scholarly journals Effectiveness of Using a Patient Simulator with Real-Time Feedback to Improve Light-Curing Skills of Dental Students

2020 ◽  
Vol 10 (22) ◽  
pp. 8269
Author(s):  
Tobias T. Tauböck ◽  
Matej Par ◽  
Thomas Attin ◽  
Phoebe Burrer
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Training Group ◽  
Dental Students ◽  
Rank Test ◽  
Control Group ◽  
Similar Data ◽  
Patient Simulator ◽  
Hands On ◽  
Light Curing

The present study investigated the effectiveness of employing a patient simulator with an integrated visual feedback mechanism to improve the light-curing skills of dental students. A total of 44 third-year dental students were randomly divided into a control group (n = 22) and a training group (n = 22). Both groups light-cured a simulated restoration in tooth 27 in a patient simulator (MARC Patient Simulator, BlueLight Analytics, Halifax, Canada) by using the same curing device for 10 s. Delivered irradiances were recorded in real time by the built-in spectrophotometer. After measuring the baseline irradiances for both groups, the training group received detailed light-curing instructions and hands-on training with immediate visual feedback using the patient simulator. The irradiance of the training group was re-measured after the training. Both groups then attended a 26-day preclinical course, which involved placing 30 composite restorations. Upon completion of this course, the light-curing performance of both groups was re-assessed. The data were statistically analyzed using the Wilcoxon signed-rank test, Friedman’s ANOVA, and the Mann-Whitney U-test at an overall level of significance of α = 0.05. At baseline, the control and the training group delivered statistically similar irradiances with similar data scattering. In the training group, data scattering was considerably reduced after the hands-on training with the patient simulator. After the 26-day preclinical course, the irradiance of the training group was significantly higher and considerably less scattered compared to the control group. In conclusion, training with the patient simulator improved the light-curing performance of the dental students, mainly by helping them to deliver light energy more consistently.

scholarly journals Application of Real-Time Visual Feedback System in Balance Training of the Center of Pressure with Smart Wearable Devices

2020 ◽  
Author(s):  
I-Lin Wang ◽  
Li-I Wang ◽  
Yang Liu ◽  
Shi-Jie Xue ◽  
Rui Hu ◽  
...  
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Postural Sway ◽  
Center Of Pressure ◽  
Balance Training ◽  
Training Group ◽  
Wearable Devices ◽  
Control Group ◽  
Feedback Training ◽  
Smart Wearable

Abstract Background: Visual feedback from the center of pressure (COP) on the benefits of standing quietly remains controversial. The study was to investigate the adaptive effect of COP real-time visual feedback training provided by smart wearable devices on standing in silence. Methods: Thirty healthy female college students were randomly divided into three groups (visual feedback balance training group (VFT), non-visual feedback balance training group (NVFT) and control group (CG)) .Two force plates were used to calculate the coordinates of COP anteroposterior (COPAP) and COP mediolateral (COPML).The motion analysis system is used to calculate the coordinates of the center of mass in two directions. Enhanced visual feedback on the screen in the form of fluctuating in different directions, VFT received real-time visual feedback from Podoon APP for training, the NVFT only performs open eye balance without receiving real-time visual feedback. The CG group did not receive any visual feedback. The training lasted 4 weeks, the training lasts 30 minutes at an interval of 1 days. Results: After four weeks of balance training, the results showed that visual feedback training can improve the stability of human posture control by one leg stance and tandem stance static balance training on VFT intelligent App. The parameters of COPML/AP max displacement, COPML/AP velocity and COP radius and COP area in the VFT were significantly increased (p＜0.05).Conclusion: The conclusion shows that COP real-time visual feedback training provided by smart wearable devices can reduce postural sway better and improve body balance ability than general training when standing quietly.

scholarly journals Real-Time Feedback of the Applied Light-Curing Technique and Its Impact on Degree of Conversion of Composite Restorations—A Study with Undergraduate Dental Students

2021 ◽  
Vol 11 (10) ◽  
pp. 1012
Author(s):  
Phoebe Burrer ◽  
Matej Par ◽  
Thomas Attin ◽  
Tobias T. Tauböck
Keyword(s):  
Real Time ◽  
Dental Students ◽  
Degree Of Conversion ◽  
Patient Simulator ◽  
Light Irradiance ◽  
Composite Restorations ◽  
Significant Difference ◽  
Before And After ◽  
Light Curing ◽  
And Training

The objective of this study was to investigate the effect of individual instructions and training of dental students on the amount of applied light irradiance before and after training using a patient simulator with integrated visual feedback. Furthermore, the effect on the degree of conversion of composite restorations placed by the dental students was assessed. Forty-two dental students, split into two groups, light-cured a simulated restoration in tooth 27 of a dental patient simulator for 20 s. The irradiance (mW/cm2) received by the detector was measured in real-time before and after individual instructions and training, and the energy delivered (J/cm2) was calculated for each student. The degree of conversion at the bottom of incrementally placed composite restorations prior to individual instructions (group 1) and after individual instructions (group 2) was assessed using Fourier-transform infrared (FTIR) spectroscopy. The irradiance and degree of conversion measurements were re-assessed after all students received individual instructions. Data were analyzed using Wilcoxon signed-rank test and Mann–Whitney U-test at an overall level of significance of ⍺ = 0.05. A significant increase (p < 0.001) in applied light irradiance could be observed after individual instructions for both groups, with notably reduced data scattering. However, no significant difference was detected for the degree of conversion of placed composite restorations before or after instruction and training. Neither gender nor age of the dental students affected the obtained results. Consistent light energy delivered by dental students could be achieved through individual instructions and training with a patient simulator, also leading to less scattered irradiance results. However, the improved light-curing performance after the training did not affect the degree of conversion of the placed class II composite restorations.

scholarly journals Application of Real-Time Visual Feedback System in Balance Training of the Center of Pressure with Smart Wearable Devices

2021 ◽  
Vol 18 (18) ◽  
pp. 9637
Author(s):  
I-Lin Wang ◽  
Li-I Wang ◽  
Yang Liu ◽  
Yu Su ◽  
Shun Yao ◽  
...  
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Center Of Pressure ◽  
Balance Training ◽  
Training Group ◽  
Wearable Devices ◽  
Control Group ◽  
Feedback Training ◽  
The One ◽  
Smart Wearable

Balance control with an upright posture is affected by many factors. This study was undertaken to investigate the effects of real-time visual feedback training, provided by smart wearable devices for COP changes for healthy females, on static stance. Thirty healthy female college students were randomly divided into three groups (visual feedback balance training group, non-visual feedback balance training group, and control group). Enhanced visual feedback on the screen appeared in different directions, in the form of fluctuations; the visual feedback balance training group received real-time visual feedback from the Podoon APP for training, while the non-visual feedback balance training group only performed an open-eye balance, without receiving real-time visual feedback. The control group did not do any balance training. The balance training lasted 4 weeks, three times a week for 30 min each time with 1–2 day intervals. After four weeks of balance training, the results showed that the stability of human posture control improved for the one leg static stance for the visual feedback balance training group with smart wearable devices. The parameters of COP max displacement, COP velocity, COP radius, and COP area in the visual feedback balance training group were significantly decreased in the one leg stance (p < 0.05). The results showed that the COP real-time visual feedback training provided by smart wearable devices can better reduce postural sway and improve body balance ability than general training, when standing quietly.

scholarly journals Application of Real-Time Visual Feedback System in Balance Train-ing of the Center of Pressure with Smart Wearable Devices in Women: A Randomized Controlled Trial

2020 ◽  
Author(s):  
I-Lin Wang ◽  
Li-I Wang ◽  
Yang Liu ◽  
Shi-Jie Xue ◽  
Rui Hu ◽  
...  
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Interaction Effect ◽  
Center Of Pressure ◽  
Balance Training ◽  
Training Group ◽  
Wearable Devices ◽  
Control Group ◽  
Significant Difference ◽  
Smart Wearable

This study aims to explore the effect of real-time visual feedback (VF) information of the pres-sure of center (COP) provided by intelligent insoles on balance training in a one leg stance (OLS) and tandem stance (TS) posture. Thirty healthy female college students were randomly assigned to the visual feedback balance training group (VFT), non-visual feedback balance training group (NVFT), and control group (CG). The balance training includes: OLS, tandem Stance (dominant leg behind, TSDL), tandem stance (non-dominant leg behind, TSNDL). The training lasted 4 weeks, the training lasts 30 minutes at an interval of 1 days. There was a sig-nificant difference in the interaction effect between Groups*Times of the COP parameters (p&lt;0.05) for OLS. There was no significant difference in the interaction effect between Groups*Times of the COP parameters (p&gt;0.05) for TS. The main effect of the COP parameters was a significant difference in Times (p&lt;0.05). The COP displacement, velocity, radius, and area in VFT significantly decreased after training (p &lt; 0.05). Therefore, the visual feedback technology of intelligent auxiliary equipment during balance training can enhance the benefit of training. The use of smart wearable devices in OLS balance training may improve the visual and physical balance integration ability.

Validation of an Instrument for Real-Time Assessment of Neonatal Intubation Skills: A Randomized Controlled Simulation Study

2020 ◽  
Author(s):  
Lindie J.M.K. Kuijpers ◽  
Mathijs Binkhorst ◽  
Nicole K. Yamada ◽  
Romy N. Bouwmeester ◽  
Arno F.J. van Heijst ◽  
...  
Keyword(s):  
Construct Validity ◽  
Real Time ◽  
Simulation Study ◽  
Intraclass Correlation ◽  
Intervention Group ◽  
Control Group ◽  
Validity And Reliability ◽  
Patient Simulator ◽  
Randomized Controlled ◽  
Time Assessment

Objective This study aimed to evaluate the construct validity and reliability of real-time assessment of a previously developed neonatal intubation scoring instrument (NISI). Study Design We performed a randomized controlled simulation study at a simulation-based research and training facility. Twenty-four clinicians experienced in neonatal intubation (“experts”) and 11 medical students (“novices”) performed two identical elective intubations on a neonatal patient simulator. Subjects were randomly assigned to either the intervention group, receiving predefined feedback between the two intubations, or the control group, receiving no feedback. Using the previously developed NISI, all intubations were assessed, both in real time and remotely on video. Construct validity was evaluated by (1) comparing the intubation performances, expressed as percentage scores, with and without feedback, and (2) correlating the intubation performances with the subjects' level of experience. The intrarater reliability, expressed as intraclass correlation coefficient (ICC), of real-time assessment compared with video-based assessment was determined. Results The intervention group contained 18 subjects, the control group 17. Background characteristics and baseline intubation scores were comparable in both groups. The median (IQR) change in percentage scores between the first and second intubation was significantly different between the intervention and control group (11.6% [4.7–22.8%] vs. 1.4% [0.0–5.7%], respectively; p = 0.013). The 95% CI for this 10.2% difference was 2.2 to 21.4%. The subjects' experience level correlated significantly with their percentage scores (Spearman's R = 0.70; p <0.01). ICC's were 0.95 (95% CI: 0.89–0.97) and 0.94 (95% CI: 0.89–0.97) for the first and second intubation, respectively. Conclusion Our NISI has construct validity and is reliable for real-time assessment. Key Points

scholarly journals Effects of Visual and Auditory Feedback in Violin and Singing Voice Pitch Matching Tasks

2021 ◽  
Vol 12 ◽  
Author(s):  
Angel David Blanco ◽  
Simone Tassani ◽  
Rafael Ramirez
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Vocal Learning ◽  
Control Group ◽  
Transfer Phase ◽  
Feedback Group ◽  
Knowledge Of Results ◽  
Pitch Matching ◽  
Human Voice

Auditory-guided vocal learning is a mechanism that operates both in humans and other animal species making us capable to imitate arbitrary sounds. Both auditory memories and auditory feedback interact to guide vocal learning. This may explain why it is easier for humans to imitate the pitch of a human voice than the pitch of a synthesized sound. In this study, we compared the effects of two different feedback modalities in learning pitch-matching abilities using a synthesized pure tone in 47 participants with no prior music experience. Participants were divided into three groups: a feedback group (N = 15) receiving real-time visual feedback of their pitch as well as knowledge of results; an equal-timbre group (N = 17) receiving additional auditory feedback of the target note with a similar timbre to the instrument being used (i.e., violin or human voice); and a control group (N = 15) practicing without any feedback or knowledge of results. An additional fourth group of violin experts performed the same task for comparative purposes (N = 15). All groups were posteriorly evaluated in a transfer phase. Both experimental groups (i.e., the feedback and equal-timbre groups) improved their intonation abilities with the synthesized sound after receiving feedback. Participants from the equal-timber group seemed as capable as the feedback group of producing the required pitch with the voice after listening to the human voice, but not with the violin (although they also showed improvement). In addition, only participants receiving real-time visual feedback learned and retained in the transfer phase the mapping between the synthesized pitch and its correspondence with the produced vocal or violin pitch. It is suggested that both the effect of an objective external reward, together with the experience of exploring the pitch space with their instrument in an explicit manner, helped participants to understand how to control their pitch production, strengthening their schemas, and favoring retention.

scholarly journals Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study

10.2196/18768 ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. e18768
Author(s):  
Marko Henrik Björn ◽  
Jonne MM Laurila ◽  
Werner Ravyse ◽  
Jari Kukkonen ◽  
Sanna Leivo ◽  
...  
Keyword(s):  
Electrode Placement ◽  
Rank Test ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Hands On ◽  
Computer Based ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

Background Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. Objective This study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. Methods A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. Results The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator. Conclusions Learning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

The Utility of Real-Time Remote Cardiac Auscultation Using a Bluetooth-Connected Electronic Stethoscope: Open-Label Randomized Controlled Pilot Trial (Preprint)

2020 ◽  
Author(s):  
Takanobu Hirosawa ◽  
Yukinori Harada ◽  
Kohei Ikenoya ◽  
Shintaro Kakimoto ◽  
Taro Shimizu
Keyword(s):  
Real Time ◽  
Heart Sound ◽  
Intervention Group ◽  
Heart Sounds ◽  
Control Group ◽  
Cardiac Auscultation ◽  
Open Label ◽  
Patient Simulator ◽  
Electronic Stethoscope ◽  
Randomized Controlled

BACKGROUND With the coronavirus disease 2019 pandemic, the need for telemedicine is rapidly growing worldwide. The development and improvement of remote physical examination systems, especially remote auscultation, are required to facilitate telemedicine. A Bluetooth system combined with an electronic stethoscope is a promising option for remote auscultation in clinics and hospitals. In our previous work, we demonstrated that the utility of a Bluetooth-connected real-time remote auscultation system for the lung simulator is comparable to that of classical direct auscultation. However, the utility of such systems remains unknown for cardiac auscultation. OBJECTIVE This study was conducted to evaluate the utility of real-time auscultation using a Bluetooth-connected electronic stethoscope compared to that of classical auscultation using a cardiology patient simulator. METHODS This was an open-label randomized controlled trial, including senior residents and faculty members in the Department of General Internal Medicine of a university hospital. The only exclusion criterion was a refusal to participate. All participants attended a tutorial session, in which they listened to 15 heart sounds on the cardiology patient simulator using a traditional stethoscope and were told the correct classification. Thereafter, participants were randomly assigned to either the real-time remote auscultation group (intervention group) or the classical auscultation group (control group) for test sessions. In the test sessions, participants had to classify a series of ten heart sounds. The intervention group remotely listened to the heart sounds using an electronic stethoscope, a Bluetooth transmitter, and a wireless, noise-canceling, stereo headset. The control group listened to the heart sounds directly using a classic stethoscope. The primary outcome was the test score. The secondary outcomes were the rates of correct answers for each heart sound. The two groups were compared using Fisher’s exact test. RESULTS In total, 20 participants were included; six and 14 were assigned to the intervention and control groups, respectively. There was no difference in age (P=.99), sex (P=.99), or years from graduation (P=.78) between the two groups. The overall test score in the intervention group (50/60, 83.3%) was not different from that in the control group (119/140, 85.0%) (P=.77). There was no heart sound for which the correct answer rate differed between groups. CONCLUSIONS This study demonstrated that the utility of a real-time remote cardiac auscultation system using a Bluetooth-connected electronic stethoscope was comparable to that of direct auscultation using a classic stethoscope. This implies that the real world’s essential heart sounds could be classified by a real-time remote cardiac auscultation system using a Bluetooth-connected electronic stethoscope. CLINICALTRIAL UMIN-CTR UMIN000041601; https://upload.umin.ac.jp/cgi-open-bin/ctr/ctr_view.cgi?recptno=R000047136

scholarly journals Application of mixed teaching mode in practical teaching of Basic Nursing Technology

2019 ◽  
Vol 3 (4) ◽  
pp. 123
Author(s):  
Shuiying Sun
Keyword(s):  
Nursing Students ◽  
Training Group ◽  
Independent Learning ◽  
Learning Ability ◽  
Control Group ◽  
Main Body ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Training Performance ◽  
Hands On

<p>Purpose: Understand the application effect of mixed teaching mode in the training teaching of Basic Nursing Technology. Method: The convenience sampling method was used to select nursing students in vocational colleges in 2016. 64 students in the first training group of classes 9 and 10 of the high nursing group were used as control groups and 64 students in the first training group of classes 11 and 12 of the high nursing group were used as experiments group. The experimental courses of the experimental group were taught in a mixed mode, while the experimental courses of the control group were taught using traditional teaching methods. Random examinations were conducted on aseptic techniques, nasal feeding, intramuscular injection, intravenous infusion and other operating items to compare the actual training results of the two groups result: The experimental group's training performance was significantly higher than the control group. Students recognize the mixed teaching model. in conclusion: The mixed teaching mode applied to the training teaching of "Basic Nursing Technology" is conducive to the cultivation of students 'independent learning ability, teamwork ability and hands-on ability and gives full play to students' main body status. There are still some problems in this area that need to be further improved.</p>

scholarly journals Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study (Preprint)

2020 ◽  
Author(s):  
Marko Henrik Björn ◽  
Jonne MM Laurila ◽  
Werner Ravyse ◽  
Jari Kukkonen ◽  
Sanna Leivo ◽  
...  
Keyword(s):  
Electrode Placement ◽  
Rank Test ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Hands On ◽  
Computer Based ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

BACKGROUND Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. OBJECTIVE This study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. METHODS A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. RESULTS The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, <i>P</i>=.074) and observed practical skills compared with the group that studied without a simulator. CONCLUSIONS Learning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

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