scholarly journals Efficacy of Clinical Simulation-Based Training in Biomedical Engineering Education

2019 ◽  
Vol 141 (12) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Sriram Balasubramanian
Keyword(s):  
Real World ◽  
Biomedical Engineering ◽  
Clinical Simulation ◽  
Future Goals ◽  
Healthcare Settings ◽  
Life Long Learning ◽  
Immersion Experience ◽  
Simulation Based ◽  
Student Reflections ◽  
Alternative Resource

Abstract The need for biomedical engineering (BME) students to be trained in real-world healthcare settings, where most medical device industry emerges, is imperative. Clinical immersion helps accomplish this training goal. However, the growing student population in the field of BME and a shortage of clinical collaborators offer serious limitations to the clinical immersion experience. This paper describes the use of a clinical simulation-based training (SBT) tool in BME education as an alternative resource to the real-world clinical immersion experience. Through the inclusion of simulation labs in BME courses, we assessed their efficacy in need-finding and enhancing students' understanding of the current challenges of existing medical technology. We also explored the possibility of offering cross-disciplinary learning environments in these simulation labs, including engineers and students from other healthcare disciplines such as nursing. Simulation labs served as a helpful tool in the need-finding phase of the design process, and the immersed students reported higher adaptive and life-long learning outcomes. Students also reported the simulation lab immersion to be valuable to their future goals as engineers. Furthermore, the SBT labs offered repetitive training in a controlled learning environment, inclusion of an interdisciplinary setting, and feedback through student reflections. The inclusion of simulation lab immersion and SBT labs in the two BME courses served as an useful and alternative educational tool that helped train students to better understand the needs of the healthcare industry while working in interdisciplinary settings.

scholarly journals Using Virtual Reality in Biomedical Engineering Education

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Arun Ramakrishnan ◽  
Sriram Balasubramanian
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Real World ◽  
Biomedical Engineering ◽  
Interdisciplinary Teams ◽  
Educational Tool ◽  
Roles And Responsibilities ◽  
Healthcare Settings ◽  
Immersion Experience ◽  
Clinical Scenarios

Abstract This study explored virtual reality (VR) as an educational tool to offer immersive and experiential learning environments to biomedical engineering (BME) students. VR and traditional two-dimensional (2D) videos were created and used to teach required communication skills to BME students' while working with clinical partners in healthcare settings. The videos of interdisciplinary teams (engineering and nursing students) tackling medical device-related problems, similar to those commonly observed in healthcare settings, were shown to BME students. Student surveys indicated that, through VR videos, they felt more immersed in real-world clinical scenarios while learning about the clinical problems, each team-member's areas of expertise, their roles and responsibilities, and how an interdisciplinary team operated collectively to solve a problem in the presented settings. Students with a prior in-person immersion experience, in the presented settings, reported VR videos to serve as a possible alternative to in-person immersion and a useful tool for their preparedness for real-world clinical immersion. We concluded that VR holds promise as an educational tool to offer simulated clinical scenarios that are effective in training BME students for interprofessional collaborations.

scholarly journals Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education

2021 ◽  
Vol 3 (1) ◽  
pp. 15-16
Author(s):  
Stephen Aiello ◽  
Claudio Aguayo ◽  
Norm Wilkinson ◽  
Kevin Govender
Keyword(s):  
Cultural Competence ◽  
Real World ◽  
Culturally Responsive ◽  
Mixed Reality ◽  
Cultural Influences ◽  
Clinical Simulation ◽  
Simulation Based ◽  
Competence Training ◽  
The Impact

The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk. Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community. This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR. The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987). Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to: Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own. Inform culturally-responsive teaching and learning in paramedicine education research and practice. Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.

EXPLORING HEALTHCARE ARCHITECTURE THROUGH THE MEDIUM OF FILM: Motives and Techniques

2014 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Stephen Verderber
Keyword(s):  
Real World ◽  
The Real ◽  
Healthcare Settings ◽  
Interdisciplinary Field ◽  
Body Of Knowledge ◽  
Behavior Setting ◽  
Physical Environments ◽  
Scant Attention ◽  
History Of

The interdisciplinary field of person-environment relations has, from its origins, addressed the transactional relationship between human behavior and the built environment. This body of knowledge has been based upon qualitative and quantitative assessment of phenomena in the “real world.” This knowledge base has been instrumental in advancing the quality of real, physical environments globally at various scales of inquiry and with myriad user/client constituencies. By contrast, scant attention has been devoted to using simulation as a means to examine and represent person-environment transactions and how what is learned can be applied. The present discussion posits that press-competency theory, with related aspects drawn from functionalist-evolutionary theory, can together function to help us learn of how the medium of film can yield further insights to person-environment (P-E) transactions in the real world. Sampling, combined with extemporary behavior setting analysis, provide the basis for this analysis of healthcare settings as expressed throughout the history of cinema. This method can be of significant aid in examining P-E transactions across diverse historical periods, building types and places, healthcare and otherwise, otherwise logistically, geographically, or temporally unattainable in real time and space.

Use of quick response (QR) codes to achieve timely feedback in clinical simulation settings

2019 ◽  
Vol 6 (3) ◽  
pp. 172-174
Author(s):  
Jemina Oremeyi Onimowo ◽  
Gary Knowles ◽  
Gemma Wrighton ◽  
Manisha Shah
Keyword(s):  
Response Rate ◽  
Quick Response ◽  
Qr Codes ◽  
Clinical Simulation ◽  
Timely Feedback ◽  
Maximum Benefit ◽  
Simulation Based ◽  
Fourth Year Medical Students ◽  
Electronic Method ◽  
Made In

For clinical simulation to be of maximum benefit, obtaining timely feedback from participants is vital in ensuring suitable improvements are made in the content and delivery of teaching in this setting. This report reviews the literature and describes the use of quick response (QR) codes instead of paper feedback forms following simulation-based learning sessions for fourth-year medical students. This newly implemented electronic method of collecting feedback has resulted in an increase in feedback response rate, reduction in administrative workload and a reduced carbon footprint. We also discuss other QR code-based innovations currently being implemented in this setting.

Deep Learning and Biomedical Engineering

Biotechnology ◽  
2019 ◽  
pp. 562-575
Author(s):  
Suraj Sawant
Keyword(s):  
Machine Learning ◽  
Neural Networks ◽  
Artificial Neural Networks ◽  
Deep Learning ◽  
Real World ◽  
Biomedical Engineering ◽  
Input Data ◽  
Reference Source ◽  
Data Input ◽  
Essential Information

Deep learning (DL) is a method of machine learning, as running over artificial neural networks, which has a structure above the standards to deal with large amounts of data. That is generally because of the increasing amount of data, input data sizes, and of course, greater complexity of objective real-world problems. Performed research studies in the associated literature show that the DL currently has a good performance among considered problems and it seems to be a strong solution for more advanced problems of the future. In this context, this chapter aims to provide some essential information about DL and its applications within the field of biomedical engineering. The chapter is organized as a reference source for enabling readers to have an idea about the relation between DL and biomedical engineering.

Learning Scrum

2021 ◽  
pp. 169-189
Author(s):  
Simon Bourdeau ◽  
Alejandro Romero-Torres ◽  
Marie-Claude Petit
Keyword(s):  
Data Collection ◽  
Software Development ◽  
Real World ◽  
Learning Experience ◽  
Project Managers ◽  
Development Projects ◽  
Simulation Based ◽  
Realistic Representation ◽  
Learn By Doing ◽  
Agile Approach

The LEGO®-Scrum simulation-based training (SBT) described here shows how LEGO® bricks can help professionals learn first-hand about Scrum methodology, an Agile approach to software development projects. The chapter's objectives are 1) to present the modalities of the LEGO®-Scrum SBT, 2) to demonstrate how LEGO® bricks can help professionals learn, first-hand, about Scrum, and 3) to illustrate how this learning can be relevant and impactful for participants. Based on observations, interviews, and a data collection by questionnaire carried out with 198 participants, the proposed SBT appears to provide a significant, relevant, and valuable learning experience. In addition, four experienced Scrum masters and IT project managers, who played key roles in the SBT, argued that the LEGO®-Scrum SBT provides a realistic representation of real-world Scrum projects; that it is dynamic, complex, challenging, and motivating; and that participants' learning is evocative and relevant, since they learn by doing.

scholarly journals Gender Stratified Monopoly

2016 ◽  
Vol 45 (2) ◽  
pp. 168-176 ◽  
Author(s):  
Stacy L. Smith
Keyword(s):  
Real World ◽  
Complex Interaction ◽  
Minority Status ◽  
Simulation Exercise ◽  
Female Status ◽  
Student Reflections

A modified version of Monopoly has long been used as a simulation exercise to teach inequality. Versions of Modified Monopoly (MM) have touched on minority status relative to inequality but without an exploration of the complex interaction between minority status and class. This article introduces Gender Stratified Monopoly (GSM), an adaptation that can be added to existing versions of MM as a step toward such a conversation. I draw on written student reflections and observations from five test courses over two years to demonstrate the effectiveness of GSM. Data indicate student recognition of the female status as more economically challenging and less “fair” relative to the male status, with real-world consequences.

Pre- and post-review of a standardized ultrasound-guided central venous catheterization curriculum evaluating procedural skills acquisition and clinician confidence

2019 ◽  
Vol 21 (4) ◽  
pp. 440-448 ◽  
Author(s):  
Timothy R Spencer ◽  
Amy J Bardin-Spencer
Keyword(s):  
Central Venous Catheter ◽  
Central Venous Catheterization ◽  
Venous Catheter ◽  
Catheter Insertion ◽  
Central Venous Catheter Insertion ◽  
Ultrasound Guided ◽  
Central Venous ◽  
Clinical Simulation ◽  
Venous Catheterization ◽  
Simulation Based

Background: To evaluate novice and expert clinicians’ procedural confidence utilizing a blended learning mixed fidelity simulation model when applying a standardized ultrasound-guided central venous catheterization curriculum. Methods: Simulation-based education and ultrasound-guided central venous catheter insertion aims to provide facility-wide efficiencies and improves patient safety through interdisciplinary collaboration. The objective of this quality improvement research was to evaluate both novice (<50) and expert (>50) clinicians’ confidence across 100 ultrasound-guided central venous catheter insertion courses were performed at a mixture of teaching and non-teaching hospitals across 26 states within the United States between April 2015 and April 2016. A total of 1238 attendees completed a pre- and post-survey after attending a mixed method clinical simulation course. Attendees completed a 4-h online didactic education module followed by 4 h of hands-on clinical simulation stations (compliance/sterile technique, needling techniques, vascular ultrasound assessment, and experiential complication management). Results: The use of a standardized evidence-based ultrasound-guided central venous catheter curriculum improved confidence and application to required clinical tasks and knowledge across all interdisciplinary specialties, regardless of level of experience. Both physician and non-physician groups resulted in statistically significant results in both procedural compliance ( p < 0.001) and ultrasound skills ( p < 0.001). Conclusion: The use of a standardized clinical simulation curriculum enhanced all aspects of ultrasound-guided central venous catheter insertion skills, knowledge, and improved confidence for all clinician types. Self-reported complications were reported at significantly higher rates than previously published evidence, demonstrating the need for ongoing procedural competencies. While there are growing benefits for the role of simulation-based programs, further evaluation is needed to explore its effectiveness in changing the quality of clinical outcomes within the healthcare setting.

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