Final Placement Research Articles

Enhancing academic outcomes through industry collaboration: our experience with integrating real-world projects into engineering courses

This research investigates the integration of industry projects and mentorship into academic curricula, aiming to enhance student learning and professional readiness. By incorporating real-world projects and pairing students with industry mentors, this approach seeks to provide a unique blend of theoretical knowledge and practical application. Utilizing a mixed-methods research design, the study captures both quantitative and qualitative data to assess the educational outcomes of this innovative model. Quantitative metrics include final grades, attendance rates, participation rates, placement rates, project grades, and professional skills ratings, while qualitative feedback is gathered from students, mentors, and faculty. The study is set against the backdrop of two courses that have been redesigned to include elements of industry collaboration. The findings are expected to shed light on the effectiveness of this approach in preparing students for the demands of the modern workforce, offering insights into how industry mentorship and project-based learning can enhance academic curricula and better equip students for their future careers.

Are variations in ventricular catheter placement related to design of the catheter? A single-center cohort study

Background: The use of intracranial catheters is a common procedure used for neurosurgical patients with a variety of pathologies. Despite its frequency of use, shunt failure and revision have been reported to be a common problem. Given that depth of insertion can significantly affect the catheter tip position, a single institution retrospective chart review was performed to examine the accuracy of shunt and external ventricular drain (EVD) placement. Methods: Computed tomography (CT) images of the head following shunt or ventriculostomy insertion were analyzed to determine the delta between the final length of the intracranial catheter and the intended depth described in the operative notes. Results: We found that there was a statistically significant difference in the accuracy of placement when comparing EVDs to shunts. The most used EVDs at our institution are marked with a solid black line in increments spaced 2 cm apart. The most used ventricular shunt catheter has a marking at 5 cm and 10 cm from the tip of the catheter. We believe that the visual confirmation that is afforded by metric unit markings on the EVD allows for better final placement of the catheter at the outer table of the calvarium. Conclusion: The addition of regular millimeter metric unit markings by the manufacturer is imperative in decreasing the chances of error in the insertion of ventricular catheters and preventing potential neurovascular injury to the surrounding structures.

Algorithmic Coverage Quantification and Visualization in Range-Free Sensor Networks

This study introduces a novel method that addresses the challenge of visualizing and quantifying detection coverage areas in wireless sensor networks. The method involves projecting a network of range-free sensors and pre-existing transmitters, located within a predefined area of interest, onto a global coordinate system. Detection areas are defined as those covered by the sensing range of at least three sensors. Pre-existing transmitters located within the detection range of the sensors are assumed to degrade the networks’ performance by causing coverage gaps. Interactive satellite maps facilitate the dynamic exploration of coverage via the calculation and visualization of the resulting detection areas. The algorithmic structure of the proposed tool is explained in detail, and four example scenarios demonstrate the tool’s capabilities, as well as its flexibility, adaptability, and effectiveness in identifying the triangulated detection areas. Designed primarily as a geometry calculation and visualization tool that allows for the adjustment of sensor parameters such as locations, ranges, and angular ranges of detection, the proposed tool has the potential to enhance decision-making in sensor network configuration, prior to final sensor placement, across a wide range of applications.

Factors associated with newly graduated nurses' work readiness during a pandemic: A cross-sectional study

BackgroundNewly graduated nurses may experience reality shock and leave the career early, if not adequately prepared. The pandemic has significantly impacted nursing education, clinical placements, working conditions and employment opportunities, leaving newly graduated nurses' work readiness unknown. AimTo investigate the work readiness and its associated factors of newly graduated nurses who studied and graduated during a pandemic. DesignA descriptive, cross-sectional correlational study design was employed. SettingsThe study was conducted at a large public health service in Victoria, Australia. ParticipantsNewly graduated registered nurses who studied during the pandemic and graduated between January 2022 and June 2023 (N = 206). MethodsParticipants were recruited between November 2022 and June 2023. Participants' self-perceived work readiness was measured using the Work Readiness Scale for Graduate Nurses, covering personal work characteristics, work competence, social intelligence and organisational acumen. Pearson correlation, multiple regression and hierarchical logistic regression analysis were applied to test the relationship between explanatory variables and participants' work readiness. ResultsMean (SD) values were 50.7 (14.6) for personal work characteristics, 100.5 (18.8) for work competence, and 58.2 (12.4) for social intelligence. Median (IQR) for organisational acumen was 145.5 (18.0). Prior Australian registered nurse or enrolled nurse experience significantly predicted personal work characteristics (β = 0.16, p = 0.037), while previous overseas registered nurse experience significantly predicted work competence (β = 0.14, p = 0.049). Participants who were native-English speakers had a significantly lower work competence (β = −0.15, p = 0.032). Being a female (p = 0.002, 95 % CI = 1.75, 13.21) and the length of a final clinical placement (p = 0.033, 95 % CI = 1.02, 1.59) significantly predicted organisational acumen. ConclusionDespite challenges encountered during the pandemic, participants reported a relatively high self-perceived work readiness. Influencing factors include individual characteristics, clinical placement experiences, and previous healthcare employment.

Description of new micro-colonial fungi species Neophaeococcomyces mojavensis, Coniosporium tulheliwenetii, and Taxawa tesnikishii cultured from biological soil crusts.

Black yeasts and relatives comprise Micro-Colonial Fungi (MCFs) which are slow-growing stress-tolerant micro-eukaryotes that specialize in extreme environments. MCFs are paraphyletic and found in the Orders Chaetothyriales (Eurotiomycetes) and Dothideales (Dothidiomycetes). We have isolated and described three new MCFs species from desert biological soil crusts (BSCs) collected from two arid land regions: Joshua Tree National Park (Mojave Desert) and UC Natural Reserve at Boyd Deep Canyon (confluence of Mojave and Sonoran Deserts). BSCs are composite assemblages of cyanobacteria, eukaryotic algae, fungi, lichens, and bryophytes embedded into the surface of desert soils, providing a protective buffer against the harsh desert environment. Our work focused on one type of desert BSC, the cyanolichen crust dominated by Collema sp. Using culture-dependent protocols, three MCFs were axenically isolated from their respective samples along with the extracted DNA. Their genomes were sequenced using Illumina and Nanopore, and finally assembled and annotated using hybrid assembly approaches and established bioinformatics pipelines to conduct final taxonomic phylogenetic analysis and placement. The three species described here are unique specimen from desert BSCs, here we introduce, Neophaeococcomyces mojavensis (Chaetothyriales), Cladosporium tulheliwenetii (Dothideales), and Taxawa tesnikishii (Dothideales).

Sleep education for medical students: A study exploring gaps and opportunities

PurposeTo explore final-year medical students’ perceptions of sleep education during medical school to inform the development of a sleep curriculum. MethodsYear 6 medical students on their final general practice placement in 2020 were invited to complete an online survey including questions regarding sleep education recalled during the medical programme. ResultsResponses were received from 51/71 (72 %) students. Main learning topics recalled by participants were sleep apnoea (83 %), sleep physiology (71 %), and snoring (69 %). Education in other topics was reported by <65 % of students. Priority topics for students were treating common sleep disorders, taking a sleep history, and navigating shift work. ConclusionsWhilst the majority of students recalled education on specific topics, many had little awareness of education relating to sleep assessment, insomnia, or shift work. Sleep education in the curriculum needs more emphasis and reinforcement given sleep's relevance across many domains of health and morbidity. We propose that an identifiable sleep curriculum is required to ensure medical students have the necessary core education regarding sleep and sleep disorders both for patients and themselves. Further, we believe this is possible to achieve in a short timeframe within the constraints of an existing curriculum and propose some creative solutions.

Tracking trainee development: preliminary validation of a tool designed to evaluate clinical psychology competencies over time

ABSTRACT Objective Competency-based assessment on placement ideally involves evaluation of a trainee performing clinical skills using fit-for-purpose tools that are simple for clinical supervisors to use and informative to the trainee. The current study examined the potential utility of a new tool, the Psychology Competency Evaluation Tool – Summative (PsyCET-S), designed to assess the attainment of professional competencies in clinical psychology trainees. Method Twelve experts tested the inter-rater reliability of the vignette ordering, before the tool was used to assess performance of clinical psychology trainees on placement by both supervisors and trainees. Ninety-nine placement reviews of 45 trainees at different stages of training were analysed. Results Strong inter-rater reliability in the rank ordering of vignettes within each domain indicated their ability to capture competence development. Supervisor and trainee ratings showed a gradual increase in competence from early to later stages of training in all domains, with performance plateauing for the final placement. Evidence of both the leniency bias and halo effect were evident, with supervisors appearing more lenient than the trainees themselves. Conclusion The PsyCET-S encourages supervisors to evaluate the development of professional competencies in their trainees in a way that can optimise trainee learning and future practice as a Psychologist.

Aesthetic outcomes of different materials for delayed, single-tooth restorations for immediately placed implants. A randomized controlled clinical trial

ObjectivesThe aim of this study is to compare the aesthetic outcomes of metal porcelain (C), lithium disilicate (T1) and porcelain-layered zirconium (T2) immediate implant-supported single crowns in the anterior maxilla. Materials and methodsForty-five immediate dental implants were provided for 45 patients that required the extraction of a single tooth in the anterior maxilla. A temporary prosthesis was provided at 8 weeks after placement followed by the final prosthesis at 24 weeks post-implantation. The patients were randomly allocated into 3 groups: 15 patients in the control group (C) received a metal-porcelain restoration, 15 patients (T1) received a lithium disilicate (LD) restoration and 15 patients (T2) received a porcelain-layered, zirconium (Z) restoration. Pink (PES) and White (WES) esthetic scores, radiographic bone levels, periodontal parameters and patient's esthetic satisfaction using a visual analogue scale (VAS) were evaluated at the time of final restoration placement (t0) and at 12-months post-loading (t12). ResultsNo implants were lost during the duration of this study. Statistically significant higher WES and VAS scores (p < 0.05) were recorded in T1 vs C and T1 vs T2 groups respectively. Similar radiographic bone levels and periodontal parameters were recorded in all groups. ConclusionWithin the limitations of this study, it was concluded that T1 restorations provided better WES outcomes when compared to C restorations and better VAS scores when compared to T2 restorations at 12 months post-loading. Besides, different material interphases did not have an impact in PES, bone levels or periodontal parameters. Clinical relevanceThere is limited data comparing aesthetic outcomes of implant supported single crowns made of different ceramic materials based on accepted and comparable indexes and the evaluation of the patient's perspective regarding these aesthetic outcomes.

High three-dimensional accuracy of component placement and lower limb alignment using a robotic arm-assisted system and gap-balancing instrument in total knee arthroplasty.

It was hypothesized that robotic arm-assisted total knee arthroplasty (RA-TKA) using additionally a gap-balancing instrumentation will show high accuracy in executing the planning in femoral and tibial component placement throughout the range of knee motion (ROM) during TKA surgery. Prospectively collected data were analysed for patients undergoing RA-TKA. A cruciate retaining cemented design was implanted using the MAKO® robotic system. Lower limb alignment at 0°, 30°, 45°, 60° and 90° of flexion was recorded at the beginning of surgery and finally after implantation of the components. A ligament tensioner was inserted after tibial precut to measure the extension and flexion gap, and final component placement was planned based on 3D CT images. Femoral and tibial component placement was measured in all three planes. A total of 104 patients were included (mean age 69.4 ± 9 years; 44 male, 60 female). The difference in component placement after planning and final implantation showed less valgus of 0.7° ± 1.4° (p < 0.001), less external rotation of 0.6° ± 1.9° (p = 0.001) and less flexion of 0.9° ± 1.8° (p < 0.001) for the femoral component. The tibial component was placed in more varus of 0.2° ± 0.9° (p = 0.056) and more posterior slope of 0.5° ± 0.9° (p < 0.001). The lower limb alignment in extension was 4.4° ± 5.2° of varus of the native knee and changed to 1.2° ± 1.9° of varus after TKA (p < 0.01). Robotic-assisted TKA helps to achieve the target of alignment and component placement very close to the planning. It allows optimal component placement of off-the-shelf implants respecting patient's specific anatomy. Level II.

Democratic pedagogies in initial teacher education: co-constructing a supportive learning framework

ABSTRACT Initial teacher education programs in Australia require all preservice teachers to complete a mandated teaching performance assessment. This places significant performative pressure on preservice teachers undertaking their final teaching placement. This paper reports on an action research project that aimed to co-construct a series of workshops with preservice teachers in a two-year Master of Teaching program to support them in completing the teaching performance assessment. Findings demonstrated that scaffolding and in particular, modelling, collaboration, and dialogue provided the greatest support for PSTs. A Supportive Learning Framework is offered as a model for future practice for initial teacher educators and researchers.

Bearing Witness: The Impact of Lived Experience Educators Participating in Social Work Student Supervision during Placement

Abstract Social work student supervision during field education is a mandated requirement where students review their activities and learning in the workplace with field educators (FEs). Inevitably service users will be discussed in supervision but will have little or no opportunity to represent their perspectives during sessions. In order to explore how service user perspectives might be integrated into supervision, this qualitative study examined the participation of two Lived Experience Educators in supervision sessions between six social work students and their FEs during final placement. Despite some initial trepidation, participants reported a significant and overwhelmingly positive impact based on more equalised power differentials, greater depth of reflection and the emergence of new ideas on increasing accountability to service users. These results have implications for the practice of supervision, with both students and staff, and for how people with lived experience expertise may contribute to improving service culture for the intended beneficiaries of social work services.

Social Work Students’ Reflections on Self-care While Completing Field Education During the Covid-19 Pandemic

ABSTRACTSelf-care is a beneficial practice for social workers to both maintain their general wellbeing and to perform their professional role efficaciously. For students, field education is a prime opportunity to put their newly acquired skills and knowledge of social worker self-care into practice. This article reports from a broader study on the ways social work students construct and practice self-care, with the focus of this article on a student cohort who completed placement during Covid-19 restrictions. To explore how Bachelor of Social Work (BSW) students at an Australian university situated their understanding and practice of self-care within their final year placement, a textual analysis of 26 BSW student assessments, a 600-word critical reflection, was conducted. Two themes emerged from the student reflections. First, while engagement with Information Communication Technologies (ICTs) proved crucial for students to participate in student placement, it also created fresh challenges for their self-care practice. Second, students’ understanding and practice of self-care were critically shaped by their professional and academic peer environments. Knowledge of how social work students understand, and practice self-care is vital for social work educators to critically support student development during field education.IMPLICATIONSSocial work students’ self-care requires further nuanced conceptualisations, including addressing the role of ICTs in contemporary student field education placements.The use of peer groups supports student understanding of self-care during field education.Higher education providers can create further opportunities for formal peer connection during placements to embed self and collective care into students’ emerging practice.

Neural Packing: from Visual Sensing to Reinforcement Learning

We present a novel learning framework to solve the transport-and-packing (TAP) problem in 3D. It constitutes a full solution pipeline from partial observations of input objects via RGBD sensing and recognition to final box placement, via robotic motion planning, to arrive at a compact packing in a target container. The technical core of our method is a neural network for TAP, trained via reinforcement learning (RL), to solve the NP-hard combinatorial optimization problem. Our network simultaneously selects an object to pack and determines the final packing location, based on a judicious encoding of the continuously evolving states of partially observed source objects and available spaces in the target container, using separate encoders both enabled with attention mechanisms. The encoded feature vectors are employed to compute the matching scores and feasibility masks of different pairings of box selection and available space configuration for packing strategy optimization. Extensive experiments, including ablation studies and physical packing execution by a real robot (Universal Robot UR5e), are conducted to evaluate our method in terms of its design choices, scalability, generalizability, and comparisons to baselines, including the most recent RL-based TAP solution. We also contribute the first benchmark for TAP which covers a variety of input settings and difficulty levels.

Resurrection of genus Phocanema Myers, 1959, as a genus independent from Pseudoterranova Mozgovoĭ, 1953, for nematode species (Anisakidae) parasitic in pinnipeds and cetaceans, respectively.

Species of the genus Pseudoterranova, infect kogiid cetaceans and pinnipeds. However, there is mounting molecular evidence that those from cetaceans and pinnipeds are not congeneric. Here, we provide further evidence of the non-monophyly of members of Pseudoterranova from phylogenetic analyses of the conserved nuclear LSU rDNA gene, entire ITS rDNA region and mtDNA cox2 gene, and identify morphological characters that may be used to distinguish the members of the two clades. We propose the resurrection of the genus Phocanema, with Ph. decipiens (sensu stricto) as the type species, to encompass Ph. decipiens, Ph. azarasi, Ph. bulbosa, Ph. cattani and Ph. krabbei, all parasites of pinnipeds. We propose to restrict the conception of genus Pseudoterranova, which now harbours two species infecting kogiid whales; Ps. kogiae (type species) and Ps. ceticola. Members of the genera Phocanema and Pseudoterranova differ by the shape and orientation of the lips, relative tail lengths, adult size, type of final host (pinniped vs. cetacean) and phylogenetic placement based on nuclear rDNA and mtDNA cox2 sequences.

Assessment of Radiation Exposure with Mandatory Two Fluoroscopic Views for Epidural Procedures

BACKGROUND: Various regulations and practice patterns develop on the basis of Local Coverage Determination (LCD), which are variably perceived as guidelines and/or mandated polices/ regulations. LCDs developed in 2021 and effective since December 2021 mandated a minimum of 2 views for final needle placement with contrast injection which includes both anteroposterior (AP) and lateral or oblique view. Radiation safety has been a major concern for pain physicians and multiple tools have been developed to reduce radiation dose, along with improvement in technologies to limit radiation exposure while performing fluoroscopically guided interventional procedures, with implementation of principles of As Low As Reasonably Achievable (ALARA). The mandated 2 views of epidural injections have caused concern among some physicians, because of the potential of increased exposure to ionizing radiation, despite application of various principles to minimize radiation exposure. Others, including policymakers are of the opinion that it reduces potential abuse and improves safety. OBJECTIVE: To assess variations in the performance of epidural procedures prior to the implementation of the new LCD compared with after the implementation of the new LCD by comparing time and dosage for all types of epidural procedures. STUDY DESIGN: A retrospective, case controlled, comparative evaluation of radiation exposure during epidural procedures in interventional pain management. SETTING: An interventional pain management practice and a specialty referral center in a private practice setting in the United States. METHODS: The study was performed using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) criteria. The main outcome measure was radiation exposure time measured in seconds and dose measured in mGy-kG2 (milligray to kilogray squared per procedure). RESULTS: Changes in exposure and dose varied by procedural type and location. Exposure time in seconds increased overall by 21%, whereas radiation dose mGy-kG increased 133%. Fluoroscopy time increased most for lumbar interlaminar epidural injections of 43%, followed by 29% for cervical interlaminar epidural injections, 20% for caudal epidural injections, and 14% for lumbar transforaminal epidural injections. In contrast, highest increases were observed in the radiation dose mGy of 191% for caudal epidural injections, followed by 173% for lumbar interlaminar epidural injections, 113% for lumbar transforaminal epidural injections, and the lowest being cervical interlaminar epidural injections of 94%. This study also shows lesser increases for cervical interlaminar epidural injections because an oblique view is utilized rather than a lateral view resulting in a radiation dosage increase of 94% compared to overall increase of 133%, whereas the duration of time of 29% was higher than the overall combined duration of all procedures which only increased by 21%. LIMITATIONS: A retrospective evaluation utilizing the experience of a single physician. CONCLUSION: The results of this study showed significant increases in radiation exposure time and dosage; however, increase of dosage was overall 21% median Interquartile Range (IQR) compared to 133% of radiation dose median IQR. In addition, the results also showed variations for procedure, overall showing highest increases for lumbar interlaminar epidural injections for time (43%) and caudal epidural injections for dosage (191%). KEY WORDS: Spinal interventional procedures, cervical epidural injections, lumbar epidural injections, caudal epidural injections, lumbar transforaminal epidural injections, radiation exposure time, radiation dose

A PE teacher’s tale: journeying from teacher education to teaching practice in physical education

ABSTRACT As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).

Health professional graduate perspectives of practice education during the COVID-19 pandemic

Introduction: COVID-19 created a need to rapidly adapt practice education placements to minimise the impact on students’ progression to graduation. Physiotherapy and occupational therapy students at one university completed their final practice education placement between April and May 2020, during the period when health care was urgently adapting to the developing pandemic. &#x0D; Aim: This study explored the impact of this final placement on new graduates, following their employment. &#x0D; Method: 10 students took part in 3 online focus groups to share their experiences and perceptions of the impact on their preparedness for professional practice &#x0D; Results: Four themes emerged from the analysis of transcripts including: 1. Coping with uncertainty, 2. Rising to the challenge, 3. Developing skills and competence and 4. Readiness for employment in the “new world” of practice. Overall, the study demonstrates the resilience of students in response to these unusual circumstances. Strategies including peer support, demonstration of learning, and client-centredness increased confidence and the development of professional identity. &#x0D; Conclusion: Graduates identified both positive and negative experiences of placement during COVID-19, but overall felt proud that they had demonstrated resilience and developed skills relevant to their current employment as professionals.

Development, implementation and evaluation of a process for allocating final placements to nursing students.

This paper reports on the implementation and evaluation of a process developed over two years, intended to aid student nurses to enhance job application writing skills and curriculum vitae development, and to provide an opportunity for students to have a choice in their final practice placement. The study aimed to explore students’ perceptions on the strengths and limitations, explore the perceived impact on application form and CV writing, and gain suggested improvements to the process to increase student experience. A cross-sectional design using online questionnaires (year one and two) and a focus group (year one) gathered quantitative and qualitative data from a volunteer sample of final year adult and mental health student nurses. The majority of participants were happy with the process and with their placement allocation. Three main themes were reported in both years; Choice, Process, and Employability skills/Readiness for employment, with the addition of a fourth in the second year; Fairness. The process allows students to develop skills in applying for jobs which they feel is beneficial for their future. Choice enables students to tailor their final experience to their career aspirations and skill development, ultimately smoothing the transition into their future positions.

Implementation of a structured revision program and the impact on final-year undergraduate nursing students’ preparedness for clinical placement: Mixed methods study

ProblemThe effects of a revision program on undergraduate nursing students’ preparedness for their final clinical placement leading to their graduate year are unknown. AimTo explore students’ perceptions of confidence, anxiety, self-doubt, and preparedness for a high-acuity clinical placement following a three-day structured revision program. MethodThis was a mixed methods study conducted in the final year of the undergraduate nursing degree. Data were collected by survey using a self-developed 10-item instrument with three components of confidence, inhibitors (self-doubt/anxiety), and preparedness (n = 75) and by semi-structured individual interviews and focus group (7 students in total). Independent sample t-tests were used to compare data between components’ scores and demographic characteristics. Interview data were analysed using thematic analysis. ResultsStudents who attended the revision program had significantly higher scores for confidence, inhibitors, and preparation. Higher scores in one or more components were associated with enrolment in the Bachelor of Nursing (BN) versus the Bachelor of Nursing/Bachelor of Midwifery, enrolment in the accelerated pathway of the BN, older age, and previous healthcare experience. Four themes emerged from the qualitative data: anticipatory concerns, confidence, preparedness, and striving to belong. ConclusionThe findings have potential implications for adverse learning outcomes and poor student performance because of negative behaviours, lack of preparedness, and belongingness. There is a need to structure curricula, implement instructional support for students with anxiety and self-doubt, and faculty to align pedagogy to best educational practices with student attendance at structured revision sessions before each clinical placement.

Intraoperative physiology augments atlas-based data in awake deep brain stimulation

BackgroundDeep brain stimulation (DBS) is commonly performed with patients awake to perform intraoperative microelectrode recordings and/or macrostimulation testing to guide final electrode placement. Supplemental information from atlas-based databases derived from...