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4. Correcting Slightly Less Simple Movements

Author

Aivar, M. P., Brenner, E., and Smeets, J. B. J.

Abstract

Many studies have analysed how goal directed movements are corrected in response to changes in the properties of the target. However, only simple movements to single targets have been used in those studies, so little is known about movement corrections under more complex situations. Evidence from studies that ask for movements to several targets in sequence suggests that whole sequences of movements are planned together. Planning related segments of a movement together makes it possible to optimise the whole sequence, but it means that some parts are planned quite long in advance, so that it is likely that they will have to be modified. In the present study we examined how people respond to changes that occur while they are moving to the first target of a sequence. Subjects moved a stylus across a digitising tablet. They moved from a specified starting point to two targets in succession. The first of these targets was always at the same position but it could have one of two sizes. The second target could be in one of two different positions and its size was different in each case. On some trials the first target changed size, and on some others the second target changed size and position, as soon as the subject started to move. When the size of the first target changed the subjects slowed down the first segment of their movements. Even the peak velocity, which was only about 150 ms after the change in size, was lower. Beside this fast response to the change itself, the dwell time at the first target was also affected: its duration increased after the change. Changing the size and position of the second target did not influence the first segment of the movement, but also increased the dwell time. The dwell time was much longer for a small target, irrespective of its initial size. If subjects knew in advance which target could change, they moved faster than if they did not know which could change. Taken together, these results suggest that the whole sequence is treated as one action, which can be corrected if the properties of any of the targets change. The precise nature and timing of the correction depends on how the change influences the task. (Contains 1 table and 7 figures.)

Published
2005

26. OP06 5-aminosalicylates are not associated with adverse outcomes in Inflammatory Bowel Disease patients with COVID-19: Analysis from an international registry

Author

Ungaro, R, primary, Brenner, E, additional, Agrawal, M, additional, Gearry, R B, additional, Kaplan, G G, additional, Kissous-Hunt, M, additional, Ng, S C, additional, Rahier, J F, additional, Reinisch, W, additional, Steinwurz, F, additional, Zhang, X, additional, Lewis, J D, additional, Kappelman, M D, additional, and Colombel, J F, additional

Published
2021
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27. Communicative and social competence in the medical curriculum of the Medical University of Innsbruck: learning objectives, content, and teaching methods

Author

Exenberger, S, Kumnig, M, Huber, A, Prodinger, WM, Siller, H, Medicus, E, Brenner, E, Schüßler, G, Höfer, S, Exenberger, S, Kumnig, M, Huber, A, Prodinger, WM, Siller, H, Medicus, E, Brenner, E, Schüßler, G, and Höfer, S

Abstract

Aim: The Austrian Competence Level Catalogue for Medical Skills clearly states the importance of teaching communicative and social competence in the different subject areas of undergraduate medical and dental education. This paper aims to present an overview of the academic courses at the Medical University of Innsbruck that explicitly address the promotion of communication and social skills in medical students.Method: This paper focuses on educators' descriptions of how communicating with patients is taught. The Medical University's longitudinal curriculum on medical interviewing is presented in detail. The courses on ethical principles in the dissection course, palliative medicine, and gender medicine are also outlined as examples. In addition, lecturers (n=536) participated in an online survey to determine the teaching and testing content regarding patient communication and to measure the value attached to the associated teaching and learning methods.Results: The examples given by educators to illustrate learning objectives, educational content, and the teaching methods used to impart communicative and social competence provide an overview of the courses which focus on this topic or intentionally address it during the course. The results of the online survey offer a broad overview of the awareness of the topic at the university. Different testing formats are used to assess the skills being taught.Conclusion: Familiarity with the various teaching methods used in the different courses is important for developing communicative and social competence in medical education. Active networking is necessary to anchor communicative and social competency as a major thread throughout an entire medical curriculum., Zielsetzung: Der Österreichische Kompetenzlevelkatalog für ärztliche Fertigkeiten benennt klar die Bedeutung des Trainings kommunikativer und sozialer Kompetenzen für die verschiedenen Lehrbereiche der Grundstudien Human- und Zahnmedizin. Dieser Beitrag hat zum Ziel, einen Überblick über Lehrveranstaltungen an der Medizinischen Universität Innsbruck zu geben, die explizit die Förderung von kommunikativen und sozialen Kompetenzen bei Medizinstudierenden zum Thema haben.Methodik: Im Fokus dieses Beitrages stehen Beschreibungen durch die entsprechenden Dozierenden wie Kommunikation mit Patient*innen gelehrt wird. Ausführlich wird das Längsschnittcurriculum Ärztliche Gesprächsführung dargestellt. Beispielhaft werden die Lehrveranstaltungen der teils longitudinalen Curricula ethische Grundlagen im Sezierkurs, Palliativmedizin und Gender Medizin skizziert. Außerdem nahmen Dozierende (N=536) an einer Onlinebefragung teil, um Lehr- und Prüfungsinhalte zur Kommunikation mit Patient*innen abzubilden sowie den Stellenwert assoziierter Lehr- und Lernmethoden zu erfassen. Ergebnisse: Die beispielhafte Beschreibung der Lehrenden von Lernzielen, Lehrinhalten und der verwendeten Didaktik für die Vermittlung kommunikativer und sozialer Kompetenzen gewährt einen Überblick über jene Lehrveranstaltungen, die einen Schwerpunkt auf dieses Themen legen bzw. das Thema in der Lehrveranstaltung bewusst ansprechen. Die Ergebnisse der Onlinebefragung geben einen groben Überblick zur Bewusstheit des Themas an der Universität. Die gelehrten Kompetenzen sind Bestandteile unterschiedlicher Prüfungsformate. Schlussfolgerung: Für die Weiterentwicklung kommunikativer und sozialer Kompetenzen in der Ausbildung von Medizinstudierenden ist es wichtig, die Lehrkonzepte der jeweiligen Lehrveranstaltungen untereinander zu kennen. Aktive Vernetzungsarbeit ist notwendig, um kommunikative und soziale Kompetenzen als roten Faden durchgängig in einem Medizincurriculum zu verankern.

Published
2021

36. Fast responses to stepping-target displacements when walking

Author

Zhang, Y., Smeets, J.B.J., Brenner, E., Verschueren, S., Duysens, J., Zhang, Y., Smeets, J.B.J., Brenner, E., Verschueren, S., and Duysens, J.

Abstract

Contains fulltext : 220778.pdf (Publisher’s version ) (Open Access), KEY POINTS: Goal-directed arm movements can be adjusted at short latency to target shifts. We tested whether similar adjustments are present during walking on a treadmill with shifting stepping targets. Participants responded at short latency with an adequate gain to small shifts of the stepping targets. Movements of the feet during walking are controlled in a similar way to goal-directed arm movements if balance is not violated. ABSTRACT: It is well-known that goal-directed hand movements can be adjusted to small changes in target location with a latency of about 100 ms. We tested whether people make similar fast adjustments when a target location for foot placement changes slightly as they walk over a flat surface. Participants walked at 3 km/h on a treadmill on which stepping stones were projected. The stones were 50 cm apart in the walking direction. Every 5-8 steps, a stepping stone was unexpectedly displaced by 2.5 cm in the medio-lateral direction. The displacement took place during the first half of the swing phase. We found fast adjustments of the foot trajectory, with a latency of about 155 ms, initiated by changes in muscle activation 123 ms after the perturbation. The responses corrected for about 80% of the perturbation. We conclude that goal-directed movements of the foot are controlled in a similar way to those of the hand, thus also giving very fast adjustments.

Published
2020

37. A prospective three-year follow-up study on the clinical significance of anti-neuronal antibodies in acute psychiatric disorders

Author

Schou, M. B., Sæther, S. G., Drange, O. K., Brenner, E., Crespi, J., Eikenes, L., Mykland, M. S., Pintzka, C., Håberg, A. K., Sand, T., Vaaler, A., Kondziella, D., Schou, M. B., Sæther, S. G., Drange, O. K., Brenner, E., Crespi, J., Eikenes, L., Mykland, M. S., Pintzka, C., Håberg, A. K., Sand, T., Vaaler, A., and Kondziella, D.

Abstract

The clinical significance of anti-neuronal antibodies for psychiatric disorders is controversial. We investigated if a positive anti-neuronal antibody status at admission to acute psychiatric inpatient care was associated with a more severe neuropsychiatric phenotype and more frequent abnormalities during clinical work-up three years later. Patients admitted to acute psychiatric inpatient care who tested positive for N-methyl-D-aspartate receptor (NMDAR), contactin-associated protein 2 (CASPR2) and/or glutamic acid decarboxylase 65 (GAD65) antibodies (n = 24) were age – and sex matched with antibody-negative patients (1:2) from the same cohort (n = 48). All patients were invited to follow-up including psychometric testing (e.g. Symptom Checklist-90-Revised), serum and cerebrospinal fluid (CSF) sampling, EEG and 3 T brain MRI. Twelve antibody-positive (ab+) and 26 antibody-negative (ab−) patients consented to follow-up. Ab+ patients had more severe symptoms of depression (p = 0.03), psychoticism (p = 0.04) and agitation (p = 0.001) compared to ab− patients. There were no differences in CSF analysis (n = 6 ab+/12 ab−), EEG (n = 7 ab+/19 ab−) or brain MRI (n = 7 ab+/17 ab−) between the groups. In conclusion, anti-neuronal ab+ status during index admission was associated with more severe symptoms of depression, psychoticism and agitation at three-year follow-up. This supports the hypothesis that anti-neuronal antibodies may be of clinical significance in a subgroup of psychiatric patients.

Published
2020

39. Poster presentation

Author

Duparc, F., Noyon, M., Ozeel, J., Gerometta, A., Michot, C., Tadjalli, M., Moslemy, H., Safaei, S., Heiman, A., Wish-Baratz, S., Melnikov, T., Smoliar, E., Hakan, A. Y., Yucel, F., Kachlík, D. K., Pešl, M. P., Báča, V. B., Stingl, J. S., Kachlík, K. D., Čech, Č. P., Báča, B. V., Mompeó, B., Marrero-Rodriguez, A., Zeybek, A., Sağlam, B., Çikler, E., Çetinel, Ş., Ercan, F., Şener, G., Kawawa, Y., Kohda, E., Tatsuya, T., Moroi, M., Kunimasa, T., Nagamoto, M., Terada, H., Labuschagne, B. C. J., van der Krieke, T. J., Hoogland, P. V., Muller, C. J. F., Lyners, R., Vorster, W., Matusz, P., Zaboi, D. E., Xu, S. C., Tu, L. L., Wang, Q., Zhang, M., Han, H., Tao, W., Jiao, Y., Pang, G., Aydin, M. E., Kopuz, C., Demir, M. T., Yildirim, M., Kale, A., Ince, Y., Khamanarong, K., Jeeravipoolvarn, P., Chaijaroonkhanarak, W., Gawgleun, W., Fujino, T., Uz, A., Apaydin, N., Bozkurt, M., Elhan, A., Sheibani, M. T., Adibmoradi, M., Jahovic, N., Alican, I., Erkanli, G., Arbak, S., Karakaş, S., Taşer, F., Güneş, H., Yildiz, Y., Yazici, Y., Aland, R. C., Kippers, V., Song, W. C., Park, S. H., Shin, C., Koh, K. S., Russo, G., Pomara, F., Veca, M., Cacciola, F., Martorana, U., Gravante, G., Tobenas-Dujardin, A. C., Laquerrière, A., Muller, J. M., Fréger, P., López-Serna, N., Álvarez-González, E., Torres-Gonzàlez, V., Laredo-López, G., Esparza-González, G. V., Álvarez-Cantú, R., Garza-González, C. E., Guzmán-López, S., Aldur, M. M., Çelik, H. H., Sürücü, S., Denk, C., Yang, H. J., Gil, Y. C., Kim, T. J., Lee, H. Y., Lee, W. J., Lee, H., Hu, K. S., Akita, K., Kim, H. J., Jung, H. S., Gurbuz, H., Balik, S., Wavreille, G., Chantelot, C., Demondion, X., Fontaine, C., Çavdar, S., Yalin, A., Saka, E., Özdoǧmuş, Ö., Çakmak, Ö., Elevli, L., Saǧlam, B., Coquerel-Beghin, D., Milliez, P. Y., Lemierre, G., Oktem, G., Vatansever, S., Ayla, S., Uysal, A., Aktas, S., Karabulut, B., Bilir, A., Uslu, S., Aktug, H., Yurtseven, M. E., Celik, H. H., Tatar, I., Surucu, S., Karaduman, A., Tunali, S., Neuhüttler, S., Kröll, A., Moriggl, B., Brenner, E., Loukas, M., Arora, S., Louis, Jr, R. G., Fogg, Q. A., Wagner, T., Tedman, R. A., Ching, H. Y., Eze, N., Bottrill, I. D., Blyth, P., Faull, R. L. M., Vuletic, J., Elizondo-Omaña, R. E., Rodríguez, M. A. García, López, S. Guzmán, de la Garza, O. Tijerina, Liu, Y. H., Zhang, K. L., Lu, D. H., Kwak, H. H., Park, H. D., Youn, K. H., Kang, H. J., Kang, H. C., Han, S. H., Ikiz, Z. A. Aktan, Ucerler, H., Uygur, M., Kutoglu, T., Dina, C., Iliescu, D., Şapte, E., Bordei, P., Lekšan, I., Marcikić, M., Radić, R., Nikolić, V., Kurbel, S., Selthofer, R., Báča, V., Doubková, A., Kachlík, D., Stingl, J., Džupa, V., Grill, R., Nam, Y. S., Paik, D. J., Shin, C. S., Kim, S. J., Kim, D. G., Jin, C. S., Kim, D. I., Lee, U. Y., Kwak, D. S., Lee, J. H., Han, C. H., Carpino, A., Rago, V., Romeo, F., Carani, C., Andò, S., Arican, R. Y., Coskun, N., Sarikcioglu, L., Sindel, M., Arican, Y. R., Altun, U., Ozsoy, U., Oguz, N., Yildirim, F. B., Nakajima, K., Duygulu, E., Aydin, H., Gurer, E. Inanc, Ozkan, O., Tuzuner, S., Özsoy, U., Çubukçu, S., Demirel, B. M., Akkin, S. M., Marur, T., Weiglein, A. H., Maghiar, T. T., Borza, C., Bumbu, A., Bumbu, G., Polle, G., Auquit-Auckbur, I., Dujardin, F., Biga, N., Olivier, E., Defives, T., Ghazali, S., Anastasi, G., Rizzo, G., Favaloro, A., Miliardi, D., Giacobbe, O., Santoro, G., Trimarchi, F., Cutroneo, G., Govsa, F., Bilge, O., Ozer, M. A., Erdogmus, S., Grizzi, F., Pelillo, F., Mori, M., Franceschini, B., Portinaro, N., Godlewski, G., Viala, M., Rouanet, J. P., Prat, D., Rahmé, Z. S., Prudhomme, M., Eken, E., Kwiatkowska, M., Liegmann, J., Chmielewski, R., Grimmond, J., Kwiatkowski, M., Schintler, M. V., Windisch, G., Wittgruber, G., Prandl, E. C., Prodinger, P., Anderhuber, F., Scharnagl, E., Gerbino, A., Buscemi, M., Leone, A., Mandracchia, R., Peri, G., Lipari, D., Farina-Lipari, E., Valentino, B., D’Arpa, S., Cordova, A., Bucchieri, F., Ribbene, A., David, S., Palma, A., Davies, D. E., Haitchi, H. M., Holgate, S. T., La Rocca, G., Anzalone, R., Campanella, C., Rappa, F., Bartolotta, T., Cappello, F., Bellafiore, M., Sivverini, G., Palumbo, D., Macaluso, F., Farina, F., Di Felice, V., Montalbano, A., Ardizzone, N., Marcianò, V., Zummo, G., Tanyeli, E., Üzel, M., Carini, F., Scardina, G. A., Varia, P., Valenza, V., Messina, P., Meiring, J. H., Schumann, C., Whitmore, I., Greyling, L. M., Hamel, O., Hamel, A., Robert, R., Garçon, M., Lagier, S., Blin, Y., Armstrong, O., Rogez, J. M., Le Borgne, J., Ifrim, C. Feng, Maghiar, A., Botea, M., Ifrim, M., Pop, O., Sandor, M., Behdadipour, Z., Saberi, M., Esfandiary, E., Gentile, C., Marconi, A., Livrea, M. A., Uzan, G., D’Alessio, P., Ridola, C. G., Grassi, N., Pantuso, G., Bottino, A., Cacace, E., Li Petri, S., Di Gaudio, F., Guercio, G., Latteri, M. A., Nobile, D., Cipolla, C., Caruso, G., Salvaggio, G., Lo Cascio, A., Fatta, G., Lagalla, R., Campisi, A., Verderame, F., Martegani, A., Cardinale, A. E., and Luedinghausen, M. V.

Published
2005
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