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of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis.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.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2011 ◽  
pp. 724-735
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Miloš Žefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2010 ◽  
pp. 219-231
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Milos Zefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

scholarly journals Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Ide Pustaka Setiawan ◽  
Jan Van Dalen Jan Van Dalen ◽  
Jill Whittingham Jill Whittingham
Keyword(s):  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
First Year ◽  
Group Discussions ◽  
Skill Laboratory ◽  
Skills Lab ◽  
Significant Difference ◽  
Skills Learning ◽  
First Year Medical Students

Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

scholarly journals Skills training after night shift work enables acquisition of endovascular technical skills on a virtual reality simulator

2011 ◽  
Vol 53 (3) ◽  
pp. 858-866 ◽  
Author(s):  
Peter A. Naughton ◽  
Rajesh Aggarwal ◽  
Tim T. Wang ◽  
Isabelle Van Herzeele ◽  
Aoife N. Keeling ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Shift Work ◽  
Night Shift ◽  
Technical Skills ◽  
Skills Training ◽  
Virtual Reality Simulator ◽  
Night Shift Work

scholarly journals Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e048611
Author(s):  
Dandan Zhang ◽  
Hongwu Liao ◽  
Yitong Jia ◽  
Wenren Yang ◽  
Pingping He ◽  
...  
Keyword(s):  
Public Health ◽  
Virtual Reality ◽  
Disaster Preparedness ◽  
Simulation Training ◽  
Intervention Group ◽  
Technical Skills ◽  
Skills Training ◽  
Control Group ◽  
Virtual Reality Simulation ◽  
Response Capacity

ObjectiveTo develop a virtual reality simulation training programme, and further verify the effect of the programme on improving the response capacity of emergency reserve nurses confronting public health emergencies.DesignA prospective quasiexperimental design with a control group.ParticipantsA total of 120 nurses were recruited and randomly divided into the control group and the intervention group.InterventionParticipants underwent a 3-month training. The control group received the conventional training of emergency response (eg, theoretical lectures, technical skills and psychological training), while the intervention group underwent the virtual reality simulation training in combination with skills training. The COVID-19 cases were incorporated into the intervention group training, and the psychological training was identical to both groups. At the end of the training, each group conducted emergency drills twice. Before and after the intervention, the two groups were assessed for the knowledge and technical skills regarding responses to fulminate respiratory infectious diseases, as well as the capacity of emergency care. Furthermore, their pandemic preparedness was assessed with a disaster preparedness questionnaire.ResultsAfter the intervention, the scores of the relevant knowledge, the capacity of emergency care and disaster preparedness in the intervention group significantly increased (p<0.01). The score of technical skills in the control group increased more significantly than that of the intervention group (p<0.01). No significant difference was identified in the scores of postdisaster management in two groups (p>0.05).ConclusionThe virtual reality simulation training in combination with technical skills training can improve the response capacity of emergency reserve nurses as compared with the conventional training. The findings of the study provide some evidence for the emergency training of reserve nurses in better response to public health emergencies and suggest this methodology is worthy of further research and popularisation.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

scholarly journals Survey-based experiential learning - means of raising professional awareness in developing countries

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Hodza-Beganovic ◽  
P Berggren ◽  
K Hugelius ◽  
S Edelbring
Keyword(s):  
Experiential Learning ◽  
Professional Competence ◽  
Clinical Skills ◽  
Technical Skills ◽  
Skills Training ◽  
Local Context ◽  
Learning Approach ◽  
Clinical Scenarios ◽  
Core Concepts ◽  
Organizational Levels

Abstract Background Healthcare in post-war Balkans is still under development. Healthcare changes towards more complex clinical scenarios that need different competencies around patients. This study reports on survey based learning to increasing professional awareness for developing sustainable healthcare settings using an experiential learning approach. Methods In this study, researchers and educators identified non-technical skills concepts on individual, team, and organizational levels. These concepts were contextualized into the local setting through interactive workshops. Two pediatric surgery clinics in Kosovo and Bosnia and Herzegovina participated who were part of an international clinical skills training project. The tools and surveys were: Johari window, Kolb’s learning style questionnaire, team members exchange quality scale, the IPEC framework for interprofessional competence, Team STEPPS observation tool and organizational models. Results A model is developed for contextualizing core concepts on professional awareness into a local developing healthcare setting. It entails three steps conducted in consecutive workshops: Identifying research-based concepts on professional competence on individual, team and organizational levels. Facilitating local contextualization of these concepts by using surveys in interactive workshops. Agreeing on indicators to maintain high professional awareness. Conclusions Capacity-building in public health can be conducted through increasing professional awareness. Professional awareness can be approached in individual, team and organizational dimensions. Established core concepts of non-technical skills can be contextualized in other cultures through a survey-based experiential learning approach. Key messages Professional individual, team and organizational awareness is a vital part of conducting efficient healthcare. The professional awareness can be enhanced through processing core concepts in a local context through facilitated workshops.

scholarly journals Assessing the growth in clinical skills using a progress clinical skills examination

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9091
Author(s):  
Heather S. Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Second Year

Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medical students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of training level and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

Online Training and Monitoring of Clinical Skills in Behavioral Health: A Scoping Review (Preprint)

2020 ◽  
Author(s):  
Molly Magill ◽  
Nadine Mastroleo ◽  
Steve Martino
Keyword(s):  
Mental Health ◽  
Behavioral Health ◽  
Scoping Review ◽  
Clinical Skills ◽  
Clinical Skill ◽  
General Medicine ◽  
Online Training ◽  
Skills Training ◽  
Provider Education ◽  
Design Characteristics

BACKGROUND A key challenge in provider education is how to effectively train and monitor a range of clinical skills with efficiency, scalability, and cost-effectiveness. OBJECTIVE In the present review, we consider products and literature for online training and monitoring of clinical skills in behavioral health (e.g., healthcare conversations, mental health, and addictions). We provide an overview of topical foci and design features, as well as review the available evidence for feasibility, acceptability, and effectiveness. METHODS The Arksey and O’Malley (2005) framework for scoping review was used. There were two project phases. First, we reviewed and tabulated product design characteristics. Second, we examined peer-reviewed literature evaluating these products. RESULTS Our review yielded nine companies or research centers spanning health, mental health, addictions, education, defense, and corporate fields. Products could be categorized by a computer avatar- or video-based (i.e., human actor) client interface, as well as by a completely interactive experience (i.e., virtual reality) or an experience with a pre-programmed, branch-logic interaction (i.e., computer simulation). One final product provided clinical skill monitoring services only. The literature in this field is in its nascent stages, with primarily pilot scope and greater progress in general medicine than in behavioral health. CONCLUSIONS Online clinical skills training and monitoring in behavioral health is a promising emerging field with positive qualities such as scalability, resource efficiency, and standardization. Future training research should emphasize between-group evaluation in contrast to standard educational practices. CLINICALTRIAL na

scholarly journals The Current Situation and Future Prospects of Simulators in Dental Education (Preprint)

2020 ◽  
Author(s):  
Yaning Li ◽  
Hongqiang Ye ◽  
Fan Ye ◽  
Yunsong Liu ◽  
Longwei Lv ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Dental Education ◽  
Skills Training ◽  
Learning Technology ◽  
Dental Surgery ◽  
Diverse Learning ◽  
Digital Evaluation ◽  
Teachers And Students ◽  
Preclinical Training

UNSTRUCTURED The application of virtual reality has become increasingly extensive as this technology develops. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology and dental surgery. Dental simulators allow repeatable and reversible preclinical training of clinical skills, and they also allow digital evaluation and feedback since they can record the training processes. Preclinical training assisted by dental simulators is economical and environmentally-friendly, as it requires less material for dental skills training. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. When combined with big data, cloud computing, 5G and deep learning technology, the dental simulator can give students individualized learning assistance and other functions depending on their diverse learning aptitudes in the future, to improve their learning effects.

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