Anesthesia Residents Preferentially Request Operating Room Case Assignments with Complex Cases.

Self-directed learning is associated with knowledge and performance improvements, increased identification and amelioration of knowledge gaps, and heightened critical appraisal of available evidence. We developed and implemented a decision support system that could support self-directed learning for anesthesia residents by soliciting resident input in case selection. We hypothesized that residents would utilize this system to request complex cases, and that more advanced residents would request more complex cases. Prospective, observational study involving 101 anesthesiology residents. We used a web-based interface, RHINOS [Residents Helping in Navigating Operating Room (OR) Scheduling], which allowed residents to share their rank-ordered preferences for OR assignment. Number of cases per OR, anesthesia base units, time units, and proportion of inpatient cases were used as proxies for case complexity. Data were analyzed using a mixed linear model. Residents requested rooms with fewer cases [F(3,22,350) = 194.0; p < 0.001], more base units [F(3,19,158) = 291.4; p < 0.001], more time units [F(3,19,744) = 186.4; p < 0.001], and a greater proportion of cases requiring inpatient preoperative evaluation [F(3,51,929) = 11.3; p < 0.001]. In most cases, these differences were greater for more advanced residents. As hypothesized, residents requested ORs with higher case complexity, and these cases more often required inpatient preoperative evaluation. More advanced residents exhibited a stronger preference for more educational cases than junior residents.

Directly assessing the relationship between irrelevant speech and irrelevant tapping.

The acoustic confusion effect is the finding that lists of to-be-remembered items that sound similar to one another are recalled worse than otherwise comparable lists of items that sound different. Previous work has shown that concurrent irrelevant speech and concurrent irrelevant tapping both reduce the size of this effect, suggesting similarities between the two manipulations. The authors assessed the relation between irrelevant speech and irrelevant tapping by correlating the disruption each causes to recall of similar- and dissimilar-sounding items. A significant correlation was obtained, indicating a relation between the two. The results indicate that researchers should be sensitive to changes in the magnitude of the effects rather than focusing exclusively on the presence or absence of particular effects. Implications for the 3 major explanations of the irrelevant speech effect are discussed.

Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom.

Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a nonequivalent control group design. Students in three classes (n = 83) used RMT, and students in two classes (n = 53) did not use RMT. Results indicated that the use of RMT yieldedstrong learning gains of 0.75 standard deviations above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than did the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements.

Irrelevant speech effects and sequence learning.

The irrelevant speech effect is the finding that performance on serial recall tasks is impaired by the presence of irrelevant background speech. According to the object-oriented episodic record (O-OER) model, this impairment is due to a conflict of order information from two different sources: the seriation of the irrelevant speech and the rehearsal of the order of the to-be-remembered items. We tested the model's prediction that irrelevant speech should impair performance on other tasks that involve seriation. Experiments 1 and 2 verified that both an irrelevant speech effect and a changing state effect would obtain in a between-subjects design in which a standard serial recall measure was used, allowing employment of a between-subjects design in subsequent experiments. Experiment 3 showed that performance on a sequence-learning task was impaired by the presence of irrelevant speech, and Experiment 4 verified that performance is worse when the irrelevant speech changes more (the changing state effect). These findings support the prediction made by the O-OER model that one essential component to the irrelevant speech effect is serial order information.

Using open-source solutions to teach computing skills for student research.

A course that relies on open-source software for teaching introductory computer programming and Web development to psychology graduate and advanced undergraduate students is described. The rationale, content, learning goals and outcomes of the course are described, along with the specific software used. The advantages of relying on open-source solutions rather than commercial software for implementing such a course are discussed.