Acquisition Of Technical Skills Research Articles

141 Simulation Training: The Impact on the Confidence and Preparedness of Novice Otolaryngology ST3 Registrars

Abstract Aim This research employs the HoloLens2™ and a variety of models to evaluate the impact on the confidence and preparedness of ST3 trainees following their engagement in simulated otolaryngology cases. Method A total of 29 ST3 trainees engaged in ten 1-hour long simulation stations across a span of two days. The participants engaged in both technical and non-technical skills within elective, emergency, and ward-based scenarios. Questionnaires were used to document self-reported confidence and preparedness before and after each simulation. Primary outcomes included change in trainee confidence and preparedness pre- and post-station. Results The participants reported a significant increase in confidence (p<0.001) and preparedness (p<0.001) after all stations. The greatest improvements in comparison to all other stations were self-preparedness in the rigid bronchoscopy station and self-confidence in the sphenopalatine artery (SPA) ligation station. A significant improvement in self-confidence (p<0.001) and self-preparedness (p<0.0001) was observed after the non-technical HoloLensTM session. Conclusions The use of Otolaryngology simulation stations improved confidence and preparedness of managing common ENT presentations in the ward, elective, and emergency settings for ENT ST3 trainees. This approach serves as a valuable supplement to the conventional surgical apprenticeship, facilitating the acquisition of both technical and non-technical skills. The implementation of mixed reality technology creates an immersive environment to develop trainees’ non-technical skills. However, future work is required to assess the impact on the long-term benefits of trainee skill retention and clinical proficiency.

EXPLORING THE EDUCATIONAL IMPACT: A STUDY ON ACCOUNTING STUDENTS’ LEARNING AND DEVELOPMENT DURING INTERNSHIP

Internships are pivotal in bridging the gap between academic learning and real-world application, offering students invaluable experiential learning and professional development opportunities. This research study explores the educational impact of internship periods, focusing on participating students' learning outcomes and experiences. Drawing on a qualitative research approach, data were obtained from student internship reports and were analysed using NVivo software. The findings reveal multifaceted learning experiences encompassing the application of accounting education knowledge, technical skills acquisition, soft skills development, industry knowledge, problem-solving abilities, and teamwork dynamics. Through thematic analysis, key themes emerged, shedding light on the transformative nature of internship experiences and their profound influence on students' personal and professional growth. The implications of these findings for educational institutions, internship programs, and policymakers are discussed, alongside recommendations for enhancing internship experiences and optimizing learning outcomes. This study contributes to the literature on internships and offers insights into effective strategies for integrating experiential learning opportunities within higher education curricula.

Voices from Graduate School and the Workforce: Identified Student Outcomes from Completing a Multi-Semester Undergraduate Research Experience Capstone

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations in the structures, durations, and contexts of UREs exist and long-term implications are not well documented. We used the Social Cognitive Career Theory to guide our exploration of student outcomes from completing a required three-semester capstone URE at a predominantly undergraduate institution located in the Midwest, United States. We sought to answer two central research questions: (1) What skills and competencies do alumni perceive to have gained from completing the URE capstone, and (2) What is the impact of the URE capstone on alumni success in the workforce and/or graduate school? We conducted in-depth, one-on-one interviews with 16 alumni who recently completed their undergraduate research capstone and who were currently in a science-based career or attending graduate school. Results indicate long-term benefits from URE capstones and are described through three primary themes: technical skill acquisition and future application, soft skill acquisition and future application, and scientific pursuits.

A pilot study of performance enhancement coaching for newly appointed urology registrars.

To assess the feasibility of performance enhancement coaching (PEC) for newly appointed Urology registrars (ST3s), specifically: whether the concept appealed, and which areas beyond technical skills acquisition were felt to be most relevant or useful. All delegates on the Urology Bootcamp 2023 were invited to take part in an online survey before and after a 2-hour PEC workshop, collecting: basic demographic data, performance challenges, and the important aspects to include in, and consider with, a coaching programme. The workshop was delivered by a surgeon with a professional coaching qualification, to groups of four delegates at a time over 4 days. Ten pre-defined areas were offered during the session. On a scale of 1 (poor) to 10 (excellent), the 62 participants' overall health was reported as a median of 8/10 (physical) and 7/10 (mental). Anxiety during performance was the most common concern (63%) and was accompanied by a tremor in 55%. The next most popular concerns, with 19% of responses each, were: sleep, insufficient operative skill or expertise, and worry about relationships with trainers. The commonest topics discussed were 'the inner critic' (100%), 'autonomic modulation' (69%), 'not working, well' (13%) and 'optimising study' (6%). Seventy-seven per cent were unaware of PEC for practising surgeons. All respondents felt that they would benefit from PEC to some extent (80% ≥8/10 where 10/10 was 'very useful'), ideally at the ST3 level. Sixty-two percent of respondents said there should be a fee for trainees, whereas 38% thought it should be free and paid for by their training authorities. The concept of PEC is acceptable to ST3 Urology trainees, with particular interest in techniques to mitigate negative self-talk and autonomic modulation techniques. Existing barriers to coaching for the surgical community would need to be addressed in designing an acceptable coaching programme.

The importance of non-technical skills in robot-assisted surgery in gynaecology.

Robot-assisted surgery (RAS) in gynaecology has undergone exponential growth in recent decades, with utility in treating both benign and malignant gynaecological conditions. The technological complexities and amended theatre dynamics that RAS demands mean that effective non-technical skills (NTS) are vitally important to overcome these unique challenges. However, NTS have been neglected in RAS-training programmes with focus placed instead on the exclusive acquisition of technical skills (TS). NTS include teamwork, communication, leadership, situational awareness, decision-making and stress management. Communication is the most frequently cited NTS impacted during RAS, as the physical limitations imposed by the robotic hardware make communication exchange difficult. The full immersion that RAS enables can contribute to situational awareness deficits. However, RAS can complement communication and teamwork when multidisciplinary (MDT) surgeries (such as complex endometriosis excisions) are undertaken; dual-console capabilities facilitate the involvement of specialties such as general surgery and urology. The development of NTS in RAS cannot be achieved with in-situ experience alone, and current training is poorly standardised. RAS-training programmes and curricula for gynaecology do exist, however the integration of NTS remain limited. Simulation is a viable tool to facilitate enhanced-NTS integration, yet cost implications form a barrier to its wider implementation. However, given that RAS will continue to occupy a greater proportion of the gynaecological caseload, integration of NTS within gynaecological RAS training curricula is necessary. Patients undergoing gynaecological RAS would benefit from the improved safety standards and enhanced surgical outcomes that would result.

Evaluation of the Pedagogical Impact of the Educational Usage of 3D Printing in Czech Lower Secondary and Grammar Schools

<p style="text-align:justify">In this article, we discuss the impacts of using 3D printing in education. Our primary goal is to evaluate the pedagogical impact of lessons utilizing 3D printing. We asked one hundred ninety students in four reference schools about the acceptability of existing 3D materials for teaching. Although the results show high attractiveness for the target group, it turned out that the available lessons primarily focus on the acquisition of technical skills and do not use the potential of education in other areas. We, therefore, proposed a concept for creating multidisciplinary teaching lessons that connect the technical part with other educational areas. We show the application of our concept in a newly developed lesson in biology, where we again evaluate its acceptance among the students. The results show that although the multidisciplinary lessons are more complex, they are still acceptable to the students, and, most importantly, they add significant educational value. Finally, we discuss the possibilities of incorporating 3D printing into the teaching curriculum. We also use a selected use case to illustrate the real-world problems we have encountered.</p>

Hip Arthroscopy Simulator Training With Immersive Virtual Reality Has Similar Effectiveness to Nonimmersive Virtual Reality

PurposeThe purpose of this study was to (1) compare the efficacy of immersive virtual reality (iVR) to non-immersive virtual reality (non-iVR) training in hip arthroscopy on procedural and knowledge-based skills acquisition and (2) evaluate the relative cost of each platform. MethodsFourteen orthopaedic surgery residents were randomized to simulation training utilizing an iVR Hip Arthroscopy Simulator (n=7; PrecisionOS, Vancouver, Canada) or non-iVR simulator (n=7; ArthroS Hip VR; VirtaMed, Zurich, Switzerland). After training, performance was assessed on a cadaver by four expert hip arthroscopists through arthroscopic video review of a diagnostic hip arthroscopy. Performance was assessed using the Objective Structured Assessment of Technical Skills (OSATS) and Arthroscopic Surgery Skill Evaluation Tool (ASSET) scores. A cost analysis was performed using the transfer effectiveness ratio (TER) and a direct cost comparison of iVR to non-iVR. ResultsDemographic characteristics did not differ between treatment arms, by training level, hip arthroscopy experience, or prior simulator use. No significant differences were observed in OSATS and ASSET scores between iVR and non-iVR cohorts (OSATS: iVR 19.6±4.4, non-iVR 21.0±4.1, p=0.55; ASSET: iVR 23.7±4.5, non-iVR 25.8±4.8, p=0.43). The absolute TER was 0.06 and there was a 132-fold cost difference of iVR to non-iVR. ConclusionsHip arthroscopy simulator training with iVR had similar performance results to non-iVR for technical skill and procedural knowledge acquisition after expert arthroscopic video assessment. The iVR platform had similar effectiveness in transfer-of-skill compared to non-iVR with a 132-times cost differential.

A systematic review of Drone integrated STEM education at secondary schools (2005–2023): Trends, pedagogies, and learning outcomes

As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary STEM education. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing drone-integrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problem-solving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.

Conhecimento dos médicos residentes de Pediatria quanto aos conceitos e ensino dos cuidados paliativos durante a pós-graduação

Introduction: Palliative care consists of multidisciplinary assistance capable of improving the quality of life of patients with serious and threatening illnesses, integrating physical, psychological, social and spiritual aspects to the so-called “conventional” treatment, relieving pain and suffering in all its aspects faces. Objective: to evaluate the knowledge of pediatric residents about the concepts and teaching of palliative care during postgraduate studies. Methods: This is a descriptive, qualitative and phenomenological study. Results: 12 residents of the last year of the medical residency program participated, who, when expressing their conceptions on the subject, presented peculiarities of a care that has been improved over time, breaking paradigms, such as the search for cure and maintenance of life at any time. price, without making room for an approach aimed at the human being in its entirety. For them, this Gordian knot can be resolved with the acquisition of technical skills, communication, rehabilitation and knowledge of the process of dying and death. Discussion: Human beings are very innately resistant to facing death naturally, as part of life; this stems from social, cultural, spiritual, emotional aspects and teaching in the health area itself, evidenced by the interviewees lack of knowledge about the dimension of palliative care, without, however, disregarding its importance. Conclusion: Such characters do not feel empowered to interact with patients and family members in order to discuss the terminality. These results show a timid posture, and the peremptory need for this topic in professional training.

Advances in Pediatric Surgery Simulation-Based Training.

Pediatric surgery is the diagnostic, operative, and postoperative surgical care of children with congenital and acquired anomalies and diseases. The early history of the specialty followed the classic "see one, do one, teach one" philosophy of training but has since evolved to modern methods including simulation-based training (SBT). Current trainees in pediatric surgery face numerous challenges, such as the decreasing incidence of congenital disease and reduced work hours. SBT consists of several modalities that together assist in the acquisition of technical skills and improve performance in the operating room. SBT has evolved to incorporate simulator models and video gaming technology, in parallel with the development of simulation in other surgical and non-surgical pediatric fields. SBT has advanced to a level of sophistication that means that it can improve the skills of not only pediatric surgery trainees but also practicing attending surgeons. In this review, we will discuss the history of pediatric surgery, simulation in pediatric surgery training, and the potential direction of pediatric surgical simulation training in the future.

Follow-Up of Post Myocardial Infarction Using Telemedicine: Stakeholders’ Education, Results and Customer Satisfaction

Background. There are few studies about post myocardial infarction follow-up using telemedicine. We organized a post-discharge telemedicine service with a dedicated team. To do this, it was necessary that all stakeholders involved in the organization and use of the telemedicine service were properly educated and informed. Methods. We designed a theoretical–practical mini-course to train healthcare personnel and increase skills, with excellent learning outcomes and satisfaction. Thereafter, we enrolled patients affected by acute myocardial infarction with ST elevation (STEMI), MINOCA (myocardial infarction with no obstructive coronary atherosclerosis), Takotsubo syndrome or spontaneous coronary dissection, and high-risk acute myocardial infarction without ST elevation (NSTEMI). At discharge, the cardiology technician performed counselling for the patient, using regional platforms, such as televisit, at 1 and 4 months, allowed us to monitor major adverse cardiac events (MACE), heart failure, arrhythmias, unstable angina and non-cardiovascular events, therapy adherence, target therapy and customer satisfaction. Results. Between November 2021 and February 2023, we enrolled 110 patients: 72% affected by STEMI, 22% by NSTEMI. At the 1-month follow up, 12 patients did not reach the pressure target and 23 patients did not reach the LDL target. We observed three patients requiring hospital readmission, three requiring hospital visits for further investigation, and one death. To date, a four month follow up was performed for 54 patients. No readmissions or deaths occurred. We detected a rate of 96% of customer satisfaction. Conclusions. A health coordination center with a dedicated team makes televisit safe as a follow-up for post-myocardial infarction patients. Beforehand, it is fundamental for healthcare professionals to acquire theoretical knowledge and updates, and the acquisition of manual, technical and practical skills.

Topographical Systematization of Human Placenta Model for Training in Microneurosurgery

BackgroundNeurosurgical training continuously seeks innovative methods to enhance the acquisition of essential technical skills for neurosurgeons worldwide. While various training models have been employed, few truly replicate real-life conditions optimally. Human placenta is a good model for neurosurgical microsurgery training due to its anatomical similarities to neurovascular structures. Placental vessels exhibit a branching pattern and caliber comparable to intracranial vessels, making them suitable for practicing microsurgical techniques. ObjectiveThe study aims to delineate the anatomical zones of the placenta and propose a segmented training model, resulting in a reproducible, cost-effective, and realistic neurosurgical microsurgery training environment. MethodsTwenty human placentas were meticulously prepared, injected with dyes, and categorized into zones based on anatomical features. Measurements of placental vessels were recorded and compared to cerebral vessels. The placenta was divided into four quadrants to facilitate specific training techniques. ResultsOur results revealed varying vessel diameters across placental zones, closely resembling cerebral vessels. Different microsurgical techniques were applied to specific placental zones, thereby optimizing training scenarios. The applicability section described exercises such as membrane dissection, vessel skeletonization, aneurysm creation, vascular bypass, and tumor dissection within the placental model, providing detailed guidance on the zones suitable for each exercise. ConclusionHuman placenta serves as an effective microsurgical training model for neurosurgery, enhancing neurosurgeons’ skills through anatomical segmentation. Integrating this model into training programs can significantly contribute to skill acquisition and improved surgical outcomes. Further research is warranted to refine and expand its utilization, complemented by clinical experiences and other simulation tools.

How can coaches tailor the coaching practices to scaffold players’ learning development? An insider action-research study in youth volleyball team

ABSTRACT Through an insider action-research (AR) design, this study explored how a volleyball coach applied different pedagogical strategies to scaffold players' technical skills acquisition and tactical understanding. Also, it was investigated how scaffolding procedures impacted on players’ learning development. Fifteen female players and one head-coach – who undertook a dual role of coach-researcher – participated in this study. Three AR-cycles were completed, lasting a full competitive season. Coach’s insights were documented using reflexive diary and field notes, while the players’ insights were recorded through focus-group interviews. Data were examined using thematic analysis and following an inductive approach during each AR-cycle to inform the subsequent. Findings emphasised the interplaying of scaffolding components (i.e. contingency, fading, transfer of responsibility) to support learning development. This study innovates by demonstrating when, how and why the coach shifted among guidance- and discovery-based support, considering players’ response to the practice structuration, context characteristics, and competitive moment.

A89Paramedic placements: Let’s not forget the non-technical skills

Simulated placements for paramedics are increasing, with some organizations approaching these placements innovatively, focussing on combining undergraduate paramedic facilitation skills with peer reviewing skills [1]. Other HEIs focus on clinical skills with manikin scenario-simulations and on virtual reality driven learning. Effective communication skills are crucial for paramedics and simulated placements provide an opportunity to practice these skills. There is a heavy focus on communication skills in the HCPC Standards of Proficiency for Paramedics [2]; this, combined with our responsibilities to patients and their relatives means that rehearsal of these skills, are not overlooked in preference to technical skill acquisition. A simulation-based education provider and an HEI, co-created a two-day simulated placement for 60 paramedic undergraduates. The scenario content was developed to reflect the broad client base paramedics interact with: patients, relatives, by-standers, other healthcare, and emergency service professionals, all from across the life span and from different cultural and social backgrounds. The scenario focus was: care, kindness and compassion, confidentiality and candour, supporting colleagues, de-escalation, safeguarding, inclusivity, and transgender and gender diversity. Scenario development was undertaken by a range of healthcare professionals, and co-produced with lay developers, people who had experienced paramedic intervention. Actors were coached in role depiction and escalation, briefed regarding the learning outcomes, and had the pre-requisite experience in debriefing and feedback skills. Each learning outcome was scored by the students, for confidence and ability, in a pre-post evaluation. Overall students evaluated the placement as a meaningful learning opportunity. They felt able to consider their existing knowledge, then practice their skills and reflect on their attitudes. They described feeling better prepared for ‘real’ situations. Students reported the usefulness of being able to stop, discuss and restart/resume the simulation. Feedback from actors, peers and facilitators was described as an enhancement, and crucially, the co-production of the scenarios with lay developers, translating their ‘real’ experiences resonated with the students creating genuine, authentic learning opportunities. Communicating is a vital paramedic skill; evidence demonstrates that these vital skills, done well, lead to improved patient outcomes and satisfaction, and a reduction of medical errors [3]. Simulated placements are an essential ingredient in developing these skills and the involvement of actors and experienced facilitators provides a safe environment for students to practice. This initiative provides valuable insights into the co-production of scenarios (with users) and partnerships between HEIs and external simulation-based education providers. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

An Evaluation of the Impact of Artificial Intelligence on Socio-Economic Human Rights: A Discourse on Automation and Job Loss

Artificial Intelligence (AI) is already here, and is speedily transforming industries. This paper examines the impact of AI on the socio-political rights of the people globally, particularly in the area of job loss. Automation is not a new concept. It can be traced to the introduction of machines into industries back in the Second and Third Industrial Revolutions. However, the automation introduced by artificial intelligence is of a higher level. Artificial Intelligence is taking risks for humans in the manufacturing industry, mining industry, and even in the Military. It is versatile, that is, it is capable of being used in every sector of the world, and with the rate of technological unemployment, (caused by automation), the significance of Artificial Intelligence has become subject to controversy. This research adopts a desk based doctrinal research methodology to examine the issue of socio-economic human rights in era of automation. This research discovers that AI will create jobs, but an analysis of research studies on job loss due to automation reveals the large margin between jobs created by AI and jobs lost due to AI, thus posing threats to socio-economic human rights. It also discovers that the jobs created by AI require only persons with technical skills and knowledge for employment in the nearest future. AI will cause deskilling and falling wages. This research work recommends that legislations must be put in place to ensure that the use of AI technologies are controlled in order to give the government enough time to balance the inequality created by AI technologies. Technical skills acquisition and robot tax can be adopted by nations to enable them cope with the speed of AI.

Modern approach to dual education in higher education institutions

The issue of the dual education system at the institutions of higher education is the focus of the education policies of many countries. Education experts stress that the dual education system has been characterized as a successful and forward-looking model, which combines formal, university education and informal acquisition of applicable technical skills through student work on practical problems in companies. The paper aimed to analyze and review dual education models at the institutions of higher education in European countries (Germany, Austria, and Switzerland), as well as the evolution of the dual education system at the universities in Bosnia and Herzegovina and countries in the region. Germany, Austria, and Switzerland face challenges of how to attune the existing dual education models to EU recommendations for dual study programs, i.e. how to innovate the current programs based on the criteria for quality and efficient dual education. These countries still aim to promote their dual education model in the future, as well as support and help the countries interested in this model. On the other hand, the development of dual education in Bosnia and Herzegovina and countries in the region is rather slow. Of all the countries in this region, only The Republic of Serbia adopted the Law on the dual model of studies in higher education and launched two dual study programs. In Bosnia and Herzegovina, there are conflicting opinions about dual education. Some believe that dual education is the key to increased employment, while others warn that it significantly lowers the educational threshold and reduces the competencies of young people. Therefore, it is necessary to carry out a complex analysis of the current situation at the institutions of higher education and to determine which areas allow the possibility of developing dual studies. The following steps concern the development of regulations for the creation of a dual education model by educational, social, and economic goals and needs, strengthening the capacity of higher education institutions, and involving social partners in the dual education decision-making process.

745 The Effect of 3D Versus 2D Training Models in Laparoscopic Skills Acquisition: A Randomised Controlled Trial of Novice Medical Students

Abstract Aim Determining whether the effect of laparoscopic technical skills acquisition will be superior with the use of low-fidelity 3D training models with contours compared to flat, 2D LapPass training models in novice medical students. Method This was a prospective, single-centre, two-arm, randomised controlled trial. Participants were randomised equally into either 3D or 2D group and performed two standardised laparoscopic tasks: (1) grasping and manipulation and (2) intracorporeal suturing on separate days. Performance was based on the GOALS tool, completion time and number of errors via 3 assessments (baseline, interim and post-training) each session. A post-study survey was used to measure participant-perceived confidence and performance. Results Sixty-two participants completed the study from April to June 2022. The two groups were homogenous regarding demographic data (p>0.05). Both groups had significantly superior performance post-training compared to baseline in the two tasks via the intra-group comparison (p<0.017). In the inter-group comparison, the 3D group had statistically significantly greater improvements in GOALS score parameter and depth perception domain in all comparisons in the two tasks (p<0.05). The time improvement and error reduction also favoured the 3D group. In the post-study survey, the 3D group reported significantly greater perceived post-training confidence and performance in the suturing task only (p<0.05). Conclusions The 3D training models resulted in a superior laparoscopic skills acquisition for novices in two tasks compared to 2D LapPass training models and should be incorporated into laparoscopic training curricula. Further work should focus on their long-term efficacy on a competency-based endpoint.

The Perceived Effectiveness of Various Forms of Feedback on the Acquisition of Technical Skills by Advanced Learners in Simulation-Based Health Professions Education.

Simulation-based health professions education(SBHPE) is a valuable approach for healthcare professionals to develop and refine technical skills in a safe environment. Feedback plays a crucial role in the acquisition of these skills, but little research has explored the effectiveness of augmented (knowledge of results (KR) and knowledge of performance (KP) versus intrinsic feedback types for advanced learners. Therefore, this study aimed to determine what type of feedback is perceived to be most effective by advanced learners when acquiring complex technical skills in SBHPE. The study followed the test and evaluated phases of the design-based research (DBR) framework. A total of 23 advanced care paramedics (ACPs)participated in the study and received feedback in the form of KR, KP, and intrinsic feedback while using the intraosseous (IO) access simulator. Participants completed a survey to evaluate their learning experience and rank the perceived effectiveness of each feedback type. The results of this study indicated that KP was perceived as the most effective type of feedback and KR was perceived as the least effective feedback, with intrinsic feedback being in the middle. This work provides insights into the use of augmented and intrinsic feedback for advanced learners in an SBHPE environment, but future work to assess the actual learning effects of these types of feedback is needed.

Adding Sustainability in Analytical Chemistry Education through Monitoring Aquarium Water Quality

This paper introduces a captivating topic for upper-level analytical chemistry capstone projects, focusing on aquarium water analysis. This provides a more comprehensive understanding of the role of analytical chemistry towards sustainability and its environmental, economic, societal and education dimensions. Regarding the crucial role of maintaining optimal aquarium water quality for the welfare of aquatic life, students are tasked with envisioning and executing the measurement of key parameters, including pH, ammonium, nitrite, and nitrate contents. This hands-on experience not only engages students in real-world applications, but also allows them to delve into essential analytical chemistry principles. They carefully select measurement methods, considering factors such as instrument availability, ease of use, precision and sensitivity requirements, sample size, and matrix effects. Besides fostering the acquisition of technical and soft skills, one notable aspect of this type of project is the exceptionally high student satisfaction. Furthermore, the project’s outcomes have proven to be significant predictors of learning achievements. Additionally, it lays the foundation for exploring potential designs of aquaponics systems and fosters interdisciplinary projects, expanding the practical applications in the field of chemistry education. Overall, these projects exemplify enriching and engaging educational experiences that empower students with valuable skills and knowledge while encouraging them to explore novel avenues in analytical chemistry.

The Effect of the COVID-19 Crisis on Vascular Surgery Training in France.

In France, since March 2020, the healthcare system has experienced a significant decrease or even suspension of surgical activity and admissions due to the coronavirus disease 2019 (COVID-19). This activity is essential to the acquisition of technical skills for all trainees enrolled in the Vascular and Endovascular Surgery Training Program either as residents or fellows. The crisis may have affected the training of vascular surgery trainees. We describe the consequences and effects of the COVID-19 crisis on the training of vascular surgery trainees. A cross-sectional study using an anonymous survey of 12 items was sent to all surgeons in training, registered at the French College of Vascular and Endovascular Surgery (CFCVE). Responses were collected between July and November 2021. Fifty-two responses were collected from trainees (residents=48%; fellows=52%), seven of who contracted COVID-19 disease. The crisis affected their scheduled and emergency surgical activities, in 96% and 77%, respectively. Thirty-one percent of responders stopped all activity, for an average of 1.5 months. Eighteen percent of responders were reassigned to other services (emergency department, ICU, vascular access unit, etc...) for an average duration of two months. Sixty-seven percent of responders believe that their level of surgical training was affected due to the crisis. Fifty-six percent of responders do not think they have achieved their training objectives (55% for fellows, 65% for senior vascular surgery residents (4th, 5th, and 6th year), and 92% for junior vascular surgery residents (year 1, 2, and 3), contributing that to the COVID-19 crisis and its effect on the flow of patients during the crisis.Additional training time (> 3 months) and the utilization of simulation training to reduce the gap produced by the COVID-19 crisis were favored in 60% and 73% of cases respectively. The COVID-19 health crisis has affected the training of surgical trainees in vascular and endovascular surgery in France. Endovascular and vascular surgical French students in training are waiting now, for additional educational proposals, allowing them to make up for their lack of practice.