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What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
One of the easiest ways to tap into joy in the practice of medicine is to have some learners around, because you can watch them get fired up over learning something new or gaining mastery over a procedure. It can be something as simple as doing a respectful, graceful Pap smear for the first time. Or sewing up a laceration. Or peeking into a child’s ear. Watching a learner get comfortable with something and having them express awe and joy around that, too, is infectious. And it makes practicing medicine much more fun. When I teach I feel I’m serving something bigger. People talk about this all the time, but there really is a nobility to teaching. We’re doing something that matters and it’s a little bit bigger than just meeting budget next month. Teaching is a great way to renew joy.
The Current Status of the Incentive Sensitization Theory of Addiction
Published in Hanna Pickard, Serge H. Ahmed, The Routledge Handbook of Philosophy and Science of Addiction, 2019
Mike J. F. Robinson, Terry E. Robinson, Kent C. Berridge
Traditionally there have been three alternative explanations to incentive-sensitization that are suggested to explain relapse: 1) Drug euphoria – that addicts resume drug taking to experience the intense pleasure (euphoria) they remember the drug producing; 2) Overlearning habits or predictions – drug taking becomes such a well-entrenched habit that relapse is almost inevitable, or that learning becomes distorted in other ways to create false predictions about drug rewards; and finally 3) Withdrawal escape – that the withdrawal syndrome that accompanies the cessation of drug intake is so unpleasant an addict would do anything to stop it, and so relapse occurs as an escape from withdrawal. All three of these explanations certainly play a role in relapse, yet several considerations suggest that they leave out many situations where relapse occurs.
Session 9
Published in Paul R. Stasiewicz, Clara M. Bradizza, Kim S. Slosman, Managing Negative Emotions Without Drinking, 2018
Paul R. Stasiewicz, Clara M. Bradizza, Kim S. Slosman
Time permitting, you will repeat the imaginal exposure exercise using the same scene. However, if it’s clear to you and your therapist that the scene is no longer producing significant emotion or craving, then a new scene may be selected. Alternatively, you may go over the same scene again, even if the intensity of the emotion and craving is low. This is referred to as overlearning. Overlearning involves the repeated practice of a skill past the point of initial learning or mastery. Additional rehearsal may help you become more efficient when using a coping skill in a stressful or challenging situation. Essentially, the new skills that you have learned become second nature and require less effort to perform.
Stress levels of Flemish emergency medicine residents and the implications for clinical practice and education
Published in Acta Clinica Belgica, 2022
Joke Van kerkhoven, Daan Derwael, Diede Hannosset, Lina Wauters, Philippe Dewolf
Training and overlearning are another possibility to reduce stress levels during clinical work [11]. Through repeated exposure by frequent skills training or simulation exercises, predictability increases [33]. The magnitude of the stress response will decline and habituation to the stressor will make residents more at ease when encountering the stressor in real clinical situations. An alternative for this time consuming and costly form of education is mental practice. Research into this PEPS already proved the advantages of mental practice, defined as the cognitive rehearsal of a skill in the absence of an overt physical movement [18,37]. A group of residents were significantly better in teamwork during simulated trauma resuscitation after mental practice training than a second group who received Advanced Trauma Life Support training instead [18].
Using biofeedback to improve emotion regulation in sexual offenders with intellectual disability: a feasibility study
Published in International Journal of Developmental Disabilities, 2019
Emma Gray, Anthony Beech, John Rose
It is possible the intervention period was too short or too infrequent to have had an impact on the participants involved in the study. The intervention was offered on eight occasions over a period of four weeks (twice a week), although not all participants accessed all offered sessions. Reasons for non-attendance varied; on occasion non-attendance resulted from lack of motivation and on others from risk behavior at the time of the scheduled session prohibiting access to the intervention. Evidence suggests biofeedback can be a short-term intervention, with biofeedback studies focused on psychiatric disorders delivering between 1 and 28 sessions (Schoenberg and David 2014). However, the participants all had diagnosed ID and those with ID can require longer periods to benefit from interventions (Lindsay et al.2011). Serran and Marshall (2006) suggest treatment should emphasize the importance of “overlearning” strategies. Furthermore, the emotion regulation strategy being taught in this intervention was likely unfamiliar to the participants, and therefore would be an effortful strategy. Gyurak et al. (2011) highlight the necessity of repetition to transform an explicit strategy to an implicit and therefore automatic, strategy. Future research may wish to extend the intervention period in order to enhance the benefits experienced by participants.
Interindividual Variability in Use-Dependent Plasticity Following Visuomotor Learning: The Effect of Handedness and Muscle Trained
Published in Journal of Motor Behavior, 2019
Mark van de Ruit, Michael J. Grey
In this study, a homogenous group of young and active healthy participants (18–29 years) were recruited to the study and factors like attention en time of day tested were well controlled. The finding that despite these precautions to limit variability, fewer than 40% of the participants in the present study exhibited an increase in TMS map area following the visuomotor tracking learning task raises the question about the adequacy of training volume. Between 12 and 32 min of training has been performed (Jensen, Marstrand, & Nielsen, 2005; McAllister, Rothwell, & Ridding, 2011; Perez, Lungholt, Nyborg, & Nielsen, 2004; Willerslev-Olsen, Lundbye-Jensen, Petersen, & Nielsen, 2011) and linked with increases in MEP amplitude. In this study, training within a single session was limited to five blocks and a total of 20 min to prevent overlearning but allow us to quantify changes in TMS map area following the fast phase of learning (Floyer-Lea & Matthews, 2005; Luft & Buitrago, 2005). The significant improvement only up to block 3, matched the findings of Floyer-Lea and Matthews (2005) for single session learning but not those of Jensen, Marstrand, and Nielsen (2005), who reports continuous improvement over all blocks in the first training session. Our findings suggest there was no further improvement in performance after block 3, potentially as a result of a lack of focus or that the skill had been mastered. Overlearning was first reported by Muellbacher, Ziemann, Boroojerdi, Cohen, and Hallett (2001) who found that after an initial learning stage associated with rapid MEP facilitation, with further learning the MEP size returned to baseline. To ensure the great variety in changes in TMS map area following learning was not mediated by participants rate of learning a linear regression between the improvement in performance from block 3 to block 5 and the change in map area was performed. The regression was not significant, suggesting that improvement during the last training blocks could not predict the change in map area. However, with only this result and the fact that TMS map area was not measured after block 3 the possibility that overlearning has affected our results cannot be excluded.