Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
34,488
result(s) for
"Simulation training"
Sort by:
Handbook of augmented reality training design principles
\"Design principles integrate research findings with the real-world experiences of professional instructors. Featuring 11 design principles aimed at training recognition skills for people who must rapidly assess a situation and make a decision, this book is for anyone interested in using augmented reality and simulations to design better training\"-- Provided by publisher.
Book
Effectiveness of high versus mixed-level fidelity simulation on undergraduate nursing students: A randomised controlled trial
This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.
High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies.
A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2).
This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale.
Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10).
High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.
Journal Article
Comparison of laparoscopic performance using low-cost laparoscopy simulators versus state-of-the-art simulators: a multi-center prospective, randomized crossover trial
Introduction
Simulator training is an efficient method for the development of basic laparoscopic skills. We aimed to investigate if low-cost simulators are comparable to more expensive box trainers regarding surgeons usability, likability, and performance.
Methods
This multi-center, randomized crossover study included 16 medical students, seven abdominal surgeons, and seven urological surgeons. Participants performed four laparoscopic tasks (peg transfer, circle cutting, balloon resection, suture and knot) on both, a “Low cost trainer” (LCT) or a “high cost trainer” (HCT) in a randomized order. The primary endpoint was the subjective rating of both training simulators in terms of camera view, depth perception, movement of instruments, pricing, and usability for training. Secondary endpoints were force parameters, task completion time, surgical errors, and psychological workload.
Results
Participants rated the LCT better concerning view (
p
< 0.001), depth perception (
p
= 0.003), pricing (
p
< 0.001), and usability for digital training (
p
< 0.001), but worse in terms of instrument movement (
p
= 0.004). Overall, the LCT was rated better than the HCT (
p
= 0.015). Regarding force parameters, participants showed a significantly lower force exertion on the HCT during the peg transfer task (
p
= 0.008). The force exertion in the other tasks were comparable between both trainers. Participants were significantly faster using the HCT during the peg transfer (
p
= 0.049) and significantly slower in balloon resection (
p
= 0.049) and suture and knot task (
p
= 0.026). The assessment of the participants’ workload showed no differences.
Conclusion
The LCT was generally rated better than the HCT. The differences concerning force exertion and task completion time showed better results during peg transfer at the HCT but were generally inconclusive and without systemic advantage for either trainer. However, the LCT could be a promising and cost-effective augmentation for modern laparoscopic training.
Graphical abstract
Journal Article
Three days of training with a low-fidelity arthroscopy triangulation simulator box improves task performance in a virtual reality high-fidelity virtual knee arthroscopy simulator
Purpose
The aim of this work is to evaluate the effectiveness of training with the low-fidelity ArthroBox
®
regarding performance of different basic arthroscopy tasks using a validated high-fidelity virtual reality simulator of the knee.
Methods
Nineteen volunteers (14 females and 5 males) without any previous experience in arthroscopy were randomly assigned either to the ArthroBox
®
training group (
n
=10) or the non-training group (
n
=9). The training group underwent a supervised ArthroBox
®
training consisting of a daily 60-min session for three consecutive days. Both groups completed the basic and the final assessment using a validated virtual reality-based passive haptic knee arthroscopy simulator (ArthroS, VirtaMed™). The following three factors were measured in different exercises (explained in “Materials and methods”): amount of time to finish the task, length of camera and scope path within the joint. Furthermore, the volunteers’ demographics (age, sex, dexterity, video game experience, sport activities and profession) was assessed but showed no differences between the groups.
Results
There were no significant differences between the training and non-training group regarding the above-mentioned demographic factors. However, the training group showed significant improvement from baseline to follow-up in most activities (e.g. task performance time in seconds, intra-articular camera and grasp distance in centimetres; see Table
1
) in comparison to the non-training group.
Conclusions
The results from this study demonstrate that training for three consecutive days using a portable and versatile low-fidelity simulator significantly improves arthroscopy performance when using a validated high-fidelity virtual knee simulator. Arthroscopic triangulation training outside the operating theatre with a portable, low-cost simulator has proven to be a valuable educational tool to improve the arthroscopic skills of trainee surgeons.
Level of evidence
Diagnostic study, Level II.
Journal Article
Comparison of distance versus in-person laparoscopy training using a low-cost laparoscopy simulator—a randomized controlled multi-center trial
IntroductionSimulation training programs are essential for novice surgeons to acquire basic experience to master laparoscopic skills. However, current state-of-the-art laparoscopy simulators are still expensive, limiting the accessibility to practical training lessons. Furthermore, training is time intensive and requires extensive spatial capacity, limiting its availability to surgeons. New laparoscopic simulators offer a cost-effective alternative, which can be used to train in a digital environment, allowing flexible, digital and personalized laparoscopic training. This study investigates if training on low-cost simulators in a digital environment is comparable to in-person training formats.Materials and methodsFrom June 2023 to December 2023, 40 laparoscopic novices participated in this multi-center, prospective randomized controlled trial. All participants were randomized to either the ‟distance” (intervention) or the “in-person” (control) group. They were trained in a standardized laparoscopic training curriculum to reach a predefined level of proficiency. After completing the curriculum, participants performed four different laparoscopic tasks on the ForceSense system. Primary endpoints were overall task errors, the overall time for completion of the tasks, and force parameters.ResultsIn total, 40 laparoscopic novices completed digital or in-person training. Digital training showed no significant differences in developing basic laparoscopic skills compared to in-person training. There were no significant differences in median overall errors between both training groups for all exercises combined (intervention 3 vs. control 4; p value = 0.74). In contrast, the overall task completion time was significantly lower for the group trained digitally (intervention 827.92 s vs. control 993.42; p value = 0.015). The applied forces during the final assessment showed no significant differences between both groups for all exercises. Overall, over 90% of the participants rated the training as good or very good.ConclusionOur study shows that students that underwent digital laparoscopic training completed tasks with a similar number of errors but in a shorter time than students that underwent in-person training. Nevertheless, the best strategies to implement such digital training options need to be evaluated further to support surgeons’ personal preferences and expectations.
Journal Article
Use of an observer tool to enhance learning of anaesthesia resident’s non-technical skills during high-fidelity simulation: a randomised controlled trial
Background
The use of an observer tool (OT) has been shown to improve learning of technical skills through observation in simulation. The objective was to assess the impact of a non-technical OT on anaesthesia residents’ learning of non-technical skills (NTS) during simulation.
Methods
After consent, residents were randomised into 2 groups: OT+ (with an OT based on NTS to be systematically completed during observation of others) and OT- (without OT). Both groups observed a high-fidelity simulation of crisis management (with or without OT), then were asked to perform actively another simulation. The primary outcome was NTS performance, assessed by an evaluator using the Anaesthesia Non-Technical Skills score (ANTS score out of 16) on video recording. Secondary outcomes were results of score items, satisfaction, team performance, and professional impact.
Results
No significant difference was found between OT + group (
n
= 33) and OT- group (
n
= 30) for the ANTS score (OT + 12 [9.5–12.5], OT- 10.5 [8.75–12]/16 (
p
= 0.13)). Among sub-items of the ANTS score, decision-making was significantly better in the OT + group (3 [2–3] versus 2 [2–3],
p
= 0.01). Satisfaction, team performance and perception of professional impact were not significantly different between groups.
Conclusions
This study showed no significant difference in learning of observational anaesthesia resident’s NTS whether or not they were provided a non-technical OT during crisis management simulation. Decision-making was better with an OT. Further work is necessary to define the place of OT in observer-based learning.
Journal Article
Transfer of skills for difficult intubation after videolaryngoscopy training: a randomized simulation study
While previous simulation studies demonstrated comparable retention of skills for DL versus VL in normal manikins [4, 5], it is unknown if VL training among physician trainees would lead to ineffective DL use for difficult intubation scenarios. Ethical approval was sought from the National Healthcare Group Domain Specific Review Board (DSRB 2015/00937). Availability of data and materials The datasets generated and/or analyzed during the current study are not publicly available due as the local approval authority does not permit data sets to be placed publicly but are available from the corresponding author on reasonable request.
Journal Article