Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Curr...Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Current basic gastrointestinal endoscopy training relies on the number of procedures performed,and it has been criticized for its lack of objective standards that result in variable skills among trainees and its association with patient safety risk.Thus,incorporating simulators into a competency-based curriculum seems ideal for gastrointestinal endoscopy training.The curriculum for SBML in gastrointestinal endoscopy is currently being developed and has promising potential to translate into the clinical performance.Unlike the present apprenticeship model of“see one,do one,teach one,”SBML integrates a competency-based curriculum with specific learning objectives alongside simulation-based training.This allows trainees to practice essential skills repeatedly,receive feedback from experts,and gradually develop their abilities to achieve mastery.Moreover,trainees and trainers need to understand the learning targets of the program so that trainees can focus their learning on the necessary skills and trainers can provide structured feedback based on the expected outcomes.In addition to learning targets,an assessment plan is essential to provide trainees with future directions for their improvement and ensure patient safety by issuing a passing standard.Finally,the SBML program should be planned and managed by a specific team and conducted within a developed and tested curriculum.This review discusses the current state of gastr-ointestinal endoscopy training and the role of SBML in that field.展开更多
Purpose:This study is a meta-analysis to assess the effect of simulation-based learning using virtual reality(VR)on knowledge,affective,and performance domain outcomes of learning in nursing students.Methods:A literat...Purpose:This study is a meta-analysis to assess the effect of simulation-based learning using virtual reality(VR)on knowledge,affective,and performance domain outcomes of learning in nursing students.Methods:A literature search was conducted using Cochrane library,PubMed,EMBASE,Web of Science,ProQuest,ScienceDirect,Springer and Ovid eight electronic English databases,independently by 2 of the authors from January 2008 to December 2018.The RevMan 5.3 program of the Cochrane library was used to analyze the data with mean and standardized differences.Results:A total of 10 studies(5 randomized control trials(RCTs)and 5 non-RCTs)involved 630 nursing students.As a whole,simulation-based learning using VR appeared to have beneficial effects on the knowledge(I2=50%,95%CI 0.35[0.09,0.62],P=0.009),have no significant difference on the performance(I2=97%,95%CI 1.05[-0.54,2.63],P=0.19)and have a negative impact on the affective field(I2=0%,95%CI-0.43[-0.71,-0.15],P=0.003).Conclusion:The existing evidences imply that simulation-based learning using VR might have a positive trend that is beneficial to knowledge and clinical skill acquisition.However,the best way of integration still needs further research to be identified.展开更多
Objectives: To evaluate the impact of adult learning and simulation-based learning (SBL) on surgical trainees’ learning experiences and Fellowship of the Royal College of Surgeons (FRCS) Section 2 General Surgery exa...Objectives: To evaluate the impact of adult learning and simulation-based learning (SBL) on surgical trainees’ learning experiences and Fellowship of the Royal College of Surgeons (FRCS) Section 2 General Surgery examination pass rate. Methods: This was a cross-sequential study involving 148 surgical candidates (72 UK trainees, 75 non-UK trainees) who had attended our revision course (Phoenix FRCS Course) from June 2017 until 2023. Each course comprised a two-day weekend preparation with dedicated sections for clinical, viva, and academic reading, incorporating SBL as its key learning style. We maintained a prospective database of candidate and course details, examination results, and feedback since the course inception. Results: We found that 97% of candidates passed the FRCS examination after their first attempt. The course was attended once by 89% of candidates, and only 3 of the 148 candidates exhausted all four attempts at the examination. Candidate feedback for the course and its style of learning was positive, with simulation-based table viva sessions and virtual clinical sessions proving the most popular learning sessions (95% and 80% of candidates attending courses run in December 2017, April 2018, and May 2021 rated them “Excellent” respectively). Conclusions: The course is centered around shared adult learning and mindfulness tools to encourage candidates to learn from each other and develop confidence and mastery in all domains of surgical practice. These methods have been shown to be effective in achieving high success rates in the Intercollegiate and International FRCS examinations for UK and overseas surgeons.展开更多
It is very important to identify the attribute mastery patterns of the examinee in cognitive diagnosis assessment. There are many methods to classify the attribute mastery patterns and many studies have been done to d...It is very important to identify the attribute mastery patterns of the examinee in cognitive diagnosis assessment. There are many methods to classify the attribute mastery patterns and many studies have been done to diagnose what the individuals have mastered and o</span></span><span style="font-family:Verdana;"><span style="font-family:Verdana;"><span style="font-family:Verdana;">r</span></span></span><span style="font-family:Verdana;"><span style="font-family:Verdana;"><span style="font-family:Verdana;"> Montel Carl Computer Simulation is used to study the classification of the attribute mastery patterns by Deep Learning. Four results were found. Firstly, Deep Learning can be used to classify the attribute mastery patterns efficiently. Secondly, the complication of the structures will decrease the accuracy of the classification. The order of the influence is linear, convergent, unstructured and divergent. It means that the divergent is the most complicated, and the accuracy of this structure is the lowest among the four structures. Thirdly, with the increasing rates of the slipping and guessing, the accuracy of the classification decreased in verse, which is the same as the existing research results. At last, the results are influenced by the sample size of the training, and the proper sample size is in need of deeper discussion.展开更多
Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms un...Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.展开更多
文摘Simulation-based mastery learning(SBML)is an emerging form of competencybased training that has been proposed as the next standard method for procedural task training,including that in gastr-ointestinal endoscopy.Current basic gastrointestinal endoscopy training relies on the number of procedures performed,and it has been criticized for its lack of objective standards that result in variable skills among trainees and its association with patient safety risk.Thus,incorporating simulators into a competency-based curriculum seems ideal for gastrointestinal endoscopy training.The curriculum for SBML in gastrointestinal endoscopy is currently being developed and has promising potential to translate into the clinical performance.Unlike the present apprenticeship model of“see one,do one,teach one,”SBML integrates a competency-based curriculum with specific learning objectives alongside simulation-based training.This allows trainees to practice essential skills repeatedly,receive feedback from experts,and gradually develop their abilities to achieve mastery.Moreover,trainees and trainers need to understand the learning targets of the program so that trainees can focus their learning on the necessary skills and trainers can provide structured feedback based on the expected outcomes.In addition to learning targets,an assessment plan is essential to provide trainees with future directions for their improvement and ensure patient safety by issuing a passing standard.Finally,the SBML program should be planned and managed by a specific team and conducted within a developed and tested curriculum.This review discusses the current state of gastr-ointestinal endoscopy training and the role of SBML in that field.
文摘Purpose:This study is a meta-analysis to assess the effect of simulation-based learning using virtual reality(VR)on knowledge,affective,and performance domain outcomes of learning in nursing students.Methods:A literature search was conducted using Cochrane library,PubMed,EMBASE,Web of Science,ProQuest,ScienceDirect,Springer and Ovid eight electronic English databases,independently by 2 of the authors from January 2008 to December 2018.The RevMan 5.3 program of the Cochrane library was used to analyze the data with mean and standardized differences.Results:A total of 10 studies(5 randomized control trials(RCTs)and 5 non-RCTs)involved 630 nursing students.As a whole,simulation-based learning using VR appeared to have beneficial effects on the knowledge(I2=50%,95%CI 0.35[0.09,0.62],P=0.009),have no significant difference on the performance(I2=97%,95%CI 1.05[-0.54,2.63],P=0.19)and have a negative impact on the affective field(I2=0%,95%CI-0.43[-0.71,-0.15],P=0.003).Conclusion:The existing evidences imply that simulation-based learning using VR might have a positive trend that is beneficial to knowledge and clinical skill acquisition.However,the best way of integration still needs further research to be identified.
文摘Objectives: To evaluate the impact of adult learning and simulation-based learning (SBL) on surgical trainees’ learning experiences and Fellowship of the Royal College of Surgeons (FRCS) Section 2 General Surgery examination pass rate. Methods: This was a cross-sequential study involving 148 surgical candidates (72 UK trainees, 75 non-UK trainees) who had attended our revision course (Phoenix FRCS Course) from June 2017 until 2023. Each course comprised a two-day weekend preparation with dedicated sections for clinical, viva, and academic reading, incorporating SBL as its key learning style. We maintained a prospective database of candidate and course details, examination results, and feedback since the course inception. Results: We found that 97% of candidates passed the FRCS examination after their first attempt. The course was attended once by 89% of candidates, and only 3 of the 148 candidates exhausted all four attempts at the examination. Candidate feedback for the course and its style of learning was positive, with simulation-based table viva sessions and virtual clinical sessions proving the most popular learning sessions (95% and 80% of candidates attending courses run in December 2017, April 2018, and May 2021 rated them “Excellent” respectively). Conclusions: The course is centered around shared adult learning and mindfulness tools to encourage candidates to learn from each other and develop confidence and mastery in all domains of surgical practice. These methods have been shown to be effective in achieving high success rates in the Intercollegiate and International FRCS examinations for UK and overseas surgeons.
文摘It is very important to identify the attribute mastery patterns of the examinee in cognitive diagnosis assessment. There are many methods to classify the attribute mastery patterns and many studies have been done to diagnose what the individuals have mastered and o</span></span><span style="font-family:Verdana;"><span style="font-family:Verdana;"><span style="font-family:Verdana;">r</span></span></span><span style="font-family:Verdana;"><span style="font-family:Verdana;"><span style="font-family:Verdana;"> Montel Carl Computer Simulation is used to study the classification of the attribute mastery patterns by Deep Learning. Four results were found. Firstly, Deep Learning can be used to classify the attribute mastery patterns efficiently. Secondly, the complication of the structures will decrease the accuracy of the classification. The order of the influence is linear, convergent, unstructured and divergent. It means that the divergent is the most complicated, and the accuracy of this structure is the lowest among the four structures. Thirdly, with the increasing rates of the slipping and guessing, the accuracy of the classification decreased in verse, which is the same as the existing research results. At last, the results are influenced by the sample size of the training, and the proper sample size is in need of deeper discussion.
文摘Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.
