scholarly journals V. Zhemchuzhnikov. A case of long-term retention of the fetal head in the uterine cavity after decapitation. (Protocol of the meeting of the obstetric-gynecological society in Kiev; year 5, volume 5. Issues 9 and 10)

2020 ◽  
Vol 7 (5) ◽  
pp. 429
Author(s):  
F. Krasnopolskiy
Keyword(s):  
Uterine Cavity ◽  
Fetal Head ◽  
Detailed History ◽  
Term Retention ◽  
History Of ◽  
Long Term Retention ◽  
Sacral Bone ◽  
Anterior Posterior

The author gives a detailed history of a patient suffering from a tumor emanating from the region of the sacral bone, the size of a child's head, dense fibrous consistency, so much narrowed the anterior-posterior size of the pelvis that the last one was barely 2 - ctm. Due to such a contraction, at the 6th birth, the subsequent head could not be removed, and, after decapitation, was left in the uterine cavity; three months later, the patient was admitted to the clinic of prof. Rake, and in the continuation of this time the bones of the skull of the detained head were arbitrarily protruded, which was accompanied by a feverish state.

Effective Spelling Instruction for Students With Learning Disabilities

2011 ◽  
Vol 47 (2) ◽  
pp. 75-81 ◽  
Author(s):  
Kristin L. Sayeski
Keyword(s):  
Learning Disabilities ◽  
Instructional Approaches ◽  
Students With Learning Disabilities ◽  
Spelling Instruction ◽  
Term Retention ◽  
Key Concepts ◽  
History Of ◽  
Long Term Retention

Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history of spelling instruction and an overview of key concepts are presented, followed by specific strategies teachers can use to improve long-term retention of accurate spelling for students with learning disabilities.

scholarly journals OBSTETRIC-GYNECOLOGICAL SOCIETY IN KIEV

2020 ◽  
Vol 7 (1) ◽  
pp. 57-62
Author(s):  
I. A. Voff
Keyword(s):  
Microscopic Examination ◽  
Uterine Cavity ◽  
Postoperative Course ◽  
The Public ◽  
Term Retention ◽  
Long Term Retention ◽  
The City

A.I. Kraskovskiy, at the request of KM Sapezhko, who was absent from the city, showed the society a patient in whom Dr. Sapezhko, by cutting the lower part of the sacrum, excreted an intrapelvic tumor that turned out to be sarcoma during microscopic examination; the postoperative course was complicated by slight bleeding after removing the dressing and the formation of a fistula, cured by curettage; the patient is now feeling fine. This patient is also interesting in that she has already been shown to society twice as a rare example of long-term retention in the uterine cavity of the head separated from the trunk (see prot. No. 38 and 40). This case will be communicated to the public in even more detail.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention
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