Opportunity to acquire technical skills of dental radiography utilizing virtual simulation

Author(s):  
Sarah Desjarlais

2019 ◽  
Vol 24 (3-4) ◽  
pp. 167-180
Author(s):  
Monica Peddle

Background Research has identified that virtual simulations may be effective in developing non-technical skills including communication, teamwork and decision making. However, little is known about how participants perceive learning non-technical skills via engagement in virtual simulation. Aims The aim of this research was to investigate participant perceptions and the learning experiences when engaging in virtual simulations focused on developing non-technical skills. Method A descriptive exploratory approach was used. An online voluntary survey collected qualitative extended responses from participants after each virtual simulation. Ethics approval was obtained for the research and guidelines adhered to throughout the study. Results A total of 675 responses were obtained. Participants perceive that engaging with the virtual simulation made them aware of non-technical skills including communication, teamwork, decision making, critical thinking and problem solving, and, to a lesser extent, situational awareness. Additional categories of learning, clinical practice and limitations were identified. Conclusions Engaging in virtual simulation can develop awareness of non-technical skills, as well as confidence and vigilance in practice and mindfulness of a person-centred approach to healthcare. Engaging in virtual simulation may support change in the professional performance of the participants through role modelling and learning through error.





Author(s):  
Richard E. Ocejo

In today's new economy—in which “good” jobs are typically knowledge or technology based—many well-educated and culturally savvy young men are instead choosing to pursue traditionally low-status manual-labor occupations as careers. This book looks at the renaissance of four such trades: bartending, distilling, barbering, and butchering. The book takes readers into the lives and workplaces of these people to examine how they are transforming these once-undesirable jobs into “cool” and highly specialized upscale occupational niches—and in the process complicating our notions about upward and downward mobility through work. It shows how they find meaning in these jobs by enacting a set of “cultural repertoires,” which include technical skills based on a renewed sense of craft and craftsmanship and an ability to understand and communicate that knowledge to others, resulting in a new form of elite taste-making. The book describes the paths people take to these jobs, how they learn their chosen trades, how they imbue their work practices with craftsmanship, and how they teach a sense of taste to their consumers. The book provides new insights into the stratification of taste, gentrification, and the evolving labor market in today's postindustrial city.



1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.



2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.



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