scholarly journals The Impact of a Structured Virtual Reality Simulation Training Curriculum for Novice Endoscopists

2021 ◽  
pp. 1-8
Author(s):  
Sofia Silva Mendes ◽  
Miguel Areia ◽  
Mário Dinis Ribeiro ◽  
Carla Rolanda
Keyword(s):  
Virtual Reality ◽  
Technical Skills ◽  
Current Evidence ◽  
Training Curriculum ◽  
Cognitive Component ◽  
Technical Performance ◽  
Prospective Multicentre Study ◽  
Hands On ◽  
Skills Learning ◽  
The Impact

<b><i>Background:</i></b> Current evidence supports the use of virtual reality (VR) simulation-based training for novice endoscopists. However, there is still a need for a standardized induction programme which ensures sufficient preparation, with knowledge and basic skills, before their approach to patient-based training. We designed a structured progressive programme in upper endoscopy and colonoscopy and aimed to determine its impact on cognitive and technical performance. <b><i>Methods:</i></b> Prospective, multicentre study, focused on “Endoscopy I, 2018,” a course with a theoretical and a hands-on module (20 h) in the GI Mentor II®. Gastroenterology residents of the 1st year were enrolled. A pre-test and test were applied to evaluate the cognitive component, and a pre-training and post-training esophagogastroduodenoscopy (EGD) and colonoscopy VR cases were used to evaluate the technical component. The hands-on training included psychomotor exercises (Navigation I, Endobubble I), 4 EGD, and 4 colonoscopy VR cases. The metrics applied for technical skills evaluation were time to reach the second portion of duodenum (D2)/cecum (seconds), efficiency of screening (%), and time the patient was in pain (%). <b><i>Results:</i></b> Twenty-three participants were included, majority female (67%), 26 ± 0.7 years old. Comparing the pre-test versus test, the cognitive score significantly improved (11/15 vs. 14/15; <i>p</i> &#x3c; 0.001). Considering the technical assessment after training: in EGD, the time to D2 was significantly lower (193 vs. 63 s; <i>p</i> &#x3c; 0.001), and the efficiency of screening significantly better (64 vs. 91%; <i>p</i> &#x3c; 0.001); in colonoscopy, the time to reach the cecum was significantly lower (599 vs. 294 s; <i>p</i> = 0.001), the time the patient was in pain was significantly lower (27 vs. 10%; <i>p</i> = 0.005), and the efficiency of screening had a tendency towards improvement (50 vs. 68%; <i>p</i> = 0.062). <b><i>Conclusion:</i></b> The proposed training curriculum in basic endoscopy for novices is aligned with international recommendations and demonstrated a significant impact on cognitive and technical skills learning achievements.

scholarly journals Understanding the Impact of Trunk and Arm Impairments on Wheelchair Rugby Performance During Competition

2019 ◽  
Vol 14 (5) ◽  
pp. 612-619 ◽  
Author(s):  
Barry S. Mason ◽  
Viola C. Altmann ◽  
Victoria L. Goosey-Tolfrey
Keyword(s):  
Performance Measures ◽  
Tracking System ◽  
Technical Skills ◽  
Wheelchair Rugby ◽  
Technical Performance ◽  
Indoor Tracking ◽  
Arm Function ◽  
The Impact ◽  
Technical Measures ◽  
Measures Of Performance

Purpose: To determine the effect of trunk and arm impairments on physical and technical performance during wheelchair rugby (WR) competition. Methods: Thirty-one highly trained WR players grouped according to their trunk (no trunk [NT]; some trunk [T] function) and arm impairments (poor, moderate, and good arm function) participated in 5 WR matches. Players’ physical (wheelchair mobility) and technical (ball handling) activities were analyzed using an indoor tracking system and video analysis, respectively. Results: Trunk impairment explained some of the variance in physical (10.6–23.5%) and technical (16.2–33.0%) performance. T covered more distance, had more possession, scored more goals, and received and made more passes yet spent less time at low speeds and performed fewer inbounds than NT (≤.05). Arm impairment explained some of the variance in all physical (16.7–47.0%) and the majority of technical (13.1–53.3%) performance measures. Moderate and good arm function covered more distance, reached higher peak speeds, spent more time in higher speed zones, scored more goals, had more possession, and received and made more passes, with a higher percentage of 1-handed and long passes, than poor arm function. Good arm function also received more passes and made a higher percentage of 1-handed passes and defensive blocks than moderate arm function (P ≤ .05). Conclusions: Arm impairment affects a greater number of physical and technical measures of performance specific to WR than trunk impairment during competition. Having active finger function (good arm function) yielded no further improvements in physical performance but positively influenced a small number of technical skills.

scholarly journals modern problems and prospects of music formation and art education development during COVID-19

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Liubomyr Martyniv ◽  
Alla Sokolova ◽  
Svitlana Kurinna ◽  
Oleh Kopeliuk ◽  
Ihor Sediuk ◽  
...  
Keyword(s):  
Music Education ◽  
Art Education ◽  
Interdisciplinary Collaboration ◽  
Technical Skills ◽  
Creative Development ◽  
Education Development ◽  
Long Run ◽  
Hands On ◽  
Independent Decision ◽  
The Impact

This article aims to assess the problems and prospects of the development and formation of music and art education given the impact of the pandemic COVID-19. Methodology. The research formed a model for the creative development of pupils and students of music and art education based on the Organization for Economic Co-operation and Development Skills for Jobs database. Results. Creativity is shaped by the hands-on activities of students, their music, and art education. Basic creativity skills are best formed through interdisciplinary collaboration toward STEM-education. Research shows that math skills, science, and engineering have a positive effect on students' creativity in hands-on product creation during art courses. Technical skills are important, but they stimulate creativity when students independently decide to use them in a specific, student-defined task. The novelty effect of technology is temporary in creativity stimulation, whereas the student's independent decision to use specific technical skills accordingly to a self-defined problem and task stimulates creativity in the long run. COVID-19 pandemic has exacerbated long-standing challenges and barriers for arts and music education as well as ways to solve those challenges.

Usefulness of a Virtual Reality Percutaneous Trigeminal Rhizotomy Simulator in Neurosurgical Training

2015 ◽  
Vol 11 (3) ◽  
pp. 420-425 ◽  
Author(s):  
Sophia F Shakur ◽  
Cristian J Luciano ◽  
Patrick Kania ◽  
Ben Z Roitberg ◽  
P Pat Banerjee ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Linear Regression Analysis ◽  
Entry Point ◽  
Technical Performance ◽  
Final Score ◽  
Percutaneous Trigeminal Rhizotomy ◽  
The Mean ◽  
The Impact ◽  
Junior Residents ◽  
The Ideal

Abstract BACKGROUND Simulation-based training may be incorporated into neurosurgery in the future. OBJECTIVE To assess the usefulness of a novel haptics-based virtual reality percutaneous trigeminal rhizotomy simulator. METHODS A real-time augmented reality simulator for percutaneous trigeminal rhizotomy was developed using the ImmersiveTouch platform. Ninety-two neurosurgery residents tested the simulator at American Association of Neurological Surgeons Top Gun 2014. Postgraduate year (PGY), number of fluoroscopy shots, the distance from the ideal entry point, and the distance from the ideal target were recorded by the system during each simulation session. Final performance score was calculated considering the number of fluoroscopy shots and distances from entry and target points (a lower score is better). The impact of PGY level on residents' performance was analyzed. RESULTS Seventy-one residents provided their PGY-level and simulator performance data; 38% were senior residents and 62% were junior residents. The mean distance from the entry point (9.4 mm vs 12.6 mm, P = .01), the distance from the target (12.0 mm vs 15.2 mm, P = .16), and final score (31.1 vs 37.7, P = .02) were lower in senior than in junior residents. The mean number of fluoroscopy shots (9.8 vs 10.0, P = .88) was similar in these 2 groups. Linear regression analysis showed that increasing PGY level is significantly associated with a decreased distance from the ideal entry point (P = .001), a shorter distance from target (P = .05), a better final score (P = .007), but not number of fluoroscopy shots (P = .52). CONCLUSION Because technical performance of percutaneous rhizotomy increases with training, we proposed that the skills in performing the procedure in our virtual reality model would also increase with PGY level, if our simulator models the actual procedure. Our results confirm this hypothesis and demonstrate construct validity.

The utility of virtual reality surgical simulation in the undergraduate otorhinolaryngology curriculum

2018 ◽  
Vol 132 (12) ◽  
pp. 1072-1076 ◽  
Author(s):  
T Hardcastle ◽  
A Wood
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Temporal Bone ◽  
Surgical Simulation ◽  
Career Planning ◽  
Perceived Usefulness ◽  
Surgical Simulator ◽  
Career Plans ◽  
Hands On ◽  
The Impact

AbstractObjectiveTo examine the impact of temporal bone virtual reality surgical simulator use in the undergraduate otorhinolaryngology curriculum.MethodsMedical students attended a workshop involving the use of a temporal bone virtual reality surgical simulator. Students completed a pre-workshop questionnaire on career interests. A post-workshop questionnaire evaluated the perceived usefulness and enjoyment of the virtual reality surgical simulator experience, and assessed changes in their interest in ENT.ResultsThirty-two fifth-year University of Auckland medical students were recruited. The majority of students (53.1 per cent) had already chosen their career path. The simulator experience was useful for: stimulating thoughts around career plans (71.9 per cent), providing hands-on experience (93.8 per cent) and teaching disease processes (93.8 per cent). After the workshop, 53.1 per cent of students were more interested in a career in ENT.ConclusionVirtual reality may be a fun and engaging way of teaching ENT. Furthermore, it could help guide student career planning.

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

An improved de Laval nozzle experiment

2021 ◽  
pp. 030641902110341
Author(s):  
Nicholas Goodman ◽  
Brian J Leege ◽  
Peter E Johnson
Keyword(s):  
Data Acquisition ◽  
Laval Nozzle ◽  
Flow Characteristics ◽  
Data Acquisition System ◽  
Isentropic Flow ◽  
Hands On ◽  
De Laval Nozzle ◽  
Physical Phenomena ◽  
The Impact ◽  
The Relationship

Exposing students to hands-on experiments has been a common approach to illustrating complex physical phenomena that have been otherwise modelled solely mathematically. Compressible, isentropic flow in a duct is an example of such a phenomenon, and it is often demonstrated via a de Laval nozzle experiment. We have improved an existing converging/diverging nozzle experiment so that students can modify the location of the normal shock that develops in the diverging portion to better understand the relationship between the shock and the pressure. We have also improved the data acquisition system for this experiment and explained how visualisation of the standing shock is now possible. The results of the updated system demonstrate that the accuracy of the isentropic flow characteristics has not been lost. Through pre- and post-laboratory quizzes, we show the impact on student learning as well.

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