Acquisition Of Technical Skills Research Articles

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.

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.

Midwifery care for a COVID-19 cohort of women in Northern Italy: two years of pandemic.

The rapid development of the COVID-19 pandemic has altered the context of healthcare around the world. SARS-CoV-2 positive pregnant and postnatal women, being at greater risk of complications, require continuous midwifery surveillance as well as specialized medical care. Scientific literature lacks studies related to midwifery care models in hospital settings during the pandemic. The aim of this work is to describe hospitalizations in an obstetric-gynecological COVID care unit and to provide a descriptive analysis of the organizational and care model adopted. A cohort retrospective descriptive study was carried out. The sample was stratified by COVID-related care complexity and by obstetric risk. The sample recruited pregnant women, postnatal women, and gynecological patients with confirmed SARS-CoV-2 infection admitted to the obstetric-gynecological COVID unit of a birth center in Northern Italy, from March 16, 2020, to March 16, 2022. A number of 1037 women were hospitalized, and of these, 551 were SARS-CoV-2 positive women. The 551 SARS-CoV-2 positive women included 362 pregnant women, 132 postnatal women, 9 gynecological patients with medical diagnosis while 17 with a surgical path, and 31 women undergoing voluntary interruption of pregnancy. The final sample included 536 women. 68.6% of women requested a low care complexity, 22.8% a medium one, and 8.6% a high care complexity. Among the obstetric women population, the majority (70.6%) showed a high obstetric risk. The COVID-19 cohort of women required different levels of care with various care complexity and levels of obstetric risk. The model adopted allowed the acquisition of new technical and professional skills as well as the sharing of responsibilities and competences according to the care model of the Buddy System. Future studies could investigate COVID-related care models adopted internationally, but also deepen the technical and professional skills developed by midwives during the pandemic in order to enrich, improve and support midwifery profession.

The importance of teacher education in coping with the challenges of the digitalization in Germany

We live in the midst of a digital revolution. Most people are connected to the Internet, using digital devices and services at work and in many aspects of their lives. There is also no doubt that the rapid development of technology has also massively changed the field of education in the last decades. Studies show that there is an apparent need for a massive change in the conventional teaching ways in different learning environments that support the acquisition of 21st century skills where the teacher has a prominent role in the digital transformation process. Moreover, teacher education plays a vital role in the hierarchy of a successful implementation of digital media in classroom learning and teaching processes. The use of digital media in schools on the other side is attributed to technical, subject-didactic and pedagogical potential, which promotes the acquisition of technical and interdisciplinary skills. Although digital education has become more critical over the last years in Germany, barely any progress has been made in the field of teachers` digital competency. This article will sharpen the view about conceptualizing digitalization as an emerging process in the teaching profession by embedding it in the interdisciplinary discourse. The ambiguity of the digitalization concept will also be cleared. In the interdisciplinary overview, a heuristic is offered that sheds light on the cross-phase cooperation in the teaching profession concerning digitalization related to the German teacher training that puts perspectives, conditions and processes at the forefront for its success.

Virtual reality for shoulder arthroplasty education

Simulation provides an effective learning strategy to offset real-world training. Immersive virtual reality (IVR) is a form of simulation that incorporates unique software and hardware to create interactive, 3-dimensional (3D) virtual worlds to practice surgical procedures. In shoulder arthroplasty, IVR has shown consistent improvements in both technical skill and knowledge acquisition relative to traditional learning formats for trainees. The purpose of this review is to describe the current availability and application of IVR for shoulder arthroplasty education, and to describe future uses.

Effectiveness of the Eyesi Surgical Simulator for ophthalmology trainees: systematic review and meta-analysis

ObjectifLe simulateur chirurgical Eyesi (VRmagic, Mannheim, Allemagne) est le simulateur de réalité virtuelle le plus souvent utilisé en chirurgie ophtalmologique. Si des études ont révélé que des outils de formation fondés sur la simulation améliorent l'acquisition des compétences, aucune revue de synthèse systématique avec méta-analyse n'a encore été réalisée à l’égard du simulateur chirurgical Eyesi. Notre étude visait donc à effectuer une méta-analyse des études qui comparaient le simulateur chirurgical Eyesi à d'autres méthodes d'enseignement des compétences techniques auprès d’étudiants. MéthodesNotre recherche a porté sur 3 bases de données (MEDLINE, Embase et CENTRAL). Les articles inclus comparaient le simulateur chirurgical Eyesi à d'autres formes d'enseignement des compétences techniques auprès d’étudiants et de résidents dans des facultés de médecine. On a réalisé une méta-analyse par paire qui reposait sur l'inverse de la variance à effets aléatoires. Les différences moyennes standardisées (DMS) ont servi de principal paramètre de mesure afin de tenir compte des différences entre les outils d’évaluation des compétences chirurgicales. RésultatsDes 207 citations évaluées, on a retenu 8 études, totalisant 108 étudiants qui ont eu recours au simulateur chirurgical Eyesi et de 123 étudiants qui ont utilisé une autre forme d'apprentissage. L'amélioration des scores de compétences techniques était significativement supérieure dans le groupe Eyesi (3 études; DMS = 2,02; intervalle de confiance [IC] à 95 % : 1,47–2,57; p < 0,001; I2 = 0 %). On a noté une baisse significative du nombre d’étudiants du groupe Eyesi qui ont fait des erreurs techniques après leur formation (5 études : rapport de cotes = 0,43; IC à 95 % : 0,20–0,90; p = 0,03; I2 = 30 %). Aucune différence significative n'a été enregistrée entre les groupes en ce qui a trait au temps consacré pour exécuter une tâche après la formation (3 études; DMS = 1,96; IC à 95 % : –1,96–5,88; p = 0,33; I2 = 97 %). ConclusionsLe simulateur chirurgical Eyesi pourrait améliorer l'acquisition des compétences techniques (faible degré de certitude des données probantes) et réduire le nombre d'erreurs techniques (très faible degré de certitude des données probantes) lors de l'apprentissage de la chirurgie de la cataracte chez des étudiants. Il y a donc lieu de réaliser d'autres études prospectives sur le module Eyesi qui comporteraient un système de notation standardisée.