scholarly journals P.132 Investigation of Simulation-Based Lumbar Puncture Teaching Paradigms for Novice Learners

2021 ◽  
Vol 48 (s3) ◽  
pp. S57-S57
Author(s):  
PJ Gariscsak ◽  
H Braund ◽  
F Haji
Keyword(s):  
Cognitive Load ◽  
Learning Performance ◽  
Group Differences ◽  
Mixed Group ◽  
Learner Outcomes ◽  
Simulated Environment ◽  
Progressive Group ◽  
Simulation Based ◽  
Novice Learner ◽  
Assessment Performance

Background: Simulation-based educations’ prevalence within clinical neuroscience is on the rise, however investigation into what environment is most conducive to optimizing learning performance is limited. We aimed to determine whether training a simple-to-complex (progressive) sequence would result in superior learning compared to complex-to-simple (mixed) or complex-only sequences. Methods: A three-arm, prospective, randomised experiment was conducted to determine the effects on novice learner LP performance and cognitive load during learning and a very complex simulated reality assessment test 9-11 days later. Results: During learning, sterility breaches decreased linearly over time (p<.01) with no group differences, and accuracy was higher in the progressive group compared to complex-only (p<.01) and trended in the mixed group (p<.09). Across the learning phase cognitive load increased in the progressive group (p<.01) and decreased across the mixed group (p<.01). At assessment, there were no group differences in number of sterility breaches (p=.66), needle passes (p=.68) or cognitive load (p=.25). Conclusions: Contrary to our hypothesis, equivocal assessment performance was found across groups. Our results suggest that successive progression in complexity of simulation does not increase novice learner outcomes. Further, a “one-size fits all” approach to simulated environment complexity in clinical neurosciences education may be warranted given equivocal learning and less resources necessary.

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

Effect of speaker certainty on novel word learning in monolingual and bilingual children

2018 ◽  
Vol 22 (04) ◽  
pp. 883-895 ◽  
Author(s):  
MILIJANA BUAC ◽  
AURÉLIE TAUZIN-LARCHÉ ◽  
EMILY WEISBERG ◽  
MARGARITA KAUSHANSKAYA
Keyword(s):  
Word Learning ◽  
Learning Performance ◽  
Bilingual Children ◽  
Group Differences ◽  
Language Experience ◽  
English Bilingual ◽  
English Speaking ◽  
Novel Word Learning ◽  
Linguistic Backgrounds ◽  
Novel Words

In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (MAge = 6.40) and Spanish–English bilingual (MAge = 6.58) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds (i.e., bilinguals) are less prone to prioritizing information based on speaker certainty.

Dynamically adaptive simulation based on expertise and cognitive load

2018 ◽  
Author(s):  
Dirk Rodenburg ◽  
Paul Hungler ◽  
S. Ali Etemad ◽  
Dan Howes ◽  
Adam Szulewski ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Adaptive Simulation ◽  
Simulation Based

The Effect of Overview Displays on Situation Assessment

1998 ◽  
Vol 42 (3) ◽  
pp. 258-262 ◽  
Author(s):  
Diego Y. Rivera ◽  
Mark H. Chignell ◽  
Eric Davey
Keyword(s):  
Performance Measures ◽  
Display Condition ◽  
Situation Assessment ◽  
Display Design ◽  
Verbal Instructions ◽  
Simulated Environment ◽  
Simulation Based ◽  
The Impact

The impact of overview displays when operating in a simulated environment (SimCity 2000) was assessed. Subjects in one condition had access to a fixed overview display on a separate CRT (an additional display that was absent in the no overview display condition). The experimenter operated the simulation based on the verbal instructions of the subjects. More trends were detected, and more verbalizations, in the overview display condition. There was also more discussion of the simulation state and more transitions from commenting about states to preparing actions, with the overview display. It is argued that the methodology used in this study, and the results obtained, demonstrate that measures such as situation assessment may be easier to interpret than performance measures, and less variable, because they are less likely to be influenced by extraneous factors. Thus they may be more sensitive indicators of the effect of changes in display design.

Simulation to Standardize Patient Care and Maintain Procedural Competency

2015 ◽  
Vol 34 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Meggan Butler-O’Hara ◽  
Margaret Marasco ◽  
Rita Dadiz
Keyword(s):  
Patient Care ◽  
Medical Center ◽  
Standardize Patient ◽  
Advanced Practice ◽  
Invasive Procedures ◽  
Simulated Environment ◽  
Simulation Based ◽  
Rochester Medical ◽  
Heath Care ◽  
The University

ABSTRACTSimulation-based training is a means to teach procedural skills and to help advanced practice providers maintain procedural competency and credentialing. There is growing recognition of the importance of requiring providers to demonstrate competency of invasive procedures in a simulated environment prior to performing these high-risk procedures on patients. This article describes the development and implementation of the Simulation Procedural Program at the University of Rochester Medical Center. In addition to contributing to the education of our providers, such a program can lead to improved patient quality, safety, and outcomes through the standardization of patient care. The innovative use of simulation can lead to effective heath care education and improvement in patient safety.

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