scholarly journals Can virtual classroom training improve the acquisition of robotic training skills? A prospective, cross-over, effectiveness study (V-ROBOT)

2021 ◽  
Vol 33 ◽  
pp. S83
Author(s):  
A. Ng ◽  
A. Nathan ◽  
S. Patel ◽  
M. Georgi ◽  
K. Hang ◽  
...  
Keyword(s):  
Virtual Classroom ◽  
Effectiveness Study ◽  
Robotic Training ◽  
Classroom Training

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Fricker ◽  
A Nathan ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

Virtual Classroom Training Program Provides on-Demand Access and Flexibility for Tissue Authorization Professionals

2017 ◽  
Vol 101 ◽  
pp. S17
Author(s):  
Theresa Daly ◽  
Robert Norden ◽  
Pamela L. Albert ◽  
Patricia Mulvania ◽  
Howard M. Nathan
Keyword(s):  
Training Program ◽  
Virtual Classroom ◽  
On Demand ◽  
Classroom Training

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals V12 VIRTUAL: Virtual InteRacTive sUrgicAl skiLls classroom – A Randomized Controlled Trial Proposal

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Nancy Hanna ◽  
Aqua Asif ◽  
Sonam Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction and feedback. They may optimise resources and increase accessibility, facilitating larger-scale training whilst producing a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will receive virtual classroom training. The assessed task will be to place three interrupted sutures with hand tied knots. Pre- and post-intervention Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will be measured. Feasibility and accessibility will also be assessed. Results Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine relative performance. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient virtual BSS training programs during the COVID-19 pandemic and in the future.

scholarly journals EP.TU.566Virtual Interactive surgical skills classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Aqua Asif ◽  
Sonam Patel ◽  
Maria Georgi ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in February 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development of further resource-efficient training programs during the COVID-19 pandemic and afterwards.

Interactive virtual classroom

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Nguyen Thi Thanh ◽  
Le Huy Tung
Keyword(s):  
Job Performance ◽  
Subject Matter ◽  
Virtual Classroom ◽  
Compliance Training ◽  
Classroom Training ◽  
The Subject

Developing virtual classroom training doesn't have to a chore. In fact, once you know each of the steps involved in the process, you can create deliverables that effectively improve employee skills and job performance, regardless of the subject matter. Even dreaded compliance training can become an engaging and exciting experience for your audience.

scholarly journals Virtual interactive surgical skills classroom: a parallel-group, non-inferiority, adjudicator-blinded, randomised controlled trial (VIRTUAL) - protocol (Preprint)

2021 ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Maria Georgi ◽  
Sonam Patel ◽  
Man Kien Hang ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Post Intervention ◽  
Face To Face ◽  
Computer Based Learning ◽  
Parallel Group ◽  
Classroom Training ◽  
Randomised Controlled

UNSTRUCTURED Traditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Non-interactive computer-based learning (CBL) is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimise resources and increase accessibility. We aim to investigate whether VCT is superior to CBL and non-inferior to FFT in improving basic surgical skills proficiency. This is a parallel-group, non-inferiority randomised controlled trial protocol. A sample of 72 undergraduates will be recruited from five London medical schools. Participants will be stratified by subjective and objective suturing experience level and allocated to three intervention groups with a 1:1:1 ratio. VCT will be delivered via the BARCO weConnect software and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be used. The assessed task will be interrupted suturing with hand-tied knots. The primary outcome will be post-intervention Objective Structured Assessment of Technical Skills (OSAT) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Delta will be defined using historical data. This study will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient, accessible virtual BSS training programs during the Coronavirus disease 2019 (COVID-19) pandemic and in the future. University College London Research Ethics Committee: 19071/001

Community Reinforcement and Family Training (CRAFT): An effectiveness study.

2009 ◽  
Vol 2 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Linda W. Dutcher ◽  
Raymond Anderson ◽  
Marah Moore ◽  
Carol Luna-Anderson ◽  
Robert J. Meyers ◽  
...  
Keyword(s):  
Effectiveness Study
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