Assessment Of Psychomotor Skills Research Articles

Using Artificial Intelligence to Gauge Competency on a Novel Laparoscopic Training System

Laparoscopic surgical skill assessment and machine learning are often inaccessible to low-and-middle-income countries (LMIC). Our team developed a low-cost laparoscopic training system to teach and assess psychomotor skills required in laparoscopic salpingostomy in LMICs. We performed video review using AI to assess global surgical techniques. The objective of this study was to assess the validity of artificial intelligence (AI) generated scoring measures of laparoscopic simulation videos by comparing the accuracy of AI results to human-generated scores. Seventy-four surgical simulation videos were collected and graded by human participants using a modified OSATS (Objective Structured Assessment of Technical Skills). The videos were then analyzed via AI using 3 different time and distance-based calculations of the laparoscopic instruments including path length, dimensionless jerk, and standard deviation of tool position. Predicted scores were generated using 5-fold cross validation and K-Nearest-Neighbors to train classifiers. Surgical novices and experts from a variety of hospitals in Ethiopia, Cameroon, Kenya, and the United States contributed 74 laparoscopic salpingostomy simulation videos. Complete accuracy of AI compared to human assessment ranged from 65-77%. There were no statistical differences in rank mean scores for 3 domains, Flow of Operation, Respect for Tissue, and Economy of Motion, while there were significant differences in ratings for Instrument Handling, Overall Performance, and the total summed score of all 5 domains (Summed). Estimated effect sizes were all less than 0.11, indicating very small practical effect. Estimated intraclass correlation coefficient (ICC) of Summed was 0.72 indicating moderate correlation between AI and Human scores. Video review using AI technology of global characteristics was similar to that of human review in our laparoscopic training system. Machine learning may help fill an educational gap in LMICs where direct apprenticeship may not be feasible.

The effect of self and peer assessment training on stoma care skills of nursing students: A randomised controlled experimental study

BackgroundIn nursing education, it is important to acquire and assess psychomotor skills. Traditional assessment and evaluation methods are outcome-oriented and educator-centred. In education, there is a greater need for the use of process-oriented and student-oriented complementary assessment methods. AimThe aim of this study is to examine the effect of self and peer assessment training given to nursing students on stoma care skill success. MethodsThis study was conducted using a randomised controlled experimental design model. The sample consisted of a total of 53 students (27 in the intervention group and 26 in the control group). The data were collected using the Information Form, the Stoma Care Skill Rubric, the View Scale for Peer and Self Assessment and the Impression Scale for the Peer and Self Assessment. The intervention group received a training on self and peer assessment. The students were trained on stoma care and they were asked to practice stoma care. The applications were recorded on video. At the end of application, each student in both the intervention and control groups was assessed by himself, his peers and the educator. Number, percentage, mean, standard deviation, Shapiro-Wilk, chi-square, Mann-Whitney U tests were used to analyse the data. ResultsNo difference was found in the stoma care skill scores in the intervention and control groups at the end of stoma care practice. When the stoma care skill scores were examined within the group, there was a significant difference between the self assessment scores and the peer, educator and self-assessment-video watching scores in both groups. No difference was observed between the self assessment-video watching scores and the peer and educator scores. In the intervention and control groups, the scores of the view scale for the peer and self assessment and the scores of the impression scale for the peer and self assessment increased, but there was no significant difference between them. The students stated that they intended to use the self and peer assessment method in other skills as well since it enabled them to notice its mistakes and helped them learn the skill better. ConclusionsIt is recommended that the use of self and peer assessment methods be expanded in nursing education during skill acquisition and assessment practices. It is thought that using video recording, scales, or rubrics in conjunction with these methods would be beneficial.

Digital teaching and assessment of psychomotor skills of the clinical head and neck examination during COVID-19 pandemic

PurposeDuring COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated.MethodsThe students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching.ResultsThe average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching.ConclusionDigital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models.

The Validity and Reliability of Developing Assessment Instruments for Students in Electrical Installation and Maintenance Work: Concentration on Psychomotor Skills Assessment

Electrical installation and maintenance work is one of the trades in the curriculum of technical colleges. For the proper installation of electrical appliances, pupils are expected to develop psychomotor skills. Only the cognitive component of electrical installation work is evaluated by the NAtional Business and Technical Examination Board (NABTEB). According to the study, even though students graduate with good GPAs, they lack psychomotor abilities. Therefore, using flawed and unreliable instruments results in inaccurate assessments of pupils' improvement of psychomotor skills. Therefore, the study established the practical tasks in electrical installation and maintenance work to be completed by the students, validated the developed process assessment instrument in electrical installation and maintenance work, and also proved the reliability of the progressed process evaluation instrument in electrical installation and maintenance work. The developed instrument has provided a readily available process assessment instrument of high quality for the study. The following actions were advised for adoption by the study:1. For the purpose of certifying students, the external examination boards (NABTEB, NECO, and WAEC) should incorporate electrical installation and maintenance work skill assessment instrument items into their examinations.2. To train teachers of electrical installation and maintenance work how to apply the established electrical installation and maintenance work skill assessment instrument, the government should host seminars and workshops. 3. Technical education evaluators should examine their curricula, organize the material into pertinent activities, and create exams like to them in their particular subject areas using electrical installation and maintenance work skill evaluation instruments. 4. To evaluate students in electrical installation and maintenance work that is related to construction, teachers of electrical installation and maintenance work should be encouraged to use the created electrical installation and maintenance work skill evaluation instrument.

Influence of a special training process on the psychomotor skills of cadet pilots - Pilot study.

ObjectivesThe aim of the pilot study was to check the influence of the training process on the Special Aviation Gymnastics Instruments (SAGI) on the improvement of the psychomotor skills, expressed as an increase in the percentage of ability to perform all tasks and the number of reels on a loop.Materials and methodsCadets - second year pilots (n = 20), male, mean age 20.8 years old, studying at the faculty of a pilot. Cadets were carrying out a 40-h special pilot training program on SAGI. They were subjected to two exercise tests (reels forward on looping), before and after the period of special training. Exercise tests were performed with the use of a diagnostic and training device used to assess psychomotor skills. During two tests, heart rate (HR) and blood pressure were measured. The obtained results were analysed statistically.ResultsThere was a statistically significant increase in the percentage of ability to perform all tasks (p < 0.01) and a statistically insignificant increase in the number of reels forward on looping, in test II in relation to test I. A significant increase was found in the correct execution of arithmetic operations (p < 0.05) in test II in relation to test I. In the remaining tests, an increase in results in test II was noted, but it was not statistically significant. There was a significant correlation between the percentage ability to perform all tasks and the number of completed reels in test I (p < 0.05) and insignificant in test II. In test II, a statistically insignificant higher level of heart rate and blood pressure before and after the effort was noted, compared to test I.ConclusionIt was found that the training process on SAGI increased the psychomotority level by increasing the percentage of ability to perform all tasks and the number of reels, in test II in relation to test I.

Interrater reliability in the assessment of physiotherapy students

BackgroundReliable and objective assessment of psychomotor skills in physiotherapy students’ education is essential for direct feedback and skill improvement. The aim of this study is to determine the interrater reliability in the assessment process of physiotherapy students and to analyse the assessment behaviour of the examiners.MethodsPhysiotherapy teachers from two different schools assessed students from two different schools performing proprioceptive neuromuscular facilitation (PNF) patterns. An evaluation sheet with a 6-point rating scale and 20 evaluation criteria including an overall rating was used for assessment. The interrater reliability was determined calculating an intraclass-correlation coefficient (ICC) and Krippendorff’s alpha. The assessment behaviour of the examiners was further analysed calculating the location parameters and showing the item response distribution over item in form of a Likert plot.ResultsThe ICC estimates were mostly below 0.4, indicating poor interrater reliability. This was confirmed by Krippendorff’s alpha. The examiners showed a certain central tendency and intergroup bias.Discussion and conclusionThe interrater reliability in this assessment format was rather low. No difference between the two physiotherapy schools concerning the interrater reliability could be identified. Despite certain limitations of this study, there is a definite need for improvement of the assessment process in physiotherapy education to provide the students with reliable and objective feedback and ensure a certain level of professional competence in the students.Trial registrationThe study was approved by the ethics committee of the Medical Faculty RWTH Aachen University (EK 340/16).

Prediction of Communicative Disorders Linked to Autistic Spectrum Disorder Based on Early Psychomotor Analysis.

This systematic review evaluated psychomotor differences between children with and without siblings who have autism spectrum disorder (ASD), as well as the most reliable psychomotor skills that can help predict ASD and its associated language disorders. Literature from 2005 to 2020 was searched using the following databases: PubMed, Trip Medical Database, Cochrane, Web of Science, Science Direct, and Brain. A total 11 papers were included. Fine motor skills and joint attention displayed reliable results in order to predict ASD and its associated language disorders. The period between the first and the second year of life was considered the most appropriate one for the assessment of psychomotor skills. The best period to predict language disorders and ASD diagnosis is around 36 months old.

Impact of the Dental Anatomy Course Trainings on the Psychomotor Skills of Students

Objective: To evaluate the impact of the dental anatomy course on the psychomotor skills of dental students.Material Methods: The study was carried on 121 volunteer students of the dental anatomy course. The 9-hole-peg- test (9-HPT) was used for psychomotor skills assessment at the beginner vs. experienced status (fall vs. spring terms). Test completion time in seconds (sec) was used as primary data. Dominant (DH), and non-dominant hand (N-DH), gender, academic success at the higher education admission test (GPA), and the course’s final assessment scores of training were used as variables. Data were analyzed with IBM SPSS V23. Paired samples t-test, the MANOVA test, and Spearman's rho correlation were used for statistical analyses (p&amp;lt;0.05).Results: The participants' DH scores improved from 20.55±2.48 to. 18.32±1.84 sec (p≤0.001), while N-DH scores improved from 22.78±2.66 to 20.52±2.52 sec (p≤0.001). Female's DH scores were 20.16 ± 2.37 vs. 17.90 ± 1.59 sec (p≤0.001), the N-DH scores were 22.40 ± 2.48 vs. 19.83 ± 1.95 sec (p≤0.001) among the fall and spring terms, respectively; while males’ DH scores were 21.30 ± 2.56 vs. 19.13 ± 2.04 sec (p≤0.001), and the N-DH scores were 23.52 ± 2.86s vs. 21.88 ± 2.95 sec (p=0.003). Females’ DH scores were better than males for fall (p=016) and spring (p≤0.001) terms, and N-DH scores were better for fall (p=027) and spring (p≤0.001) terms. Neither GPA nor 9-HPT scores affected the course’s end-of-term practical exam notes.Conclusion: The dental anatomy course significantly contributes to the psychomotor proficiency development of the students.

Rethinking Assessment Concepts in Dental Education.

Introduction Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student's learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen's kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.

How Consistent Is Competent? Examining Variance in Psychomotor Skills Assessment.

Direct assessment of trainee performance across time is a core tenet of competency-based medical education. Unlike variability of psychomotor skills across levels of expertise, performance variability exhibited by a particular trainee across time remains unexplored. The goal of this study was to document the consistency of individual surgeons' technical skill performance. A secondary analysis of assessment data (collected in 2010-2012, originally published in 2015) generated by a prospective cohort of participants at Montreal Children's Hospital with differing levels of expertise was conducted in 2017. Trained raters scored blinded recordings of a myringotomy and tube insertion performed 4 times by junior and senior residents and attending surgeons over a 6-month period using a previously reported assessment tool. Descriptive exploratory analyses and univariate comparison of standard deviations (SDs) were conducted to document variability within individuals across time and across training levels. Thirty-six assessments from 9 participants were analyzed. The SD of scores for junior residents was highly variable (5.8 out of a scale of 30 compared with 1.8 for both senior residents and attendings [F(2,19) = 5.68, P < 0.05]). For a given individual, the range of scores was twice as large for junior residents than for senior residents and attendings. Surgical residents may display highly variable performances across time, and individual variability appears to decrease with increasing expertise. Operative skill variability could be underrepresented in direct observation assessment; emphasis on an adequate amount of repetitive evaluations for junior residents may be needed to support judgments of competence or entrustment.

MP47-17 DEEP LEARNING MODELS TO PREDICT PSYCHOMOTOR ERRORS USING RAW KINEMATIC DATA FROM VIRTUAL REALITY SIMULATOR

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment II (MP47)1 Apr 2020MP47-17 DEEP LEARNING MODELS TO PREDICT PSYCHOMOTOR ERRORS USING RAW KINEMATIC DATA FROM VIRTUAL REALITY SIMULATOR Andrew Hung*, Aastha, Jessica Nguyen, and Yan Liu Andrew Hung*Andrew Hung* More articles by this author , Aastha, Jessica NguyenAastha, Jessica Nguyen More articles by this author , and Yan LiuYan Liu More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000000902.017AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Kinematic performance metrics during robotic surgery have been linked to clinical outcomes. Thus far, the kinematic data we have analyzed, in the form of automated performance metrics (APMs), have been summarized data over specific steps of a surgical procedure and focused on economy of movement (i.e., efficiency). Herein, we evaluate for the first time raw (unprocessed) kinematic data during robotic simulation, utilizing artificial intelligence (AI) methods to predict Mimic’s composite scoring and select psychomotor errors. METHODS: Our analysis of raw kinematic data centered around a single needle driving task (“Basic Suture Sponge”) on the Mimic Technologies FlexVR platform. Eleven participants (surgeons/non-surgeons) completed the simulation exercise 5-11 times each. For each exercise, spatial x,y,z coordinates of the camera and instruments were collected at 30 Hz. This logged data was then used to infer “micro-displacements” along each degree of freedom and overall spatial-temporal instrument trajectory during the exercise. Psychomotor errors and composite “M Score” were reported by the simulator. We utilized several sequential deep learning algorithms, including Gated Recurrent Unit (GRU), Recurrent Neural Network (RNN), and Long Short Term Memory (LSTM) networks to map the raw data and to predict the composite score and general surgical skills: needle targeting and instrument collisions. RESULTS: 60 simulation sessions were divided into 37, 12, and 11 - training, validation, and testing cohorts, respectively. The mean ±SD composite “M score” was 925.75 ±324.85. Predicting composite simulation score: the LSTM network was able to best predict the composite “M score” with a mean absolute error 273.09 (29%). Predicting Mistargeting of Needle: GRU and RNN were able to learn best from the dataset (accuracy=76%; p=0.38), achieving 6% more accuracy than the base ratio of classes in the dataset (30% perfect/near perfect needle targeting [0-1 misses] vs. 70% imperfect targeting [>1 misses]). Predicting Instrument Collision: RNN outperformed every other model in this exercise with 64.7% accuracy (11.1% more than the base classifier, p=0.18). LSTMs and GRUs were up next with 60% and 58.8% accuracy. CONCLUSIONS: Our preliminary results suggest that the “micro-displacements data” captured during a simulation exercise can at minimum moderately capture aspects of suturing psychomotor skill. With further optimization, AI methods may be able to automate psychomotor skills assessment. Source of Funding: none © 2020 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 203Issue Supplement 4April 2020Page: e691-e691 Advertisement Copyright & Permissions© 2020 by American Urological Association Education and Research, Inc.MetricsAuthor Information Andrew Hung* More articles by this author Aastha, Jessica Nguyen More articles by this author Yan Liu More articles by this author Expand All Advertisement PDF downloadLoading ...

Differences in Psychomotor Skills Teaching and Evaluation Practices in Undergraduate Nursing Programs.

The purpose of this study was to understand the methods faculty use to teach and evaluate psychomotor skill performance in associate and baccalaureate nursing programs, resources available to students to master these skills, and policies and procedures related to summative evaluation of psychomotor skills. Despite the importance of psychomotor skills competency in registered nursing programs, published methods for teaching and evaluating competency vary. The literature does not support a particular strategy for teaching or evaluation. In this primarily quantitative descriptive study, participants completed a 28-item questionnaire developed by the authors based on a review of the literature and personal teaching experience. All respondents indicated that their institutions conducted summative assessment of psychomotor skills; however, the methods for teaching and evaluation varied widely. Well-designed control studies and consensus guidelines from professional nursing education organizations would assist faculty in implementing consistent, effective, evidence-based strategies.

Assessment of psychomotor skills using finger pulse guided biofeedback tool in young medical students

Psychomotor skills are the organized patterns of muscular activities guided by signals from the environment. These skills can be influenced by factors like age, gender, built of an individual and handedness. It’s a known fact that the dominant hand has more dexterity; nevertheless, proficiency of the non-dominant hand can be improved with repetition of tasks and procedures. The aim of the present study was to examine the influence of biofeedback mechanism on psychomotor skills performance and gender variation in their activity. Eighty participants aged between 20-30 years were recruited after taking the informed consent. All the subjects performed number countdown test and 100 pin dexterity test. Tests were done by fixing the subject’s heart beats instead of stipulated time which was picked up by finger Pulse plethysmography using optocoupler principle. The results were compared between the males and age-matched female participants. The pin dexterity scores with a right and left hands in males (57.2±8.1, 42.16±7.3) were significantly higher than females (48.41±8.4, 37.58±6.8) (p = 0.001 and p = 0.01). There was no significant difference in number countdown test scores. The results suggest that males handle a skilled performance better than females. This is perhaps males were less anxious as the task was designed in such way that it has to be completed by counting down the heart beats. In that way, the males got more time duration as the heart rate did not shoot up when the task was assigned.

Ready for Children: Assessing Pediatric Care Coordination and Psychomotor Skills Evaluation in the Prehospital Setting

Objective: Pediatric patients represent low frequency but potentially high-risk encounters for emergency medical services (EMS) providers. Scant information is available from EMS agencies on the frequency of pediatric skill evaluation and the presence of pediatric emergency care coordination, both which may help EMS systems optimize care for children. The objective of our study was to assess the frequency and type of methods used to assess psychomotor skills competency using pediatric-specific equipment and pediatric care coordination in EMS ground transport agencies. Methods: A web-based assessment was sent to EMS agency directors in 58 states/territories to determine the presence of pediatric care coordination defined as an individual who oversees pediatric issues (Pediatric Care Coordinator or PECC) and the process for evaluating psychomotor skills of EMS providers using of pediatric equipment. Basic demographic information of each agency was collected. Descriptive statistics, odds ratios, and 95% confidence intervals were used for analyses. Results: The response rate was 78% (8,166/10,463 agencies). Almost 80% of agencies respond to fewer than 100 pediatric calls a year; over half of the agencies are located in urban areas and provide Advanced Life Support care. Twenty-three percent (23%) of EMS agency administrators report having a PECC and 28% have plans or interest in adding one. Of those agencies with a PECC, 26% report sharing the position among several agencies. Almost half (47%) of EMS agencies evaluate pediatric psychomotor skills at least twice a year. Agencies with a PECC, those with a medium to medium high pediatric call volume and agencies located in urban areas are more likely to evaluate psychomotor skills at least twice a year. Conclusions: Although few EMS agencies currently have a PECC, there is interest among EMS agency administrators to integrate one into their system. Pediatric-specific psychomotor skills testing is more common in EMS agencies that respond to a higher pediatric call volume and have a PECC. For EMS agencies that infrequently treat children, the presence of a PECC may enhance the frequency of pediatric psychomotor skills evaluation. The presence of a PECC can potentially increase provider confidence and safety for all pediatric prehospital patients regardless of volume and location.

Development of the Checklist of Psychomotor Activities for 5- to 6-Year-Old Children.

The present research aimed to develop the Checklist of Psychomotor Activities (CPA) to measure psychomotor development in 5-6 year old children. We recruited 694 preschool children in the province of Albacete; their teachers were trained to use and complete this instrument to gather data for testing its psychometric properties (reliability, and content, construct, and discriminant validity). The CPA is composed of three subtests measuring children's performance in motor, perceptual, and emotional-social aspects of psychomotor functioning. To gather evidence of content validity, we applied the Delphi method, based on the comments of seven judges. We assessed construct validity with confirmatory factor analysis, and we tested discriminant validity by comparing the scores of premature and typically developing children and separate groups of children defined by their body mass index. We found adequate item consistency on each scale and evidence of validity from the various methods outlined. We conclude that the CPA is an effective and comprehensive tool for the assessment of psychomotor skills in children at this important stage of development.

Orthogonal cameras system for tracking of laparoscopic instruments in training environments.

Motion analysis is a valuable tool for assessment of psychomotor skills in laparoscopy. Nonetheless, it requires technologies for tracking the activity of the laparoscopic instruments during training. This paper presents a sensor-free system to track the movements of laparoscopic instruments based on an orthogonal camera system and video image processing. The movements of the laparoscopic instruments are tracked with two webcams placed in an orthogonal configuration. The position and orientation in the three-dimensional workspace are obtained using color markers placed on the tip of the instruments. Accuracy tests show a resolution of 0.14 mm for displacement, with 1694 cm3 of total workspace, and 0.54° in the angular movements. Mean relative errors of the tracking system were <1%. The orthogonal cameras show high precision, linearity, and repeatability of motion recording of the laparoscopic instruments. The proposed system offers unconstrained manipulation of the instruments and a low-cost alternative for traditional tracking technologies.

Could Hong Kong Primary Schoolchildren be Taught to Perform Compression-Only CPR: A Pilot Study

Objective To evaluate whether Hong Kong primary schoolchildren could be taught to perform compression-only CPR. Design Prospective experimental trial Subjects Primary schoolchildren of age 9-12 years old from different Cub Scout packs attended a 2 hour voluntary compression-only CPR training session between late 2014 and mid-2015. Main outcome measures Cardiopulmonary resuscitation (CPR) knowledge in the format of pre- and post-test multiple choices questions (MCQ). Psychomotor skills assessment including correct hand position, compression depth, compression rate and chest wall recoil between each compression. Results A total of 112 primary schoolchildren attended the training session, in them 72% were boys. Pretest score and post-test score was 2.81/5 and 4.82/5, respectively. The difference was statistically significant (p&lt;0.05). About 96% of subjects had correct hand position at all time during CPR. Mean compression rate was 119/minute. Mean compression depth was 3 cm. About 47% of subjects had 100% complete recoil of chest wall following compression. Conclusion Primary schoolchildren above 9 years old are able to acquire essential knowledge and skills in compression-only CPR. Their physical strength may limit their ability to perform effective chest compression; it is still worthwhile to advocate CO-CPR education in primary schoolchildren in Hong Kong in order to raise their interest in this life saving skills and to equip them with essential cognitive skills in emergency situations. To achieve optimal cost-effectiveness and a compression depth of at least 4 cm, body weight of 53 kg or above should be considered as a selection criterion.

Psychomotor skills assessment by motion analysis in minimally invasive surgery on an animal organ

Background: A high level of psychomotor skills is required to perform minimally invasive surgery (MIS) safely. To be able to measure these skills is important in the assessment of surgeons, as it enables constructive feedback during training. The aim of this study was to test the validity of an objective and automatic assessment method using motion analysis during a laparoscopic procedure on an animal organ.Material and methods: Experienced surgeons in laparoscopy (experts) and medical students (novices) performed a cholecystectomy on a porcine liver box model. The motions of the surgical tools were acquired and analyzed by 11 different motion-related metrics, i.e., a total of 19 metrics as eight of them were measured separately for each hand. We identified for which of the metrics the experts outperformed the novices.Results: In total, two experts and 28 novices were included. The experts achieved significantly better results for 13 of the 19 instrument motion metrics.Conclusions: Expert performance is characterized by a low time to complete the cholecystectomy, high bimanual dexterity (instrument coordination), a limited amount of movement and low measurement of motion smoothness of the dissection instrument, and relatively high usage of the grasper to optimize tissue positioning for dissection.

Predicting Performance in Technical Preclinical Dental Courses Using Advanced Simulation

The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.

Utilization of objective structured clinical examination as an assessment strategy for undergraduate nursing students

The Objective Structured Clinical Examination (OSCE) has been widely and increasingly used since its inception in 1975. It was specifically focused on assessing the clinical skills of medical students. Since then the OSCE has been adapted for use in other health professional curricula, particularly nursing. At undergraduate level, three factors that indicate that OSCE is best used for the assessment of psychomotor skills are, firstly, that undergraduate nurses operate towards the novice end of the novice-expert continuum. Secondly, nurses must be sufficiently competent to practise their profession safely prior to clinical placement and, finally, the difficulties of replicating a real-world clinical environment in an examination context need to be acknowledged. This article, therefore, provides an overview of the utilisation of OSCE as an assessment tool for undergraduate nursing students. Different approaches to OSCE, preparation and planning for OSCE, scoring rubric, quality assurance strategies, advantage and disadvantages of this assessment approach are discussed.