The Effect of Open Skill Training Based on the Acentos Method and Match Play Simulation on Basic Tennis Stroke Skills and Accuracy

Introduction by the column editors: Social skills training as a mode of treatment and rehabilitation of persons who have mental disabilities has been well documented for its efficacy in controlled clinical trials in the United States and in other countries (1). However, only a few attempts have been made to apply social skills training in the context of vocational rehabilitation (2–4). In a recent column, Wallace and colleagues (5) focused on one such effort—a module on workplace fundamentals— and presented data in support of the module’s utility in facilitating the job adjustment of persons who have serious mental illness (5). In this month’s column, Tsang describes a similar program in Hong Kong that is based on the principles of social skills training and that focuses on job search and job tenure for persons with schizophrenia who have a high level of functioning. This program, derived from the “job club” approach of Jacobs and colleagues

Each year, community colleges, schools, and community organizations offer basic skills instruction to more than 2.5 million adults with limited skills and education. Such programs include Adult Basic Education (ABE) and GED preparation programs for individuals who do not have a high school credential and English-as-a-SecondLanguage (ESL) programs for persons with limited proficiency in English. Yet few of these students advance successfully to college-level education and training, even when they attend a basic skills program offered by a community college. Not doing so limits the potential of these individuals to secure jobs that pay family-supporting wages and that offer opportunities for career advancement. Integrated Basic Education and Skills Training, or I-BEST, is an innovative program created to address this problem. First piloted in 2004-05, I-BEST was developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills students enter and succeed in postsecondary occupational education and training. Under the I-BEST model, basic skills instructors and career-technical faculty jointly design and teach collegelevel occupational, or what in Washington State are called “workforce,” courses for adult basic skills students. Instruction in basic skills is thereby integrated with instruction in college-level career-technical skills. This model challenges the conventional notion that basic skills instruction should be completed by students prior to starting college-level courses. The approach thus offers the potential to accelerate the transition of adult basic skills students into college programs. This Brief, which summarizes a longer paper, presents findings from a CCRC study that investigated the outcomes of students who participated in the program. The study compared, over a two-year tracking period, the educational outcomes of I-BEST students with those of other basic skills students, including students who comprised a particularly apt comparison group — those non-I-BEST basic skills students who nonetheless enrolled in at least one workforce course in academic year 2006-07, the period of enrollment examined in the study. The analyses controlled for observed differences in background characteristics and enrollment patterns of students in the sample. We examined data on more than 31,000 basic skills students in Washington State, including nearly 900 I-BEST participants.

Background:Simulator-assisted arthroscopy education traditionally consists of initial training of basic psychomotor skills before advancing to more complex procedural tasks.Purpose:To explore and compare the effects of basic psychomotor skills training versus procedural skills training on novice surgeons’ subsequent simulated knee arthroscopy performance.Study Design:Controlled laboratory study.Methods:Overall, 22 novice orthopaedic surgeons and 11 experienced arthroscopic surgeons participated in this study, conducted from September 2015 to January 2017. Novices received a standardized introductory lesson on knee arthroscopy before being randomized into a basic skills training group or a procedural skills training group. Each group performed 2 sessions on a computer-assisted knee arthroscopy simulator: The basic skills training group completed 1 session consisting of basic psychomotor skills modules and 1 session of procedural modules (diagnostic knee arthroscopy and meniscal resection), whereas the procedural skills training group completed 2 sessions of procedural modules. Performance of the novices was compared with that of the experienced surgeons to explore evidence of validity for the basic psychomotor training skills modules and the procedural modules. The effect of prior basic psychomotor skills training and procedural skills training was explored by comparing pre- and posttraining performances of the randomized groups using a mixed-effects regression model.Results:Validity evidence was found for the procedural modules, as test results were reliable and experienced surgeons significantly outperformed novices. We found no evidence of validity for the basic psychomotor skills modules, as test scores were unreliable and there was no difference in performance between the experienced surgeons and novices. We found no statistical effect of basic psychomotor skills training as compared with no training (P = .49). We found a statistically significant effect of prior procedural skills training (P < .001) and a significantly larger effect of procedural skills training as compared with basic psychomotor skills training (P = .019).Conclusion:Procedural skills training was significantly more effective than basic psychomotor skills training regarding improved performance in diagnostic knee arthroscopy and meniscal resection on a knee arthroscopy simulator. Furthermore, the basic psychomotor skills modules lacked validity evidence.Clinical Relevance:On the basis of these results, we suggest that future competency-based curricula focus their training on full knee arthroscopy procedures. This could improve future education programs.

Mental psychological training is of great importance in the field of sports training, especially if the player most of his skills are psychomotor skills that require the use of muscles with synergy with the importance of awareness of stimuli that require a movement response, as well as providing audiovisual stimulation added to the skillful exercises that the player receives providing players with methods The occasion that contributes to controlling ideas and modifying behavior to reach skill performance better and helps increase the ability to respond kinematically through regular training, as the goalkeeper's skills are a complex of several factors used in matches lie my importance Research on the possibility of using audiovisual stimulation technology using the device (DAVID) in the style of psychological sessions through sessions (stimulation, meditation, brain enhancers, sleep and mood) and knowing the extent of their impact when accompanying skill exercises on the speed of the motor response due to being counted as the main part to perform all skills Goal keepers and their impact on the maximum performance of skills to benefit those involved and specialists in the field of football in particular or the rest of the various sports in general and counted it as one of the modern training methods that can be relied upon in training, as the current research aims To raise the level of this distinguished athletic individual (the goalkeeper), who takes a large part of the thinking of specialists in the round witch (football), and in particular, modern exercises and the impact on the maximum performance of basic skills, and as a result puts training curricula and scientific training to become that athlete The one who bears that great responsibility is distinct in the group (the team). As for the research problem, it was not using modern methods in training and the impact of insufficient attention to the specificity of this center and holding that responsibility dependent on physical and skill training only, resulting in a large gap between the teams. The advanced level and the local teams have led those with expertise and specialization to think about finding the best methods and methods that contribute to the development of this player. Moreover, most of the coaches, if not all of them, have knowledge of the effectiveness, and besides that there are few Attention to training methods Where the researchers assumed that the skillful exercises associated with audiovisual stimulation had a positive effect in developing the speed of the kinetic response and some basic defensive skills among the Iraqi soccer team's young goalkeepers. The researchers used the experimental approach to design the one group with pre- and post-tests to suit the nature of the study, on the research community of 6 goalkeepers in Iraqi soccer, the young Iraqi team registered with the Iraqi Football Association 2017/2018, and the homogeneity of the research sample was verified in the variables of age, height and weight The training age related to the research topic, and the two researchers conducted the exploratory experiment on a sample from outside the research sample represented by 6 guards to identify the validity of the tests through the scientific foundations for them, and the field procedures for the study included the use of antiques technology The audiovisual results in the method of stimulation sessions after they were presented to the experts and experts, and the researchers conducted the exploratory experiment on a sample from outside the research sample represented by 4 guards to identify the validity of the tests through the scientific foundations for them, and the field procedures of the study included the tests for using the BATAK MICRO device Which measures the speed of the motor response with several variables, and the sample was subjected to tests for basic defensive skills and offensive basic skills, as the subjects of the research sample were subjected to applying and implementing skills tests, as the subjects of the research sample subjected to The program and tests related to skills and speed of response were executed and statistically processed. The data were statistically presented. The results were presented in the form of tables and strengthened in graphical forms, and then analyzed and discussed in a scientific manner in support of what the researchers reached with scientific sources, including Arabic and foreign and Internet documentation, and the researchers concluded that there A progressive development of kinetic response speed and some basic skills for young soccer goalkeepers

Skills in Open Surgery do not Predict Arthroscopic Skills in Medical Students

Developing the Library Curriculum

Mastering counselling communication skills is one of the requirements that lead to the diploma of a registered European psychologist. The microcounseling method proves to be effective in training these skills. Research into the effectiveness of the microcounseling method often reports overall effect sizes only. The aim of this study was to investigate the adequate use of separate counselling communication skills (seven basic skills: minimal encouragements; asking questions; paraphrasing; reflection of feeling; concreteness; summarizing; and situation clarification and five advanced skills: advanced accurate empathy; confrontation; positive relabelling; examples of one's own; and directness) after respectively a basic and an advanced training in these skills. Participants were 583 first year or second year bachelor students in psychology who took the counselling communication skills progress test (CSPT). The participants are divided in a group of freshmen, who had not received any training in counselling communication skills; first year students, who had received a training in basic skills; second year students who had followed a training in advanced skills and a control group. A between-subject design, a within-subject design and a pre-test-post-test-control group design were used to examine the scores on these skills. Seven basic skills and four advanced skills had large effect sizes. One advanced skill had a moderate effect size. The microcounseling method is very effective on the level of separate microskills. However, students perform better on the basic skills than on the advanced skills. More training seems to be needed in the latter to achieve the same level of mastery.

Development and Validation of a Basic Arthroscopy Skills Simulator

A training programme on basic mechanical ventilation for novel trainees during the COVID-19 outbreak

A substantial proportion of medical students enter their intern year without any basic skills experience. Lack of experience is a significant source of stress for many junior doctors. To evaluate the effect of a basic procedural skills tutorial for Year 3 medical students on their competence in relevant skills at Year 5. The control group consisted of 93 medical students who completed Year 3 in 1996. The intervention group consisted of 92 medical students who completed Year 3 in 1997. The intervention group received a practical skills tutorial in Year 3; the control group did not. Both groups were assessed on their practical skills competence during Year 5. A 3-hour practical tutorial on injection and suturing techniques was delivered to the intervention group. The effectiveness of the intervention was assessed by self-reported experience of giving injections, inserting sutures and sustaining needlestick injuries, and by teacher-rated competency in four basic procedural skills. Students who received the Year 3 tutorial were significantly more likely to record a satisfactory assessment for their performance in all four basic skills compared with students who did not receive the tutorial. They were less likely than controls to refuse invitations to give injections, but not invitations to insert a suture, during Years 4 and 5. A single session of formalised teaching in procedural skills in the early stages of a medical degree can have long-term effectiveness in basic skills competence and may increase students' confidence to practise their skills.

Background Problems: The lack of variety in exercises applied by coaches makes players feel bored, so they must be given training variations by looking at training methods that significantly improve basic tennis technique skills between game training methods and drills. Research Objectives: This study aims to determine differences in the effect of game and drill training methods on improving basic tennis technical skills based on the age groups of 10-12 years and 13-15 years. Methods: In this context, the method used was experimental research with a 2x2 factorial design. The sample consisted of 24 male athletes in Lampung who were separated into 4 groups. Findings and Results: (i) There are differences in the effect of game practice and drill methods on improving basic tennis technique skills. (ii) There is a difference in improving basic tennis technique skills between the age groups of 10-12 years and 13-15 years. (iii) There is an influence of interaction between training methods and age groups on improving basic tennis technique skills. Conclusion: The age group 10-12 years is more appropriate if given the game training method, and the age group 13-15 years is more appropriate if given the practice training method. The findings of this study provide an important contribution by highlighting the importance of both applied training methods for basic tennis technique. This training method is also adapted for age-based characteristics. Therefore, the recommendation to use game and drill training methods as part of tennis training can help athletes cope with intense playing conditions. Based on the analysis above, the novelty of the research developed by the researcher was two exercise methods compared, two age groups that were sampled, and research instruments using International Tennis Number (ITN) On Court Assessment. Researchers used game and drill training methods that could affect the sample after treatment. Different from previous research, the sample used was male athletes aged 10-15 years.

Development of a proficiency-based training curriculum for beginners in endoscopic endonasal surgery

OBJECTIVETo describe the development and preliminary results from a community based certification model for training in tobacco cessation skills in Arizona.DESIGNA programme evaluation using both quantitative pre-post measures and qualitative...

To investigate whether pretraining of basic skills in virtual vitreoretinal surgery affected the performance curve when proceeding to procedure-specific modules. This study was a prospective, randomized, controlled, two-centre study. Medical students were randomized into two groups: Group 1 pretrained basic psycho-motor skills (Navigation Training level 2 and Bimanual Training level 3) until they reached their performance curve plateau. Hereafter, both groups trained on the procedure-specific modules (Posterior Hyaloid level 3 and ILM Peeling level 3) until they reached their performance curve plateau. Plateau was defined as three consecutive sessions with the same score with an acceptable variation. The primary outcome was time used to reach performance curve plateau in the procedure-specific modules. A total of 68 medical students were included, and equally randomized into two groups. The participants in Group 1 used a median time of 88 minutes to reach plateau in the basic skills modules but did not differ from Group 2 in time to reach plateau on the procedure-specific modules (183 min versus 210 min, p = 0.40) or in the amplitude of plateau. Group 1 and 2 differed significantly in the starting score of ILM peeling level 3 (0 (0-0) versus 3.5 (0-75), p = 0.03). We were not able to show positive skill transfer from basic skills training to the procedure-specific modules in time, starting score or amplitude of plateau. Thus, we recommend that aspiring vitreoretinal surgeons proceed directly to simulation-based training of procedures instead of spending valuable training time on basic skills training.

Virtual reality (VR) laparoscopic simulators have been around for more than 10years and have proven to be cost- and time-effective in laparoscopic skills training. However, most simulators are, in our experience, considered less interesting by residents and are often poorly accessible. Consequently, these devices are rarely used in actual training. In an effort to make a low-cost and more attractive simulator, a custom-made Nintendo Wii game was developed. This game could ultimately be used to train the same basic skills as VR laparoscopic simulators ought to. Before such a video game can be implemented into a surgical training program, it has to be validated according to international standards. The main goal of this study was to test construct and concurrent validity of the controls of a prototype of the game. In this study, the basic laparoscopic skills of experts (surgeons, urologists, and gynecologists, n=15) were compared to those of complete novices (internists, n=15) using the Wii Laparoscopy (construct validity). Scores were also compared to the Fundamentals of Laparoscopy (FLS) Peg Transfer test, an already established assessment method for measuring basic laparoscopic skills (concurrent validity). Results showed that experts were 111% faster (P=0.001) on the Wii Laparoscopy task than novices. Also, scores of the FLS Peg Transfer test and the Wii Laparoscopy showed a significant, high correlation (r=0.812, P<0.001). The prototype setup of the Wii Laparoscopy possesses solid construct and concurrent validity.