scholarly journals Simulating Dynamic Facial Expressions of Pain From Visuo-Haptic Interactions With a Robotic Patient

2021 ◽  
Author(s):  
Yongxuan Tan ◽  
Sibylle Rérolle ◽  
Thilina Dulantha Lalitharatne ◽  
Nejra Van Zalk ◽  
Rachael E. Jack ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Real Time ◽  
Facial Expressions ◽  
Medical Training ◽  
White Male ◽  
Rate Of Change ◽  
Simulated Patients ◽  
White Female ◽  
Haptic Interactions

Abstract Medical training simulators can provide a safe and controlled environment for medical students to practice their physical examination skills. Visual feedback of involuntary pain expressions in response to physical palpation on an affected area of a patient is an important source of information for physicians. However, most existing robotic medical training simulators that can capture physical examination behaviours in real-time cannot display facial expressions or comprise a limited range of patient identities in terms of ethnicity and gender. Together, these limitations restrict the utility of medical training simulators because they do not provide medical students with a representative diversity both of pain facial expressions and face identities, which could result in biased practice. Further, these limitations restrict the utility of such medical simulators to be used to detect and correct early signs of bias in medical training. Here, for the first time, we present a robotic system that can simulate facial expressions of pain in response to palpations, displayed on a range of patient face identities. We use the unique approach of modelling dynamic pain facial expressions using the data-driven psychophysical method of reverse correlation and incorporating the visuo-haptic interactions of users performing palpation to a robot medical simulator. Specifically, participants performed palpation actions on the abdomen phantom of simulated patients, which triggered the real-time display of 6 pain-related facial Action Units (AUs) on a robotic face (MorphFace), each controlled by two pseudo randomly generated transient parameters: rate of change β and activation delay τ. Participants then rated the appropriateness of the facial expression displayed in response to their palpations on a 4-point scale. Each participant (n = 16, 4 Asian female, 4 Asian male, 4 White female and 4 White male) performed 200 palpation trials on 4 patient identities (Black female, Black male, White female and White male) simulated using MorphFace. Results showed that a gradual decrease of β and increase of τ from upper face AUs (around the eyes) to those in the lower face (around the mouth) is rated to be appropriate by all participants. We found that transient parameter values that generated the appropriate pain facial expressions as rated by participants, palpation forces, and delays between palpation actions varied across gender and ethnicity of participant-simulated patient pairs. These findings suggest that gender and ethnicity biases affect the participants’ palpation strategies and their perception of the pain facial expressions displayed on MorphFace. We anticipate our approach could be utilised to generate physical examination models with diverse patient demographic groups to reduce erroneous judgments in medical students, and provide focused training to address these errors.

scholarly journals Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sophie Fürstenberg ◽  
Tillmann Helm ◽  
Sarah Prediger ◽  
Martina Kadmon ◽  
Pascal O. Berberat ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Medical Training ◽  
Diagnostic Procedures ◽  
Daily Practice ◽  
Simulated Patients ◽  
Reasoning Ability ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Biomedical Knowledge

Abstract Background The clinical reasoning process, which requires biomedical knowledge, knowledge about problem-solving strategies, and knowledge about reasons for diagnostic procedures, is a key element of physicians’ daily practice but difficult to assess. The aim of this study was to empirically develop a Clinical Reasoning Indicators-History Taking-Scale (CRI-HT-S) and to assess the clinical reasoning ability of advanced medical students during a simulation involving history taking. Methods The Clinical Reasoning Indictors-History Taking-Scale (CRI-HT-S) including a 5-point Likert scale for assessment was designed from clinical reasoning indicators identified in a qualitative study in 2017. To assess indicators of clinical reasoning ability, 65 advanced medical students (semester 10, n = 25 versus final year, n = 40) from three medical schools participated in a 360-degree competence assessment in the role of beginning residents during a simulated first workday in hospital. This assessment included a consultation hour with five simulated patients which was videotaped. Videos of 325 patient consultations were assessed using the CRI-HT-S. A factor analysis was conducted and the students’ results were compared according to their advancement in undergraduate medical training. Results The clinical reasoning indicators of the CRI-HT-S loaded on three factors relevant for clinical reasoning: 1) focusing questions, 2) creating context, and 3) securing information. Students reached significantly different scores (p < .001) for the three factors (factor 1: 4.07 ± .47, factor 2: 3.72 ± .43, factor 3: 2.79 ± .83). Students in semester 10 reached significantly lower scores for factor 3 than students in their final year (p < .05). Conclusions The newly developed CRI-HT-S worked well for quantitative assessment of clinical reasoning indicators during history taking. Its three-factored structure helped to explore different aspects of clinical reasoning. Whether the CRI-HT-S has the potential to be used as a scale in objective structured clinical examinations (OCSEs) or in workplace-based assessments of clinical reasoning has to be investigated in further studies with larger student cohorts.

scholarly journals Identifying emotional Facial Expressions in Practice: A Study on Medical Students

2020 ◽  
pp. 025371762093678
Author(s):  
Alapan Bandyopadhyay ◽  
Sarbari Sarkar ◽  
Abhijit Mukherjee ◽  
Sharmistha Bhattacherjee ◽  
Soumya Basu
Keyword(s):  
Social Sciences ◽  
Medical Students ◽  
Facial Expressions ◽  
Emotional Expression ◽  
Positive Emotions ◽  
Medical Training ◽  
Negative Emotions ◽  
Mental Illnesses ◽  
Emotional Facial Expressions ◽  
The Social

Background: Successful identification of emotional expression in patients is of considerable importance in the diagnosis of diseases and while developing rapport between physicians and patients. Despite the importance of such skills, this aspect remains grossly overlooked in conventional medical training in India. This study aims to explore the extent to which medical students can identify emotions by observing photographs of male and female subjects expressing different facial expressions. Methods: A total of 106 medical students aged 18–25, without any diagnosed mental illnesses, were shown images of the six universal facial expressions (anger, sadness, fear, happiness, disgust, and surprise) at 100% intensity with an exposure time of 2 seconds for each image. The participants marked their responses after each image was shown. Collected data were analyzed using Statistical Package for the Social Sciences. Results: Participants could identify 76.54% of the emotions on average, with higher accuracy for positive emotions (95.6% for happiness) and lower for negative emotions (46% for fear). There were no significant variations in identification with respect to sex of the observers. However, it was seen that participants could identify emotions better from male faces than those from female faces, a finding that was statistically significant. Negative emotions were identified more accurately from male faces, while positive emotions were identified better from female ones. Conclusions: Male participants identified emotions better from male faces, while females identified positive emotions better from female faces and negative ones from male faces.

scholarly journals Identifying emotional facial expressions in practice: a study on Indian medical students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Bandyopadhyay ◽  
S Sarkar ◽  
A Mukherjee
Keyword(s):  
Medical Students ◽  
Facial Expressions ◽  
Emotional Expression ◽  
Positive Emotions ◽  
Medical Training ◽  
Negative Emotions ◽  
Mental Illnesses ◽  
Emotional Facial Expressions ◽  
Indian Medical ◽  
Diagnosis Of Diseases

Abstract Background Successful identification of emotional expression in patients is of considerable importance in the diagnosis of diseases and while developing rapport between physicians and patients. Despite the importance of such skills, this aspect remains grossly overlooked in conventional medical training in India. This study aims to explore the extent to which medical students can identify emotions by observing photographs of male and female subjects expressing different facial expressions. Methods A total of 106 medical students aged 18-25 without any diagnosed mental illnesses were shown images of the six universal facial expressions (anger, sadness, fear, happiness, disgust and surprise) at 100% intensity with an exposure time of 2 seconds for each image. The participants marked their responses after each image was shown. Collected data were analyzed using SPSS. Results Participants could identify 76.54% of the emotions on average, with higher accuracy for positive emotions (95.6% for happiness) and lower for negative emotions (46% for fear). There were no significant variations in identification with respect to gender of observers. On the other hand, statistically significant differences were observed in identification when gender of the expressors were considered. Conclusions Male participants identified emotions better from male faces, while females identified positive emotions better from female faces and negative ones from male faces. Key messages Misidentification of emotions, especially negative emotions, from static facial expressions was common in physician students of both sexes. This is an aspect that needs to be addressed during the training of medical students in India.

The impact of patient narratives on medical students’ perceptions of shared decision making: A randomized controlled trial

2020 ◽  
Author(s):  
Martina Bientzle ◽  
Marie Eggeling ◽  
Simone Korger ◽  
Joachim Kimmerle
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Shared Decision Making ◽  
Medical Training ◽  
Controlled Trial ◽  
Future Research ◽  
Shared Decision ◽  
Randomized Controlled ◽  
Information Text ◽  
The Impact

BACKGROUND: Successful shared decision making (SDM) in clinical practice requires that future clinicians learn to appreciate the value of patient participation as early as in their medical training. Narratives, such as patient testimonials, have been successfully used to support patients’ decision-making process. Previous research suggests that narratives may also be used for increasing clinicians’ empathy and responsiveness in medical consultations. However, so far, no studies have investigated the benefits of narratives for conveying the relevance of SDM to medical students.METHODS: In this randomized controlled experiment, N = 167 medical students were put into a scenario where they prepared for medical consultation with a patient having Parkinson disease. After receiving general information, participants read either a narrative patient testimonial or a fact-based information text. We measured their perceptions of SDM, their control preferences (i.e., their priorities as to who should make the decision), and the time they intended to spend for the consultation.RESULTS: Participants in the narrative patient testimonial condition referred more strongly to the patient as the one who should make decisions than participants who read the information text. Participants who read the patient narrative also considered SDM in situations with more than one treatment option to be more important than participants in the information text condition. There were no group differences regarding their control preferences. Participants who read the patient testimonial indicated that they would schedule more time for the consultation.CONCLUSIONS: These findings show that narratives can potentially be useful for imparting the relevance of SDM and patient-centered values to medical students. We discuss possible causes of this effect and implications for training and future research.

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

scholarly journals Face, Content, and Construct Validity of a Virtual Reality Otoscopy Simulator and Applicability to Medical Training

2021 ◽  
pp. 019459982110328
Author(s):  
Tobias Albrecht ◽  
Christoph Nikendei ◽  
Mark Praetorius
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Construct Validity ◽  
Content Validity ◽  
Medical Training ◽  
Controlled Trial ◽  
Correct Diagnosis ◽  
Age Groups ◽  
Tertiary Referral Center ◽  
The Face

Objective Otologic diseases are common in all age groups and can significantly impair the function of this important sensory organ. To make a correct diagnosis, the correct handling of the otoscope and a correctly performed examination are essential. A virtual reality simulator could make it easier to teach this difficult-to-teach skill. The aim of this study was to assess the face, content, and construct validity of the novel virtual reality otoscopy simulator and the applicability to otologic training. Study Design Face and content validity was assessed with a questionnaire. Construct validity was assessed in a prospectively designed controlled trial. Setting Training for medical students at a tertiary referral center. Method The questionnaire used a 6-point Likert scale. The otoscopy was rated with a modified Objective Structured Assessment of Technical Skills. Time to complete the task and the percentage of the assessed eardrum surface were recorded. Results The realism of the simulator and the applicability to medical training were assessed across several items. The ratings suggested good face and content validity as well as usefulness and functionality of the simulator. The otolaryngologists significantly outperformed the student group in all categories measured (P < .0001), suggesting construct validity of the simulator. Conclusion In this study, we could demonstrate face, content, and construct validity for a novel high-fidelity virtual reality otoscopy simulator. The results encourage the use of the otoscopy simulator as a complementary tool to traditional teaching methods in a curriculum for medical students.

scholarly journals Newly detected rapid eye movement associated sleep apnea after coronavirus disease 2019 as a possible cause for chronic fatigue: two case reports

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Andreas Rembert Koczulla ◽  
Antje Stegemann ◽  
Rainer Gloeckl ◽  
Sandra Winterkamp ◽  
Bernd Sczepanski ◽  
...  
Keyword(s):  
Sleep Apnea ◽  
Eye Movement ◽  
Case Reports ◽  
White Male ◽  
Chronic Fatigue ◽  
White Female ◽  
Rapid Eye Movement ◽  
Pressure Therapy ◽  
Fatigue Syndrome ◽  
Case Presentations

Abstract Background Coronavirus disease 2019 has become a health problem spreading worldwide with pandemic characteristics since March 2020. Post coronavirus disease 2019 symptoms are more frequent than initially expected, with fatigue as an often-mentioned issue. Case presentations We describe a 32-year-old white male and a 55-year-old white female who suffered from post coronavirus disease 2019 fatigue syndrome. On polysomnography, rapid eye movement associated sleep apnea with an increased hypopnea index during rapid eye movement phases of 36.8 and 19.5 events per hour was found. Based on the patients’ burdensome fatigue symptoms, we initiated automatic positive airway pressure therapy, which diminished sleep apnea (rapid eye movement index: 0.0 in both patients) and, consequently, also the fatigue symptoms. Conclusions Since sleep apnea and coronavirus disease 2019 are both associated with fatigue, a screening for sleep apnea might be considered in coronavirus disease 2019 patients with fatigue syndrome.

scholarly journals Evaluating the effectiveness of a single-day simulation-based program in psychiatry for medical students: a controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nadia Younes ◽  
Anne Laure Delaunay ◽  
M. Roger ◽  
Pierre Serra ◽  
France Hirot ◽  
...  
Keyword(s):  
Medical Students ◽  
Factor Structure ◽  
Internal Consistency ◽  
Controlled Study ◽  
Simulated Patients ◽  
Control Group ◽  
Retest Reliability ◽  
Knowledge And Attitudes ◽  
Simulation Group ◽  
Test Retest Reliability

Abstract Background Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment. Methods This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses. Results Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65–0.85]), and good test-retest reliability (ICC = 0.71 [0.35–0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation. Conclusions Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.

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