The Experts below are selected from a list of 300 Experts worldwide ranked by ideXlab platform
Robert Ramberg - One of the best experts on this subject based on the ideXlab platform.
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Design of Simulator Training: a comparative study of Swedish dynamic decision-making Training facilities
Cognition Technology & Work, 2019Co-Authors: Sanna Aronsson, Henrik Artman, Joel Brynielsson, Sinna Lindquist, Robert RambergAbstract:Simulator Training is becoming increasingly important for Training of time-critical and dynamic situations. Hence, how Simulator Training in such domains is planned, carried out and followed up bec ...
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Design of Simulator Training: a comparative study of Swedish dynamic decision-making Training facilities
Cognition Technology & Work, 2019Co-Authors: Sanna Aronsson, Henrik Artman, Joel Brynielsson, Sinna Lindquist, Robert RambergAbstract:Simulator Training is becoming increasingly important for Training of time-critical and dynamic situations. Hence, how Simulator Training in such domains is planned, carried out and followed up becomes important. Based on a model prescribing such crucial aspects, ten decision-making Training Simulator facilities have been analyzed from an activity theoretical perspective. The analysis reveals several conflicts that exist between the Training that is carried out and the defined Training objectives. Although limitations in technology and organization are often alleviated by proficient instructors, it is concluded that there is a need for a structured approach to the design of Training to be able to define the competencies and skills that ought to be trained along with relevant measurable Training goals. Further, there is a need for a pedagogical model that takes the specifics of Simulator Training into account. Such a pedagogical model is needed to be able to evaluate the Training, and would make it possible to share experiences and make comparisons between facilities in a structured manner.
Jouke T Annema - One of the best experts on this subject based on the ideXlab platform.
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Simulator Training for endobronchial ultrasound a randomised controlled trial
European Respiratory Journal, 2015Co-Authors: Lars Konge, Paul Frost Clementsen, Charlotte Ringsted, Valentina Minddal, Klaus Richter Larsen, Jouke T AnnemaAbstract:Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) is very operator dependent and has a long learning curve. Simulation-based Training might shorten the learning curve, and an assessment tool with solid validity evidence could ensure basic competency before unsupervised performance. A total of 16 respiratory physicians, without EBUS experience, were randomised to either virtual-reality Simulator Training or traditional apprenticeship Training on patients, and then each physician performed EBUS-TBNA procedures on three patients. Three blinded, independent assessor assessed the video recordings of the procedures using a newly developed EBUS assessment tool (EBUSAT). The internal consistency was high (Cronbach's α=0.95); the generalisability coefficient was good (0.86), and the tool had discriminatory ability (p<0.001). Procedures performed by Simulator-trained novices were rated higher than procedures performed by apprenticeship-trained novices: mean±sd are 24.2±7.9 points and 20.2±9.4 points, respectively; p=0.006. A pass/fail standard of 28.9 points was established using the contrasting groups method, resulting in 16 (67%) and 20 (83%) procedures performed by Simulator-trained novices and apprenticeship-trained novices failing the test, respectively; p<0.001. The endobronchial ultrasound assessment tool could be used to provide reliable and valid assessment of competence in EBUS-TBNA, and act as an aid in certification. Virtual-reality Simulator Training was shown to be more effective than traditional apprenticeship Training. Virtual-reality simulation-based Training shortens the learning curve for endobronchial ultrasound (EBUS)
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Simulator Training for endobronchial ultrasound: a randomised controlled trial.
The European respiratory journal, 2015Co-Authors: Lars Konge, Paul Frost Clementsen, Charlotte Ringsted, Valentina Minddal, Klaus Richter Larsen, Jouke T AnnemaAbstract:Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) is very operator dependent and has a long learning curve. Simulation-based Training might shorten the learning curve, and an assessment tool with solid validity evidence could ensure basic competency before unsupervised performance. A total of 16 respiratory physicians, without EBUS experience, were randomised to either virtual-reality Simulator Training or traditional apprenticeship Training on patients, and then each physician performed EBUS-TBNA procedures on three patients. Three blinded, independent assessor assessed the video recordings of the procedures using a newly developed EBUS assessment tool (EBUSAT). The internal consistency was high (Cronbach's α=0.95); the generalisability coefficient was good (0.86), and the tool had discriminatory ability (p
Lisa A Mendes - One of the best experts on this subject based on the ideXlab platform.
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effects of transesophageal echocardiography Simulator Training on learning and performance in cardiovascular medicine fellows
Journal of The American Society of Echocardiography, 2013Co-Authors: Julie B Damp, Ryan Anthony, Mario A Davidson, Lisa A MendesAbstract:Background The role of transesophageal echocardiography (TEE) simulation in cardiology fellows' learning is unknown. Standard TEE Training at the authors' institution occurs during the second of 3 clinical years. Fellows spend 2 months in the TEE laboratory learning through hands-on experience. The addition of TEE simulation to this experience may improve proficiency, speed learning, and increase fellows' comfort with TEE. This study was designed to compare methods of TEE Simulator Training with standard Training. Methods Group A ( n = 8) consisted of fellows who had completed standard TEE Training. Fellows starting their second clinical year were randomly assigned to group B ( n = 10), Simulator Training during month 1, or group C ( n = 9), Simulator Training during month 2. All groups completed 2 months of standard TEE Training. All groups underwent assessment of TEE performance and a self-assessment of ability and comfort level with TEE. Results Groups B and C had higher total assessment scores than group A. Groups B and C had higher numbers of views achieved without assistance ( P = .01). After month 1, group B had higher total scores and number of views achieved without assistance compared with group C ( P = .02 and P = .02, respectively). The length of time of the examination tended to be lower for group B, and fellows in group B had greater comfort with TEE than those in group C ( P = .01). Conclusions These data suggest that TEE Simulator Training improves proficiency and helps speed learning and comfort with TEE.
Sanna Aronsson - One of the best experts on this subject based on the ideXlab platform.
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Design of Simulator Training: a comparative study of Swedish dynamic decision-making Training facilities
Cognition Technology & Work, 2019Co-Authors: Sanna Aronsson, Henrik Artman, Joel Brynielsson, Sinna Lindquist, Robert RambergAbstract:Simulator Training is becoming increasingly important for Training of time-critical and dynamic situations. Hence, how Simulator Training in such domains is planned, carried out and followed up bec ...
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Design of Simulator Training: a comparative study of Swedish dynamic decision-making Training facilities
Cognition Technology & Work, 2019Co-Authors: Sanna Aronsson, Henrik Artman, Joel Brynielsson, Sinna Lindquist, Robert RambergAbstract:Simulator Training is becoming increasingly important for Training of time-critical and dynamic situations. Hence, how Simulator Training in such domains is planned, carried out and followed up becomes important. Based on a model prescribing such crucial aspects, ten decision-making Training Simulator facilities have been analyzed from an activity theoretical perspective. The analysis reveals several conflicts that exist between the Training that is carried out and the defined Training objectives. Although limitations in technology and organization are often alleviated by proficient instructors, it is concluded that there is a need for a structured approach to the design of Training to be able to define the competencies and skills that ought to be trained along with relevant measurable Training goals. Further, there is a need for a pedagogical model that takes the specifics of Simulator Training into account. Such a pedagogical model is needed to be able to evaluate the Training, and would make it possible to share experiences and make comparisons between facilities in a structured manner.
Lars Konge - One of the best experts on this subject based on the ideXlab platform.
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Randomized trial to examine procedure-to-procedure transfer in laparoscopic Simulator Training.
The British journal of surgery, 2015Co-Authors: Flemming Bjerrum, Jette Led Sørensen, Lars Konge, Susanne Rosthøj, Jane Lindschou, Bent Ottesen, Jeanett StrandbygaardAbstract:Background Laparoscopic simulation has become a standard component of surgical Training, but there is limited knowledge regarding skills transfer between procedural tasks. The objective was to investigate the specificity of procedural Simulator Training. Methods This was randomized single-centre educational superiority trial. Surgical novices practised basic skills on a laparoscopic virtual reality Simulator. On reaching proficiency, participants were randomized to proficiency-based Training. The intervention group practised two procedures on the Simulator (appendicectomy followed by salpingectomy), whereas the control group trained on only one procedure (salpingectomy). The main outcomes were number of repetitions and time to proficiency for the second procedure. Results Ninety-six participants were randomized, of whom 74 per cent were women, with a median age of 26 years. The intervention group needed significantly fewer attempts than the control group to reach proficiency in the second procedure: median (i.q.r.) 22 (17–34) versus 32 (26–41) attempts, which corresponded to 24·1 per cent fewer attempts as assessed by multivariable analysis (P = 0·004). The intervention group required significantly less time than the control group to reach proficiency: median (i.q.r.) 88 (63–127) versus 131 (101–153) min respectively, corresponding to a difference of 31·1 min as assessed by multivariable analysis (P = 0·001). Conclusion Practising two procedures, compared with only one, reduced the number of attempts and time to reach proficiency in the second procedure. Skills transfer is seen between two tasks in laparoscopic Simulator Training; however, task specificity is still present when practising procedures. Registration number: NCT02069951 (http://www.clinicaltrials.gov).
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Simulator Training for endobronchial ultrasound a randomised controlled trial
European Respiratory Journal, 2015Co-Authors: Lars Konge, Paul Frost Clementsen, Charlotte Ringsted, Valentina Minddal, Klaus Richter Larsen, Jouke T AnnemaAbstract:Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) is very operator dependent and has a long learning curve. Simulation-based Training might shorten the learning curve, and an assessment tool with solid validity evidence could ensure basic competency before unsupervised performance. A total of 16 respiratory physicians, without EBUS experience, were randomised to either virtual-reality Simulator Training or traditional apprenticeship Training on patients, and then each physician performed EBUS-TBNA procedures on three patients. Three blinded, independent assessor assessed the video recordings of the procedures using a newly developed EBUS assessment tool (EBUSAT). The internal consistency was high (Cronbach's α=0.95); the generalisability coefficient was good (0.86), and the tool had discriminatory ability (p<0.001). Procedures performed by Simulator-trained novices were rated higher than procedures performed by apprenticeship-trained novices: mean±sd are 24.2±7.9 points and 20.2±9.4 points, respectively; p=0.006. A pass/fail standard of 28.9 points was established using the contrasting groups method, resulting in 16 (67%) and 20 (83%) procedures performed by Simulator-trained novices and apprenticeship-trained novices failing the test, respectively; p<0.001. The endobronchial ultrasound assessment tool could be used to provide reliable and valid assessment of competence in EBUS-TBNA, and act as an aid in certification. Virtual-reality Simulator Training was shown to be more effective than traditional apprenticeship Training. Virtual-reality simulation-based Training shortens the learning curve for endobronchial ultrasound (EBUS)
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Simulator Training for endobronchial ultrasound: a randomised controlled trial.
The European respiratory journal, 2015Co-Authors: Lars Konge, Paul Frost Clementsen, Charlotte Ringsted, Valentina Minddal, Klaus Richter Larsen, Jouke T AnnemaAbstract:Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) is very operator dependent and has a long learning curve. Simulation-based Training might shorten the learning curve, and an assessment tool with solid validity evidence could ensure basic competency before unsupervised performance. A total of 16 respiratory physicians, without EBUS experience, were randomised to either virtual-reality Simulator Training or traditional apprenticeship Training on patients, and then each physician performed EBUS-TBNA procedures on three patients. Three blinded, independent assessor assessed the video recordings of the procedures using a newly developed EBUS assessment tool (EBUSAT). The internal consistency was high (Cronbach's α=0.95); the generalisability coefficient was good (0.86), and the tool had discriminatory ability (p
