Acquisition Of Skills Research Articles

DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW

Purpose: The use of distance education (DE) models and tools has become increasingly popular in health profession education, including physiotherapy (PT). However, there are few reviews focusing on DE in PT education, which could enable researchers to access comprehensive information, and reviews on various health profession groups often do not include physiotherapy studies. The aim of this study was to synthesize existing evidence and determine the effectiveness of DE systems in PT education. Methods: This study was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. PubMed, Scopus, EBSCO, Web of Science, and ERIC were searched from inception to July 2020. The initial search resulted in 689 studies. The risk of bias was assessed using the Cochrane risk of bias tool. Results: In this systematic review, 25 studies which included 2129 physiotherapy undergraduate students (11 DE models / 14 e-systems) were found suitable for review. Generally, outcome measures were students' knowledge, satisfaction, and skill. In 16 of the studies, the level of knowledge was investigated, and it was found that the knowledge increased. In 38% of these studies, the increase in the knowledge level of traditional education and DE was similar. It was found that 79% of the studies demonstrated an increase in satisfaction, 14% demonstrated a decrease in satisfaction, and satisfaction with traditional education and DE was similar in 7%. Skill was investigated in 12% of the studies, and all the studies showed the positive effects of DE. Conclusion: DE can promote learning in undergraduate PT education, even though its effectiveness in some areas, such as practical skill acquisition or cost, is controversial. Further high-quality studies with long follow-up periods are needed to investigate the various aspects of the PT curriculum, including both theoretical and practical courses.

Assessment Strategies, Instructional Resources, Science Course Teaching Methods and Acquisition of Employability Skills by Potential Science Graduates: The Lecturers’ Perspective

The study examines the interconnectedness of assessment strategies, instructional resources, and science course teaching methods relating to employability skills acquisition by potential science graduates from the lecturers’ perspective. The study utilised a research survey design. A sample of 371 was drawn from the population of science lecturers in universities in South-west using a multi-stage sampling technique. This involved purposive, stratified, and quota sampling techniques. A well-structured questionnaire was used to collect data analysed using descriptive statistics (multiple bar charts) and inferential statistics of correlation and regression analyses. The key findings of the study showed that instructional resources [instructional material, physical facilities, and human resources], science course teaching methods, and assessment strategies had joint significant predictions on employability skills acquisition. This implies that these variables must be adequately provided for improved acquisition of employability skills by students. Also, lecturers’ understanding of students’ key employability skills revealed low ratings of information technology, initiative, leadership, problem-solving, and adaptability skills of students. The study recommends that higher education administrators should strive to provide instructional materials, physical facilities and human resources as instructional resources to implement excellent teaching techniques and assessment strategies. The study concludes that lecturers should consciously seek self-upgrade and improve teaching techniques and assessment strategies.

Designing simulation-based curriculum content for emergency medicine residents in France: a Delphi method

BackgroundThe value of simulation in emergency medicine is indisputable because it allows training and acquisition of many technical and non-technical skills (TS and NTS). In France, there are no curriculum regarding the use of simulation as a teaching tool during emergency medicine residency. The aim of this study was to design the content of a national simulation-based curriculum for emergency medicine residency programs.MethodsThe Delphi method was conducted between March and June 2022. The questionnaire was divided into three sections: TS, NTS and clinical situations as starting points (SSPs). A panel of emergency physicians’ experts on simulation education was established. An online survey was conducted in which they were asked to score, on a four-point Likert scale, the suitability of skills and SSPs to be taught through simulation courses during the emergency medicine residency. The questionnaire was revised between each round following comments or suggestions for additional items from the experts.ResultsSixty-six experts completed the Delphi process. The initial questionnaire included 64 TS, 37 NTS and 103 SSPs. The experts’ comments led to the addition of 12 TS, 24 NTS and 6 SSPs. Consensus was obtained after three rounds. The experts selected 24 TS and 20 NTS to be taught as a priority through simulation during the emergency medicine residency, and 15 SSPs to be used in priority.ConclusionWith a Delphi method, French experts in simulation-based emergency medicine education have selected 24 technical and 20 non-technical skills to be taught as a priority with simulation-based training to emergency medicine residents.

Be prepared! Impact of structured video-assisted coaching on performance in a simulated bleeding exercise during laparoscopic surgery

BackgroundBleeding during laparoscopic surgery is stressful and requires immediate efficient management. Skills for complication management are rarely trained. This study aims to investigate the impact of video-assisted coaching on laparoscopic skills acquisition and performance in emergency bleeding situations.MethodsParticipants faced simulated emergency scenarios during laparoscopy involving bleeding management in porcine aorta/kidney specimens. Four sequences were conducted over two days, with a structured video-assisted coaching provided between sequences. Performance was assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) score. The study involved 27 participants attending the advanced colorectal surgery module at the 40th Annual Davos Course in 2023.Results54 video sequences were analyzed. Structured video-assisted coaching improved the GOALS sum score by 0.36 (95%CI: 0.21–0.50, P < 0.001) in contrast to simple repetition (0.05 with 95%CI: −0.43 to 0.53, P = 0.826). This association was observed for depth of perception (P < 0.001), bimanual dexterity (P < 0.001), tissue handling (P < 0.001), overall performance (P < 0.001), and efficiency (P < 0.001). Autonomy did not significantly improve (P = 0.55). Findings were consistent regardless of age, gender, and overall laparoscopic experience of the participants. However, a weaker effect of structured video-assisted coaching was observed in participants with experience in laparoscopic surgery.ConclusionStructured video-assisted coaching improved performance in laparoscopic skills in complex and stress-inducing bleeding scenarios. The findings of this study support the incorporation of video-assisted coaching and complication management exercises into surgical training curricula.

Stakeholders’ Perspectives on Development and Acquisition of Soft Skills among Information Technology Undergraduate Students in Nairobi, Kenya

This study investigated stakeholders' perceptions of the development and acquisition of soft skills among IT undergraduate students among universities within the Nairobi Metropolitan area, using the mixed-methods approach. The study employed the two-stage cluster sampling procedure to select 10 out of 31 universities (five private and five public) in the Nairobi Metropolitan Region. The study selected 1,143 Information Technology undergraduate students from 3,814 enrolled students. A semi-structured questionnaire collected quantitative data, specifically capturing stakeholders' thoughts on soft skills. Data analysis encompassed quantitative techniques such as descriptive statistics and linear regression. The findings reveal a notable disparity between perceptions of stakeholders and actual development of soft skills among the IT undergraduates. Therefore, there is a need to enhance teaching methods, closely align curricula with stakeholders' expectations, and incorporate specialized modules to cultivate soft skills.

Evaluation of PhD Theses in the Field of Social Studies Education in the USA and Turkey (2018-2024)

In this study, it is aimed to examine the doctoral theses prepared in the field of social studies education in the USA and Turkey between the years 2018-2022 in terms of various categories. For this purpose, 113 doctoral theses accessed through ProQuest database and 121 doctoral dissertations accessed from YÖK Thesis Center database were analyzed by document analysis, one of the qualitative research methods. Theses examined in the study were analyzed in terms of 7 different categories such as the year, the university, research approach, research design, study group/sample, data collection tools and the subject. According to the findings obtained from the research, in both countries between 2018-2022, at least the thesis in the field of social studies education was prepared in 2020, while the year 2021 was the year in which the most theses were prepared in this sense. While “University of South Carolina” is the university where the most theses are produced in the USA, “Gazi University” comes first in Turkey. While more qualitative research approach, research designs and data collection tools were preferred in the USA, mixed research approach was mostly preferred in studies in Turkey. While researchers in the USA mostly work with teachers, the most studied sample/study group in Turkey is students. While doctoral theses in the field of social studies education in the USA were mostly prepared on teaching methods, due diligence, teacher self-efficacy, education policies and curriculum, theses in Turkey were generally prepared on teaching methods, value and skill acquisition. The results of the research show that the studies in the field of social studies education in Turkey tend to repeat, especially in terms of subject. In this sense, it is thought that this study can be a guide for researchers in Turkey to produce different and original researches.

Multitasking Induced Contextual Blindness.

To examine the impact of secondary task performance on contextual blindness arising from the suppression and masking of temporal and spatial sequence learning. Dual-task scenarios can lead to a diminished ability to use environmental cues to guide attention, a phenomenon that is related to multitasking-induced inattentional blindness. This research aims to extend the theoretical understanding of how secondary tasks can impair attention and memory processes in sequence learning and access. We conducted three experiments. In Experiment 1, we used a serial reaction time task to investigate the impact of a secondary tone counting task on temporal sequence learning. In Experiment 2, we used a contextual cueing task to examine the effects of dual-task performance on spatial cueing. In Experiment 3, we integrated and extended these concepts to a simulated driving task. Across the experiments, the performance of a secondary task consistently suppressed (all experiments) and masked task learning (experiments 1 and 3). In the serial response and spatial search tasks, dual-task conditions reduced the accrual of sequence knowledge and impaired knowledge expression. In the driving simulation, similar patterns of learning suppression from multitasking were also observed. The findings suggest that secondary tasks can significantly suppress and mask sequence learning in complex tasks, leading to a form of contextual blindness characterized by impairments in the ability to use environmental cues to guide attention and anticipate future events. These findings have implications for both skill acquisition and skilled performance in complex domains such as driving, aviation, manufacturing, and human-computer interaction.

Video-Based Study of the Progression of Pediatric Emergency Medicine Fellows' Tracheal Intubation Performance During Training.

The lower clinical exposure of Pediatric Emergency Medicine (PEM) fellows to critical procedures may impede skill acquisition. We sought to determine the tracheal intubation learning curve of PEM fellows during training and compared PEM fellow success against standards for tracheal intubation success. This was a retrospective, video-based study of a cohort of PEM fellows at a single academic pediatric emergency department (PED). All forms of tracheal intubation were included (rapid sequence intubation and crash or no medication). The cohort consisted of 36 PEM fellows from all or part of 5 consecutive fellowship classes. Data were collected by structured review of both existing ceiling-mounted videos and the electronic medical record. The main outcome was PEM fellows' success on the first or second attempt. We used cumulative summation to generate tracheal intubation learning curves. We specifically assessed the proportion of PEM fellows who reached 1 of 4 thresholds for procedural performance: 90% and 80% predicted success on the first and the first or second attempt. From July 2014 to June 2020, there were 610 patient encounters with at least 1 attempt at tracheal intubation. The 36 PEM fellows performed at least 1 attempt at tracheal intubation for 414 ED patient encounters (65%). Median patient age was 2.1 years (interquartile range, 0.4-8.1). The PEM fellows were successful on the first attempt for 276 patients (67%) and on the first or second attempt for 337 (81%). None of the 36 PEM fellows reached the 90% threshold for either first or second attempt success. Four fellows (11%) met the 80% threshold for first attempt success and 11 (31%) met the 80% threshold for first or second attempt success. Despite performing the majority of attempts, PEM fellows often failed to reach the standard thresholds for performance of tracheal intubation. Clinical exposure alone is too low to ensure acquisition of airway skills.

Advancing CPR Training with Virtual Reality: A Review.

This literature review assesses the effectiveness of virtual reality (VR) serious games in cardiopulmonary resuscitation training, focusing on its impact on skill acquisition, confidence, and knowledge retention.

Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words

AbstractThis study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

Muscle Property Optimization Based on Motion Intentionality for Motor Skill Augmentation

Understanding motion intentionality is important to augment motor skills. This can be explained by the anatomical structure and innate immune mechanisms of humans. This study aimed to analyze human motion using musculoskeletal information and estimate motion intentionality, motion direction, and muscle properties. The calculation method for the easy-to-move musculoskeletal direction in the task space was reversed to calculate the optimal muscle properties and matching rate for the motion direction. The analysis results of each walking and feint motion showed that the muscles were trained toward reduced muscular effort and improved skills for each motion. In addition, the results of the optimization of the matching rate and muscle properties indicate that the optimized muscle properties can express the motion better than the reference values, and the average matching rate increases by 2.41×10-1, particularly for a feint motion. Therefore, skill acquisition and augmentation were achieved.

A prospective study of the acquisition of vaginal examination skills using simulation.

To determine the number of sessions required using procedural simulation to acquire the skill of vaginal examination, which is an essential part of obstetrics, but a difficult learned skill. Using a high-fidelity simulator, we conducted a prospective, single-center, single-blind study, at the Angers School of Midwifery. A class of students completed a theory course, and took part in three simulation sessions. During the simulation sessions, each student was asked to describe five different cervixes, under five criteria: position, length, consistency, dilation, and head station. Each participant received individual feedback as part of a debrief session, after completing their description. A pass rate of 80% was set for the entire class. Twenty-six students participated. The class achieved a mean score of 70.77 ± 10.23% in the first session, 81.85 ± 9.91% in the second session, and 81.23 ± 8.63% in the third session. There was a significant improvement only between the first and second sessions (P < 0.001). Of the 26 participants, 6 (23%) scored over 80% in the first session, 17 participants (65%) scored above 80% in the first two sessions, and 21 participants (80%) scored above 80% over the three sessions. Learning vaginal examination by procedural simulation with the aid of a high-fidelity simulator, and receiving individual feedback and debrief, resulted in an 80% pass rate in two practical sessions, working to describe 10 cervixes.

Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations

BackgroundScaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains. AimsIn this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry. SampleParticipants were 245 pre-service teachers. MethodsIn a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding. ResultsWe did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process. ConclusionsThis study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.

Feedback of Employers on the Performance of BS Mathematics Graduates of the College of Science, University of Eastern Philippines

Employers' feedback on the performance of graduates is an essential piece of information that Universities and colleges must consider to determine the relevance and responsiveness of their curriculum, programs, and services. This study aimed to assess employers' satisfaction with the performance of BS Mathematics graduates at the University of Eastern Philippines. It employed a descriptive research design. The questionnaire was adapted from research by Sannadan et al. [1]. Employer respondents were requested to give their assessment of the performance of the graduates and their views on the importance of the attributes for the post held by the graduates. Sixty-eight employers answered the survey form, mainly in the academe. The employers rated and gave feedback on the competency of their employed BS Mathematics graduates. The graduates were perceived to 'Sometimes exceed the employers' required standard' in 86% of the performance attributes. The results showed that the employers involved in this survey are delighted with the competency of the hired employee in the workplace. The performance rating of the nine essential skills and attributes is 3.71, implying that the graduates performed better than the required employer's standard. The University may consider programs to strengthen the students' soft skills through continued linkage and collaboration with partner industries to prepare the students for a more diverse and modern world of work. The University may create a Career and Development Office, Alumni, and Placement to promote an environment that encourages higher acquisition and development of student skills, knowledge, and attitude through a planned, deliberate, and systematic learning process to improve personal and professional effectiveness.

The Effectiveness of Immersive Virtual Reality Simulation as an Innovative Learning Strategy for Acquisition of Clinical Skills in Nursing Education: Experimental Design.

Background: A transformation of learning in nursing is necessary to prepare students for developing complex clinical environments. The essential aim of clinical nursing learning is to enhance the integration of theoretical knowledge in the clinical environment by using various innovative strategies, such as immersive virtual reality (VR) simulation to develop a learning process that allows students to gain knowledge and perform skills in a visually attractive way, which enhances the quality and safety of clinical learning through repeated exposure to educational content that supports students' cognitive and psychomotor skills. Objective: This study was aimed at determining the effectiveness of immersive VR simulation as a learning strategy on the acquisition of intramuscular injection skills in nursing education and the performance level of nursing students compared with a physical learning environment (low-fidelity simulation). Materials and Metods: The experimental design (pre-post-test) was used among first-year nursing students (N = 66) (control group = 33, hip model and experimental group = 33, VR simulation) of the summer semester of 2019-2020 in the Faculty of Nursing at Near East University in Cyprus. Results: There is a significant difference between both groups in performance psychomotor skills scores, and the mean was higher in the experimental group (P = 0.002) and a significantly longer period of time than in the control group (P < 0.05). Conclusion: Immersive VR simulation is a supplementary tool and useful teaching-learning strategy for training in nursing education alongside physical laboratory (hip-model and mannequin) and psychomotor skills requiring the ordering of skill steps in teaching, and it provides realistic experiences in a safe environment instead of the unavailability of actual customers in clinical settings.

Information and analytical provision of the police in the conditions of the legal regime of martial state: possibilities and need for coordinated actions of the police when receiving information on the temporary occupied

After the full-scale military invasion of the occupying country, the national security of Ukraine required drastic and urgent actions both on the battlefield and to ensure security within the state. The search for alternative and more effective ways of obtaining and transmitting information in the defense and security sector is an important issue for achieving peace in our country. The current state of repelling military aggression prompts Ukrainian society to format information and analytical support on new tracks and rapid training of personnel. The discovery of collaborators and aids of the aggressor country in the temporarily occupied territories among modern Ukrainians became a new resistance in the modern war. This phenomenon does not create a positive dynamic in expelling the occupier from Ukrainian land, which is due to betrayal, assistance and the need to fight against such elements. Modern war emphasizes the need to neutralize the enemy not only on the battlefield, but also in the middle of our country. In this aspect, receiving and transmitting information in the defense and security sector will make a significant contribution to achieving a positive result. The development of events without the appropriate armament conditions decision-making and their implementation in a way that does not correspond to traditional military tactics. Skillful processing of the received information can lead to a change in the situation on the battlefield in the shortest possible time. The use of traditional guerrilla warfare in modern conditions must be adapted to military practices and the latest technologies. However, this aspect is due to the lack of opportunities and the necessary support for the implementation of the assigned operational and service-combat tasks. In such conditions, the acquisition of skills in relevant fields before the onset of critical and/ or emergency situations becomes an important issue. After all, professional orientation involves understanding and internal perception of the goals and tasks of professional activity. The changes taking place in the content of professional orientation are reflected in the fact that they strengthen the motives related to professional activity, call for a desire to conscientiously perform one’s official duties, the desire to show oneself as a qualified specialist and achieve success not only at work, but also on the battlefield with the enemy.

Actual issues of improvement of types of official training of police officers

In the article, the authors provided a description of the types of service training, namely functional training, general training, tactical training, fire training, physical training. It was concluded that in order to improve the professional training of police officers, it is urgent to implement the measures of structural revision of its varieties, as well as qualitative updating of its content, taking into account the modern challenges that exist in police activity, the development of the National Police at the current stage of state formation. Taking into account the content of training on functional training, it has been proven that it would be more correct to talk about “functional and legal training”, which is proposed to be defined as a set of measures aimed at the acquisition and improvement of police knowledge, abilities and skills in the field of regulatory and legal support of official activities, features of police activity, taking into account the specifics of the functional duties of police officers, necessary for the successful performance of their official duties. It was emphasized the need to improve the name of the “life safety” component of general training, replacing it with the name “policeman’s personal safety and life safety”. The expediency of mastering tactical medicine by police officers was determined, which was proposed to be added to the component of pre-medical training. The need to include issues of improving the tactics of driving a company car in tactical training has been proven; effective use of the main varieties of special equipment, technical devices, technical means and specialized software, in particular, the tactics of using UAVs; tactics of police actions under the influence of sources of ionizing radiation. The position of scientists regarding the need to form a new model of physical training within the framework of service training of police officers with the implementation of NATO standards is supported, for which the following measures are proposed: studying the positive experience of the Armed Forces of Ukraine in terms of developing methodological recommendations for individual physical training of servicemen according to NATO standards; review of standards for physical training; creation of a typical program of physical training within the framework of official training of police officers. The need to introduce a new type of training in the system of police officer training – “general military training” – has been proven.

Socioemotional Skills in the Teaching-Learning Process Mediated by Medium- and High-Fidelity Clinical Simulation in Nursing Students: Protocol for a Scoping Review.

In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks. The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students. The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students. The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned. Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals. Open Science Framework p4ays; https://osf.io/p4ays. PRR1-10.2196/56436.

Training of police actions in emergency situations in war conditions

The article expands the theoretical and practical understanding of the state of civil security in the conditions of war and the problems of systematic purposeful training of police officers on actions in emergency situations, as well as organizational measures to solve them. The purpose of the work is to substantiate the scientific and theoretical foundations and develop practical recommendations for the organization of systematic training of police officers for actions in emergency situations in war conditions. The understanding of the tasks of the National Police during the response and liquidation of the consequences of emergency situations has been improved, it is emphasized that in wartime they perform not only purely law enforcement (police) functions, but also the tasks of civil protection of the population. It is proven that in order to ensure the systematicity of this process, the training of police officers in the specified direction should begin from the moment of their education in institutions of higher education with specific training conditions. Outlined forms of acquisition of theoretical knowledge and/or skills by students (cadets) of higher education institutions of the Ministry of Internal Affairs regarding actions in emergency situations. It was established that systematic and purposeful training of cadets (police officers) on actions in emergency situations (on matters of civil protection), in accordance with the requirements of the current legislation, especially in specialty 081 «Law», as well as at the second (master’s) level of higher education in institutions of higher education education of the Ministry of Internal Affairs of Ukraine is not happening now. The inclusion in the educational and professional programs for the training of cadets (police) in specialties 081 «Law», 262 «Law enforcement» at the first and second levels of higher education is substantiated by mandatory components of such educational disciplines as «Life safety», «Civil protection», «Pre-medical training», «Planning and management of civil protection measures».

Artificial intelligence facilitates the potential of simulator training: An innovative laparoscopic surgical skill validation system using artificial intelligence technology.

The development of innovative solutions, such as simulator training and artificial intelligence (AI)-powered tutoring systems, has significantly changed surgical trainees' environments to receive the intraoperative instruction necessary for skill acquisition. In this study, we developed a new objective assessment system using AI for forceps manipulation in a surgical training simulator. Laparoscopic exercises were recorded using an iPad®, which provided top and side views. Top-view movies were used for AI learning of forceps trajectory. Side-view movies were used as supplementary information to assess the situation. We used an AI-based posture estimation method, DeepLabCut (DLC), to recognize and positionally measure the forceps in the operating field. Tracking accuracy was quantitatively evaluated by calculating the pixel differences between the annotation points and the points predicted by the AI model. Tracking stability at specified key points was verified to assess the AI model. We selected a random sample to evaluate tracking accuracy quantitatively. This sample comprised 5% of the frames not used for AI training from the complete set of video frames. We compared the AI detection positions and correct positions and found an average pixel discrepancy of 9.2. The qualitative evaluation of the tracking stability was good at the forceps hinge; however, forceps tip tracking was unstable during rotation. The AI-based forceps tracking system can visualize and evaluate laparoscopic surgical skills. Improvements in the proposed system and AI self-learning are expected to enable it to distinguish the techniques of expert and novice surgeons accurately. This system is a useful tool for surgeon training and assessment.