The Experts below are selected from a list of 13608 Experts worldwide ranked by ideXlab platform
Irina Kruglikova - One of the best experts on this subject based on the ideXlab platform.
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The impact of Constructive Feedback on training in gastrointestinal endoscopy using high-fidelity virtual- reality simulation: a randomised controlled trial
2020Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter Funch-jensenAbstract:virtual-reality simulation: a randomised controlled trial gastrointestinal endoscopy using high-fidelit
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the impact of Constructive Feedback on training in gastrointestinal endoscopy using high fidelity virtual reality simulation a randomised controlled trial
Gut, 2010Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter FunchjensenAbstract:Background Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external Feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external Feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. Materials and methods 22 trainees, without colonoscopy experience were randomised to a group which received structured Feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. Results All subjects were able to complete the procedure on the simulator. There were no perforations in the Feedback group versus seven in the non-Feedback group. Subjects in the Feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Conclusion Concurrent Feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.
Asbjorn M Drewes - One of the best experts on this subject based on the ideXlab platform.
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The impact of Constructive Feedback on training in gastrointestinal endoscopy using high-fidelity virtual- reality simulation: a randomised controlled trial
2020Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter Funch-jensenAbstract:virtual-reality simulation: a randomised controlled trial gastrointestinal endoscopy using high-fidelit
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the impact of Constructive Feedback on training in gastrointestinal endoscopy using high fidelity virtual reality simulation a randomised controlled trial
Gut, 2010Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter FunchjensenAbstract:Background Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external Feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external Feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. Materials and methods 22 trainees, without colonoscopy experience were randomised to a group which received structured Feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. Results All subjects were able to complete the procedure on the simulator. There were no perforations in the Feedback group versus seven in the non-Feedback group. Subjects in the Feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Conclusion Concurrent Feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.
Teodor P Grantcharov - One of the best experts on this subject based on the ideXlab platform.
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The impact of Constructive Feedback on training in gastrointestinal endoscopy using high-fidelity virtual- reality simulation: a randomised controlled trial
2020Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter Funch-jensenAbstract:virtual-reality simulation: a randomised controlled trial gastrointestinal endoscopy using high-fidelit
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the impact of Constructive Feedback on training in gastrointestinal endoscopy using high fidelity virtual reality simulation a randomised controlled trial
Gut, 2010Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter FunchjensenAbstract:Background Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external Feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external Feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. Materials and methods 22 trainees, without colonoscopy experience were randomised to a group which received structured Feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. Results All subjects were able to complete the procedure on the simulator. There were no perforations in the Feedback group versus seven in the non-Feedback group. Subjects in the Feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Conclusion Concurrent Feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.
Peter Funchjensen - One of the best experts on this subject based on the ideXlab platform.
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the impact of Constructive Feedback on training in gastrointestinal endoscopy using high fidelity virtual reality simulation a randomised controlled trial
Gut, 2010Co-Authors: Irina Kruglikova, Teodor P Grantcharov, Asbjorn M Drewes, Peter FunchjensenAbstract:Background Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external Feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external Feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. Materials and methods 22 trainees, without colonoscopy experience were randomised to a group which received structured Feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. Results All subjects were able to complete the procedure on the simulator. There were no perforations in the Feedback group versus seven in the non-Feedback group. Subjects in the Feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Conclusion Concurrent Feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.
D Sathianathan - One of the best experts on this subject based on the ideXlab platform.
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effects of faculty interaction and Feedback on gains in student skills
Journal of Engineering Education, 2004Co-Authors: Stefani A Bjorklund, John M Parente, D SathianathanAbstract:Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty-student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problem-solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first-year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing Constructive Feedback to students were significantly and positively related to students' self-reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.
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effects of faculty interaction and Feedback on gains in student skills
Frontiers in Education Conference, 2002Co-Authors: Stefani A Bjorklund, John M Parente, D SathianathanAbstract:Researchers have identified a number of variables including how the nature and frequency of instructor-student interaction affect students' gains in learning outcomes and course satisfaction. This study specifically examined the relationships between engineering faculty teaching practices and classroom climate and students' gains in communication skills, problem-solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. The study was based on data gathered from more than 1500 students taking the first-year design course offered at 19 campuses of the Penn State University system over a period of two years. The results suggest that faculty interacting with and providing Constructive Feedback to students was significantly and positively related to student gains in several engineering design and professional skills. These relationships remained after control for student demographic characteristics and campus location. The focus of this paper is to provide engineering instructors with insights about the relationships between faculty-student interaction and selected student gains. Recommendations regarding specific teaching practices are provided.