The aim of present study was to investigate the effect of neurofeedback training to facilitate the acquisition and Procedural Motor Learning of a new task. The population of this research was all male students in Urmia University (2014-2015) from which 47 (mean age; 23. 20± 1. 96) were selected as available sample and were randomized into four groups; (NFB + MPL, N=12), (NFB, N=11), (MPL, N=12), (control, N=12). Subjects were right-hand dominant and performed the pursuit rotor task in an inverted mode with their non-dominant (left) hand. Motor Procedural Learning was measured as performance increment on pursuit rotor task across trail blocks on the same day and consolidation was evaluated following a 24-hour rest. The neurofeedback protocol includes activating of the right primary Motor cortex and suppression of Mu rhythm (8– 12 Hz) c4 in a single session for 30 minutes. The analysis of variance with repeated measures showed that compared with other groups, neurofeedback training of (NFB + MPL) group had significantly more effects on Motor Procedural Learning, but no significant durable effect on Learning. Generally, the results showed that a single session of NFB immediately after individual training sessions caused facilitation of performance and Learning and acceleration of the early acquisition of a Motor Procedural task.

Background and Aim: Deficits in various areas such as pathways involved in Motor Learning and cognitive performance in schizophrenic patients is reportedly evident. The aim of the present study was to compare two types of implicit Motor Learning and explicit Motor Learning in patients with schizophrenia.Materials and methods: In the present comparative retrospective study, the sample included individuals diagnosed with schizophrenia (aged 25 to 40 years) by a psychiatrist at Behravan Rehabilitation Center and Shahid Zare Hospital in Sari City. The study sample consisting of 35 patients with schizophrenia divided into explicit Learning (n=18) and implicit Learning (n=17) groups who were selected via convenience sampling. Serial Reaction Time (SRT) software was used for data collection and SPSS (v.16) for data analysis running U Mann Whitney and Kalmvgraf -Smirnov tests.Results: The results of the current study showed that between the two groups of patients with implicit and explicit Motor Learning schizophrenia, the difference response time between the first and the eighth days was not statistically significant in the two first blogs (P>0.05). Also, the number of errors on the first day and changes in response-time were not significantly different between the two groups of patients with implicit Motor Learning and explicit Motor Learning schizophrenia (P>0.05). However, as for the number of errors in blogs, between the eighth blog of the first day and the second blog of the second day, there was statistically significant difference between explicit and implicit Motor Learning schizophrenia groups (P=0.04).Conclusion: The study found that, in terms of Learning, patients with implicit Motor Learning schizophrenia were a little weaker than their counterparts in explicit Motor Learning schizophrenia.

Learning Motor tasks is one of the fundamental attributes of mankind's experiences and is a collection of sensitive, cognitive and Motor processes. Many of complex Motor behaviors are performed based on a type of order or sequence. In the present study, the developmental differences in Motor sequence Learning were examined in three groups of children (age range 7,8,10 yr) and one control group of adults. For this purpose, the professional software of sequential stimuli, time record and response error was designed in C++. 48 right-handed participants (3 groups of 12 children and 1 group of 12 adults) who were healthy in their nervous system and had no prior experience of the mentioned task participated in this study. The intervention included 10 stages (8 stages for acquisition and 2 stages for retention). Performance was assessed by examining changes in accuracy and response coordination. The data were analyzed with factor analysis of variance and Kolmogorov-Smirnov test. The results showed a developmental progression in Motor sequence Learning in all groups. Interestingly, different developmental trajectories were observed in response accuracy and coordination. There was a significant difference in response accuracy between 7, 8-year-old groups and adults and 10-year-old groups in the acquisition phase but no significant difference was observed between adults and 10-year-old-group. For response coordination, adults responded to the stimuli more synchronously than all children and 10-year-old group responded more quickly than 6-year-old group. In the retention test, for response accuracy, 10-year-old group's performance was similar to adults and for response coordination, adults performed more synchronously than all groups but 7-year-old group had a delay in response coordination compared to the other groups. Overall, the differences observed in response accuracy and coordination was consistent with the hypothesis that accuracy may rely on cortical pathways that show their greatest maturation between ages of 7 and 10 whereas coordination may rely on subcortical pathways that continue to develop into young adulthood. The findings suggested that in one hand, various aspects of Motor development influence Motor Learning and on the other hand during the Learning of different components of a task, parameters that are more difficult with regard to Motor control ( for example response coordination) are acquired and maintained in a longer process.

Background: Clinical education is a vital component of physician education, where medical students learn by attending to patients and applying their knowledge and reasoning to solve their problems. However, many medical students struggle to acquire Procedural skills, the ultimate goal of clinical education. Procedural skills are expected to be learned by the residents according to their academic year and are essential for providing better health services to children and families. Objectives: This study evaluates the status of the training provided and the level of Learning the necessary Procedural skills in pediatric residents based on standards. Methods: This research was a descriptive cross-sectional method from 1998 to 99. In the first part of the researcher-made questionnaire, the implementation of the educational program on all pediatric residents (115) of Mofid Children's Hospital was evaluated. In the second part, the residents' views on the current state of their Learning of essential Procedural skills were determined. Results: All residents from years one to four participated in the study. After assessing the status of skills acquired by residents with a questionnaire and comparing the average of each skill acquisition procedure with the desired standards, the average of all skills in all three methods was under the standards approved by the Ministry of Health, except for independent subcutaneous, intramuscular and intravenous injection skills and the skill of working with a ventilator. Also, according to the Friedman test, the lowest score for gaining skills in performing procedures was related to NG tube placement skills and subcutaneous, intramuscular, and intravenous injection skills. According to the statistical results obtained from the Spearman coefficient in all procedures, the level of subcutaneous, intramuscular, and intravenous injection skills had a significant correlation with independent skills. Conclusions: According to the specialized assistants of children participating in this study, the current training program of essential Procedural skills implemented at Shahid Beheshti University of Medical Sciences was generally useful and effective. But there were also obstacles and limitations. Therefore, it is recommended to review the implementation of the training programs and implement effective measures, including providing more exposure conditions for independent procedures.