scholarly journals Teaching and learning robotic surgery at the dual console: a video-based qualitative analysis

2021 ◽  
Author(s):  
Hélène Cristofari ◽  
Minoa Karin Jung ◽  
Nadja Niclauss ◽  
Christian Toso ◽  
Laure Kloetzer
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Video Recording ◽  
The Self ◽  
Academic Hospital ◽  
Operating Team ◽  
Video Recordings ◽  
Robotic Assisted Surgery ◽  
Potential Opportunity ◽  
Efficient Environment

AbstractRobotic-assisted surgery (RAS) involves training processes and challenges that differ from open or laparoscopic surgery, particularly regarding the possibilities of observation and embodied guidance. The video recording and the dual-console system creates a potential opportunity for participation. Our research, conducted within the department of visceral surgery of a big Swiss, public, academic hospital, uses a methodology based on the co-analysis of video recordings with surgeons in self-confrontation interviews, to investigate the teaching activity of the lead surgeon supervising a surgeon in training at the dual console. Three short sequences have been selected for the paper. Our analysis highlights the skills-in-construction of the surgeon in training regarding communication with the operating team, fluency of working with three hands, and awareness of the whole operating site. It also shows the divergent necessities of enabling verbalization for professional training, while ensuring a quiet and efficient environment for medical performance. To balance these requirements, we argue that dedicated briefing and debriefing sessions may be particularly effective; we also suggest that the self-confrontation video technique may be valuable to support the verbalization on both the mentor’s and the trainee’s side during such debriefing, and to enhance the mentor’s reflexivity regarding didactic choices.

Effects of Time and Perceptual Orientation on Actors' and Observers' Attributions

1984 ◽  
Vol 58 (1) ◽  
pp. 23-30
Author(s):  
Donald S. Martin ◽  
Ming-Shiunn Huang
Keyword(s):  
Video Recording ◽  
Control Group ◽  
Control Groups ◽  
Video Recordings ◽  
Before And After ◽  
Perceptual Orientation ◽  
Initial Difference ◽  
Variety Show ◽  
And Control ◽  
Unrelated Variety

The actor/observer effect was examined by Storms in a 1973 study which manipulated perceptual orientation using video recordings. Storms' study was complex and some of his results equivocal. The present study attempted to recreate the perceptual reorientation effect using a simplified experimental design and an initial difference between actors and observers which was the reverse of the original effect. Female undergraduates performed a motor co-ordination task as actors while watched by observers. Each person made attributions for the actor's behaviour before and after watching a video recording of the performance. For a control group the video recording was of an unrelated variety show excerpt. Actors' initial attributions were less situational than observers'. Both actors and observers became more situational after the video replay but this effect occurred in both experimental and control groups. It was suggested the passage of time between first and second recording of attributions could account for the findings and care should be taken when interpreting Storms' (1973) study and others which did not adequately control for temporal effects.

QUALITATIVE CHANGES IN RHYTHMIC GYMNASTICS HOOP THROWS FROM THE PERSPECTIVE OF BIOMECHANICAL ANALYSIS

2020 ◽  
pp. 1-8
Author(s):  
Raluca Tanasa
Keyword(s):  
Correlation Coefficient ◽  
Video Recording ◽  
Biomechanical Analysis ◽  
Fundamental Groups ◽  
Horizontal Distance ◽  
Video Recordings ◽  
Rhythmic Gymnastics ◽  
Female Gymnasts ◽  
Execution Technique ◽  
Qualitative Changes

Throws and catches in rhythmic gymnastics represent one of the fundamental groups of apparatus actuation. They represent for the hoop actions of great showmanship, but also elements of risk. The purpose of this paper is to improve the throw execution technique through biomechanical analysis in order to increase the performance of female gymnasts in competitions. The subjects of this study were 8 gymnasts aged 9-10 years old, practiced performance Rhythmic Gymnastics. The experiment consisted in video recording and the biomechanical analysis of the element “Hoop throw, step jump and catch”. After processing the video recordings using the Simi Motion software, we have calculated and obtained values concerning: launch height, horizontal distance and throwing angle between the arm and the horizontal. Pursuant to the data obtained, we have designed a series of means to improve the execution technique for the elements comprised within the research and we have implemented them in the training process. Regarding the interpretation of the results, it may be highlighted as follows: height and horizontal distance in this element have values of the correlation coefficient of 0.438 and 0.323, thus a mean significance of 0.005. The values of the arm/horizontal angle have improved for all the gymnasts, the correlation coefficient being 0.931, with a significance of 0.01. As a general conclusion, after the results obtained, it may be stated that the means introduced in the experiment have proven their efficacy, which has led to the optimisation of the execution technique, thus confirming the research hypothesis.

Spatial-temporal variables for swimming coaches: A comparison study between video and TritonWear sensor

2021 ◽  
pp. 174795412110137
Author(s):  
Robin Pla ◽  
Thibaut Ledanois ◽  
Escobar David Simbana ◽  
Anaël Aubry ◽  
Benjamin Tranchard ◽  
...  
Keyword(s):  
Swimming Performance ◽  
Video Recording ◽  
Open Water ◽  
Percentage Error ◽  
Stroke Index ◽  
Wearable Sensor ◽  
Stroke Length ◽  
Video Recordings ◽  
Temporal Variables ◽  
Training Sets

The main aim of this study was to evaluate the validity and the reliability of a swimming sensor to assess swimming performance and spatial-temporal variables. Six international male open-water swimmers completed a protocol which consisted of two training sets: a 6×100m individual medley and a continuous 800 m set in freestyle. Swimmers were equipped with a wearable sensor, the TritonWear to collect automatically spatial-temporal variables: speed, lap time, stroke count (SC), stroke length (SL), stroke rate (SR), and stroke index (SI). Video recordings were added as a “gold-standard” and used to assess the validity and the reliability of the TritonWear sensor. The results show that the sensor provides accurate results in comparison with video recording measurements. A very high accuracy was observed for lap time with a mean absolute percentage error (MAPE) under 5% for each stroke (2.2, 3.2, 3.4, 4.1% for butterfly, backstroke, breaststroke and freestyle respectively) but high error ranges indicate a dependence on swimming technique. Stroke count accuracy was higher for symmetric strokes than for alternate strokes (MAPE: 0, 2.4, 7.1 & 4.9% for butterfly, breaststroke, backstroke & freestyle respectively). The other variables (SL, SR & SI) derived from the SC and the lap time also show good accuracy in all strokes. The wearable sensor provides an accurate real time feedback of spatial-temporal variables in six international open-water swimmers during classical training sets (at low to moderate intensities), which could be a useful tool for coaches, allowing them to monitor training load with no effort.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

The Role of the Right Prefrontal Cortex in Self-evaluation of the Face: A Functional Magnetic Resonance Imaging Study

2008 ◽  
Vol 20 (2) ◽  
pp. 342-355 ◽  
Author(s):  
Tomoyo Morita ◽  
Shoji Itakura ◽  
Daisuke N. Saito ◽  
Satoshi Nakashita ◽  
Tokiko Harada ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Face Recognition ◽  
Inferior Frontal Gyrus ◽  
Video Recording ◽  
Imaging Study ◽  
The Self ◽  
Anterior Cingulate ◽  
Precentral Gyrus ◽  
Self Evaluation ◽  
The Right

Individuals can experience negative emotions (e.g., embarrassment) accompanying self-evaluation immediately after recognizing their own facial image, especially if it deviates strongly from their mental representation of ideals or standards. The aim of this study was to identify the cortical regions involved in self-recognition and self-evaluation along with self-conscious emotions. To increase the range of emotions accompanying self-evaluation, we used facial feedback images chosen from a video recording, some of which deviated significantly from normal images. In total, 19 participants were asked to rate images of their own face (SELF) and those of others (OTHERS) according to how photogenic they appeared to be. After scanning the images, the participants rated how embarrassed they felt upon viewing each face. As the photogenic scores decreased, the embarrassment ratings dramatically increased for the participant's own face compared with those of others. The SELF versus OTHERS contrast significantly increased the activation of the right prefrontal cortex, bilateral insular cortex, anterior cingulate cortex, and bilateral occipital cortex. Within the right prefrontal cortex, activity in the right precentral gyrus reflected the trait of awareness of observable aspects of the self; this provided strong evidence that the right precentral gyrus is specifically involved in self-face recognition. By contrast, activity in the anterior region, which is located in the right middle inferior frontal gyrus, was modulated by the extent of embarrassment. This finding suggests that the right middle inferior frontal gyrus is engaged in self-evaluation preceded by self-face recognition based on the relevance to a standard self.

scholarly journals Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

2016 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Lin Siew Fong
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Group Process ◽  
Teaching And Learning ◽  
Group Analysis ◽  
Financial Accounting ◽  
Accounting Students ◽  
Effective Learning ◽  
Video Recordings

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals Speech Acts Analysis on Teaching and Learning Process Used by the Teacher in MAN 2 Mataram in Academic Year 2016-2017

2019 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Yulia Isnaini
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Video Recording ◽  
Video Camera ◽  
Coding System ◽  
Perlocutionary Act ◽  
Academic Year ◽  
Research Show

This study was aimed at finding out Speech Acts Analysis on Teaching andLearning Process used by the Teacher in MAN 2 Mataram in Academic year 2016/2017. The method of this research is qualitative research The data of this research were the utterances performed by the Teachers of MAN 2 Mataram. The research instrument was the researcher himself. Participant is the subject from which the data obtained (Arikunto, 2010: 172)The Researcher’s participant actively classification speech act by the Teachers on teaching and learning process.T he instrument of data by using video camera and observation. To analyze the data Based on Louis (2005:181). This study used observation and video recording as an instrument of data collection, the researcher applied coding system. In this research, there are two validity principles applied by the researcher. The results of the research show that there are three classifications of speech act performed by the Teachers in the aching and learning process . The results of the research show that there are three classification of speech act performed by the Teachers in the aching and learning process. they are 4 data of locutionary act , 30 data of Illucotionary act, 7 data of Perlocutionary act . So the total of data were 41 data of speech act are used By the Teachers in MAN 2 Mataram.

scholarly journals FaceSync: Open source framework for recording facial expressions with head-mounted cameras

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 702 ◽  
Author(s):  
Jin Hyun Cheong ◽  
Sawyer Brooks ◽  
Luke J. Chang
Keyword(s):  
Facial Expression ◽  
Open Source ◽  
Facial Expressions ◽  
Video Recording ◽  
Machine Learning Algorithms ◽  
Expression Data ◽  
Video Recordings ◽  
Automated Method ◽  
Open Source Framework ◽  
The Cost

Advances in computer vision and machine learning algorithms have enabled researchers to extract facial expression data from face video recordings with greater ease and speed than standard manual coding methods, which has led to a dramatic increase in the pace of facial expression research. However, there are many limitations in recording facial expressions in laboratory settings.  Conventional video recording setups using webcams, tripod-mounted cameras, or pan-tilt-zoom cameras require making compromises between cost, reliability, and flexibility. As an alternative, we propose the use of a mobile head-mounted camera that can be easily constructed from our open-source instructions and blueprints at a fraction of the cost of conventional setups. The head-mounted camera framework is supported by the open source Python toolbox FaceSync, which provides an automated method for synchronizing videos. We provide four proof-of-concept studies demonstrating the benefits of this recording system in reliably measuring and analyzing facial expressions in diverse experimental setups, including group interaction experiments.

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