Evaluation of the Virtual Physiology of Exercise Laboratory program

2009 ◽  
Vol 33 (4) ◽  
pp. 335-342 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Ventilatory Threshold ◽  
Exercise Physiology ◽  
Design Data ◽  
Laboratory Activity ◽  
Assessment Scores ◽  
Hands On ◽  
Group 2 ◽  
Additional Support ◽  
Physiology Laboratory ◽  
Group 1

The Virtual Physiology of Exercise Laboratory (VPEL) program was created to simulate the test design, data collection, and analysis phases of selected exercise physiology laboratories. The VPEL program consists of four modules: 1) cardiovascular, 2) maximal O2 consumption (V̇o2max), 3) lactate and ventilatory thresholds, and 4) respiratory exchange ratio. The purpose of this investigation was to compare student learning from the VPEL program with that from traditional “hands-on” exercise physiology laboratory activities. Student participants from the spring 2009 Integrated Fitness Programming course were randomly assigned to either experimental group 1 or group 2. Group 1 completed a hands-on version of a typical V̇o2max laboratory activity, whereas group 2 completed the VPEL V̇o2max module. Both groups then completed the same assessment to evaluate their understanding of V̇o2max laboratory concepts. Group 1 then completed the VPEL lactate and ventilatory threshold module, whereas group 2 completed a hands-on version of that same activity. Both groups then completed the same assessment to evaluate their understanding of lactate and ventilatory threshold laboratory concepts. Mean V̇o2max assessment scores were 86.39 ± 4.13 and 85.64 ± 6.72 and mean lactate and ventilatory threshold assessment scores were 85.50 ± 8.05 and 86.15 ± 6.45 for groups 1 and 2, respectively. These findings lend additional support to the following conclusion of similar investigations ( 2 , 4 , 6 ): that virtual laboratories instruct students as effectively as hands-on laboratories.

scholarly journals Effect of Residents’ Previous Laparoscopic Surgery Experience on Initial Robotic Suturing Experience

2012 ◽  
Vol 2012 ◽  
pp. 1-4 ◽  
Author(s):  
Gokhan Sami Kilic ◽  
Teresa M. Walsh ◽  
Mostafa Borahay ◽  
Burak Zeybek ◽  
Michael Wen ◽  
...  
Keyword(s):  
Laparoscopic Surgery ◽  
Robotic Surgery ◽  
Laparoscopic Suturing ◽  
Hands On ◽  
Group 2 ◽  
Suturing Techniques ◽  
Laboratory Training ◽  
The Impact ◽  
Suturing Skills ◽  
Group 1

Objective. To assess the impact of gynecology residents’ previous laparoscopic experience on the learning curve of robotic suturing techniques and the value of initial structured teaching in dry lab prior to surgery. Methods. Thirteen gynecology residents with no previous robotic surgery experience were divided into Group 1, consisting of residents with 2 or fewer laparoscopic experiences, and Group 2, consisting of residents with 3 or more laparoscopic experiences. Group 1 had a dry-laboratory training in suturing prior to their initial experience in the operating room. Results. For all residents, it took on average 382±159 seconds for laparoscopic suturing and 326±196 seconds for robotic suturing (P=0.12). Residents in Group 1 had a lower mean suture time than residents in Group 2 for laparoscopic suturing (P=0.009). The residents in Group 2, however, had a lower mean suture time on the robot compared to Group 1 (P=0.5). Conclusion. Residents with previous laparoscopic suturing experience may gain more from a robotic surgery experience than those with limited laparoscopic surgery experience. In addition, dry lab training is more efficient than hands-on training in the initial phase of teaching for both laparoscopic and robotic suturing skills.

scholarly journals Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study

10.2196/18768 ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. e18768
Author(s):  
Marko Henrik Björn ◽  
Jonne MM Laurila ◽  
Werner Ravyse ◽  
Jari Kukkonen ◽  
Sanna Leivo ◽  
...  
Keyword(s):  
Electrode Placement ◽  
Rank Test ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Hands On ◽  
Computer Based ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

Background Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. Objective This study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. Methods A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. Results The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator. Conclusions Learning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

The use of formative online quizzes to enhance class preparation and scores on summative exams

2008 ◽  
Vol 32 (4) ◽  
pp. 297-302 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Significant Positive Correlation ◽  
Exercise Physiology ◽  
Exam Performance ◽  
Course Material ◽  
Group 3 ◽  
Online Quizzes ◽  
Exam Scores ◽  
Group 2 ◽  
Physiology Students ◽  
Group 1

Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes were valid predictors of summative exam performance. A retrospective analysis was performed on the course scores from three different groups of Exercise Physiology students. Students in group 1 completed the original version of the course, those in group 2 completed an updated version of the course that included more rigorous exam questions, and those in group 3 completed the same updated version of the course but with the addition of 10 required online quizzes. Results showed that the overall mean summative exam score from group 3 was significantly higher than that from group 2 (81.79 ± 8.26 and 78.72 ± 9.61, respectively). A significant positive correlation ( r = 0.50) was also found between individual mean online quiz scores and individual mean exam scores for those students in group 3. It was concluded that the formative online quizzes did enhance summative exam performance and that the online quizzes were valid predictors of exam performance.

scholarly journals Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study (Preprint)

2020 ◽  
Author(s):  
Marko Henrik Björn ◽  
Jonne MM Laurila ◽  
Werner Ravyse ◽  
Jari Kukkonen ◽  
Sanna Leivo ◽  
...  
Keyword(s):  
Electrode Placement ◽  
Rank Test ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Hands On ◽  
Computer Based ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

BACKGROUND Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. OBJECTIVE This study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. METHODS A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. RESULTS The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, <i>P</i>=.074) and observed practical skills compared with the group that studied without a simulator. CONCLUSIONS Learning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

Classroom Versus Computer-based CPR Training: A Comparison of the Effectiveness of Two Instructional Methods

2009 ◽  
Vol 4 (3) ◽  
pp. 98-103 ◽  
Author(s):  
Robb S. Rehberg ◽  
Linda Gazzillo Diaz ◽  
David A. Middlemas
Keyword(s):  
Performance Evaluation ◽  
Traditional Classroom ◽  
Design Data ◽  
Significant Difference ◽  
Skill Performance ◽  
Computer Based ◽  
Group 2 ◽  
Cpr Training ◽  
Group 1

Objective: The objective of this study was to determine whether computer-based CPR training is comparable to traditional classroom training. Design and Setting: This study was quantitative in design. Data was gathered from a standardized examination and skill performance evaluation which yielded numerical scores. Subjects: The subjects were 64 undergraduate freshmen who never had CPR training or performed CPR. The subjects were divided into two groups. Group 1 completed the National Safety Council Adult CPR training program via traditional classroom instruction, while Group 2 completed the online version. Measurements: After training, both groups completed the standardized knowledge examination and skill performance evaluation. Skill performance was evaluated by trained evaluators and Resusci Anne computerized CPR manikins. Results: On the standardized knowledge examination and skill performance evaluation, Group 2 scored lower than Group 1; however, no statistically significant difference between the groups existed. MANOVA indicated there was a significant difference in the quality of CPR compressions (location, rate, depth, and release), ventilation rate and volume. Conclusions: Computer-based CPR training may be as effective as traditional classroom CPR training in terms of knowledge outcomes. However, the computer-based CPR training method may not be as effective as traditional classroom-based training in terms of developing quality CPR performance. These results are critical, as quality of CPR effort performed on a cardiac arrest victim has a direct impact on effectiveness.

Response of ventilatory and lactate thresholds to continuous and interval training

1985 ◽  
Vol 58 (4) ◽  
pp. 1115-1121 ◽  
Author(s):  
D. C. Poole ◽  
G. A. Gaesser
Keyword(s):  
Lactate Threshold ◽  
Ventilatory Threshold ◽  
Interval Training ◽  
Cycle Ergometer ◽  
Incremental Exercise ◽  
Continuous Exercise ◽  
Before And After ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

The purpose of this study was to evaluate the effects of continuous and interval training on changes in lactate and ventilatory thresholds during incremental exercise. Seventeen males were assigned to one of three training groups: group 1:55 min continuous exercise at approximately 50% maximum O2 consumption (VO2max); group 2: 35 min continuous exercise at approximately 70% VO2max; and group 3: 10 X 2-min intervals at approximately 105% VO2max interspersed with rest intervals of 2 min. All of the subjects were tested and trained on a cycle ergometer 3 day/wk for 8 wk. Lactate threshold (LT) and ventilatory threshold (VT) (in addition to maximal exercise measures) were determined using a standard incremental exercise test before and after 4 and 8 wk of training. VO2max increased significantly in all groups with no statistically significant differences between the groups. Increases (+/- SE) in LT (ml O2 X min-1) for group 1 (569 +/- 158), group 2 (584 +/- 125), and group 3 (533 +/- 88) were significant (P less than 0.05) and of the same magnitude. VT also increased significantly (P less than 0.05) in each group. However, the increase in VT (ml O2 X min-1) for group 3 (699 +/- 85) was significantly greater (P less than 0.05) than the increases in VT for group 1 (224 +/- 52) and group 2 (404 +/- 85). For group 1, the posttraining increase in LT was significantly greater than the increase in VT (P less than 0.05). We conclude that both continuous and interval training were equally effective in augmenting LT, but interval training was more effective in elevating VT.

Abstract 14369: Assessment of Hemodynamic Response to Exercise in Patients With Advanced Heart Failure

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Cole Buchanan ◽  
Gregory Coe ◽  
Ashley Pratt-Cordova ◽  
William K Cornwell
Keyword(s):  
Ventilatory Threshold ◽  
Cardiopulmonary Exercise Test ◽  
Cycle Ergometer ◽  
Peak Exercise ◽  
Hemodynamic Assessment ◽  
Group 2 ◽  
Cardiopulmonary Performance ◽  
Capacity Data ◽  
Response To Exercise ◽  
Group 1

Introduction: Among patients suffering from HFrEF, outcomes are closely associated with quality-of-life and functional capacity. Data are limited regarding exertional cardiopulmonary performance measures in these patients. The objective of this study was to complete a comprehensive analysis of cardiac function among patients with advanced HFrEF during submaximal and peak exercise through an invasive cardiopulmonary exercise test (CPET) on an upright cycle ergometer. Methods: Thirty-five participants with advanced HFrEF (age 59 ± 12) underwent invasive hemodynamic assessment with Swan-Ganz catheter during CPET. Group 1 comprised individuals not on inotropes (N=23, 66%); group 2 was comprised of individuals on inotropes (N=12, 34%). Data were obtained at supine and upright rest, two submaximal levels (steady-states 1-2) of exertion below the ventilatory threshold (VT), and peak exercise. Results: Cohort characteristics are displayed in table 1 . VO 2 max for the overall cohort was severely reduced (11.8 ± 3.3), and was similar between group 1 and 2 (12.1 ± 3.2 v. 10.1 ± 3.5 ml/kg/min, P= 0.71). As displayed in figure 1 , pulmonary arterial and left-sided filling pressures increased dramatically even during submaximal exercise. Cardiac output increased minimally, with only an ~2-fold change from rest to peak exercise for both groups. Conclusions: Among patients with advanced HFrEF, exercise is limited by severe increases in cardiac and pulmonary filling pressures, even during submaximal levels of exercise that mimic real-world activities of daily living, as well as severely impaired inotropic reserve. Inotropes do not appear to improve exertional hemodynamics.

scholarly journals Why is it so hard to lose fat? Because it has to get out through your nose! An exercise physiology laboratory on oxygen consumption, metabolism, and weight loss

2021 ◽  
Vol 45 (3) ◽  
pp. 599-606
Author(s):  
Edward K. Merritt
Keyword(s):  
Weight Loss ◽  
Oxygen Consumption ◽  
Exercise Physiology ◽  
Effective Means ◽  
Mechanical Work ◽  
Energy Utilization ◽  
Laboratory Activity ◽  
Exercise Induced ◽  
Average Size ◽  
Physiology Laboratory

Exercise is thought to be an effective means to quick weight loss. However, few people have realistic exercise-induced weight loss expectations. Fewer understand how weight is “lost” and where the lost mass goes. Understanding that fat is “burned” with inhaled oxygen and most of the mass lost must be exhaled as carbon dioxide might help individuals create realistic weight loss expectations. The purpose of this laboratory activity is to 1) provide students with a basic understanding of the role of oxygen in fuel metabolism during physical activity and its relationship to energy expenditure and mechanical work, and 2) engage students with collection of their own data to determine a realistic timeframe for exercise-induced weight loss. In the prelaboratory, questions such as, “When you lose weight, where does it go?” are asked. A guided discussion helps students understand the basic biochemistry required for weight loss. For the activity, students complete walking or running exercise, recording the time and distance. The relationship of exercise to physics’ concepts of mechanical work and energy utilization are discussed with the concept of “calorie burn” and its relationship to oxygen consumption. Students estimate oxygen consumed and calories burned during exercise using established metabolic equations. Finally, the amount of energy (i.e., calories) equivalent to 1 pound of fat is discussed. Students calculate how long he/she would have to exercise to burn 10 pounds (4.5 kg) of fat. A person of average size and fitness, needs 60+ h of exercise to burn 10 pounds of fat. Supplementary activities including a dramatic gummy bear oxidation and the use of a metabolic cart reinforces these concepts and validates the laboratory estimates.

In-vivo evaluation of the effect of cyanoacrylate on prosthetic vascular graft infection – does cyanoacrylate increase the severity of infection?

VASA ◽  
2020 ◽  
Vol 49 (4) ◽  
pp. 281-284
Author(s):  
Atıf Yolgosteren ◽  
Gencehan Kumtepe ◽  
Melda Payaslioglu ◽  
Cuneyt Ozakin
Keyword(s):  
Vascular Graft ◽  
Graft Infection ◽  
Vascular Graft Infection ◽  
Group 4 ◽  
Significant Difference ◽  
Group 3 ◽  
Group 2 ◽  
Prosthetic Vascular Graft Infection ◽  
Group 1

Summary. Background: Prosthetic vascular graft infection (PVGI) is a complication with high mortality. Cyanoacrylate (CA) is an adhesive which has been used in a number of surgical procedures. In this in-vivo study, we aimed to evaluate the relationship between PVGI and CA. Materials and methods: Thirty-two rats were equally divided into four groups. Pouch was formed on back of rats until deep fascia. In group 1, vascular graft with polyethyleneterephthalate (PET) was placed into pouch. In group 2, MRSA strain with a density of 1 ml 0.5 MacFarland was injected into pouch. In group 3, 1 cm 2 vascular graft with PET piece was placed into pouch and MRSA strain with a density of 1 ml 0.5 MacFarland was injected. In group 4, 1 cm 2 vascular graft with PET piece impregnated with N-butyl cyanoacrylate-based adhesive was placed and MRSA strain with a density of 1 ml 0.5 MacFarland was injected. All rats were scarified in 96th hour, culture samples were taken where intervention was performed and were evaluated microbiologically. Bacteria reproducing in each group were numerically evaluated based on colony-forming unit (CFU/ml) and compared by taking their average. Results: MRSA reproduction of 0 CFU/ml in group 1, of 1410 CFU/ml in group 2, of 180 200 CFU/ml in group 3 and of 625 300 CFU/ml in group 4 was present. A statistically significant difference was present between group 1 and group 4 (p < 0.01), between group 2 and group 4 (p < 0.01), between group 3 and group 4 (p < 0.05). In terms of reproduction, no statistically significant difference was found in group 1, group 2, group 3 in themselves. Conclusions: We observed that the rate of infection increased in the cyanoacyrylate group where cyanoacrylate was used. We think that surgeon should be more careful in using CA in vascular surgery.

The influence of continuous local wound infusion on postoperative pain in patients undergoing transfemoral amputation

VASA ◽  
2015 ◽  
Vol 44 (5) ◽  
pp. 381-386 ◽  
Author(s):  
Christian Uhl ◽  
Thomas Betz ◽  
Andrea Rupp ◽  
Markus Steinbauer ◽  
Ingolf Töpel
Keyword(s):  
Pain Management ◽  
Pilot Study ◽  
Local Anaesthetic ◽  
Phantom Pain ◽  
Transfemoral Amputation ◽  
Postoperative Wound ◽  
Stump Pain ◽  
Management Protocol ◽  
Group 2 ◽  
Group 1

Abstract. Summary: Background: This pilot study was set up to examine the effects of a continuous postoperative wound infusion system with a local anaesthetic on perioperative pain and the consumption of analgesics. Patients and methods: We included 42 patients in this prospective observational pilot study. Patients were divided into two groups. One group was treated in accordance with the WHO standard pain management protocol and in addition to that received a continuous local wound infusion treatment (Group 1). Group 2 was treated with analgesics in accordance with the WHO standard pain management protocol, exclusively. Results: The study demonstrated a significantly reduced postoperative VAS score for stump pain in Group 1 for the first 5 days. Furthermore, the intake of opiates was significantly reduced in Group 1 (day 1, Group 1: 42.1 vs. Group 2: 73.5, p = 0.010; day 2, Group 1: 27.7 vs. Group 2: 52.5, p = 0.012; day 3, Group 1: 23.9 vs. Group 2: 53.5, p = 0.002; day 4, Group 1: 15.7 vs. Group 2: 48.3, p = 0.003; day 5, Group 1 13.3 vs. Group 2: 49.9, p = 0.001). There were no significant differences between the two groups, neither in phantom pain intensity at discharge nor postoperative complications and death. Conclusions: Continuous postoperative wound infusion with a local anaesthetic in combination with a standard pain management protocol can reduce both stump pain and opiate intake in patients who have undergone transfemoral amputation. Phantom pain was not significantly affected.

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