Augmented Learning in Veterinary Education (ALiVE) and Neuroeducation

Can we assess the biology of learning, where we study the relationships between brain activity and behavior in various, learning, teaching, decision making, and assessment environments to help inform our teaching, assessment and feedback practices? Faculty at UCVM, led by The Health Education Neuroassessment Laboratory (THENaL) with collaborators in Medicine, Neurosciences, Neuroimaging, Psychology, and Biomedical Engineering have published some of the first studies quantifying brain activity while in enhanced learning environments using different technologies in the psychomotor (learning surgical skills) and cognitive (learning anatomy) domains.  

This research foci will continue to lead and provide foundational evidence in: the exploration of cognitive resources using wearable devices, required for spatial learning in immersive 2D/3D educational environments; the use of neurostimulation to optimize surgical skill development; the study of neural correlates of clinical reasoning and decision making; and, the use of hyperscanning methods to assess teamwork functions in cooperative and stressful situations.  

  • Optimizing team based learning in veterinary medicine through hyperscanning
  • Studying the neural basis of written examinations to measure reasoning and decision making.
  • Transcranial direct current stimulation to enhance surgical skill acquisition
  • Quantifying 2D/3D learning in anatomy education

Ciechanski P, Kirton A, Wilson B, Williams CC, Anderson SJ, Cheng A, Lopushinsky S, Hecker KG. Electroencephalography correlates of transcranial direct-current stimulation enhanced surgical skill learning: a replication and extension study. Brain Research. 2019 https://doi.org/10.1016/j.brainres.2019.146445

Anderson SJ, Jamniczky HA, Krigolson OE, Coderre SP, Hecker KG. Quantifying Two-Dimensional and Three-Dimensional Stereoscopic Learning in Anatomy Using Electroencephalography. npj- Science of Learning. 2019 4(1) e10.

Anderson SJ, Hecker KG, Krigolson OE, Jamniczky HA. A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study. Frontiers in Human Neuroscience. 2018 12(38).

Ciechanski P, Cheng A Damji O, Lopushinsky S, Hecker K, Jadavji Z, Kirton A. Effects of transcranial direct current stimulation on laparoscopic surgical skill acquisition. British Journal of Surgery Open. 2018 doi.org/10.1002/bjs5.43

Williams C, Hecker KG, Paget MK, Coderre SP, Burak KW, Wright B, Krigolson OE. The application of reward learning in the real world: changes in the reward positivity amplitude reflect learning in a medical education context. International Journal of Psychophysiology. 2017  Doi: 10.1016/j.ijpsycho.2017.10.010

Hruska P, Krigolson O, Coderre S, McLaughlin K, Cortese F, Doig C, Beran T, Wright B, and Hecker KG. Working memory, reasoning, and expertise in medicine – insights into their relationship using functional neuroimaging. Advances in Health Sciences Education. 2016 doi: 10.1007/s10459-015-9649-2

Hruska P, Hecker KG, Coderre S, McLaughlin K, Cortese F, Doig C, Beran T, Wright B, and Krigolson O. Hemispheric differences in novices and experts during decision making. Advances in Health Sciences Education. 2016 doi: 10.1007/s10459-015-9648-3

Anderson SJ, Krigolson OE, Jamniczky H, Hecker KG. Learning Anatomical Structures: A reinforcement based learning approach.  Medical Science Educator. 2015 26: 123 DOI 10.1007/s40670-015-0219-