scholarly journals A Haptic Laparoscopic Trainer Based on Affine Velocity Analysis: Engineering and Preliminary Results

2020 ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Leleve ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Haptic Feedback ◽  
Mean Value ◽  
Psychomotor Skills ◽  
Laparoscopic Skills ◽  
Skill Levels ◽  
Effective Learning ◽  
Simulation Based ◽  
Summative Feedback ◽  
Training Opportunities ◽  
Do So

Abstract Background: General agreement exists upon the importance of acquiring laparoscopic skills outside the operation room. During the past two decades, simulation-based training and simulators have been more extensively used in surgeons’ training. Nevertheless learning through simulation-based systems is hindered by several flaws. High-fidelity simulators are cost-prohibitive which limits training opportunities. Their use also elicits a high cognitive load. Low-fidelity simulators lack in haptic, direct and summative feedback. Our goal is to develop a new low fidelity simulator integrating effective learning features as a new assessment variable while limiting the associated costs. We also aim at assessing its primary validity. Methods: We engineered a low fidelity simulator for teaching basic laparoscopic skills taking into account psychomotor skills, direct and summative feedback and engineering key features (haptic feedback and complementary assessment variables). Afterward, 77 participants with 4 different surgical skill levels (17 experts; 12 intermediates; 28 inexperienced interns and 20 novices) tested the simulator. We checked the content validity using a 10 point Likert scale. We also assessed the simulator discriminative power by comparing the 4 groups’ performance over two sessions. To do so, we used 3 variables: time, number of errors (collisions) and affine velocity. Results: The content validation mean value score was 7.57/10. The statistical analysis yielded performance discrepancies on the selected variables among the groups (p<0.001). Conclusion: We developed an affordable and validated simulator for testing and learning basic laparoscopic skills. The results exhibit three levels of performance on the selected variables. Experts and intermediates outperformed the inexperienced interns who in turn outperformed the novices. Results show that the embedded evaluation variables are complimentary and provide realistic results. The inclusion of a new variable and, meanwhile, haptic, direct and summative feedback is innovative regarding low-fidelity simulators. Limitations and implementation conditions of the simulator in the surgical curricula are discussed.

scholarly journals A haptic laparoscopic trainer based on affine velocity analysis: engineering and preliminary results

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Lelevé ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Motor Skills ◽  
Haptic Feedback ◽  
High Fidelity ◽  
Velocity Analysis ◽  
Self Assessment ◽  
Laparoscopic Skills ◽  
Effective Feedback ◽  
Simulation Based ◽  
Good Trade ◽  
Laparoscopic Techniques

Abstract Background There is a general agreement upon the importance of acquiring laparoscopic skills outside the operation room through simulation-based training. However, high-fidelity simulators are cost-prohibitive and elicit a high cognitive load, while low-fidelity simulators lack effective feedback. This paper describes a low-fidelity simulator bridging the existing gaps with affine velocity as a new assessment variable. Primary validation results are also presented. Methods Psycho-motor skills and engineering key features have been considered e.g. haptic feedback and complementary assessment variables. Seventy-seven participants tested the simulator (17 expert surgeons, 12 intermediates, 28 inexperienced interns, and 20 novices). The content validity was tested with a 10-point Likert scale and the discriminative power by comparing the four groups’ performance over two sessions. Results Participants rated the simulator positively, from 7.25 to 7.72 out of 10 (mean, 7.57). Experts and intermediates performed faster with fewer errors (collisions) than inexperienced interns and novices. The affine velocity brought additional differentiations, especially between interns and novices. Conclusion This affordable haptic simulator makes it possible to learn and train laparoscopic techniques. Self-assessment of basic skills was easily performed with slight additional cost compared to low-fidelity simulators. It could be a good trade-off among the products currently used for surgeons' training.

scholarly journals Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu
Keyword(s):  
Simulation Training ◽  
Online Video ◽  
Safety Measures ◽  
Face To Face ◽  
Video Assisted ◽  
Simulation Based ◽  
High Standards ◽  
Strongly Agree ◽  
Training Opportunities ◽  
Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

scholarly journals The Influence of Tomato Juice on Blood Pressure in Menopause Women With Hypertension in Posyandu Kantil

2017 ◽  
Vol 1 (2) ◽  
pp. 52-57
Author(s):  
Ria Muji Rahayu
Keyword(s):  
Blood Pressure ◽  
Research Result ◽  
Mean Value ◽  
Tomato Juice ◽  
Wilcoxon Test ◽  
P Value ◽  
Normality Test ◽  
Menopausal Women ◽  
Before And After ◽  
Do So

Tomato (Lycopersicum commune) contains potassium and lycopene which has the effect blood pressure. The study aims to understand the effect of tomato juice in menopause women with hypertension. This was a pre experimental research. The population was menopausal women and hypertension case amount 11 persons, using total sampling. The research instrument was observational paper dan sphigmanometer. The research result was analyzed by normality test of Shapiro-Wilk test. Statistical test with Wilcoxon test. The research result shown there is no difference mean value between blood pressure before and after treated by tomato juice. They are 6,00 mmHg (systole) and 1,82 mmHg (diastole). Data analyzed by It is 0,05. obtains p value systole 0,072 and diastole 0,334 where p value < α, this H0 is accepted and H1 is rejected. The analysis result shown there is no difference between blood pressure before and after treated by tomato juice at Posyandu Kantil sub-district of Mojoroto, Kediri. Based on the research result revealed there are still many shortcomings that research do so very influential on the final result, and is expected to be study in the future.

Educational Simulations

2010 ◽  
pp. 32-46 ◽  
Author(s):  
David A. Guralnick ◽  
Christine Levy
Keyword(s):  
Case Studies ◽  
Development Process ◽  
Current Work ◽  
Design And Development ◽  
Educational Value ◽  
Effective Learning ◽  
Educational Simulations ◽  
Success Stories ◽  
Simulation Based ◽  
Learn By Doing

Learn-by-doing simulations can provide tremendously effective learning. This chapter examines previous and current work in the area of educational simulations and looks ahead toward several potential futures in the field. The chapter includes a number of simulation-based success stories and case studies from past years, along with a discussion of why they worked as well as what could have been done better. It also describes approaches to ensure that a simulation is educationally effective while still being engaging and even entertaining. In addition, the chapter includes a design and development process that can be followed in order to maximize the educational value and usability of a simulation.

scholarly journals OLDER AUSTRALIAN WOMEN’S HUMAN CAPITAL: PERCEPTIONS OF SKILL LEVELS AND PARTICIPATION IN LEARNING ACTIVITIES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S4-S4
Author(s):  
Philip Taylor
Keyword(s):  
Human Capital ◽  
Older Workers ◽  
Occupational Groups ◽  
Skill Levels ◽  
Fine Grained ◽  
Younger Workers ◽  
Business Cases ◽  
Training Activities ◽  
Capital Development ◽  
Training Opportunities

Abstract While business cases for older workers’ employment stress their value it is well-known that they participate less in training activities than younger workers. Women are at particular risk of not accessing training opportunities. Drawing on a survey of 2500 women aged over 50 we report a fine-grained analysis of the types of training women were undertaking and the factors associated with participation in training. The analysis indicates that training is infrequently undertaken in preparation for a new job and large majorities of women see no need to and are not interested in retraining. This is observed across occupational groups, but more commonly among those with low educational levels. A lack of employer support is much less commonly reported as a barrier to older women’s participating in training. The findings suggest that it is primarily at women themselves that efforts aimed at promoting human capital development need to be directed.

Non-technical skills and otolaryngology: systematic review

2020 ◽  
Vol 134 (5) ◽  
pp. 415-418 ◽  
Author(s):  
R Bannon ◽  
K E Stewart ◽  
M Bannister
Keyword(s):  
Systematic Review ◽  
Assessment Tool ◽  
Controlled Trial ◽  
Technical Skills ◽  
Neck Surgery ◽  
Future Research ◽  
Skill Levels ◽  
Simulated Environments ◽  
Simulation Based ◽  
Randomised Controlled

AbstractObjectivesThis study aimed to assess the published literature on non-technical skills in otolaryngology surgery and examine the applicability of any research to others’ practice, and to explore how the published literature can identify areas for further development and guide future research.MethodsA systematic review was conducted using the following key words: ‘otolaryngology’, ‘otorhinolaryngology’, ‘ENT’, ‘ENT surgery’, ‘ear, nose and throat surgery’, ‘head and neck surgery’, ‘thyroid surgery’, ‘parathyroid surgery’, ‘otology’, ‘rhinology’, ‘laryngology’ ‘skull base surgery’, ‘airway surgery’, ‘non-technical skills’, ‘non technical skills for surgeons’, ‘NOTSS’, ‘behavioural markers’ and ‘behavioural assessment tool’.ResultsThree publications were included in the review – 1 randomised, controlled trial and 2 cohort studies – involving 78 participants. All were simulation-based studies involving training otolaryngology surgeons.ConclusionLittle research has been undertaken on non-technical skills in otolaryngology. Training surgeons’ non-technical skill levels are similar across every tested aspect. The research already performed can guide further studies, particularly amongst non-training otolaryngology surgeons and in both emergency and elective non-simulated environments.

Incentivising practice with take-home laparoscopic simulators in two UK Core Surgical Training programmes

2016 ◽  
Vol 2 (4) ◽  
pp. 112-117 ◽  
Author(s):  
Laura G Nicol ◽  
Kenneth G Walker ◽  
Jennifer Cleland ◽  
Roland Partridge ◽  
Susan J Moug
Keyword(s):  
Surgical Training ◽  
First Year ◽  
Laparoscopic Skills ◽  
Performance Improvements ◽  
Surgical Trainees ◽  
Confounding Variables ◽  
Simulation Based ◽  
Higher Cognitive Functions ◽  
Training Programmes ◽  
Training Modules

IntroductionPractice using simulators has been validated as a mean for surgical trainees to improve basic laparoscopic skills and free their attention for higher cognitive functions. However, mere provision of equipment does not result in frequent practice. This study assesses one approach to incentivising practice within core surgical training programmes and leads to further recommendations.Methods30 core surgical trainees (CST) starting laparoscopic-based specialties were recruited from East and West of Scotland CST programmes and given take-home laparoscopic simulators, with six training modules. Attainment of target metric scores generated an eCertificate, to be rewarded by progression in the live theatre. Questionnaires assessed confounding variables and explored CSTs’ anxieties about laparoscopy.Results27 trainees (90%) agreed to participate (mean age 28 years, range 24–25; 17 males). 13 CSTs (48%) were in the first year of surgical training. 11 (41%) had no previous simulation experience and 7 (32%) CSTs played video games >3 hours/week. 12 of 27 trainees (44%) completed ≥1 task and 7 completed all (26%).Performances improved in some participants, but overall engagement with the programme was poor. Reasons given included poor internet connectivity, busy rotations and examinations. CSTs who engaged in the study significantly reduced their anxiety (mean 4.96 vs 3.56, p<0.05).ConclusionsThe provision of take-home laparoscopic simulators with accompanying targets did not successfully incentivise CSTs to practise. However, the subgroup who did engage with the project reported performance improvements and significantly reduced anxiety. Proposals to overcome barriers to practising in simulation, including obligatory simulation-based assessments, are discussed.

A case study of acoustic intervention in classrooms

2020 ◽  
pp. 1351010X2097576
Author(s):  
Ajish K Abraham ◽  
M S Ravishankar
Keyword(s):  
Standard Deviation ◽  
Speech Intelligibility ◽  
Mean Value ◽  
Effective Learning ◽  
Acoustic Treatment ◽  
Speech Clarity

High reverberation times (RTs) have always been an acoustic barrier to effective learning in classrooms. Acoustic corrections to reduce RT involve complex acoustic treatment. Previous studies have indicated that classrooms in most schools do not meet the established acoustic criteria, as the school authorities refrain from such acoustic treatment. Aim of the study was to optimize the RT within classrooms through easily-implementable acoustic corrections. Different combinations of acoustic corrections have been experimented in eight classrooms, through a step-by-step approach to optimize RT. After each acoustic modification, the RT was measured and the speech clarity parameter C50, was estimated. At the final step, RT of the classrooms was diminished to a mean value of 0.74 s (standard deviation = 0.04) from the initial mean value of 4.37 s (standard deviation = 0.42). C50 values corresponding to the final acoustic correction were found to fall within good speech intelligibility scale.

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