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Item 2003-2004 Fall Training Evaluation For Graduate Assistants(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Robinson, Jennifer LeeThe Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students.Item A Simulation-based PPE orientation training curriculum for novice physicians(Elsevier, 2023) Greaves, Spencer W.; Alter, Scott M.; Ahmed, Rami A.; Hughes, Kate E.; Doos, Devin; Clayton, Lisa M.; Solano, Joshua J.; Echeverri, Sindiana; Shih, Richard D.; Hughes, Patrick G.; Emergency Medicine, School of MedicineBackground: Personal protective equipment (PPE) is effective in preventing coronavirus disease (COVID-19) infection. Resident knowledge of proper use and effective training methods is unknown. We hypothesise that contamination decreases and knowledge increases after a formalised PPE educational session. Methods: Participants included first year interns during their residency orientation in June 2020. Before training, participants took a knowledge test, donned PPE, performed a simulated resuscitation, and doffed. A standardised simulation-based PPE training of the donning and doffing protocol was conducted, and the process repeated. Topical non-toxic highlighter tracing fluid was applied to manikins prior to each simulation. After doffing, areas of contamination, defined as discrete fluorescent areas on participants' body, was evaluated by ultraviolet light. Donning and doffing were video recorded and asynchronously rated by two emergency medicine (EM) physicians using a modified Centers for Disease Control and Prevention (CDC) protocol. The primary outcome was PPE training effectiveness defined by contamination and adherence to CDC sequence. Results: Forty-eight residents participated: 24 internal medicine, 12 general surgery, 6 EM, 3 neurology, and 3 psychiatry. Before training, 81% of residents were contaminated after doffing; 17% were contaminated after training (P<0.001). The most common contamination area was the wrist (50% pre-training vs. 10% post-training, P<0.001). Donning sequence adherence improved (52% vs. 98%, P<0.001), as did doffing (46% vs. 85%, P<0.001). Participant knowledge improved (62%-87%, P <0.001). Participant confidence (P<0.001) and preparedness (P<0.001) regarding using PPE increased with training. Conclusion: A simulation-based training improved resident knowledge and performance using PPE.Item Advanced Virtual Manufacturing Lab for Research, Training, & Education(Office of the Vice Chancellor for Research, 2010-04-09) El-Mounayri, HazimThe research formed a base for innovative technology that was used to develop a product on its way to commercialization. The new product provides effective and integrated tool for training and education in advanced manufacturing. It is based on sound e-learning pedagogy and highly effective and integrated virtual reality learning environment.Item Assessing patients’ preferences for gender, age, and experience of their urogynecologic provider(Springer, 2019-12-11) Hoke, Tanya P.; Berger, Alexander A.; Pan, Christine C.; Jackson, Lindsey A.; Winkelman, William D.; High, Rachel; Volpe, Katherine A.; Lin, Chee Paul; Richter, Holly E.; Obstetrics and Gynecology, School of MedicineIntroduction and hypothesis Understanding patient preferences regarding provider characteristics is an under-explored area in urogynecology. This study aims to describe patient preferences for urogynecologic care, including provider gender, age, experience, and presence of medical trainees. Methods This was a multicenter, cross-sectional, survey-based study assessing patient preferences with a voluntary, self-administered, anonymous questionnaire prior to their first urogynecology consult. A 5-point Likert scale addressing provider gender, age, experience, and presence of trainees was used. Descriptive statistics summarized patient characteristics and provider preferences. Chi-squared (or Fisher’s exact) test was used to test for associations. Results Six hundred fifteen women participated from eight sites including all geographic regions across the US; 70.8% identified as white with mean age of 58.5 ± 14.2 years. Urinary incontinence was the most commonly reported symptom (45.9%); 51.4% saw a female provider. The majority of patients saw a provider 45–60 years old (42.8%) with > 15 years’ experience (60.9%). Sixty-five percent of patients preferred a female provider; 10% preferred a male provider. Sixteen percent preferred a provider < 45 years old, 36% preferred 45–60 years old, and 11% of patients preferred a provider > 60 years old. Most patients preferred a provider with 5–15 or > 15 years’ experience (49% and 46%, respectively). Eleven percent preferred the presence of trainees while 24% preferred trainee absence. Conclusion Patient preferences regarding urogynecologic providers included female gender and provider age 45–60 years old with > 5 years’ experience. Further study is needed to identify qualitative components associated with these preferences.Item Augmented Reality-Assisted Deep Reinforcement Learning-Based Model towards Industrial Training and Maintenance for NanoDrop Spectrophotometer(MDPI, 2023-06-29) Alatawi, Hibah; Albalawi, Nouf; Shahata, Ghadah; Aljohani, Khulud; Alhakamy, A’aeshah; Tuceryan, Mihran; Computer and Information Science, School of ScienceThe use of augmented reality (AR) technology is growing in the maintenance industry because it can improve efficiency and reduce costs by providing real-time guidance and instruction to workers during repairs and maintenance tasks. AR can also assist with equipment training and visualization, allowing users to explore the equipment’s internal structure and size. The adoption of AR in maintenance is expected to increase as hardware options expand and development costs decrease. To implement AR for job aids in mobile applications, 3D spatial information and equipment details must be addressed, and calibrated using image-based or object-based tracking, which is essential for integrating 3D models with physical components. The present paper suggests a system using AR-assisted deep reinforcement learning (RL)-based model for NanoDrop Spectrophotometer training and maintenance purposes that can be used for rapid repair procedures in the Industry 4.0 (I4.0) setting. The system uses a camera to detect the target asset via feature matching, tracking techniques, and 3D modeling. Once the detection is completed, AR technologies generate clear and easily understandable instructions for the maintenance operator’s device. According to the research findings, the model’s target technique resulted in a mean reward of 1.000 and a standard deviation of 0.000. This means that all the rewards that were obtained in the given task or environment were exactly the same. The fact that the reward standard deviation is 0.000 shows that there is no variability in the outcomes.Item Communication Training in Adult and Pediatric Critical Care Medicine. A Systematic Review(American Thoracic Society, 2020-07-14) Mendez, Michael P.; Patel, Harin; Talan, Jordan; Doering, Michelle; Chiarchiaro, Jared; Sternschein, Rebecca M.; Steinbach, Trevor C.; O’Toole, Jacqueline; Sankari, Abdulghani; McCallister, Jennifer W.; Lee, May M.; Carlos, W. Graham; Lyons, Patrick G.; Medicine, School of MedicineBackground: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Background: Interpersonal and communication skills are essential for physicians practicing in critical care settings. Accordingly, demonstration of these skills has been a core competency of the Accreditation Council for Graduate Medical Education since 2014. However, current practices regarding communication skills training in adult and pediatric critical care fellowships are not well described. Objective: To describe the current state of communication curricula and training methods in adult and pediatric critical care training programs as demonstrated by the published literature. Methods: We performed a systematic review of the published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Three authors reviewed a comprehensive set of databases and independently selected articles on the basis of a predefined set of inclusion and exclusion criteria. Data were independently extracted from the selected articles. Results: The 23 publications meeting inclusion criteria fell into the following study classifications: intervention (n = 15), cross-sectional survey (n = 5), and instrument validation (n = 3). Most interventional studies assessed short-term and self-reported outcomes (e.g., learner attitudes and perspectives) only. Fifteen of 22 publications represented pediatric subspecialty programs. Conclusion: Opportunities exist to evaluate the influence of communication training programs on important outcomes, including measured learner behavior and patient and family outcomes, and the durability of skill retention.Item Comparison of Laparoscopy Training Using the Box Trainer Versus the Virtual Trainer(Society of Laparoscopic & Robotic Surgeons, 2010-04) Mohammadi, Yousef; Lerner, Michelle A.; Sethi, Amanjot S.; Sundaram, Chandru P.; Urology, School of MedicineBackground and Objectives: To evaluate whether training on a virtual reality laparoscopic simulator improves the performance on a laparoscopic box trainer. Methods: Twenty-six subjects were trained using a box trainer, and 17 participants were trained using a virtual simulator. Participants in the experimental group completed 1 session of 5 exercises on the box trainer, 4 sessions on the virtual simulator, and a final session on the box trainer. Participants in the control group completed 6 sessions of 5 exercises on the box trainer alone. Exercises were monitored and scored for time and accuracy. Participants completed a self-evaluation survey after each session and a user satisfaction questionnaire at the end of the training. Results: No significant difference existed between the 2 groups in improvement of accuracy. Pegboard time (P=0.0110) and pattern cutting time (P=0.0229) were the only exercise parameters that improved significantly more in the control group compared with the experimental group. The experimental group developed more interest in a surgical field as a result of their experience than the control group did (70.6% vs 53.8%, respectively). Conclusion: The virtual simulator is a reasonable alternative to the box trainer for laparoscopic skills training.Item Design and validation of a therapeutic EUS training program using a live animal model: Taking training to the next level(Wolters Kluwer, 2022) Sosa-Valencia, Leonardo; Huppertz, Jerôme; Wanert, Fanélie; Haberzetser, Francois; Swanström, Lee; Mangiavillano, Benedetto; Eisendrath, Pierre; Deprez, Pierre; Robles-Medranda, Carlos; Carrara, Silvia; Al-Haddad, Mohammad A.; Vilmann, Peter; Koch, Stephane; Larghi, Alberto; Khashab, Mouen; Medicine, School of MedicineBackground and objectives: EUS has evolved into a therapeutic modality for gastrointestinal disorders. Simulators, ex vivo models, and phantoms are the current teaching methods for therapeutic EUS (TEUS). We create and evaluate a high-fidelity simulated live animal model (HiFi SAM) for teaching endoscopists TEUS. Materials and methods: Designing a curriculum that uses HiFi SAM and enables trainees to perform realistic procedures with expert mentors. Results: Twenty-seven trainees participated in a 3-day program with 6 h of theoretical and 14 h of hands using life HiFi SAM. Eighteen experts participated. Twenty-two (20-25) TEUS were defined for each HiFi SAM, and 616 were performed in all. Of 616/264 (43%) were evaluated with a mean of 88 per course (ranging between 80 and 95). Ninety-one percent (240/264) of the procedures were completed successfully. In 24, success was not achieved due to technical and/or model problems. Student rating of HiFi SAM was: 71% excellent rating (scale 8-10) and 95% excellent/good. The HiFi SAM procedure evaluation was (scale 1-5): fine-needle biopsy: 4.79, radiofrequency: 4.76, common bile duct and gallbladder drainage: 4.75, cystic drainages: 4.72, neurolysis: 4.55, microbiopsy: 4.50, and hepatogastric drainage: 4.04, with an overall satisfaction rate of 4.56 (91%). A short survey showed: 83% would recommend absolutely (17% most likely), 33% think that ITEC training was sufficient for their practice, and 66% would like additional training, especially more practice in specific techniques rather than more clinical case discussion. Regarding impact on their practice, 66% of the trainees started a new procedure and/or noted improvement in previous ones. Conclusion: HiFi SAM is a complex model; however, experts and trainees are satisfied with the training this new curriculum provided.Item Determinants of Fatigue in the Biceps Brachii During Blood Flow Restriction Training(Office of the Vice Chancellor for Research, 2016-04-08) Meek, Anthony W.; Wilfong, Emily; Streepey, Jefferson W.; Riley, Zachary A.Training loads of 60% - 80% of maximum are traditionally recommended for increasing muscular strength. Lifting lighter loads (~20% of 1RM) with concomitant blood flow restriction (BFR) can also increase muscle strength. It is unknown if adaptation with BFR is limited to the muscle or also due to changes in the nervous system. We examined changes in the output of the motor cortex and the muscle with stimulation, when subjects perform 1.) Training with light loads, 2.) Training with light loads with BFR, and 3.) Training with moderate loads. 5 subjects completed three training sessions with the elbow flexor muscles. Maximal strength was measured before and after each training session. Voluntary activation was tested with cortical stimulation (TMS) and with electrical stimulation of the biceps during additional MVCs. Subjects trained with a block of 4 isometric contractions at 20% MVC (120s, 60s, 60s, 60s durations) or at 60% MVC (40s, 20s, 20s, 20s durations). Fatigue (% decrease in MVC after training) was similar between 20% with BFR and 60% conditions (18.6% and 16%) and less in the 20% without BFR condition (9.7%). Cortical voluntary activation decreased similarly between the 20% BFR and 60% conditions (-3.6% and -3.3%) and showed less change with 20% without BFR (-1.8%). Alternatively, with electrical stimulation of the muscle, both 20% training conditions showed a decline in voluntary activation (-3.1% and -5.15), while voluntary activation increased by 8% after the 60% condition. Similar levels of fatigue occur at different contraction intensities when BFR is applied during the lighter contraction. Both 20% with BFR and 60% loading causes deficits in cortical activation, though the limiting factor in the 20% BFR condition is a decrease in activation of the muscle directly, while in the 60% contraction it is due to an inability to drive the motorneuron pool sufficiently.Item Evaluating A Diversity Program: Describing The Impact Of Gender Communication Training In A Large Multicultural Work Environment(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Suessine, Mary; Cseh, MariaThe purpose of this evaluation study was to assess the impact of a gender communication program on employee learning, understanding, and application of its concepts in a large, multicultural Midwest utility company. The program was initially implemented by the organization when supervisors raised the need for better communication between genders in their departments. A mixed quantitative and qualitative research design was used to glean information related to the participants’ knowledge, understanding, and application of the program content. Content analysis and descriptive statistics of company documents, observation, and survey data led to the following major findings: (a) significant positive communication changes in and outside of the workplace, (b) a general consensus that respect for the opposite gender culture holds an important value, (c) increased awareness of program content as pertinent to situations in participants’ lives, (d) a high degree of motivation to use what was learned, and (e) the need for additional training, session follow-ups, and refresher learning aides. Based upon the findings, several recommendations were made that address pre and post program support for the participants.