A Virtual Training Tool for Giving Talks

Abstract Developing livestock and equine trainings to empower county Extension agents is challenging, especially when spanning in-person and online delivery modules. Real life application of training concepts is difficult, particularly when participants have varied backgrounds and experience. Thus, we assessed if scenario-based training modules were an effective training method across in-person and virtual formats. The same scenario-based training was delivered at three, regional in-person trainings (n = 42), and one virtual training (n = 32). Training format consisted of four, species-specific lectures addressing various production topics. Small groups then developed recommendations for a specific scenario, followed by a debriefing session consisting of group reactions and specialist recommendations. Topic-area application to county programs, instructor effectiveness, and overall benefit of the training session were evaluated (Qualtrics, in-person n = 26, 62% completion; virtual n = 17, 53% completion). Data were assessed using analysis of variance and mean comparisons (α=0.05), with Tukey’s pairwise post hoc analysis where appropriate (STATA 16). Across all sessions, likert scale responses (1=poor and 5=excellent, n = 43) indicated lecture sessions were applicable to county areas of need across material content (mean±SD, cattle=4.71±0.57, equine=4.64±0.50), teaching effectiveness (cattle=4.77±0.42, equine=4.75±0.43), and overall quality (cattle=4.68±0.57, equine=4.67±0.51), respectively. Scenario-based training benefit was not influenced by the number of times an agent had attended in-service training on livestock species, agent appointment (youth vs. adult educator), or training location (p >0.05). Attendance at previous in-service trainings (cattle P = 0.005; equine P = 0.013) and agent appointment (cattle P = 0.0006; equine P = 0.05) had a significant impact on the number of questions agents reported to have received on scenario topics in the last 12 months. More topic area questions were reported by agents with adult education responsibilities and previous training attendance. Based upon these results, scenario-based training is an effective in-person and virtual training tool for 4-H and adult Extension agents of varying experience.

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Co-design of a Virtual Training Tool with Emergency Management Stakeholders for Extreme Weather Response

Design, User Experience, and Usability: Theory and Practice - Lecture Notes in Computer Science ◽

10.1007/978-3-319-91797-9_14 ◽

2018 ◽

pp. 185-202

Author(s):

Jaziar Radianti ◽

Santiago Gil Martinez ◽

Bjørn Erik Munkvold ◽

Morgan Konnestad

Keyword(s):

Emergency Management ◽

Extreme Weather ◽

Virtual Training ◽

Training Tool

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Virtual Training Tool

Ophthalmology ◽

10.1016/j.ophtha.2006.02.039 ◽

2006 ◽

Vol 113 (6) ◽

pp. 1058-1059 ◽

Cited By ~ 6

Author(s):

Bonnie An Henderson ◽

Adam Neaman ◽

Bong Hyun Kim ◽

John Loewenstein

Keyword(s):

Virtual Training ◽

Training Tool

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Haptic-Assisted Virtual Osteotomy As a Training Tool

Volume 3: Biomedical and Biotechnology Engineering ◽

10.1115/imece2017-72211 ◽

2017 ◽

Author(s):

Eder H. Govea-Valladares ◽

Hugo I. Medellín-Castillo ◽

Pedro J. García-Zugasti ◽

Pablo A. Limon-Leyva

Keyword(s):

Clinical Practice ◽

Surgical Procedures ◽

Surgical Procedure ◽

Surgical Planning ◽

Planning Process ◽

Maxillofacial Surgery ◽

Free Form ◽

Virtual Training ◽

Training Tool ◽

Virtual Osteotomy

The maxillofacial surgery is a complex surgical procedure to correct facial malformations located in the head of the patient. A precise and reliable surgical planning is necessary for a successful maxillofacial surgical procedure. The experience and clinical practice of surgeons play a very important role during the surgical procedures. Modern Computer Aided Systems (CAS) have been developed in order to speed up the surgical planning process and to increase the accuracy and reliability of the surgical procedure. However, CAS systems have not been focused on their ability to train and to provide experience and clinical practice to novice surgeons or medical student. In this way CAS systems could be a potential tool to improve the skill of surgeons in order to decrease human errors in the maxillofacial treatment and surgical procedures. This paper presents an investigation to evaluate the use of virtual reality and haptic systems as a training tool for maxillofacial surgeries, in particular osteotomies procedures. The aim is to evaluate the effect of virtual training on surgeon skills. Thus, a virtual osteotomy system has been developed and is presented. The system is based on an open source computer and programming resources, and makes use of haptic technologies to provide the users with the sense of touch. The virtual osteotomy procedures implemented are based on current surgical orthognathic surgery procedures. Free-form 3D manual cutting of bone is available in the system by means of the haptic device and the force feedback provided to the user, which increases the level of realism of the virtual procedure. The evaluation results show that the haptic-enabled virtual training of osteotomies increases the psychomotor skills of the practitioner, leading to an improved accuracy when carrying out the actual bone cut.

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Virtual Training for Scuba Divers

10.4018/978-1-7998-7271-9.ch048 ◽

2022 ◽

pp. 946-958

Author(s):

Anacleto Correia ◽

Pedro B. Água

Keyword(s):

Virtual Reality ◽

Critical Thinking ◽

Three Dimensional ◽

Education And Training ◽

Virtual Training ◽

Training Tool ◽

Scuba Divers ◽

And Training

Virtual reality (VR) is a technology that is becoming more common for applications in the field of education and training. VR can be used to create simulated two- and three-dimensional scenarios, promoting interactions between the user and the environment, which allows experiencing virtual training situations very close to real actions. The aim of this text is to describe the development of a teaching and training tool using VR technology for scuba divers' operations within the aquatic context for enhancing critical thinking. To this end, a survey of requirements based on real procedures was carried out in order to transpose them into a synthetic environment. After the construction of the artefact, it was tested and evaluated by qualified users, and the results are promising.

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Enhancing the Virtual Training Tool

Virtual Reality, Training’s Future? ◽

10.1007/978-1-4899-0038-8_6 ◽

1997 ◽

pp. 53-63

Author(s):

Gaetano Canepa

Keyword(s):

Virtual Training ◽

Training Tool

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The Clinician Directed Hierarchy: A Clinical Training Tool

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.56 ◽

2008 ◽

Vol 11 (2) ◽

pp. 56-60 ◽

Cited By ~ 1

Author(s):

Jill K. Duthie

Keyword(s):

Clinical Supervision ◽

Clinical Training ◽

Clinical Teaching ◽

Clinical Skills ◽

Clinical Settings ◽

Specific Level ◽

Problem Solving Skills ◽

Training Tool ◽

Target Behaviors ◽

Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

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