The interaction between ability and training structure: A meta-analysis

2010 ◽  
Author(s):  
Vanessa K. Kowollik ◽  
Eric A. Day ◽  
Xiaoqian Wang ◽  
Matthew J. Schuelke ◽  
Michael G. Hughes
Keyword(s):  
Meta Analysis ◽  
Training Structure ◽  
And Training

Qualitative meta-analysis on the training needs reported by in-service CLIL teachers

2019 ◽  
Vol 32 (1) ◽  
pp. 277-303
Author(s):  
Laura Pons Seguí
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Meta Analysis ◽  
Training Needs ◽  
Experienced Teachers ◽  
Material Development ◽  
Training Programmes ◽  
Teachers Training ◽  
Previous Training ◽  
And Training

Abstract This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.

I.—Training for Safe and Efficient Ship Operations

1973 ◽  
Vol 26 (3) ◽  
pp. 251-258
Author(s):  
L. A. Holder
Keyword(s):  
Control Point ◽  
Practical Training ◽  
Short Term ◽  
The United Kingdom ◽  
Wide Range ◽  
Operations Control ◽  
Training Structure ◽  
Training Of Personnel ◽  
And Training ◽  
Future Date

Looking at the practical training for operators of future ships we are confronted with a wide range of sub-systems which may at some future date be grouped in a central ‘operations control’ point. The array shown in Fig. I is by no means exhaustive. The selection, education and training of personnel for the conduct of international shipping is of world importance and the United Kingdom has a wealth of experience which is respected by other maritime and would-be maritime nations. In this paper it is only possible to take a narrow and rather short-term view of requirements within the present manning and training structure.

scholarly journals Effectiveness of Virtual/Augmented Reality–Based Therapeutic Interventions on Individuals With Autism Spectrum Disorder: A Comprehensive Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Behnam Karami ◽  
Roxana Koushki ◽  
Fariba Arabgol ◽  
Maryam Rahmani ◽  
Abdol-Hossein Vahabie
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Cognitive Skills ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapeutic Interventions ◽  
Vr Training ◽  
Living Skills ◽  
And Training

In recent years, the application of virtual reality (VR) for therapeutic purposes has escalated dramatically. Favorable properties of VR for engaging patients with autism, in particular, have motivated an enormous body of investigations targeting autism-related disabilities with this technology. This study aims to provide a comprehensive meta-analysis for evaluating the effectiveness of VR on the rehabilitation and training of individuals diagnosed with an autism spectrum disorder. Accordingly, we conducted a systematic search of related databases and, after screening for inclusion criteria, reviewed 33 studies for more detailed analysis. Results revealed that individuals undergoing VR training have remarkable improvements with a relatively large effect size with Hedges g of 0.74. Furthermore, the results of the analysis of different skills indicated diverse effectiveness. The strongest effect was observed for daily living skills (g = 1.15). This effect was moderate for other skills: g = 0.45 for cognitive skills, g = 0.46 for emotion regulation and recognition skills, and g = 0.69 for social and communication skills. Moreover, five studies that had used augmented reality also showed promising efficacy (g = 0.92) that calls for more research on this tool. In conclusion, the application of VR-based settings in clinical practice is highly encouraged, although their standardization and customization need more research.

scholarly journals Lost in the lifeworld: Technology help seeking and giving on diverse, post-secondary campuses / Perdu dans le monde vécu: solliciter et fournir une aide technologique dans les institutions postsecondaires marquées par la diversité

2013 ◽  
Vol 39 (2) ◽  
Author(s):  
Derek Tannis
Keyword(s):  
Learning Environment ◽  
Lived Experience ◽  
Help Seeking ◽  
Information And Communications Technology ◽  
Academic Goals ◽  
Educational Approach ◽  
Post Secondary ◽  
Help Giving ◽  
Training Structure ◽  
And Training

Information and communications technology (ICT) is integrated throughout a student’s lived experience in their post-secondary learning environment. In order for students with limited or no background with ICT to achieve their academic goals, a central part of their adaptation involves an intensive period of ICT help seeking. Using anecdotes from phenomenological research, this paper explores what we can learn about our practice as help givers through reflecting upon the lived experience of cross-cultural ICT help seeking and giving on diverse, post-secondary campuses. What surfaces from this investigation is the importance of developing an ICT support and training structure that appreciates the inter-subjective, activity-embedded nature of ICT help seeking and giving. An phenomenological educational approach to ICT help giving would be thoughtfully interwoven into a post-secondary learning environment, not as a remedial construct, but as an integral part of the learning, and help seeking, experience itself. Solliciter et fournir une aide technologique font de toute évidence partie intégrante de l’expérience étudiante, et ce, tout au long de la formation postsecondaire. Pour permettre aux étudiants avec peu ou pas d’expérience en TIC d’atteindre leurs objectifs universitaires, on doit présumer qu’une composante cruciale de leur adaptation consiste en une phase intensive de demandes d’aide technologique. À partir d’anecdotes tirées de la recherche phénoménologique, cet article explore ce que l’on peut apprendre sur nos pratiques d’assistance grâce à une réflexion sur l’expérience de demande d’aide technologique en contexte interculturel dans les institutions d’enseignement supérieur marquées par la diversité. Les résultats de cette enquête mettent en évidence l’importance de développer une structure d’aide et de formation en TIC qui prend en considération la nature intersubjective et active de la demande d’aide technologique. Une approche éducative délibérément phénoménologique de l’assistance technologique devrait être soigneusement intégrée dans un environnement d’éducation supérieure non pas comme un correctif, mais comme une partie intégrante de l'expérience d'apprentissage et de recherche d’aide.

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: PRISMA Systematic Review (Preprint)

2021 ◽  
Author(s):  
Federica Pallavicini ◽  
Alessandro Pepe ◽  
Massimo Clerici ◽  
Fabrizia Mantovani
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Virtual Reality ◽  
Cognitive Rehabilitation ◽  
Meta Analysis ◽  
Education And Training ◽  
Health Conditions ◽  
Virtual Agents ◽  
Medical Education And Training ◽  
And Training

BACKGROUND Since the COVID-19 outbreak, the adoption rate of virtual reality in medicine has seen a massive rise. Many hospitals and medical universities rushed to implement virtual reality to remotely provide medical treatment or medical education and training. OBJECTIVE This systematic review aimed to describe the literature on virtual reality applications during the COVID-19 crisis to treat mental and physical health conditions and for medical education and training. METHODS A systematic search of the literature was made following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. It was pre-registered in the International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY)— INPLASY202190108. The search databases were PsycINFO, Web of Science, and Medline. The search string was: [(“virtual reality”)] AND [(“COVID-19”)]. RESULTS N=44 studies met inclusion criteria during the period 2020 – 2021. CONCLUSIONS Findings show the benefit of virtual reality for treating several mental health conditions during the COVID-19 pandemic, including stress, anxiety, and depression, and for cognitive rehabilitation. Besides, VR was useful to promote physical exercise and for the management of chronic pain. As regards education and training, virtual reality resulted an effective learning tool during the COVID-19 pandemic in many medical areas such as nursing, pediatry,cardiology, and urology. The majority of the retrieved studies recruited young adults. Studies showed the usefulness of VR for the treatment of health problems and for medical education and training both in the format with high immersion (i.e., immersive VR) and in that with a low level of immersion (i.e., desktop VR). Various VR systems (i.e., PC-based, mobile, standalone) and contents (i.e., 360° videos and photos, virtual environments, VR games, embodied virtual agents) showed positive results. Finally, VR has been used successfully in both face-to-face and remote trials.

scholarly journals Practical Lessons on 12-Lead ECG Classification: Meta-Analysis of Methods From PhysioNet/Computing in Cardiology Challenge 2020

2022 ◽  
Vol 12 ◽  
Author(s):  
Shenda Hong ◽  
Wenrui Zhang ◽  
Chenxi Sun ◽  
Yuxi Zhou ◽  
Hongyan Li
Keyword(s):  
Data Augmentation ◽  
Meta Analysis ◽  
Single Type ◽  
Training Strategy ◽  
Advantages And Disadvantages ◽  
The Common ◽  
Classification Tasks ◽  
Electrocardiogram Ecg ◽  
And Training ◽  
Better Than

Cardiovascular diseases (CVDs) are one of the most fatal disease groups worldwide. Electrocardiogram (ECG) is a widely used tool for automatically detecting cardiac abnormalities, thereby helping to control and manage CVDs. To encourage more multidisciplinary researches, PhysioNet/Computing in Cardiology Challenge 2020 (Challenge 2020) provided a public platform involving multi-center databases and automatic evaluations for ECG classification tasks. As a result, 41 teams successfully submitted their solutions and were qualified for rankings. Although Challenge 2020 was a success, there has been no in-depth methodological meta-analysis of these solutions, making it difficult for researchers to benefit from the solutions and results. In this study, we aim to systematically review the 41 solutions in terms of data processing, feature engineering, model architecture, and training strategy. For each perspective, we visualize and statistically analyze the effectiveness of the common techniques, and discuss the methodological advantages and disadvantages. Finally, we summarize five practical lessons based on the aforementioned analysis: (1) Data augmentation should be employed and adapted to specific scenarios; (2) Combining different features can improve performance; (3) A hybrid design of different types of deep neural networks (DNNs) is better than using a single type; (4) The use of end-to-end architectures should depend on the task being solved; (5) Multiple models are better than one. We expect that our meta-analysis will help accelerate the research related to ECG classification based on machine-learning models.

scholarly journals Augmented, Mixed and Virtual Reality-based Head-Mounted Devices for Medical Education: A Systematic Review (Preprint)

2021 ◽  
Author(s):  
Sandra Barteit ◽  
Lucia Lanfermann ◽  
Till Bärnighausen ◽  
Florian Neuhann ◽  
Claudia Beiersmann
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Virtual Reality ◽  
Quantitative Methods ◽  
Meta Analysis ◽  
Relevant Literature ◽  
Small Scale ◽  
Middle Income ◽  
Beneficial Effects ◽  
And Training

BACKGROUND Augmented (AR), mixed (MR) and virtual reality (VR), realized as head-mounted devices (HMDs), may open up new ways of teaching medical content including in low-resource settings. OBJECTIVE This review examines the effectiveness of AR and VR HMDs for medical education, with a particular focus on low- and middle-income countries. METHODS A systematic review was conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and Cochrane guidelines. Seven medical databases were searched for peer-reviewed publications from 1st January 2014 to 31st May 2019. An extensive search was carried out to examine relevant literature using three broad terms ‘extended reality (XR)’ which comprises the concepts of AR, MR, and VR, ‘medicine' and ‘education'. RESULTS A total of 27 studies were included. The participants included all types of healthcare professionals, especially medical students. AR and VR implemented with HMDs was most often used for training in the fields of surgery and anatomy. A various range of study designs was employed whereby quantitative methods were clearly dominant. Training with AR- and VR-based HMDs was perceived as salient and motivating, it engaged the user in the learning process. In the majority of studies (63%) HMD-based interventions were deemed effective, thus indicating potential benefits of HMDs for LMICs. A small number of included studies (15%) indicated that HMDs were effective for certain aspects of medical skills and knowledge learning and training, while other studies suggested that HMDs were only viable as an additional teaching tool (15%). Only two studies (7%) found that there was no prove of effectiveness for using HMDs. CONCLUSIONS The majority of included studies suggest that XR-based HMDs have beneficial effects for medical education. Studies showed non-inferior results if compared to conventional teaching and training, but users showed more enthusiasm and enjoyment. HMDs enable repeated practice without adverse effects on the patient in various medical disciplines. However, many HMD-based interventions were small-scale and conducted as short-termed pilots. Therefore, it is key to rigorously evaluate XR-based HMDs with AR and VR implementations in LMICs to better understand the strengths and shortcomings of HMDs for medical education in LMICs contexts.

scholarly journals The Validity of Situation Awareness for Performance: A Meta-Analysis

2020 ◽  
Author(s):  
Jonathan Z Bakdash ◽  
Laura Ranee Marusich ◽  
Katherine Cox ◽  
Michael Geuss ◽  
Erin Zaroukian
Keyword(s):  
Task Performance ◽  
Situation Awareness ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Empirical Literature ◽  
Inclusion Criteria ◽  
Performance Effect ◽  
Psychological Mechanisms ◽  
And Training ◽  
Cognitive Construct

SA is a widely used cognitive construct in human factors, summarized as “knowing what is going on.” Generally, SA is theoretically posited to be a critical causal factor and/or construct for performance. However, some researchers have raised concerns that SA may be circular and also that SA may lack the appropriate psychological mechanisms relevant to performance. We address these conflicting perspectives using meta-analysis to evaluate the specific and general patterns of associations among SA-performance effect sizes. Specifically, we focus on the validity of SA for performance—the degree to which SA represents or captures the relevant psychological processes and mechanisms related to task performance. From the empirical literature, we coded associations of eight unique measures of SA with (task) performance: 492 effects from 38 papers met the systematic review inclusion criteria. In contrast to SA’s broadly theorized fundamental link with performance, the magnitude of most meta-analytic mean effect sizes for SA measures was limited to medium or lower effects. Although there was a significant overall mean effect, its magnitude was also limited (r = 0.24). In addition, there was high unexplained systematic variation with an enormous plausible range for individual effects (r = -0.20 to 0.60). The meta-analytic results are inconsistent with theories postulating SA is fundamental to performance. Instead, SA’s validity for performance tends to be, on average, weak with large variations among effects. Therefore, theories may need to be revised. Furthermore, even presuming SA is causally linked to performance as generally theorized, improvements in SA (such as SA-based design and training) may not correspond to meaningful increases in task performance.

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