Acquisition Of Basic Skills Research Articles

Knowledge Regarding Learning Disability among Primary School Teachers

Learning disability is a heterogeneous group of disorders and is manifested as significant difficulties in the acquisition and use of basic academic skills like reading, writing, spelling, mathematics or language (Hammill, 1990). Teachers play a very important role in diagnosis of disorders related to learning disability. Unfortunately, most of the symptoms of learning disability is either ignored or blame it on the child’s personality branding it as laziness, an attitude problem or aggression. This is due to lack of adequate knowledge about specific learning disability among primary school teachers. This study aims to assess the knowledge of primary school teachers regarding learning disability and also compare the knowledge between private school teachers and government school teachers and based on their experience. The sample for this study includes 100 primary school teachers (50-private school teachers, 50-government school teachers). A structured knowledge questionnaire on learning disability has been used for the collection of data (by Anju George, 2015) Appropriate statistical tools are used for the analysis of the study. The results of this study indicates that the level of knowledge regarding learning disability is moderately adequate among primary school teachers. Also, there is no significant difference in level of knowledge among teachers based on their year of experience and nature of employment.

Acquisition of Basic Micro-Neurosurgical Skills Using Cavitron Ultrasonic Aspirator in Low-Cost Readily Available Models: The Egg Model

Attainment of micro-neurosurgical skills is a challenge in teaching hospitals throughout training. Models that mimic the workflow as well as haptics are time-consuming, expensive, and unsuitable to serve as a routine platform. Our objective was to present a model and a set of tasks, based on a hard-boiled egg, microscope, and a Cavitron ultrasonic aspirator (CUSA; Integra Lifesciences Corp., Tullamore, Ireland), which is cheap, easy to setup and can be used for training microsurgery and CUSA skills, required for removal of deep-seated tumors. The goal was to remove the egg yolk from within a hard-boiled egg, representing an intrinsic brain tumor, surrounded by the egg's white, representing adjacent brain tissue, while preserving it. Assessment was based on the yolk's exposure, completeness of removal, and collateral damage and task completion duration, with repeated trials (n= 4), for validation purposes, for 6 operators with different experience levels. Improvement in overall score (mean of 47.5 ± 19 in the first trial vs. 80.0 ± 12 in the fourth trial, P < 0.01), and task duration completion (mean initial duration of 21:25 ± 4:52 minutes to 15:30 ± 5:17 minutes, P < 0.01) was observed. Parameters gradually improved on repeated attempts, and experience level of the operators correlated with scores. The egg model is an easy-to-handle, cheap model that enables the acquisition of basic micro-neurosurgical skills and basic workflow required for removing of intrinsic brain tumors. This study has validated and defined reproducible tasks that can be scored, correlated with performance. This model can be incorporated into a resident's routine and potentially provide an accessible training platform for neurosurgical trainees.

The development and psychometric validation of a low-cost anthropomorphic 3D-printout simulator for training basic skills applicable to office-based hysteroscopy

BackgroundHysteroscopy training requires the development of specific psychomotor skills. Few validated low-cost models exist in hysteroscopy. The main objective of this study is to determine face, content, and construct validity of a simulator designed for training basic hysteroscopy skills applied to office-based hysteroscopy.MethodsTwenty-five hysteroscopy experts and 30 gynecology residents participated in this prospective observational study. The simulator consisted of three color-textured, silicone-coated anthropomorphic 3-dimensional (3-D) printout uterine models inside a box. Each uterine model in the simulator was designed to develop one of the following basic hysteroscopic skills: hysteroscopic navigation, direct biopsy, and foreign body removal. Participants performed five video-recorded simulation attempts on each model. Procedure-specific checklists were used to rate performance.ResultsMedian scores (25th–75th percentiles; p-value) 4 (3–4; p < 0.001) and surgical experience associated to the simulated procedures 4 (3–4; p < 0.001) indicated positive perceptions as to the realism of the internal cavity of the simulator. Median scores of 4 (3–4; p < 0.001) were assigned to the realism and utility of the tasks performed in the simulator for enhancing novice training in hysteroscopy. Expert performance scores were significantly higher and task completion times were significantly lower than those of novices in the navigation exercise (F(1,53) = 56.66; p < 0.001), the directed biopsy exercise (F(1,53) = 22.45; p < 0.001), and the foreign body removal exercise (F(1,53) = 58.51; p < 0.001). Novices’ performance improved on all three exercises: navigation exercise (F(1,53) = 182.44; p < 0.001), directed endometrial biopsy (F(1,53) = 110.53; p < 0.001), and foreign body removal (F(1,53) = 58.62; p < 0.001). Experts’ task completion times were significantly lower when compared to that of novices in the five attempts (p < 0,001) of the exercises: navigation (F(1,48) = 25.46; p < 0.001), directed biopsy (F(1,46) = 31.20; p < 0.001), and foreign body removal (F(1,50) = 69.8; p < 0.001). Novices’ task completion times diminished significantly throughout the sequence of exercises.ConclusionsThe low-cost simulator designed for the acquisition of basic skills in hysteroscopy demonstrated face, content, and construct validity.

O52: THE IMPACT OF STUDENT BACKGROUND ON PERFORMANCE AND STRESS DURING SURGICAL SIMULATION

Abstract Introduction Early exposure of medical students to surgical skills has been associated with an increased interest in pursuing a career in surgery. This study aimed to investigate the impact of student background on basic laparoscopic skills acquisition and perceived stress to workload during simulation. Method Students were recruited to a course modelled on the European Basic Laparoscopic Urological Skills (E-BLUS) programme. Students filled out a pre-course demographic survey, and a post-course survey that evaluated perceived stress to workload (SURG-TLX). Pre- and post-course confidence in laparoscopic skills, performance in the course, as well as SURG-TLX parameters were statistically compared for all demographic factors. Result Twenty-three participants completed the course, fifteen (65%) of which were female. Ten students were junior (first and second year), and thirteen were senior (third year and above). Hobbies were grouped into either requiring hand-eye coordination (n=9), manual dexterity (n=9), or no relevance to surgery (n=5). No significant differences were found in demographic factors for course performance or pre- and post-course confidence. No significant differences were found between male and female students, and between different hobby groups, in all SURG-TLX parameters. Senior students reported a significantly higher Physical Demand of the SURG-TLX compared to juniors (p=0.042). No differences were found in other parameters. Conclusion Our study showed no correlation between student background (notably sex and stage of medical school) and basic laparoscopic skills acquisition or stress during simulation. We therefore suggest that medical students are provided with more exposure to acquire basic laparoscopic skills regardless of their background. Take-home message Medical student background is not a discriminator in surgical simulation performance and stress. All medical students, regardless of their sex or stage of medical school, should be given the opportunity to practice laparoscopic skills.

Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment.

This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons.

Impact of formal tuition, supervised practice and feedback on the acquisition of basic laparoscopic skills by novices using a box trainer

Impact of formal tuition, supervised practice and feedback on the acquisition of basic laparoscopic skills by novices using a box trainer

No nursery ‘til school – the transition to primary school without institutional transition support due to the COVID-19 shutdown in Germany

ABSTRACT The early educational support of basic school skills during nursery can have a positive impact on a successful transition into primary school and future school success and achievement – especially for in this context low-performing children. Therefore, most German nurseries developed additional concepts to support the acquisition of basic school skills during the last year of nursery. However, due to the COVID-19 shutdown face-to-face support for pre-schoolers was closed down. This study attempts to examine how basic school skills with respect to language and mathematical skills of pre-schoolers developed during the COVID-19 nursery shutdown. 49 children were evaluated in a single-group pre-post test design using five subtests of the Intelligence and Development Scales 2 (IDS-2) before and after nurseries were shut down. Additionally, qualitative interviews were conducted at to provide further reliable and valuable information that goes beyond structured testing. Research showed significant decreases of language and mathematical skills. These findings support the conclusion that nursery shutdowns may have a negative impact on pre-schoolers’ educational skills which help to make transitions easier. Concludingly, the study stresses the particular role of nurseries with regard to early childhood education and childhood development in order to support the transition to school.

AVALIAÇÃO DE HABILIDADES BÁSICAS DE ESTUDANTES NO ESPECTRO DO AUTISMO NO AMBIENTE DE APRENDIZAGEM

Objective: to evaluate the acquisition of basic skills of students on the Autism Spectrum. Method: Descriptive cross-sectional research with a quantitative approach, based on the Basic Language Assessment and Revised Learning Skills instrument. 23 children were allowed to participate in the Autism Spectrum Transport, in nine data collection centers, in addition the data were organized in tables and tabulated in the Statistical Package for the Social Sciences software, then they were consolidated using the techniques of descriptive statistics (absolute and relative frequencies), were later discussed based on the literature produced on the topic. Results: the students showed greater skills in the playground and in their free time exploring toys in the environments and removing and positioning them properly and at the lowest levels they presented low skills in social interaction demonstrating that most participants are not able to maintain eye contact , corroborating that they do not have good group experiences and difficulties in interacting with teachers Conclusion: the research participants are able to perform necessary skills for daily life, however, it was noticed that part of the students were sometimes unable to perform the task, now got poor performance.

Profesjonell kommunikasjon i sykepleierutdannelsen – evaluering av et simuleringsbasert undervisningsprogram

Background: National guidelines for nursing education emphasise the significance of developing practical competency in professional communication. This implies the acquisition of basic communication skills.

Una experiencia de integración de la Formación Sanitaria Especializada con la Universitaria de Posgrado: Entrenamiento por etapas en cirugía laparoscópica.

Antecedentes: Diseño de un modelo de simulación para formación en cirugía laparoscópica. Métodos: Dentro del Máster Anatomía Aplicada a la Clínica se implementaron tres etapas de formación progresiva en médicos residentes. La etapa 1 se realizó en simulador con material no biológico: manejo de objetos, disección con pinza y tijera, y sutura laparoscópica. La etapa 2 utilizó material biológico (tubo digestivo en fresco) en simulador, para la práctica de sección intestinal y anastomosis intracorpórea. En la etapa 3 se realizaron técnicas laparoscópicas en cadáver en fresco (apendicectomía, colecistectomía, apertura de la transcavidad epiploica, hemicolectomías derecha e izquierda). Se añadió una encuesta de satisfacción a los participantes de la actividad. Resultados: El programa se impartió a 6 residentes de Cirugía General. Todos completaron los ejercicios de las etapas 1 y 2. En la etapa 3 se pudo realizar el neumoperitoneo sin dificultad y los tejidos presentaron una textura adecuada. Los residentes de primer año completaron la apendicectomía y la colecistectomía, pero procedimientos más complejos requirieron residentes con más experiencia. Los participantes encuestados reflejaron que el programa es adecuado y útil para el entrenamiento en laparoscopia. Conclusiones: El modelo propuesto es reproducible y adecuado en adquisición de competencias básicas en cirugía laparoscópica. Background: Design of a simulation model training in laparoscopic surgery for surgical residents. Methods: Three stages of progressive training were programmed within a Postgraduate Degree in Clinical Anatomy. Stage 1 was performed in a box-trainer with synthetic materials: managing small objects, dissection with clamp and scissors, and laparoscopic intracorporeal suture. Stage 2 used biological material (fresh digestive tract from a human corpse) in box-trainer, practicing section and intracorporeal anastomosis. In stage 3, laparoscopy was performed on a fresh corpse (appendectomy, cholecystectomy, lesser sac opening, right and left colectomy). A satisfaction survey was carried out to the participants. Results: Some six General and Digestive Surgery residents took the program. All of them completed the stage 1 and 2 exercises. In stage 3, the pneumoperitoneum could be performed without any complications, and tissues presented an adequate texture. First-year residents completed appendectomy and cholecystectomy, but more complex procedures required more experienced residents. The participants reflected that the program is adequate and useful to gain basic skills in laparoscopy. Conclusions: The proposed model is reproducible and adequate in acquisition of basic skills in laparoscopic surgery.

Acquisition of Basic Microsurgical Skills Using Low-Cost, Readily Available Models: The Orange Model

Attainment of basic microsurgical skills in neurosurgery presents a departmental challenge worldwide. Models for teaching are either not readily available or expensive and are incompatible with a resident's busy schedule, requiring lengthy and proper setup. We present a model and a set of measurable tasks, based on a fruit (orange) that is cheap, easy to set up instantly when desired, and useful for training of basic microsurgical skills. Basic microsurgical skills were identified, necessitating hand-eye coordination working with the microscope. The goal was to dissect an orange segment while preserving adjacent segments. Assessment was based on the number of side tears and task completion duration. The task was repeated in a sequential manner (n= 10), for validation purposes, for 3 operators at different seniority levels. An improvement in the number of side tears (mean of 12.66 ± 9.01 in the first trial vs. 4 ± 4.35 in the 10th trial, P < 0.01), as well as duration of time required for task completion (mean initial duration of 28:16 ± 19:00 minutes to a duration of 16:33 ± 10:50 minutes in the last attempt, P < 0.01), was observed. Daily practice scores and time gradually improved, and the seniority level of operators was correlated with scoring between individuals. The orange model is an easily accessible, cheap model that enables the acquisition of basic microneurosurgical skills. In this work, we validated and defined reproducible tasks that can be scored and tracked, correlated with operator's proficiency and experience. This model can be incorporated into a resident's workflow environment and provides a platform for attainment of elementary microsurgical skills for neurosurgical residents.

Acquisition and retention of surgical skills taught during intern surgical boot camp

BackgroundSurgical residencies have implemented boot-camps for early acquisition of basic technical skills for interns. However, educators worry that retention is poor. We hypothesized that a structured boot-camp curriculum would improve skills. MethodsInterns underwent eight boot-camp sessions at the beginning of residency. Interns completed pre-, post-boot-camp, and end-of-year skills assessments, as well as post-boot camp and end-of-year porcine procedure labs. Proficiency was measured on a 5-point scale and by completion time. ResultsAfter boot-camp, interns improved all domains of knot-tying. Median time decreased for skin-closure (8.3 vs 9.9 min, p < 0.01), peg transfer (57 vs 87 s, p < 0.01), intracorporeal (178 vs 300 s, p < 0.01), and extracorporeal knot-tying (140 vs 259 s, p < 0.01). At the end-of-year assessment, interns exhibited retention of all skills and improved in knot-tying and central line skills. During the retention porcine lab, interns progressed basic but not complex skills. ConclusionsAn eight-week boot-camp effectively improved technical skills among surgery interns. Interns retained all skills and improved upon techniques frequently practiced during intern year.

Laparoscopic skills training: the effects of viewing mode (2D vs. 3D) on skill acquisition and transfer

BackgroundThree-dimensional (3D) visual displays have been suggested to aid laparoscopic skills training by providing the depth cues not present in traditional two-dimensional (2D) displays. However, few studies have robustly investigated the impact of viewing mode (2D vs. 3D) on learning outcomes.PurposeTo examine how viewing mode (2D vs. 3D) impacts the acquisition and transferability of basic laparoscopic skills by comparing performance between transfer and control groups on a complete proficiency-based training program.MethodA counterbalanced between-subjects design was employed. Each participant was randomly allocated to one of four groups, comprising two transfer groups (trained in one viewing mode and tested in the alternate mode: the 2D → 3D and 3D → 2D groups) and two control groups (trained and tested in one viewing mode: the 2D → 2D and 3D → 3D groups). Participants completed proficiency-based training in six laparoscopic training tasks. Testing included two further repetitions of all tasks under test conditions. Objective performance measures included the total number of repetitions to reach proficiency, and total performance scores (i.e. time + error penalties across all repetitions) in training and testing.ResultsThe groups trained in 3D demonstrated superior training performance (i.e. less time + errors) and took fewer repetitions to reach proficiency than the groups trained in 2D. The groups tested in 3D also demonstrated superior test performance compared to those tested in 2D. However, training mode did not yield significant test differences between the groups tested in 2D (i.e. 2D → 2D vs. 3D → 2D), or between the groups tested in 3D (i.e. 3D → 3D vs. 2D → 3D).ConclusionNovices demonstrate superior performance in laparoscopic skills training using a 3D viewing mode compared to 2D. However, this does not necessarily translate to superior performance in subsequent testing or enhanced learning overall. Rather, test performance appears to be dictated by the viewing mode used during testing, not that of prior training.

Simulation-based training in endoscopic endonasal surgery: Assessment of the cyrano simulator

PurposeEndoscopic endonasal surgery requires many skills: a learning program was developed with progressive steps, on a surgical simulator (Cyrano) designed to train junior surgeons in the acquisition of basic endoscopic surgery skills and to assess their progress. The main objective of this study was to establish the construct validity of these exercises and to refine objective criteria to establish students’ level. Material and methodsThirty volunteers with varying experience in endoscopic endonasal surgery were blindly evaluated on 4 modules according to objective and subjective criteria. ResultsTen beginner, 11 intermediate and 9 expert level participants were included. For each exercise, at least one criterion was discriminant for level of expertise. Weighted scores succeeded in discriminating groups. Interpretation of a single criterion must remain cautious and evaluation should rather rely on composite scores, which better reflect the participants’ level. Useful criteria and their reference values are specific of each exercise. Face and content validity were rated at 3.92/5 and 4.59/5 respectively (5-level Likert scale). ConclusionThe construct/face/content validity of the proposed modules have been verified. Most of the modules tested here were physically not realistic, but they were all rated as highly relevant for surgical training by the participants.

Evaluation of a remote-controlled laparoscopic camera holder for basic laparoscopic skills acquisition: a randomized controlled trial

BackgroundUnsteady camera movement and poor visualization contribute to a difficult learning curve for laparoscopic surgery. Remote-controlled camera holders (RCHs) aim to mitigate these factors and may be used to overcome barriers to learning. Our aim was to evaluate performance benefits to laparoscopic skill acquisition in novices using a RCH.MethodsNovices were randomized into groups using a human camera assistant (HCA) or the FreeHand v1.0 RCH and trained in the (E-BLUS) curriculum. After completing training, a surgical workload questionnaire (SURG-TLX) was issued to participants.ResultsForty volunteers naïve in laparoscopic skill were randomized into control and intervention groups (n = 20) with intention-to-treat analysis. Each participant received up to 10 training sessions using the E-BLUS curriculum. Competency was reached in the peg transfer task in 5.5 and 7.6 sessions for the ACH and HCA groups, respectively (P = 0.015), and 3.6 and 6.8 sessions for the laparoscopic suturing task (P = 0.0004). No significance differences were achieved in the circle cutting (P = 0.18) or needle guidance tasks (P = 0.32). The RCH group experienced significantly lower workload (P = 0.014) due to lower levels of distraction (P = 0.047).ConclusionsRemote-controlled camera holders have demonstrated the potential to significantly benefit intra-operative performance and surgical experience where camera movement is minimal. Future high-quality studies are needed to evaluate RCHs in clinical practice.Trial registrationISRCTN 83733979

Aprendizagens colaborativas através do fazer artístico com comunidades de pessoas com deficiência/Collaborative learning through art making in communities of people with disabilities

This article is the result of a critical reflection on an experience integrated in a lifelong learning project carried out in Portugal during 2017-2018. The project called ‘Circle’ was funded by the European Union and aimed at the acquisition of basic skills by people from disadvantaged communities. This reflection was conducted using art-based research methodologies, which helped to systematize and interpret the data collected in the two communities in Portugal. The Portuguese ‘Circle’ experience had forty-six adult participants who participated in workshops where relational situations were created using techniques such as typography; silk printing; illustration; sound and digital editing. The authors present the results that helped to facilitate si-tuations through images, objects and affections that intertwined all participants in a common le-arning

The road to becoming a certified robotic surgeon

Surgical educators are challenged with introducing new technologies into general surgery training. There has been a rapid and widespread adoption of the robotic surgical system with a lag in the development of a comprehensive training and credentialing framework. A literature search on robotic surgical training techniques and benchmarks were conducted to provide an evidence-based road map for the development of a robotic surgical skills for the novice robotic surgeon. A structured training curriculum is suggested incorporating evidence-based training techniques and benchmarks for progress. This usually involves sequential progression from observation, case assisting, acquisition of basic robotic skills in the dry and wet lab setting along with achievement of individual and team-based non-technical skills, modular console training under supervision, and finally independent practice. There is a need for a standardized curriculum for training and assessment of robotic surgeons to proficiency, followed by high stakes testing for certification. A standardized process for certifying the skills of a robotic surgeon has begun to emerge.

Pilots’ Performance and Workload Assessment: Transition from Analogue to Glass-Cockpit

During their professional career, pilots often experience a change in workplace conditions in the form of an aircraft cockpit ergonomics change. Change of working conditions may impact their perception of flight data or the pilot’s psychophysiological condition, especially in cases of inexperienced pilots. The presented study deals with the influence of cockpit ergonomics change on the performance and pilot workload during a training course. We divided 20 subjects with no previous practical flying experience into two training groups (Gr. A and Gr. B). The flight training was focused on acquisition of basic piloting skills where both groups experienced cockpit ergonomics change in different training phases. The performance (piloting precision) was assessed based on deviations from predetermined parameters of the monitored flight manoeuvres. Heart rate variability qualified the extent of workload. The study showed the influence of the cockpit arrangement on piloting precision, where the transition to other type of cockpit ergonomics did not influence pilots’ subjective workload with statistical significance.

Avós e netos frente às novas tecnologias no Brasil e em Portugal

Duas das características marcantes da sociedade no século XXI têm sido o aumento progressivo da população idosa e o avanço cada vez mais intenso das tecnologias de informação e comunicação. Este estudo objetivou apresentar uma revisão integrativa da literatura científica sobre o tema relação entre avós e netos diante das novas tecnologias no Brasil e em Portugal, buscando conhecer como tecnologias de informação para netos e avós; descrever uma relação dos avos que acompanham o crescimento dos netos através do espaço virtual; e identifique a percepção dos dados em relação ao comportamento dos avós diante das novas tecnologias. Utilizou-se artigos publicados em fontes de impacto, de modo a permitir um maior direcionamento de pesquisas sobre esta temática e discutir como tendências apontadas por estas publicações, bem como as perspectivas de produção na área. Foram selecionados artigos indexados nas bases de dados nacionais e internacionais, entre 2011 e 2019. Como mostrado, pode-se observar quais são as tendências para o uso de ferramentas viabilizáveis e promover relações afetivas e solidárias entre duas vezes; fornece uma aquisição de competências básicas para interação / comunicação; desenvolver uma cooperação e confiança, fazer com que essa relação seja fortalecida ou com o tempo pela proximidade e cumplicidade entre os atores familiares, que não dialogam no ciberespaço e fortalecem os relacionamentos afetivos e intergeracionais.

Development and evaluation of a low-cost part-task trainer for laparoscopic repair of inguinal hernia in boys and the acquisition of basic laparoscopy skills

PurposeTo examine the fidelity of our model of laparoscopic inguinal hernia repair (LIHR) in boys and evaluate its value in resident training programs and the learning of basic laparoscopy skills. MethodsWe created a simulation model with inexpensive, easy-to-obtain equipment. Study participants from 34 university hospital departments received a user manual and an evaluation questionnaire (11 items rated on a 5-point Likert scale). We considered that the evaluation was positive when the median overall score was 4 or over. We compared the results for residents (n=26) vs. expert surgeons (n=29) (t tests). ResultsThe duration of the procedure was significantly longer among the residents (30.0±16.8 min) than among the expert surgeons (20.5±11.7 min; p=0.01). In both groups, the participants rated the model favorably with regard to the overall impression (median score: 4.0±1.0), realism (4.0±0.9), ease of access to the required equipment (5.0±0.6), the quality of the user manual (5.0±0.6), ease of assembly (5.0±0.8), ease of the procedure (5.0±0.8), value in resident training programs (4.0±0.9), and value in learning basic laparoscopy skills (5.0±0.8)). The evaluation was positive (4.0±0.9). ConclusionOur low-cost model was an effective teaching and training tool for LIHR and basic laparoscopy skills. Level of EvidenceLevel IV.