virtual learning environment of the courses, respecting the ethical aspects involved. Measurement questionnaires were used as instruments that investigated personal data, professional data, as well as Scale of Well-being at work, Reaction Scale to instructional procedures, Reaction Scale to the performance of the tutor and Transfer of training evaluation questionnaires that were constructed to be used in this study. The learning was evaluated from the grades obtained by the students in evaluation activities. Data analysis procedures involved descriptive analyzes, exploratory factor analyzes of the empirical structures of the instruments, analyzes of the differences between the groups in different target courses and standard multiple regression analyzes to test the set of relationships between the constructs of the proposed research model. The exploratory factor analyzes showed that the instruments of evaluation of Reactions and Well-being at work have a high internal consistency. In addition, the results showed that the reaction to instructional procedures and the area of professional performance significantly predict learning in the sample of the target course of the UFMG. In the UFJF target course group, it was not possible to perform the multiple regression analysis to test the model because of the insufficient number of respondents. As previously discussed, two specific questionnaires were constructed to evaluate the transfer of training based on the analysis of course material and semantic validation and by judges. The questionnaires were valid from the analyzes carried out, and should be based on studies of evidence of statistical validity in future studies .The present study presents practical implications that can be passed on to educational institutions by offering distance post graduation courses in the health field. The relevance of this work was evident since it added new knowledge to the area of evaluation of distance training in public health.

abstract: This research is focused on two separate but related topics. The first uses an electroencephalographic (EEG) brain-computer interface (BCI) to explore the phenomenon of motor learning transfer. The second takes a closer look at the EEG-BCI itself and tests an alternate way of mapping EEG signals into machine commands. We test whether motor learning transfer is more related to use of shared neural structures between imagery and motor execution or to more generalized cognitive factors. Using an EEG-BCI, we train one group of participants to control the movements of a cursor using embodied motor imagery. A second group is trained to control the cursor using abstract motor imagery. A third control group practices moving the cursor using an arm and finger on a touch screen. We hypothesized that if motor learning transfer is related to the use of shared neural structures then the embodied motor imagery group would show more learning transfer than the abstract imaging group. If, on the other hand, motor learning transfer results from more general cognitive processes, then the abstract motor imagery group should also demonstrate motor learning transfer to the manual performance of the same task. Our findings support that motor learning transfer is due to the use of shared neural structures between imaging and motor execution of a task. The abstract group showed no motor learning transfer despite being better at EEG-BCI control than the embodied group. The fact that more participants were able to learn EEG-BCI control using abstract imagery suggests that abstract imagery may be more suitable for EEG-BCIs for some disabilities, while embodied imagery may be more suitable for others. In Part 2, EEG data collected in the above experiment was used to train an artificial neural network (ANN) to map EEG signals to machine commands. We found that our open-source ANN using spectrograms generated from SFFTs is fundamentally different and in some ways superior to Emotiv's proprietary method. Our use of novel combinations of existing technologies along with abstract and embodied imagery facilitates adaptive customization of EEG-BCI control to meet needs of individual users. / Dissertation/Thesis / Ph.D. Psychology 2013

Ações educacionais a distância têm sido utilizadas frequentemente por instituições públicas visando a garantir uma aprendizagem contínua de diferentes servidores. Nesta situação incluem-se os profissionais da saúde pública, uma vez que o Sistema Único de Saúde (SUS) no Brasil exige práticas profissionais que envolvem novos conhecimentos e procedimentos. A presente tese se divide em dois estudos. O objetivo do Estudo 1 consiste em analisar a influência de variáveis relacionadas às características da clientela (dados pessoais, dados profissionais e bem-estar no trabalho) e à reação ao curso (reação aos procedimentos instrucionais e reação ao desempenho do tutor) no processo de aprendizagem. O objetivo do Estudo 2 consiste em construir instrumentos de medida de Transferência de treinamento que mediram a frequência com que os participantes aplicaram conhecimentos, habilidades e atitudes (CHA) no trabalho após o termino dos cursos. As ações educacionais avaliadas consistem em cursos de especialização ofertados a distância, via internet, para profissionais de saúde pública por duas Universidades Federais do Estado de Minas Gerais: Universidade Federal de Minas Gerais (UFMG) e Universidade Federal de Juiz de Fora (UFJF). A coleta de dados foi realizada por meio da aplicação de questionários via e-mail e através de links inseridos no Ambiente Virtual de Aprendizagem (AVA) dos cursos, sendo respeitados os aspectos éticos envolvidos. Foram utilizados como instrumentos de medida questionários que investigaram dados pessoais, dados profissionais, bem como Escala de Bem-estar no trabalho, Escala de Reação aos procedimentos instrucionais, Escala de Reação ao desempenho do tutor e questionários de avaliação de Transferência de treinamento que foram construídos para serem utilizados neste estudo. A aprendizagem foi avaliada a partir das notas obtidas pelos alunos em atividades avaliativas (AV). Os procedimentos de análises dos dados envolveram análises descritivas, análises fatoriais exploratórias das estruturas empíricas dos instrumentos, análises das diferenças entre os grupos dos diferentes cursos-alvo e análises de regressão múltipla padrão para testar o conjunto de relações entre os construtos do modelo de investigação proposto. As análises fatoriais exploratórias mostraram que os instrumentos de avaliação de Reações e do Bem-estar no trabalho utilizados apresentam elevada consistência interna. Além disso, os resultados mostraram que a reação aos procedimentos instrucionais e a área de atuação profissional da amostra predizem significativamente a aprendizagem dos participantes do curso-alvo da UFMG. No grupo do curso-alvo da UFJF, não foi possível realizar a análise de regressão múltipla para testar o modelo em função do número insuficiente de respondentes. Como exposto anteriormente, foram construídos dois questionários específicos para a avaliação da transferência de treinamento, a partir da análise do material didático dos cursos e da validação semântica e por juízes. Os questionários mostraram-se válidos a partir das análises realizadas, devendo passar por estudos de evidências de validade estatística em estudos futuros. A partir do presente estudo, surgem implicações práticas que podem ser repassadas para instituições de ensino que oferecem cursos de pós-graduação a distância no campo da saúde. A relevância deste trabalho ficou evidente já que agregou novos conhecimentos para a área de avaliação de treinamento a distância em saúde pública. / Educational actions offered at a distance have been often used by public institutions to assure a continuous learning of different civil servants. This scenario includes public health professionals, since the Unified Health System (SUS) in Brazil requires operational practices that involve new knowledge and procedures. This thesis is divided into two studies. Study 1 aims to analyze the influence of variables related to the characteristics of the clientele (personal data, professional data and well-being at work) and to the reaction to the course (reaction to instructional procedures and reaction to the tutor\'s performance) in the learning process. Study 2 aims to construct Transfer of training measurement instruments that evaluated the frequency with which participants applied knowledge, skills and attitudes in the workplace after the training course ends. The evaluated educational actions consist of specialization courses offered by distance, via Internet, to public health professionals from two Federal Universities of the State of Minas Gerais: Federal University of Minas Gerais (UFMG) and Federal University of Juiz de Fora (UFJF). The data collection was carried out through the application of questionnaires via e-mail and through links inserted in the virtual learning environment of the courses, respecting the ethical aspects involved. Measurement questionnaires were used as instruments that investigated personal data, professional data, as well as Scale of Well-being at work, Reaction Scale to instructional procedures, Reaction Scale to the performance of the tutor and Transfer of training evaluation questionnaires that were constructed to be used in this study. The learning was evaluated from the grades obtained by the students in evaluation activities. Data analysis procedures involved descriptive analyzes, exploratory factor analyzes of the empirical structures of the instruments, analyzes of the differences between the groups in different target courses and standard multiple regression analyzes to test the set of relationships between the constructs of the proposed research model. The exploratory factor analyzes showed that the instruments of evaluation of Reactions and Well-being at work have a high internal consistency. In addition, the results showed that the reaction to instructional procedures and the area of professional performance significantly predict learning in the sample of the target course of the UFMG. In the UFJF target course group, it was not possible to perform the multiple regression analysis to test the model because of the insufficient number of respondents. As previously discussed, two specific questionnaires were constructed to evaluate the transfer of training based on the analysis of course material and semantic validation and by judges. The questionnaires were valid from the analyzes carried out, and should be based on studies of evidence of statistical validity in future studies .The present study presents practical implications that can be passed on to educational institutions by offering distance post graduation courses in the health field. The relevance of this work was evident since it added new knowledge to the area of evaluation of distance training in public health.

Notre étude est bipartite. En premier lieu nous avons effectué une étude empirique des différences entre les processus de catégorisation explicite (verbalisable) et implicite (non-verbalisable). Nous avons examiné la difficulté et le temps nécessaire pour apprendre trois tâches de catégorisation dites par air de famille, par règle logique conjonctive et par règle logique disjonctive. Nous avons ensuite utilisé un réseau neuronal pour modéliser la catégorisation en lui faisant compléter les mêmes tâches. La comparaison entre les deux nous permet de juger de l’adéquation du modèle. Les données empiriques ont montré un effet de la typicité et de la familiarité en accord avec la documentation et nous trouvons que la tâche de catégorisation par règle disjonctive est la plus difficile alors que la tâche de catégorisation par air de famille est la plus facile. La modélisation par le réseau est une réussite partielle mais nous présentons des solutions afin qu’un réseau futur puisse modéliser le processus catégoriel humain efficacement / Our present research was twofold. First, we conducted a study of the differences in the categorization processes between explicit (verbalizable) and implicit (nonverbalizable) tasks. The differentiation was done in term of difficulty and time necessary to learn the rule of the category for family resemblance, conjunctive and disjunctive rules. We then used a neural network to model the categorization and had it complete the same tasks. The comparison between the two gave us insight into how (and if) the network can be used as a model of human categorization. The empirical data confirmed an effect of familiarity and typicality, as supported by previous studies, and we confirmed that the disjunctive task was the hardest to learn for humans while our results point toward the family resemblance task as being the easiest. The modelization by the neural network was partially successful at best but we present options that could permit a next generation neural network to model the categorization process truthfully

Parenting professionals play a key role in helping parents have a positive influence on their children, which is why it is important to ensure that professionals have and use research-based information and materials. Using data from 96 parenting professionals from Utah and Missouri, who completed a 4-hour Strong Parents, Stable Children training, we examined the effects (at 2-months post training) of reflective reminder emails on parenting professionals’ utilization and learning transfer of training materials. Results from independent samples t tests show that participants who received “booster” emails at 1-week and 1-month post training shared some information and some materials with parents more frequently, and spent more time reviewing training materials and making further notes than did a control group. Implications for improving training implementation for parenting professionals are discussed.

Notre étude est bipartite. En premier lieu nous avons effectué une étude empirique des différences entre les processus de catégorisation explicite (verbalisable) et implicite (non-verbalisable). Nous avons examiné la difficulté et le temps nécessaire pour apprendre trois tâches de catégorisation dites par air de famille, par règle logique conjonctive et par règle logique disjonctive. Nous avons ensuite utilisé un réseau neuronal pour modéliser la catégorisation en lui faisant compléter les mêmes tâches. La comparaison entre les deux nous permet de juger de l’adéquation du modèle. Les données empiriques ont montré un effet de la typicité et de la familiarité en accord avec la documentation et nous trouvons que la tâche de catégorisation par règle disjonctive est la plus difficile alors que la tâche de catégorisation par air de famille est la plus facile. La modélisation par le réseau est une réussite partielle mais nous présentons des solutions afin qu’un réseau futur puisse modéliser le processus catégoriel humain efficacement / Our present research was twofold. First, we conducted a study of the differences in the categorization processes between explicit (verbalizable) and implicit (nonverbalizable) tasks. The differentiation was done in term of difficulty and time necessary to learn the rule of the category for family resemblance, conjunctive and disjunctive rules. We then used a neural network to model the categorization and had it complete the same tasks. The comparison between the two gave us insight into how (and if) the network can be used as a model of human categorization. The empirical data confirmed an effect of familiarity and typicality, as supported by previous studies, and we confirmed that the disjunctive task was the hardest to learn for humans while our results point toward the family resemblance task as being the easiest. The modelization by the neural network was partially successful at best but we present options that could permit a next generation neural network to model the categorization process truthfully