Gaming as a training tool to train cognitive skills in Emergency Care: how effective is it?

2014 ◽  
pp. 13-14 ◽  
Author(s):  
Mary Dankbaar ◽  
Maartje Bakhuys Roozeboom ◽  
Esther Oprins ◽  
Frans Rutten ◽  
Jan van Saase ◽  
...  
Keyword(s):  
Emergency Care ◽  
Cognitive Skills ◽  
Training Tool

scholarly journals A critical systematic review of the Neurotracker perceptual-cognitive training tool

2021 ◽  
Author(s):  
Christian Vater ◽  
Rob Gray ◽  
Alex O. Holcombe
Keyword(s):  
Systematic Review ◽  
Object Tracking ◽  
Cognitive Training ◽  
Cognitive Abilities ◽  
Basic Science ◽  
Cognitive Skills ◽  
Skill Training ◽  
Aging Research ◽  
Training Tool ◽  
Sport Science

AbstractIn this systematic review, we evaluate the scientific evidence behind “Neurotracker,” one of the most popular perceptual-cognitive training tools in sports. The tool, which is also used in rehabilitation and aging research to examine cognitive abilities, uses a 3D multiple object-tracking (MOT) task. In this review, we examine Neurotracker from both a sport science and a basic science perspective. We first summarize the sport science debate regarding the value of general cognitive skill training, based on tools such as Neurotracker, versus sport-specific skill training. We then consider the several hundred MOT publications in cognitive and vision science from the last 30 years that have investigated cognitive functions and object tracking processes. This literature suggests that the abilities underlying object tracking are not those advertised by the Neurotracker manufacturers. With a systematic literature search, we scrutinize the evidence for whether general cognitive skills can be tested and trained with Neurotracker and whether these trained skills transfer to other domains. The literature has major limitations, for example a total absence of preregistered studies, which makes the evidence for improvements for working memory and sustained attention very weak. For other skills as well, the effects are mixed. Only three studies investigated far transfer to ecologically valid tasks, two of which did not find any effect. We provide recommendations for future Neurotracker research to improve the evidence base and for making better use of sport and basic science findings.

scholarly journals Scanning training for rehabilitation of visual field loss due to stroke: Identifying and exploring training tools in use

2018 ◽  
Vol 82 (8) ◽  
pp. 502-511 ◽  
Author(s):  
Christine Hazelton ◽  
Alex Pollock ◽  
Glyn Walsh ◽  
Marian C Brady
Keyword(s):  
Visual Field ◽  
Cognitive Skills ◽  
Clinical Decision Making ◽  
Visual Field Loss ◽  
Clinical Decision ◽  
Head Movements ◽  
Future Research ◽  
Stroke Survivors ◽  
Training Tool ◽  
Visual Skills

IntroductionVisual field loss affects one fifth of stroke survivors, limiting daily activities and reducing quality of life. Scanning training is a commonly used intervention, but there is variation in how this is delivered. This study aimed to identify the scanning training tools used in Scotland and describe their training parameters, delivery and suitability for use with stroke survivors.MethodAn email survey identified scanning training tools used in Scotland. Two expert panel meetings gained consensus on the motor, language and cognitive skills required to use each scanning training tool. Video capture techniques gathered objective measures of training parameters.ResultsTen scanning training tools were identified. These tools used four delivery methods: paper-based, computer software, web-based and specialised equipment. They aimed to improve reading, perception or general visual skills. Fast, saccadic eye movements were most frequently targeted: two interventions also encouraged head movements. Session duration, frequency and therapist support varied considerably. The level of motor, language and cognitive skills required for each tool was determined.ConclusionScanning training tools used in Scotland vary in delivery modality, functional abilities required for use and visual skills trained. This information will support clinical decision-making and inform future research on training effectiveness and feasibility.

Non-verbal cognitive skills and autistic conditions: An analysis and training tool

2012 ◽  
Author(s):  
Hiroki Tanaka ◽  
Sakriani Sakti ◽  
Graham Neubig ◽  
Tomoki Toda ◽  
Nick Campbell ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Training Tool ◽  
And Training

scholarly journals Modern technologies of simulation training in practical otorhinolaryngology

2020 ◽  
Vol 5 (4) ◽  
pp. 226-229
Author(s):  
T. Yu. Vladimirova ◽  
M. M. Davydkin-Gogel ◽  
M. T. Nasretdinova ◽  
L. V. Aizenshtadt
Keyword(s):  
Tympanic Membrane ◽  
Emergency Care ◽  
External Auditory Canal ◽  
Simulation Training ◽  
Foreign Bodies ◽  
Practical Training ◽  
External Ear ◽  
Adequate Model ◽  
Training Tool ◽  
Modern Technologies

Objectives to evaluate the realism and usefulness of the model developed by us "The ear simulator for practicing emergency care skills in otorhinolaryngology". Material and methods.49 otorhinolaryngologists participated in the study. They performed the initial surgical debridement of the external ear, removal of earlobe atheroma, otoscopy, removal of foreign bodies of the external auditory canal, and paracentesis of the tympanic membrane using the developed simulator. The results were evaluated using a questionnaire on practicing emergency care skills in otorhinolaryngology. Results.The majority of the specialists (94%) defined the developed ear simulator as an adequate model for training, while 83% considered it possible to use it as a training tool for practicing doctors. Conclusion.The developed model of the simulator is intended for practical training of students and residents in otiatrics in the scope of performing emergency and urgent manipulations.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
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.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

Review of Emergency care handbook: How to deal with people in emergencies.

1979 ◽  
Vol 24 (8) ◽  
pp. 663-664
Author(s):  
ALVIN G. BURSTEIN
Keyword(s):  
Emergency Care
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