A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.
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When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
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To prepare medical students appropriately for the management of toxicological emergencies, we have developed a simulation-based medical education (SBME) training in acute clinical toxicology. Our aim is to report on the feasibility, evaluation and lessons learned of this training. Since 2019, each year approximately 180 fifth-year medical students are invited to participate in the SBME training. The training consists of an interactive lecture and two SBME stations. For each station, a team of students had to perform the primary assessment and management of an intoxicated patient. After the training, the students completed a questionnaire about their experiences and confidence in clinical toxicology. Overall, the vast majority of students agreed that the training provided a fun, interactive and stimulating way to teach about clinical toxicology. Additionally, they felt more confident regarding their skills in this area. Our pilot study shows that SBME training was well-evaluated and feasible over a longer period.
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Background: Shared decision-making is one key element of interprofessional collaboration. Communication is often considered to be the main reason for inefficient or ineffective collaboration. Little is known about group dynamics in the process of shared decision-making in a team with professionals, including the patient or their parent. This study aimed to evaluate just that. Methods: Simulation-based training was provided for groups of medical and allied health profession students from universities across the globe. In an overt ethnographic research design, passive observations were made to ensure careful observations and accurate reporting. The training offered the context to directly experience the behaviors and interactions of a group of people. Results: Overall, 39 different goals were defined in different orders of prioritizing and with different time frames or intervention ideas. Shared decision-making was lacking, and groups chose to convince the parents when a conflict arose. Group dynamics made parents verbally agree with professionals, although their non-verbal communication was not in congruence with that. Conclusions: The outcome and goalsetting of an interprofessional meeting are highly influenced by group dynamics. The vision, structure, process, and results of the meeting are affected by multiple inter- or intrapersonal factors.
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Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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Post-partum hemorrhaging is a medical emergency that occurs during childbirth and, in extreme cases, can be life-threatening. It is the number one cause of maternal mortality worldwide. High-quality training of medical staff can contribute to early diagnosis and work towards preventing escalation towards more serious cases. Healthcare education uses manikin-based simulators to train obstetricians for various childbirth scenarios before training on real patients. However, these medical simulators lack certain key features portraying important symptoms and are incapable of communicating with the trainees. The authors present a digital embodiment agent that can improve the current state of the art by providing a specification of the requirements as well as an extensive design and development approach. This digital embodiment allows educators to respond and role-play as the patient in real time and can easily be integrated with existing training procedures. This research was performed in collaboration with medical experts, making a new contribution to medical training by bringing digital humans and the representation of affective interfaces to the field of healthcare.
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Virtual training systems provide highly realistic training environments for police. This study assesses whether a pain stimulus can enhance the training responses and sense of the presence of these systems. Police officers (n = 219) were trained either with or without a pain stimulus in a 2D simulator (VirTra V-300) and a 3D virtual reality (VR) system. Two (training simulator) × 2 (pain stimulus) ANOVAs revealed a significant interaction effect for perceived stress (p =.010, ηp2 =.039). Post-hoc pairwise comparisons showed that VR provokes significantly higher levels of perceived stress compared to VirTra when no pain stimulus is used (p =.009). With a pain stimulus, VirTra training provokes significantly higher levels of perceived stress compared to VirTra training without a pain stimulus (p <.001). Sense of presence was unaffected by the pain stimulus in both training systems. Our results indicate that VR training appears sufficiently realistic without adding a pain stimulus. Practitioner summary: Virtual police training benefits from highly realistic training environments. This study found that adding a pain stimulus heightened perceived stress in a 2D simulator, whereas it influenced neither training responses nor sense of presence in a VR system. VR training appears sufficiently realistic without adding a pain stimulus.
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Abstract Background People with epilepsy and mild intellectual disability have a limited adaptive capacity resulting in difficulties in communication and social skills. Virtual Reality (VR) has the potential to help this group of people to learn how to manage difficult situations. SEIN (Expertise Center for Epilepsy) provides training to the residents to improve their social and communication skills. The purpose of the exploratory study was to establish whether VR could be a suitable digital means to provide a more efficient blended training. Methods Online interviews were conducted with healthcare professionals from SEIN: two coordinators, three psychologists and two coaches. The participants were asked about their ideas for improving the social skills of the residents and their view on using VR to do so. Interviews were recorded, transcribed and analyzed using thematic analysis approach. In addition, observations were conducted during a training session to get a realistic sense of its process and contents. Observations were noted in a logbook. Findings The participants are positive to use VR in the training but point out that it is not suitable for all the residents. VR glasses were ruled out because it put the resident alone in a virtual setting. VR with a tablet is preferred to allow the residents and the healthcare professional to simultaneously view 3D simulated situations and allowing opportunities to talk about it. The development of VR contents and simulations using tablet will need to take into account relevant VR guidelines dedicated to people with epilepsy. Appropriate training for the healthcare professionals also needs to be provided. Conclusions The use of Virtual Reality in training programs to improve communication and social skills of adults with intellectual disabilities and epilepsy is promising, We advocate to utilize user-centered design and co-creation approaches with all concerned parties for further development of tablet-based VR solutions
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From the article: "Various programs in higher education feel a need to teach project management skills to students. Measuring the effect of education is a challenge especially when focused on behavioral skills. Research on learning gains usually turns to the method of Students Assessment of Learning Gains (SALG), which can be questioned on reliability. This article constructs five design criteria for an improved Students Assessment of Learning Gains (SALG): measure satisfaction, use pre- and posttests, use perceived ability, account for learning stage one and account for attrition. A first test on a semester of a professional master in project management yields ambiguous results. The second test with a 360 degrees measurement is performed on the same semester with different students. The post test is scheduled for June 2014, results will be reported at the World Congress."
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Background: Revealing tacit knowledge often is seen as very valuable for organizations, although it is usually challenging to enunciate and share this type of knowledge. Methods: This study uses a participatory design and the application of a board gaming simulation as instruments to extract tacit knowledge. To illustrate this application, the gaming simulation is played with entrepreneurs from horticulture. Horticulture represents a complex social system where tacit knowledge plays a major role in the trade process. A participatory design process is used to explore whether the design and play of gaming simulations enable participants to explicate their tacit knowledge. Participants’ participation in designing the gaming simulation explicated that reconstructing reality was a prerequisite for their commitment. Results: The results from playing simulation sessions show that participants were able to: (1) narrow down the anecdotic behaviour to a few factors; (2) to structure these factors; (3) explore how these factors relate to trade barriers and (4) to explain which tactics are applied to foster trade. Conclusion: The educational value of this study is that it helped entrepreneurs in understanding complex real-life situations.
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