Dataset Information

Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners.

ABSTRACT: Network analytic methods that are ubiquitous in other areas, such as systems neuroscience, have recently been used to test network theories in psychology, including intelligence research. The network or mutualism theory of intelligence proposes that the statistical associations among cognitive abilities (e.g., specific abilities such as vocabulary or memory) stem from causal relations among them throughout development. In this study, we used network models (specifically LASSO) of cognitive abilities and brain structural covariance (grey and white matter) to simultaneously model brain-behavior relationships essential for general intelligence in a large (behavioral, N = 805; cortical volume, N = 246; fractional anisotropy, N = 165) developmental (ages 5-18) cohort of struggling learners (CALM). We found that mostly positive, small partial correlations pervade our cognitive, neural, and multilayer networks. Moreover, using community detection (Walktrap algorithm) and calculating node centrality (absolute strength and bridge strength), we found convergent evidence that subsets of both cognitive and neural nodes play an intermediary role 'between' brain and behavior. We discuss implications and possible avenues for future studies.

SUBMITTER: Simpson-Kent IL

PROVIDER: S-EPMC8293355 | biostudies-literature | 2021 Jun

REPOSITORIES: biostudies-literature

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Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners.

Simpson-Kent Ivan L IL Fried Eiko I EI Akarca Danyal D Mareva Silvana S Bullmore Edward T ET The Calm Team Kievit Rogier A RA

Journal of Intelligence 20210615 2

Network analytic methods that are ubiquitous in other areas, such as systems neuroscience, have recently been used to test network theories in psychology, including intelligence research. The network or mutualism theory of intelligence proposes that the statistical associations among cognitive abilities (e.g., specific abilities such as vocabulary or memory) stem from causal relations among them throughout development. In this study, we used network models (specifically LASSO) of cognitive abili ...[more]

PMID: 34204009

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Project description:BackgroundIn addition to training future members of the profession, medical schools perform the critical role of identifying students who are failing to meet minimum standards in core competencies.ObjectiveTo better understand reasons for failure in an internal medicine clerkship.DesignA qualitative content analysis of letters describing reasons for students' failure.ParticipantsForty-three students (31 men) who failed the internal medicine clerkship at the University of Minnesota Medical School, 2002-2013.ApproachWe conducted a qualitative content analysis of the 43 letters describing reasons for students' failure. We coded critical deficiencies and mapped them to the Physician Competency Reference Set (PCRS) competency domains and classified them into two categories: conduct (unprofessional behaviors) and knowledge and skills specific to the practice of medicine. We then calculated the frequency of each critical deficiency. We statistically tested for relationships between gender and critical deficiencies in each of the competency domains.Key resultsWe coded 50 critical deficiencies with all codes mapping to a PCRS competency domain. The most frequently cited deficiencies were "insufficient knowledge" (79 % of students) and "inadequate patient presentation skills" (74 %). Students exhibited critical deficiencies in all eight competency domains, with the highest concentrations in Knowledge for Practice (98 %) and Interpersonal and Communication Skills (91 %). All students demonstrated deficiencies in multiple competencies, with 98 % having deficiencies in three or more. All 43 students demonstrated deficits in the knowledge and skills category, and 81 % had concurrent conduct issues. There were no statistically significant relationships between gender and critical deficiencies in any competency domain.ConclusionsThis study highlights both the diversity and commonality of reasons that students fail a clinical clerkship. Knowing the range of areas where students struggle, as well as the most likely areas of difficulty, may aid faculty in identifying students who are failing and in developing remediation strategies.

Project description:Multiple experts in clinical skills remediation recommend early identification to support struggling learners, but there is minimal documentation on implementation of these programs. We share one school's outcomes-based research utilizing the formative assessment for learning model to early-identify pre-clerkship students struggling with clinical skills using formative OSCEs (F-OSCE). Student scores were monitored over longitudinal F-OSCE experiences as part of a curricular innovation. Points towards early identification accumulated when a student's score fell below the 80% threshold for each section of an OSCE. Students who accumulated enough points were advised of the need for intervention, and coaching was recommended. Students were surveyed about their experiences with the program. The objective was to explore whether this early identification program and coaching intervention had a positive impact on subsequent OSCE performance. Of 184 students in 2 cohorts who completed F-OSCEs, 38 (20.7%) were flagged for early identification. Of these, 17 (44.7%) sought additional help by voluntarily participating in the coaching program. Students who participated in extra clinical skills coaching demonstrated statistically significant improvements in performance on subsequent FOSCEs, as did the early identified students who did not participate in extra coaching. The greatest impact of coaching intervention was noted in the physical examination domain. This program was effective in identifying students struggling with clinical skills on formative OSCEs. Early identified students demonstrated improvements in subsequent OSCE performance, with those who sought coaching faring slightly better. Development of robust early identification programs as formative assessments of clinical skills and follow-up coaching programs to guide skills development are important implications of this work. Monitoring short- and long-term results for students identified through this approach to see if improvement is sustained is planned.

Dataset Information

Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners.

Publications

Bridging Brain and Cognition: A Multilayer Network Analysis of Brain Structural Covariance and General Intelligence in a Developmental Sample of Struggling Learners.

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