DELTA: A Web-Based Simulation Training Environment Using JavaDEMOS

BackgroundSurgical trauma care requires excellent multidisciplinary team skills and communication to ensure the highest patient survival rate. This study investigated the effects of Hyper-realistic immersive surgical team training to improve individual and team performance. A Hyper-realistic surgical training environment is defined as having a high degree of fidelity in the replication of battlefield conditions in a training environment, so participants willingly suspend disbelief that they become totally immersed and eventually stress inoculated in a way that can be measured physiologically.MethodsSix multispecialty member US Navy Fleet Surgical/US Army Forward Surgical Teams (total n=99 evaluations) underwent a 6-day surgical training simulation using movie industry special effects and role players wearing the Human Worn Surgical Simulator (Cut Suit). The teams were immersed in trauma care scenarios requiring multiple complex interventions and decision making in a realistic, fast-paced, intensive combat trauma environment.ResultsHyper-realistic immersive simulation training enhanced performance between multidisciplinary healthcare team members. Key efficacy quantitative measurements for the same simulation presented on day 1 compared with day 6 showed a reduction in resuscitation time from 24 minutes to 14 minutes and critical error decrease from 5 to 1. Written test scores improved an average of 21% (Medical Doctors 11%, Registered Nurses 25%, and Corpsman/Medics 26%). Longitudinal psychometric survey results showed statistically significant increases in unit readiness (17%), combat readiness (12%), leadership quality (7%), vertical cohesion (7%), unit cohesion (5%), and team communication (3%). An analysis of salivary cortisol and amylase physiologic biomarkers indicated an adaptive response to the realistic environment and a reduction in overall team stress during performance evaluations.ConclusionsHyper-realistic immersive simulation training scenarios can be a basis for improved military and civilian trauma training.Level of evidenceLevel III.

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Operative training in otolaryngology in the United Kingdom: A specialist registrar survey

The Journal of Laryngology & Otology ◽

10.1258/0022215053945769 ◽

2005 ◽

Vol 119 (5) ◽

pp. 356-361 ◽

Cited By ~ 6

Author(s):

Christos Georgalas ◽

Edward Hadjihannas ◽

Khalid Ghufoor ◽

Paul Pracy ◽

Michael Papesch

Keyword(s):

United Kingdom ◽

Current Status ◽

Training Environment ◽

Web Based ◽

Specialist Registrar ◽

The United Kingdom ◽

Training Standards ◽

General Training ◽

Satisfaction Rates

Objective: To assess the current status of operative training for otolaryngology specialist registrars in the United Kingdom.Design: Web-based questionnaire survey.Participants: All otolaryngology specialist registrars in the United Kingdom.Main outcome measures: The overall satisfaction with operative training was assessed as wellas the number of operations performed and level of competency in stage-specific procedures, as defined by the Joint Committee for Higher Specialist Training.Results: Otolaryngology specialist registrars are generally satisfied with the quality of their operative training. The most important predictive factor of satisfaction with operative training was the number of theatre sessions per week. The vast majority of registrars (92 per centby the end of year one, 73 per cent at the end of years two to four) appear to attain all the stage-appropriate surgical competencies during the first four years. However, with respect to the last two years of registrar training, only 26 per cent can perform all the designated (complex) procedures. There are no significant differences between deaneries or geographic regions in the overall satisfaction rates, number of operative sessions, number of operations performedor operative competencies attained.Conclusion: It appears that the Specialist Advisory Committee (SAC) is generally successful in maintaining common operative training standards and providing a homogenous training environment. During the first four years registrars attain an appropriate level of general training while the last two years are mainly devoted to subspecialty interests.

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Web Based Interactive Software In International Business: The Case Of The Global Market Potential System Online (GMPSO)

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v5i4.1266 ◽

2008 ◽

Vol 5 (4) ◽

Author(s):

Basil J. Janavaras ◽

Emanuel Gomes ◽

Richard Young

Keyword(s):

International Business ◽

Thinking Skills ◽

Global Market ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Market Potential ◽

Interactive Software ◽

Training Environment ◽

Web Based ◽

Potential System

This paper seeks to confirm whether students using the Global Market Potential System Online (GMPSO) web based software, (http://globalmarketpotential.com), for their class project enhanced their knowledge and understanding of international business. The challenge most business instructors and practitioners face is to determine how to bring the real world of business into a classroom or training environment. Experts claim that the answer lies in the Project-Based Learning (PBL) method and web based interactive software widely used at universities and businesses around the world. The findings indicate that the GMPSO enhanced the students’ understanding of international business and improved their team working, research and critical thinking skills.

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Medical Students Immersed in a Hyper-Realistic Surgical Training Environment Leads to Improved Measures of Emotional Resiliency by Both Hardiness and Emotional Intelligence Evaluation

Frontiers in Psychology ◽

10.3389/fpsyg.2020.569035 ◽

2020 ◽

Vol 11 ◽

Author(s):

Allana White ◽

Isain Zapata ◽

Alissa Lenz ◽

Rebecca Ryznar ◽

Natalie Nevins ◽

...

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Simulation Training ◽

Surgical Simulation ◽

The United States ◽

Mass Casualty ◽

Assessment Tools ◽

Training Environment ◽

Training Course ◽

Intelligence Scores

BackgroundBurnout is being experienced by medical students, residents, and practicing physicians at significant rates. Higher levels of Hardiness and Emotional Intelligence may protect individuals against burnout symptoms. Previous studies have shown both Hardiness and Emotional IntelIigence protect against detrimental effects of stress and can be adapted through training; however, there is limited research on how training programs affect both simultaneously. Therefore, the objective of this study was to define the association of Hardiness and Emotional Intelligence and their potential improvement through hyper realistic immersion simulation training in military medical students.MethodsParticipants in this study consisted of 68 second year medical students representing five medical schools who were concurrently enrolled in the United States military scholarship program. During a six day hyper-realistic surgical simulation training course, students rotated through different roles of a medical team and responded to several mass-casualty scenarios. Hardiness and Emotional Intelligence were assessed using the Hardiness Resilience Gauge (HRG) and the Emotional Quotient Inventory (EQ-I 2.0) respectively, at two time points: on arrival (pre-event) and after completion of the course (post-event).ResultsHardiness and Emotional Intelligence scores and sub scores consistently improved from pre-event to post-event assessments. No difference in training benefit was observed between genders but differences were observed by age where age was more often associated with Emotional Intelligence. In addition, factor analysis indicated that the HRG and EQ-I 2.0 assessment tools measured predominately different traits although they share some commonalities in some components.ConclusionThis study indicates that Hardiness and Emotional Intelligence scores can be improved through immersion training in military medical students. Results from this study support the use of training course interventions and prompt the need for long term evaluation of improvement strategies on mitigating burnout symptoms.

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Human Factors Challenges in After-Action Reviews in Distributed Simulation-Based Training

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193120504902506 ◽

2005 ◽

Vol 49 (25) ◽

pp. 2145-2148

Author(s):

William J. Salter ◽

Susannah Hoch ◽

Jared Freeman

Keyword(s):

Data Collection ◽

Human Factors ◽

Simulation Training ◽

Distributed Simulation ◽

Automated Analysis ◽

Test Methods ◽

Automated Data Collection ◽

Training Environment ◽

Simulation Based ◽

After Action Reviews

This paper discusses human factors issues in designing methods to develop and deliver After Action Reviews (AARs) in the Navy-sponsored Debriefing Distributed Simulation-Based Exercises (DDSBE) research program. DDSBE is intended to develop and test methods for collecting, analyzing, presenting, and distributing performance data in the emerging Navy distributed simulation training environment. In addition to research-driven AAR design, the program includes considerable software development: building a simulation testbed, developing and integrating automated and semi-automated data collection tools, and designing and implementing automated analysis methods. Considerable data will be collected automatically. Consequently, trainers will not be required to observe an aspect of performance to include it in an AAR. Although AARs are used after actual military actions and after live training, we confine our discussion to distributed simulation-based training, the focus of DDSBE.

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