Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on ...self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k = 430, N = 90,380) support theoretical propositions that self-regulation constructs are interrelated--30% of the corrected correlations among constructs were 0.50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes--planning, monitoring, help seeking, and emotion control--did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training. (Contains 1 figure, 5 tables and 6 footnotes.)
The aim was to undertake secondary data analysis from a three-arm randomised feasibility trial of high intensity interval training (HIIT), moderate intensity continuous training (MICT), and usual ...care control in adults with Crohn's disease (CD; n = 36), with a primary focus on exploring affective and enjoyment responses. Twenty-five participants with quiescent or mildly-active CD were randomised to one of the two exercise groups: HIIT (n = 13) and MICT (n = 12). Both groups were offered thrice weekly sessions for 12 weeks. MICT consisted of cycling for 30 minutes at 35% peak power (Wpeak), whereas HIIT involved ten 1-minute bouts at 90% Wpeak, interspersed with 1-minute bouts at 15% Wpeak. Heart rate (HR), differentiated ratings of perceived exertion for legs (RPE-L) and central (RPE-C), along with feeling state (Feeling Scale; FS) were measured at 92.5% of each session. Enjoyment was measured at the end of training using the Physical Activity Enjoyment Scale (PACES). Post-hoc exploratory analysis involved a mixed-model two-way ANOVA to compare HR, RPE-L, RPE-C and FS for the exercise sessions in weeks 1, 6 and 12 between groups. Overall, HR was greater (p < 0.01) during HIIT (173 ± 8 bpm) compared with MICT (128 ± 6 bpm). Similarly, RPE-L and RPE-C responses were greater overall (p = 0.03 and p = 0.03, respectively) during HIIT (5.5 ± 1.6 and 5.1 ± 1.7, respectively) compared to MICT (3.3 ± 1.5 and 2.9 ± 1.5, respectively). Overall, FS was 2.2 ± 1.9 for HIIT and 2.1 ± 1.4 for MICT with no effect of treatment group (p = 0.25) or time (p = 0.94). There was also no significant difference in PACES scores between HIIT (99.4 ± 12.9) and MICT (101.3 ± 17.4; p = 0.78). The findings suggest HIIT and MICT protocols elicited similar enjoyment and affect in adults with quiescent or mildly-active CD.
The implementation of simulation-based training (SBT) to teach flexible bronchoscopy (FB) skills to novice trainees has increased during the last decade. However, it is unknown whether SBT is ...effective to teach FB to novices and which instructional features contribute to training effectiveness.
How effective is FB SBT and which instructional features contribute to training effectiveness?
We searched Embase, PubMed, Scopus, and Web of Science for articles on FB SBT for novice trainees, considering all available literature until November 10, 2022. We assessed methodological quality of included studies using a modified version of the Medical Education Research Study Quality Instrument, evaluated risk of bias with relevant tools depending on study design, assessed instructional features, and intended to correlate instructional features to outcome measures.
We identified 14 studies from an initial pool of 544 studies. Eleven studies reported positive effects of FB SBT on most of their outcome measures. However, risk of bias was moderate or high in eight studies, and only six studies were of high quality (modified Medical Education Research Study Quality Instrument score ≥ 12.5). Moreover, instructional features and outcome measures varied highly across studies, and only four studies evaluated intervention effects on behavioral outcome measures in the patient setting. All of the simulation training programs in studies with the highest methodological quality and most relevant outcome measures included curriculum integration and a range in task difficulty.
Although most studies reported positive effects of simulation training programs on their outcome measures, definitive conclusions regarding training effectiveness on actual bronchoscopy performance in patients could not be made because of heterogeneity of training features and the sparse evidence of training effectiveness on validated behavioral outcome measures in a patient setting.
PROSPERO; No.: CRD42021262853; URL: https://www.crd.york.ac.uk/prospero/
Deep learning-based methods have achieved remarkable success in image restoration and enhancement, but are they still competitive when there is a lack of paired training data? As one such example, ...this paper explores the low-light image enhancement problem, where in practice it is extremely challenging to simultaneously take a low-light and a normal-light photo of the same visual scene. We propose a highly effective unsupervised generative adversarial network, dubbed EnlightenGAN , that can be trained without low/normal-light image pairs, yet proves to generalize very well on various real-world test images. Instead of supervising the learning using ground truth data, we propose to regularize the unpaired training using the information extracted from the input itself, and benchmark a series of innovations for the low-light image enhancement problem, including a global-local discriminator structure, a self-regularized perceptual loss fusion, and the attention mechanism. Through extensive experiments, our proposed approach outperforms recent methods under a variety of metrics in terms of visual quality and subjective user study. Thanks to the great flexibility brought by unpaired training, EnlightenGAN is demonstrated to be easily adaptable to enhancing real-world images from various domains. Our codes and pre-trained models are available at: https://github.com/VITA-Group/EnlightenGAN .
The concept of deploying a large number of antennas at the base station, often called massive multiple-input multiple-output (MIMO), has drawn considerable interest because of its potential ability ...to revolutionize current wireless communication systems. Most literature on massive MIMO systems assumes time division duplexing (TDD), although frequency division duplexing (FDD) dominates current cellular systems. Due to the large number of transmit antennas at the base station, currently standardized approaches would require a large percentage of the precious downlink and uplink resources in FDD massive MIMO be used for training signal transmissions and channel state information (CSI) feedback. To reduce the overhead of the downlink training phase, we propose practical open-loop and closed-loop training frameworks in this paper. We assume the base station and the user share a common set of training signals in advance. In open-loop training, the base station transmits training signals in a round-robin manner, and the user successively estimates the current channel using long-term channel statistics such as temporal and spatial correlations and previous channel estimates. In closed-loop training, the user feeds back the best training signal to be sent in the future based on channel prediction and the previously received training signals. With a small amount of feedback from the user to the base station, closed-loop training offers better performance in the data communication phase, especially when the signal-to-noise ratio is low, the number of transmit antennas is large, or prior channel estimates are not accurate at the beginning of the communication setup, all of which would be mostly beneficial for massive MIMO systems.
A variety of resistance training interventions are used to improve field sport acceleration (e.g., free sprinting, weights, plyometrics, resisted sprinting). The effects these protocols have on ...acceleration performance and components of sprint technique have not been clearly defined in the literature. This study assessed 4 common protocols (free sprint training FST, weight training WT, plyometric training PT, and resisted sprint training RST) for changes in acceleration kinematics, power, and strength in field sport athletes. Thirty-five men were divided into 4 groups (FST: n = 9; WT: n = 8; PT: n = 9; RST: n = 9) matched for 10-m velocity. Training involved two 60-minute sessions per week for 6 weeks. After the interventions, paired-sample t-tests identified significant (p ≤ 0.05) within-group changes. All the groups increased the 0- to 5-m and 0- to 10-m velocity by 9-10%. The WT and PT groups increased the 5- to 10-m velocity by approximately 10%. All the groups increased step length for all distance intervals. The FST group decreased 0- to 5-m flight time and step frequency in all intervals and increased 0- to 5-m and 0- to 10-m contact time. Power and strength adaptations were protocol specific. The FST group improved horizontal power as measured by a 5-bound test. The FST, PT, and RST groups all improved reactive strength index derived from a 40-cm drop jump, indicating enhanced muscle stretch-shortening capacity during rebound from impacts. The WT group increased absolute and relative strength measured by a 3-repetition maximum squat by approximately 15%. Step length was the major limiting sprint performance factor for the athletes in this study. Correctly administered, each training protocol can be effective in improving acceleration. To increase step length and improve acceleration, field sport athletes should develop specific horizontal and reactive power.
In ophthalmology residency programs surgical training plays a vital role in creating confident and skillful surgeons. As almost all ophthalmic surgery needs microscope training, creating a ...well-taught environment for hand-eye coordination, ocular tissue handling, and anticipation of complications is essential. Wet lab training with animal or cadaver human eyes offers diverse possibilities. We conducted a thorough literature search on various databases to identify the existing literature on wet labs. The results revealed constructive efforts for training novice surgeons in all surgical ophthalmology subspecialties. Wet lab models were initially used only to practice cataract surgery; however, now various complex ocular procedures can be practiced. Ocular surface, corneal, iris, lenticular, scleral, vitreoretinal, extraocular, eyelid, and other adnexal surgeries were reproduced and mastered in many ways. Importantly, with repeated surgical practice, residents gained an increasing level of confidence with enhanced surgical accuracy. In addition, we propose a few novel techniques of various other procedures.
The balance between training stress and recovery is important for inducing adaptations to improve athletic performance. However, continuously high training loads with insufficient recovery may cause ...fatigue to accumulate and result in overtraining. A comprehensive systematic review is required to collate overtraining literature and improve the current understanding of the mechanisms underlying functional overreaching (FOR), non-functional overreaching (NFOR) and the overtraining syndrome (OTS) in resistance training.
The objective of this systematic review was to establish markers of overtraining and elucidate the mechanisms underlying maladaptive resistance training conditions. Furthermore, this review aims to critically evaluate the methodological approaches of the overtraining literature.
A systematic literature search was performed on PubMed, Web of Science and SPORTDiscus to identify studies up to June 2019. Electronic databases were searched using terms related to resistance training and overtraining. Records were included if they attempted to induce a state of overreaching or overtraining through resistance exercise in healthy participants.
A total of 22 studies were selected for review. Among these studies, eight resulted in decrements in performance and measured changes in performance during a follow-up period. There were four studies that reported decrease in performance yet failed to implement follow-up measures. A total of 10 studies reported no decline in performance. Overall, a lack of standardisation in methodology (follow-up performance testing) and diagnostic criteria prevents consistent determination of FOR, NFOR and OTS in resistance training.
Few studies have appropriately established FOR, NFOR or OTS in resistance training. Overtraining may be related to frequent high-intensity and monotonous resistance training. However, no marker other than a sustained decrease in performance has been established as a reliable indicator of overtraining in resistance exercise.
This systematic review was registered on the Open Science Framework (https://osf.io/) (https://doi.org/10.17605/osf.io/5bmsp).
This study aimed to inform training guidelines for Clinical Child and Adolescent Psychology (CCAP) by assessing current CCAP training practices and perceived gaps in trainee readiness at each stage ...of training. Training directors (TDs) of doctoral, internship, and postdoctoral programs offering training in CCAP completed an online survey regarding training experiences offered in their program and areas in which trainees could be better prepared. Responses from each training program were coded to characterize the program's level of specialty training using the Taxonomy for Clinical Child and Adolescent Psychology. Among doctoral programs, 30.8% met criteria for Major Area of Study in CCAP, 23.1% for Emphasis, 28.2% for Experience, and 15.4% for Exposure. Most internship programs (94.3%) and all postdoctoral programs met criteria for Major Area of Study. TDs indicated that trainees could be better prepared in areas specific and central to each level of training; time management was identified as an area for improvement across levels of training. Postdoctoral TDs identified proficiency gaps among trainees nearing independent practice that are critical for competent service delivery in CCAP, including case conceptualization, assessment, and intervention. The pattern of increased specialization later in training and identified gaps particularly near the end of training have implications for specialty training and the development of training guidelines in CCAP.
Public Significance Statement
Training guidelines for CCAP offer value for program development, promoting consistency in training across programs, assisting trainees in achieving necessary experiences, and ensuring the competency of the mental health workforce. This study describes the current landscape of training and areas where trainees can be better prepared for doctoral, internship, and postdoctoral work. The results are intended to facilitate development of training guidelines for the specialty.
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