Статті в журналах: "Procedural simulation"

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Ahn, James, and Shekhar Menon. "Procedural Simulation." Disease-a-Month 57, no. 11 (November 2011): 691–99. http://dx.doi.org/10.1016/j.disamonth.2011.08.015.

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Patel, Aalpen A., Craig Glaiberman, and Derek A. Gould. "Procedural Simulation." Anesthesiology Clinics 25, no. 2 (June 2007): 349–59. http://dx.doi.org/10.1016/j.anclin.2007.03.006.

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Daivson, Steven L. "Virtual Procedural Simulation." Journal of Vascular and Interventional Radiology 15, no. 2 (February 2004): P180. http://dx.doi.org/10.1016/s1051-0443(04)70196-7.

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Dawson, Steven. "Procedural Simulation: A Primer." Radiology 241, no. 1 (October 2006): 17–25. http://dx.doi.org/10.1148/radiol.2411062581.

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Murin, Susan, and Nicholas S. Stollenwerk. "Simulation in Procedural Training." Chest 137, no. 5 (May 2010): 1009–11. http://dx.doi.org/10.1378/chest.10-0199.

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Dawson, Steven. "Procedural Simulation: A Primer." Journal of Vascular and Interventional Radiology 17, no. 2 (February 2006): 205–13. http://dx.doi.org/10.1097/01.rvi.0000194871.97225.ca.

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Hock, Sara M., and Edward J. Ward. "Ongoing Simulation-Based Procedural Practice." American Journal of Medical Quality 37, no. 2 (March 2022): 183–84. http://dx.doi.org/10.1097/jmq.0000000000000026.

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French, M. "PROCEDURAL CONSIDERATIONS FOR ROAD SIMULATION." Experimental Techniques 24, no. 6 (November 2000): 46–47. http://dx.doi.org/10.1111/j.1747-1567.2000.tb01349.x.

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Fita, Josep Lluis, Gonzalo Besuievsky, and Gustavo Patow. "Perspective on procedural modeling based on structural analysis." Virtual Archaeology Review 8, no. 16 (May 22, 2017): 44. http://dx.doi.org/10.4995/var.2017.5765.

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<p>With the rise of available computing capabilities, structural analysis has recently become a key tool for building assessment usually managed by art historians, curators, and other specialist related to the study and preservation of ancient buildings. On the other hand, the flourishing field of procedural modeling has provided some exciting breakthroughs for the recreation of lost buildings and urban structures. However, there is a surprising lack of literature to enable the production of procedural-based buildings taking into account structural analysis, which has proven to be a crucial element for the recreation of faithful masonry structures. In order to perform an in-depth study of the advances in this type of analysis for cultural heritage buildings, we performed a study focused on procedural modeling that make use of structural analysis methods, especially in its application to historic masonry buildings such as churches and cathedrals. Moreover, with the aim of improving the knowledge about structural analysis of procedurally-recreated historical buildings, we have taken a geometric structure, added a set of procedural walls structured in masonry bricks, and studied its behavior in a generic, freely-available simulation tool, thus showing the feasibility of its analysis with non-specialized tools. This not only has allowed us to understand and learn how the different parameter values of a masonry structure can affect the results of the simulation, but also has proven that this kind of simulations can be easily integrated in an off-the-shelf procedural modeling tool, enabling this kind of analysis for a wide variety of historical studies, or restoration and preservation actions.</p>

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Augustine, Erin M., and Madelyn Kahana. "Effect of Procedure Simulation Workshops on Resident Procedural Confidence and Competence." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 479–85. http://dx.doi.org/10.4300/jgme-d-12-00019.1.

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Abstract Background Pediatrics residents perform a limited number of some procedures in the clinical setting and may benefit from procedure simulation workshops. Objective To examine (1) the number and types of procedures performed by pediatrics residents in the clinical setting, (2) the relationship between the number of procedures performed and self-reported procedural confidence and competence, and (3) the effect of a procedure simulation workshop on self-reported procedural confidence and competence. Methods Pediatrics residents at Lucile Packard Children's Hospital at Stanford attended a half-day procedure workshop, rotating between 6 procedure simulation stations: vascular access, airway management, bladder catheterization, chest tube placement, lumbar puncture, and umbilical lines. Residents completed a survey immediately before and after the workshop to self-assess procedural confidence and competence. Results Seventy-two residents participated in a procedure workshop. The average number of procedures performed increased significantly from intern to junior to senior year. A positive correlation was found between number of procedures performed and preworkshop confidence (P < .001, R2 = 0.86) and competence (P < .001, R2 = 0.88). For each procedure assessed, completion of the procedure simulation workshop resulted in a statistically significant (P < .001) increase in self-perceived confidence (14%–131%; average, 48%) and competence (12%–119%; average, 50%). Statistically significant (P < .05) increases remained when results for interns, juniors, and seniors were examined separately. Conclusion Procedure simulation workshops improve resident self-reported procedural confidence and competence, particularly for procedures that are least performed.

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Lundblade, Kirk. "How the West (was) won: Unit operations and emergent procedural rhetorics of colonialism in Europa Universalis IV." Journal of Gaming & Virtual Worlds 11, no. 3 (October 1, 2019): 251–70. http://dx.doi.org/10.1386/jgvw.11.3.251_1.

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Historical simulation games such as the Civilization, Total War and Europa Universalis franchises serve, formally and informally, as powerful methods of learning history. While extant scholarship has focused on the connections to history, pedagogy and procedural rhetoric, little work has been done to examine the subsystems embedded in the interface and algorithmic components of more complex simulations, such as those present in Europa Universalis ‐ an analysis which is necessary to assess the complex enframing and algorithmic argumentation these games present. This article uses procedural rhetoric, as well as unit analysis, to analyse the constituent components that scaffold into larger procedural arguments made in the popular simulation game, Europa Universalis IV. This shows how the algorithmic implementations, both at a macro and micro level, advance arguments about colonialism, historical determinism and technological advancement, and how the predominant design philosophy of historical simulation games often reinforces simplistic or fallacious models of history.

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Dardick, Joseph, Stephanie Allen, Aleka Scoco, Richard L. Zampolin, and David J. Altschul. "Virtual reality simulation of neuroendovascular intervention improves procedure speed in a cohort of trainees." Surgical Neurology International 10 (September 20, 2019): 184. http://dx.doi.org/10.25259/sni_313_2019.

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Background: Realistic virtual reality (VR) simulators have greatly expanded the tools available for training surgeons and interventionalists. While this technology is effective in improving performance in many fields, it has never been evaluated for neuroendovascular procedures. This study aims to determine whether VR is an effective tool for improving neuroendovascular skill among trainees. Methods: Trainees performed two VR revascularizations of a right-sided middle cerebral artery (MCA) thrombosis and their times to procedural benchmarks (time to enter internal carotid artery [ICA], traverse clot, and complete procedure) were compared. To determine whether the improvement was case specific, trainees with less procedural exposure were timed during VR left-sided ICA (LICA) aneurysm coiling before or after performing MCA thrombectomy simulations. To determine the value of observing simulations, medical students were timed during the right MCA revascularization simulations after watching other VR procedures. Results: Trainees significantly improved their time to every procedural benchmark during their second MCA revascularization (mean decrease = 1.08, 1.57, and 2.24 min; P = 0.0072, 0.0466, and 0.0230). In addition, time required to access the LICA during aneurysm coiling was shortened by 0.77 min for each previous VR right MCA revascularization performed (P = 0.0176; r2 = 0.71). Finally, medical students’ MCA revascularization simulation times improved by 0.87 min for each prior simulation viewed (P < 0.0221; r2 = 0.96). Conclusion: Both performance and viewing of simulated procedures produced significant decreases in time to reach neuroendovascular procedural benchmarks. These data show that VR simulation is a valuable tool for improving trainee skill in neuroendovascular procedures.

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Clyde, Jerremie, and Glenn Wilkinson. "The Siren Song of Digital Simulation." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 46–58. http://dx.doi.org/10.4018/jvple.2011040105.

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This paper contrasts the importance of procedural rhetoric for the use of games in university and college level historical education with the use of history themed digital simulations. This paper starts by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught in the post secondary history course. The manner in which history is taught is contrasted with its evaluation to better define what students are actually expected to learn. The simulation is then examined in light of learning goals and evaluation. This demonstrates that simulations are a poor fit for most post secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric as a way to use digital video games to make the historical argument.

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Botero, Francisco J. Herrera, Andrés A. Navarro Newball, and Cesar A. Marín Tobón. "Using an interactive module to enhance and understand 3D cavity navigation: a patient's view." Journal of Telemedicine and Telecare 13, no. 1_suppl (July 2007): 13–15. http://dx.doi.org/10.1258/135763307781645068.

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We examined the views of patients and health specialists about the value of simulations of endoscopic procedures. The simulators used were the Interactive Module for Cavity Navigation (IMCA) and the Web Environment for Surgical Skills Training in Otolaryngology (WESST-OT). Fourteen patients were given an explanation about the simulations and then completed a questionnaire. The majority of patients (86%) stated that they would feel confident after an explanation with the simulation environment and most of them (93%) said that they would like to have post-procedural information available via the Web. The majority of the specialists stated that they would use the simulation environment for patient education and most of them said that they would publish post-procedural information on the Web. The present study provides preliminary evidence that the IMCA and the WESST-OT simulation environments can be used to enhance the experience of patients both pre- and post-procedure.

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Magnenat-Thalmann, Nadia, and Daniel Thalmann. "Procedural animation blocks in discrete simulation." SIMULATION 49, no. 3 (September 1987): 102–8. http://dx.doi.org/10.1177/003754978704900303.

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Rivière, Etienne, Danielle Saucier, Alexandre Lafleur, Miriam Lacasse, and Gilles Chiniara. "Twelve tips for efficient procedural simulation." Medical Teacher 40, no. 7 (October 24, 2017): 743–51. http://dx.doi.org/10.1080/0142159x.2017.1391375.

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Lightdale, Jenifer R., and Peter Weinstock. "Simulation and training of procedural sedation." Techniques in Gastrointestinal Endoscopy 13, no. 3 (July 2011): 167–73. http://dx.doi.org/10.1016/j.tgie.2011.05.002.

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Kodikara, K. "Clinical Simulation for Procedural Expertise: State of Education and Application." Journal of Desk Research Review and Analysis 1, no. 2 (December 31, 2023): 67–80. http://dx.doi.org/10.4038/jdrra.v1i2.18.

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Procedural skills are a core component in the health care practice that extends across all medical practitioners, from novice trainees to specialists. Medical institutions have widely adopted simulation to develop the clinical and procedural skills of health profession students. This review evaluates the evidence regarding simulation-based training for developing procedural expertise among medical students and junior doctors. For this purpose, Google Scholar and MEDLINE/PubMed databases were searched for articles published on simulation-based procedural training between January 2000 and October 2023. Reviews or studies published in languages other than English and research that showed evidence on communication, critical thinking, teamwork, decision-making, and cognitive skills were excluded from the search. The focus was placed on clinical and psychomotor skills as this review intends to inform clinical skills teaching and research practice. The results reveal that simulation-based training has been utilized increasingly to train medical students and junior doctors in procedural skills. Varying levels of fidelity have been incorporated to train psychomotor skills about a multitude of common and rare procedures. The evidence supports the acquisition of knowledge and procedural skills via simulation. Evidence also supports the transfer of skills from the simulated environment to clinical practice and live patients. However, resource intensiveness has limited the implementation of this method of education in developing countries. When used consciously, simulation can complement clinical training to produce competent doctors capable of effective patient care.

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Besuievsky, G., E. García-Nevado, G. Patow, and B. Beckers. "Procedural modeling buildings for finite element method simulation." Journal of Physics: Conference Series 2042, no. 1 (November 1, 2021): 012074. http://dx.doi.org/10.1088/1742-6596/2042/1/012074.

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Abstract Finite element methods for heat simulation at urban scale require mesh-volume models, where the meshing process requires a special attention in order to satisfy FEM requirements. In this paper we propose a procedural volume modeling approach for automatic creation of mesh-volume buildings, which are suitable for FEM simulations at urban scale. We develop a basic rule-set library and a building generation procedure that guarantee conforming meshes. In this way, urban models can be easily built for energy analysis. Our test-case shows a street created with building prototypes that fulfill all the requirements for being loaded in a FEM numerical platform such as Cast3M (www-cast3m.cea.fr).

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Butler-O’Hara, Meggan, Margaret Marasco, and Rita Dadiz. "Simulation to Standardize Patient Care and Maintain Procedural Competency." Neonatal Network 34, no. 1 (2015): 18–30. http://dx.doi.org/10.1891/0730-0832.34.1.18.

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ABSTRACTSimulation-based training is a means to teach procedural skills and to help advanced practice providers maintain procedural competency and credentialing. There is growing recognition of the importance of requiring providers to demonstrate competency of invasive procedures in a simulated environment prior to performing these high-risk procedures on patients. This article describes the development and implementation of the Simulation Procedural Program at the University of Rochester Medical Center. In addition to contributing to the education of our providers, such a program can lead to improved patient quality, safety, and outcomes through the standardization of patient care. The innovative use of simulation can lead to effective heath care education and improvement in patient safety.

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Nestel, Debra, Jeffrey Groom, Sissel Eikeland-Husebø, and John M. OʼDonnell. "Simulation for Learning and Teaching Procedural Skills." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 6 (August 2011): S10—S13. http://dx.doi.org/10.1097/sih.0b013e318227ce96.

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Conlon, Thomas, Vinay Nadkarni, and Akira Nishisaki. "Simulation-Based Procedural Training for Pediatric Residents." Pediatric Critical Care Medicine 14, no. 9 (November 2013): 908–9. http://dx.doi.org/10.1097/pcc.0b013e3182a54dbe.

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Michelson, James D., and Lance Manning. "Competency assessment in simulation-based procedural education." American Journal of Surgery 196, no. 4 (October 2008): 609–15. http://dx.doi.org/10.1016/j.amjsurg.2007.09.050.

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Gill, Lewis, E. Abigail Hathway, Eckart Lange, Ed Morgan, and Daniela Romano. "Coupling Real-Time 3D Landscape Models with Microclimate Simulations." International Journal of E-Planning Research 2, no. 1 (January 2013): 1–19. http://dx.doi.org/10.4018/ijepr.2013010101.

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With urban design, it is becoming increasingly important to both visualise spatial changes and quantify the effect of these changes on the local microclimate: the former often for public consultation and the latter to develop landscapes that provide resilience to warmer weather thus reducing the urban heat island effect. It is possible to automatically construct 3D landscape models from vector site plans and height data sources through procedural generation. However, the generation of the inputs for microclimate models remains a time consuming process even though 3D visualisations or site plans may already exist. In this paper, a method to link procedurally generated 3D landscape models to microclimate simulations is demonstrated. Using this method, a case study is presented that allows initial calibration of the model and then several distinct alterations in the base design are tested alongside the variation in weather conditions looking forward to 2080. Finally, graphics card shaders are used to incorporate the temperature data within the interactive 3D procedural models, allowing both real-time manipulation of view point and simulation time.

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Liang, Jiuzhen, Wei Song, and Mei Wang. "Stock Price Prediction Based on Procedural Neural Networks." Advances in Artificial Neural Systems 2011 (June 15, 2011): 1–11. http://dx.doi.org/10.1155/2011/814769.

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We present a spatiotemporal model, namely, procedural neural networks for stock price prediction. Compared with some successful traditional models on simulating stock market, such as BNN (backpropagation neural networks, HMM (hidden Markov model) and SVM (support vector machine)), the procedural neural network model processes both spacial and temporal information synchronously without slide time window, which is typically used in the well-known recurrent neural networks. Two different structures of procedural neural networks are constructed for modeling multidimensional time series problems. Learning algorithms for training the models and sustained improvement of learning are presented and discussed. Experiments on Yahoo stock market of the past decade years are implemented, and simulation results are compared by PNN, BNN, HMM, and SVM.

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Binstadt, Emily, Rachel Dahms, Amanda Carlson, Cullen Hegarty, and Jessie Nelson. "When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty." Western Journal of Emergency Medicine 21, no. 1 (December 19, 2019): 141–44. http://dx.doi.org/10.5811/westjem.2019.11.45513.

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Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty’s rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians’ self-perceived ability to perform these rare procedures. Participants’ self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.

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Pruden, Carla M., Benjamin T. Kerrey, Matthew Mittiga, and Javier Gonzalez del Rey. "Procedural Readiness of Pediatric Interns: Defining Novice Performance Through Simulation." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 513–17. http://dx.doi.org/10.4300/jgme-d-10-00092.1.

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Abstract Background Pediatric lumbar puncture (LP) is a common invasive procedure performed by physicians in training. The Association of American Medical Colleges and the Accreditation Council for Graduate Medical Education recognize simulation as a tool for deliberate practice and standardized assessment of procedural performance. Objective We sought to perform a detailed review of simulated LP performance to elucidate reasons for pediatric residents' reported 26% failure rate. Methods Participants were enrolled in a single 30-minute session between July 2008 and January 2009. Data collected included former experience and training via questionnaire and video review of intern performance of a simulated LP on an infant model. Intern performance was assessed against a list of 10 procedural elements. Acquisition of cerebrospinal fluid (CSF), the number of elements performed on the first 2 attempts, and specific types of training/experience were analyzed for associations. Results All 32 enrolled interns endorsed receiving some previous LP training. Training on a model was infrequent (38%). Interns reported performing a median of 2 LPs prior to enrollment (interquartile range, 2–4). Seven of 31 interns (22%) had yet to perform a live LP. Eleven of 32 interns (34%; 95% confidence interval [CI], 18%–51%) acquired CSF during the first 2 simulated attempts. No specific type of prior training or experience was statistically associated with either the number of procedural elements or successful CSF acquisition (all P > .05). Interns performed a median of 7 of 10 procedural elements (interquartile range, 5.5–8). Early stylet removal was never performed. Complete removal of the stylet with all CSF checks was significantly associated with CSF acquisition (odds ratio, 9; 95% CI 0.98, 84.2). Avoidance of a spinous process upon skin entry was associated with a trend toward increased CSF acquisition (odds ratio, 3.5; 95% CI 0.76, 16.1). Conclusion Despite performing many common procedural elements, pediatric interns generally lack the ability to successfully acquire CSF during a simulated infant LP. Expert performance of an infant LP likely requires complete stylet removal with each check for CSF and early spinous process avoidance. A simulated infant LP allowed assessment of intern procedural performance as well as description of elements critical to successful CSF acquisition.

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Raad, Vanda Abi. "HOW TO IMPLEMENT SIMULATION BASED EDUCATION IN A NEW MEDICAL SCHOOL." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (May 13, 2015): 42.1–42. http://dx.doi.org/10.1136/bmjstel-2015-000044.4.

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BackgroundSimulation based Education has become an integral part of medical education from undergraduate to postgraduate levels.Summary of workThe integration of simulation into a medical curriculum requires informed implementation in ways that take advantage of simulation's unique ability to facilitate guided application of new knowledge. Simulation offers an experiential learning environment that is ideally suited to the goal-directed learning needed in undergraduate and postgraduate education. Various types of curricula might be developed such as cognitive, communication and procedural skills. Also, a broad range of simulation methodologies can be employed to service the specific educational programs. Part-task trainers, mannequin-based simulation, virtual reality, in-situ techniques, hybrid configurations, screen-based simulations and encounters with ‘standardized’ patients, nurses or physician colleagues all can play a role in the anaesthesia curriculum. Determining which components of a curriculum are enhanced using simulation-based education, and incorporating the exercises into the existing model, result in more goal directed and sustained use of the tool.Summary of resultsExamples of the integration of simulation based education in the undergraduate and postgraduate curriculum at the Lebanese American University-School of Medicine will be discussed.ConclusionsTo optimize both the learning and assessment experience of simulation, educators should remember the principles of effective simulation, the advantages/disadvantages of simulation as well as the goals-tools match.

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Frost, Jane, and Lori J. Delaney. "Nursing students’ experience in performing intimate clinical procedures via high fidelity Mask-Ed simulation." BMJ Simulation and Technology Enhanced Learning 5, no. 2 (March 16, 2018): 73–77. http://dx.doi.org/10.1136/bmjstel-2017-000293.

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BackgroundDidactic clinical skills training employing low fidelity simulation has been the traditional approach to teaching undergraduate nursing students the insertion of an indwelling urinary catheter. This approach, however, does not adequately prepare students for the intricacies and complexity of this procedure in the real world, which is associated with high rates of infection secondary to procedural contamination.ObjectivesTo explore students’ confidence levels in developing clinical psychomotor skills associated with the insertion of an indwelling urinary catheter in a high-fidelity simulation using Mask-Ed.MethodsA mixed methods study was conducted involving final year Bachelor of Nursing students. Preproceduraland postprocedural confidence was rated by students using a 5-point Likert scale. A focus group consisting of eleven students was conducted to further explore student’s experience of engaging with a Mask-Ed character and the procedural experience from a learning perspective.ResultsThe findings indicated that students increased their procedure confidence when engaging with the Mask-Ed simulation (P=0.025). The ability to maintain procedural asepsis and ability to accurately identify the correct anatomical structures related to indwelling urinary catheter insertion were found to be related (rs=0.71, P<0.05). Three primary themes were identified: caring of a person, intimate care and communication.ConclusionPsychomotor skills related to communication, support and maintaining procedural asepsis were areas that required further clinical development, which are not concurrently integrated into the simulation approach using manikin based simulation. Mask-Ed provided a unique learning opportunity to replicate a clinically and anatomically realistic experience.

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Wijewickrema, S., Y. Zhou, I. Ioannou, B. Copson, P. Piromchai, C. Yu, R. Briggs, J. Bailey, G. Kennedy, and S. O'Leary. "Presentation of automated procedural guidance in surgical simulation: results of two randomised controlled trials." Journal of Laryngology & Otology 132, no. 3 (January 24, 2018): 257–63. http://dx.doi.org/10.1017/s0022215117002626.

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AbstractObjective:To investigate the effectiveness and usability of automated procedural guidance during virtual temporal bone surgery.Methods:Two randomised controlled trials were performed to evaluate the effectiveness, for medical students, of two presentation modalities of automated real-time procedural guidance in virtual reality simulation: full and step-by-step visual presentation of drillable areas. Presentation modality effectiveness was determined through a comparison of participants’ dissection quality, evaluated by a blinded otologist, using a validated assessment scale.Results:While the provision of automated guidance on procedure improved performance (full presentation, p = 0.03; step-by-step presentation, p < 0.001), usage of the two different presentation modalities was vastly different (full presentation, 3.73 per cent; step-by-step presentation, 60.40 per cent).Conclusion:Automated procedural guidance in virtual temporal bone surgery is effective in improving trainee performance. Step-by-step presentation of procedural guidance was engaging, and therefore more likely to be used by the participants.

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Toy, Serkan, Robert SF McKay, James L. Walker, Scott Johnson, and Jacob L. Arnett. "Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills." Journal of Medical Education and Curricular Development 4 (January 1, 2017): 238212051668482. http://dx.doi.org/10.1177/2382120516684829.

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Purpose: To evaluate the effectiveness of a learner-centered, simulation-based training developed to help medical students improve their procedural skills in intubation, arterial line placement, lumbar puncture, and central line insertion. Method: The study participants were second and third year medical students. Anesthesiology residents provided the training and evaluated students’ procedural skills. Two residents were present at each station to train the medical students who rotated through all 4 stations. Pre/posttraining assessment of confidence, knowledge, and procedural skills was done using a survey, a multiple-choice test, and procedural checklists, respectively. Results: In total, 24 students were trained in six 4-hour sessions. Students reported feeling significantly more confident, after training, in performing all 4 procedures on a real patient ( P < .001). Paired-samples t tests indicated statistically significant improvement in knowledge scores for intubation, t(23) = −2.92, P < .001, and arterial line placement, t(23) = −2.75, P < .001. Procedural performance scores for intubation ( t(23) = −17.29, P < .001), arterial line placement ( t(23) = −19.75, P < .001), lumbar puncture ( t(23) = −16.27, P < .001), and central line placement ( t(23) = −17.25, P < .001) showed significant improvement. Intraclass correlation coefficients indicated high reliability in checklist scores for all procedures. Conclusions: The simulation sessions allowed each medical student to receive individual attention from 2 residents for each procedure. Students’ written comments indicated that this training modality was well received. Results showed that medical students improved their self-confidence, knowledge, and skills in the aforementioned procedures.

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Campos, Carlos, João Miguel Leitão, and António Fernando Coelho. "Procedural Generation of Road Paths for Driving Simulation." International Journal of Creative Interfaces and Computer Graphics 6, no. 2 (July 2015): 37–55. http://dx.doi.org/10.4018/ijcicg.2015070103.

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Virtual environments for driving simulation aimed to scientific purposes require realistic three-dimensional models of roads. The creation of road models for these purposes, is usually preceded by the design of road paths which fulfill all the desired specific characteristics. Traditionally, the design of road paths is performed by road engineering specialists, resulting in a very time-consuming task. This paper presents a method that allows the procedural generation of road paths aimed to driving simulation experiments (e.g., ergonomics, psychology and traffic engineering). This method is inspired in methods used in roadways engineering, producing roads according to the design standards and similar to those found in the real world. This significantly reduces the need of specialists to prepare the road paths and generate road models suitable for conducting scientific work in driving simulators.

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Sticha, Paul J. "Models of Procedural Control for Human Performance Simulation." Human Factors: The Journal of the Human Factors and Ergonomics Society 29, no. 4 (August 1987): 421–32. http://dx.doi.org/10.1177/001872088702900405.

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Kneebone, R. L., D. Nestel, C. Vincent, and A. Darzi. "Complexity, risk and simulation in learning procedural skills." Medical Education 41, no. 8 (August 2007): 808–14. http://dx.doi.org/10.1111/j.1365-2923.2007.02799.x.

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Lafleur, Alexandre, Gabriel Demchuk, Marie‐Laurence Tremblay, Caroline Simard, and Étienne Rivière. "Value for money in self‐regulated procedural simulation." Clinical Teacher 16, no. 6 (February 13, 2019): 615–22. http://dx.doi.org/10.1111/tct.13001.

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Sawyer, Taylor, and Megan M. Gray. "Procedural training and assessment of competency utilizing simulation." Seminars in Perinatology 40, no. 7 (November 2016): 438–46. http://dx.doi.org/10.1053/j.semperi.2016.08.004.

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Våpenstad, Cecilie, and Sonja N. Buzink. "Procedural virtual reality simulation in minimally invasive surgery." Surgical Endoscopy 27, no. 2 (September 7, 2012): 364–77. http://dx.doi.org/10.1007/s00464-012-2503-1.

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Murin, Susan, and Nicholas S. Stollenwerk. "Simulation in Procedural Training : At the Tipping Point." Виртуальные технологии в медицине, no. 1 (2011): 7–10. http://dx.doi.org/10.46594/2687-0037_2011_1_7.

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Kantar, Rami S., Corstiaan C. Breugem, Kristen Keith, Serena Kassam, Charanya Vijayakumar, Mikaela Bow, Allyson R. Alfonso, et al. "Simulation-Based Comprehensive Cleft Care Workshops: A Reproducible Model for Sustainable Education." Cleft Palate-Craniofacial Journal 57, no. 10 (July 30, 2020): 1238–46. http://dx.doi.org/10.1177/1055665620944781.

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Objective: Evaluate simulation-based comprehensive cleft care workshops as a reproducible model for education with sustained impact. Design: Cross-sectional survey-based evaluation. Setting: Simulation-based comprehensive cleft care workshop. Participants: Total of 180 participants. Interventions: Three-day simulation-based comprehensive cleft care workshop. Main Outcome Measures: Number of workshop participants stratified by specialty, satisfaction with the workshop, satisfaction with simulation-based workshops as educational tools, impact on cleft surgery procedural confidence, short-term impact on clinical practice, medium-term impact on clinical practice. Results: The workshop included 180 participants from 5 continents. The response rate was 54.5%, with participants reporting high satisfaction with all aspects of the workshop and with simulation-based workshops as educational tools. Participants reported a significant improvement in cleft lip (33.3 ± 5.7 vs 25.7 ± 7.6; P < .001) and palate (32.4 ± 7.1 vs 23.7 ± 6.6; P < .001) surgery procedural confidence following the simulation sessions. Participants also reported a positive short-term and medium-term impact on their clinical practices. Conclusion: Simulation-based comprehensive cleft care workshops are well received by participants, lead to improved cleft surgery procedural confidence, and have a sustained positive impact on participants’ clinical practices. Future efforts should focus on evaluating and quantifying this perceived positive impact, as well reproducing these efforts in other areas of need.

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Ricks, Brian, Andrew Dobson, Athanasios Krontiris, Kostas Bekris, Mubbasir Kapadia, and Fred Roberts. "Generation of crowd arrival and destination locations/times in complex transit facilities." Visual Computer 36, no. 8 (October 14, 2019): 1651–61. http://dx.doi.org/10.1007/s00371-019-01761-z.

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Abstract In order to simulate virtual agents in the replica of a real facility across a long time span, a crowd simulation engine needs a list of agent arrival and destination locations and times that reflect those seen in the actual facility. Working together with a major metropolitan transportation authority, we propose a specification that can be used to procedurally generate this information. This specification is both uniquely compact and expressive—compact enough to mirror the mental model of building managers and expressive enough to handle the wide variety of crowds seen in real urban environments. We also propose a procedural algorithm for generating tens of thousands of high-level agent paths from this specification. This algorithm allows our specification to be used with traditional crowd simulation obstacle avoidance algorithms while still maintaining the realism required for the complex, real-world simulations of a transit facility. Our evaluation with industry professionals shows that our approach is intuitive and provides controls at the right level of detail to be used in large facilities (200,000+ people/day).

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Horswill, Ian. "Lightweight Procedural Animation with Believable Physical Interactions." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 4, no. 1 (September 27, 2021): 48–53. http://dx.doi.org/10.1609/aiide.v4i1.18671.

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I describe a procedural animation system that uses techniques from behavior-based robot control, combined with a minimalist physical simulation, to produce believable character motions in a dynamic world. Although less realistic than motion capture or full biomechanical simulation, the system produces compelling, responsive character behavior. It is also fast, supports believable physical interactions between characters such as hugging, and makes it easy to author new behaviors.

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Parab, Swapnil Y., Priya Ranganathan, Madhavi Shetmahajan, and Anila Malde. "Role of simulation-based training in thoracic anaesthesia." Indian Journal of Anaesthesia 68, no. 1 (January 2024): 58–64. http://dx.doi.org/10.4103/ija.ija_1235_23.

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Simulation-based training (SBT) aims to acquire technical and non-technical skills in a simulated fashion without harming the patient. Simulation helps the anaesthesiologist acquire procedural competence and non-technical abilities. In thoracic anaesthesia, various simulators are available with varying degrees of fidelity and costs. Apart from improving bronchoscopy-related skills, other potential applications of SBT include the practice of lung isolation in normal and difficult airway scenarios, troubleshooting complications during surgeries, and certification of the proficiency of anaesthesiologists. A pragmatic approach is required for choosing the simulator based on its availability, cost, and benefits. Although the literature supports SBT to improve procedural skills, retention of the skills and their translation into improving clinical outcomes remain largely unproven. Randomised, controlled studies targeting the effect of SBT on the improvement of clinical outcomes of patients are needed to prove their worth.

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Barsuk, Jeffrey H., Elaine R. Cohen, John A. Vozenilek, Lanty M. O'Connor, William C. McGaghie, and Diane B. Wayne. "Simulation-Based Education with Mastery Learning Improves Paracentesis Skills." Journal of Graduate Medical Education 4, no. 1 (March 1, 2012): 23–27. http://dx.doi.org/10.4300/jgme-d-11-00161.1.

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Abstract Background Paracentesis is a commonly performed bedside procedure that has the potential for serious complications. Therefore, simulation-based education for paracentesis is valuable for clinicians. Objective To assess internal medicine residents' procedural skills before and after simulation-based mastery learning on a paracentesis simulator. Methods A team with expertise in simulation and procedural skills developed and created a high fidelity, ultrasound-compatible paracentesis simulator. Fifty-eight first-year internal medicine residents completed a mastery learning-based intervention using the paracentesis simulator. Residents underwent baseline skill assessment (pretest) using a 25-item checklist. Residents completed a posttest after a 3-hour education session featuring a demonstration of the procedure, deliberate practice, ultrasound training, and feedback. All residents were expected to meet or exceed a minimum passing score (MPS) at posttest, the key feature of mastery learning. We compared pretest and posttest checklist scores to evaluate the effect of the educational intervention. Residents rated the training sessions. Results Residents' paracentesis skills improved from an average pretest score of 33.0% (SD = 15.2%) to 92.7% (SD = 5.4%) at posttest (P < .001). After the training intervention, all residents met or exceeded the MPS. The training sessions and realism of the simulation were rated highly by learners. Conclusion This study demonstrates the ability of a paracentesis simulator to significantly improve procedural competence.

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Garot, Philippe, Xavier Iriart, Adel Aminian, Joelle Kefer, Xavier Freixa, Ignacio Cruz-Gonzalez, Sergio Berti, et al. "Value of FEops HEARTguide patient-specific computational simulations in the planning of left atrial appendage closure with the Amplatzer Amulet closure device: rationale and design of the PREDICT-LAA study." Open Heart 7, no. 2 (August 2020): e001326. http://dx.doi.org/10.1136/openhrt-2020-001326.

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BackgroundOptimal preprocedural planning is essential to ensure successful device closure of the left atrial appendage (LAA).DesignThe PREDICT-LAA study is a prospective, international, multicentre, randomised controlled trial (ClinicalTrials.gov NCT04180605). Two hundred patients eligible for LAA closure with an Amplatzer Amulet device (Abbott, USA) will be enrolled in the study. Patients will be allocated to a computational simulation arm (experimental) or standard treatment arm (control) using a 1:1 randomisation. For patients randomised to the computational simulation arm, preprocedural planning will be based on the analysis of cardiac computed tomography (CCT)-based patient-specific computational simulations (FEops HEARTguide, Ghent, Belgium) in order to predict optimal device size and position. For patients in the control arm, preprocedural planning will be based on local practice including CCT analysis. The LAA closure procedure and postprocedural antithrombotic therapy will follow local practice in both arms. The primary endpoint of the study is incomplete LAA closure and device-related thrombus as assessed at 3 months postprocedural CCT. Secondary endpoints encompass procedural efficiency (number of devices used, number of repositioning, procedural time, radiation exposure, contrast dye), procedure-related complications within 7 days postprocedure and a composite of all-cause death and thromboembolic events at 12 months.ConclusionThe objective of the PREDICT-LAA study is to test the hypothesis that a preprocedural planning for LAA closure with the Amplatzer Amulet device based on patient-specific computational simulations can result in a more efficient procedure, optimised procedural outcomes and better clinical outcomes as compared with a standard preprocedural planning.Trial registration numberClinicalTrials.gov Registry (NCT04180605).

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S. H., Lavanya, and Kalpana L. "Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points." International Journal of Basic & Clinical Pharmacology 7, no. 5 (April 23, 2018): 882. http://dx.doi.org/10.18203/2319-2003.ijbcp20181629.

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Background: Mannequin-based training devices are simulation adjuncts that mimic reality in healthcare settings for acquiring basic procedural skills, without compromising patient safety. The current study aims to explore students’ perceptions of mannequin-based simulation as an educational tool and perceived changes in self-confidence by using a mixed-method research.Methods: This questionnaire‑based study was conducted in 2nd year MBBS students. Pre-validated questionnaires measured the quantitative and qualitative aspects of simulation-training in-terms of their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use. The study further attempted to note any perceived change in students’ confidence, measured before and after sessions. Chi-square and Fischer-exact test were computed for quantitative responses. Wilcoxon signed-rank test (two-tailed) was used to analyse students’ confidence rating before and after simulation. Categorical data were represented as frequencies and proportions.Results: Overall, the sessions were well received by students. Over 90% of students agreed that simulation is a safe, enjoyable and feasible modality for acquiring basic clinical skills. Majority opined that sessions helped them integrate basic-life sciences and clinical concepts, improved attention span and urged inclusion in undergraduate curriculum. Students perceived significant improvements (p<0.001) in confidence post-training. Free-text responses were positive with students highlighting the need for simulation sessions and suggestions for improvement.Conclusions: Most students consider mannequin-based learning as an essential tool to acquire procedural skills. By promoting active student engagement and impactful learning, simulations justify inclusion in medical curriculum for better patient safety.

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Pugh, Debra M., Timothy J. Wood, and John R. Boulet. "Assessing Procedural Competence." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 10, no. 5 (October 2015): 288–94. http://dx.doi.org/10.1097/sih.0000000000000101.

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Martí, Roser Casanova, Federic Adán Domènech, Elisabet Cerrato Guri, and Joan Picó i. Junoy. "Simulated courtroom trials: a challenging learning activity." South Florida Journal of Development 3, no. 4 (July 4, 2022): 4204–13. http://dx.doi.org/10.46932/sfjdv3n4-003.

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In this paper we report a learning experience taught by lecturers in Procedural Law at the Universitat Rovira i Virgili (URV). This innovative experience comprises the simulation of courtroom trials in the field of Procedural Law and is taught to first-year undergraduate Law students taking the Introduction to Procedural Law course. These simulated courtroom trials, which aim to provide students with practical experience, are highly satisfactory in terms of the students’ acquisition of theoretical and practical skills. Implementing this learning experience at the beginning of the degree enables first-year students to quickly become familiar with all aspects of real trials and the practices employed in courts and tribunals. Moreover, the students improve their oral skills by conducting a simulation of oral proceedings and their writing skills by drafting a report on their simulated courtroom trial

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Martí, Roser Casanova, Federic Adán Domènech, Elisabet Cerrato Guri, and Joan Picó i. Junoy. "Simulated courtroom trials: a challenging learning activity." South Florida Journal of Development 3, no. 3 (May 4, 2022): 3181–90. http://dx.doi.org/10.46932/sfjdv3n3-011.

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In this paper we report a learning experience taught by lecturers in Procedural Law at the Universitat Rovira i Virgili (URV). This innovative experience comprises the simulation of courtroom trials in the field of Procedural Law and is taught to first-year undergraduate Law students taking the Introduction to Procedural Law course. These simulated courtroom trials, which aim to provide students with practical experience, are highly satisfactory in terms of the students’ acquisition of theoretical and practical skills. Implementing this learning experience at the beginning of the degree enables first-year students to quickly become familiar with all aspects of real trials and the practices employed in courts and tribunals. Moreover, the students improve their oral skills by conducting a simulation of oral proceedings and their writing skills by drafting a report on their simulated courtroom trial.

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Kahr Rasmussen, Niklas, Tobias Thostrup Andersen, Jonathan Carlsen, Mia Louise Østergaard, Lars Konge, Elisabeth Albrecht-Beste, and Michael Bachmann Nielsen. "Simulation-Based Training of Ultrasound-Guided Procedures in Radiology – A Systematic Review." Ultraschall in der Medizin - European Journal of Ultrasound 40, no. 05 (May 13, 2019): 584–602. http://dx.doi.org/10.1055/a-0896-2714.

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Abstract Purpose To perform a systematic review of the effect of simulation-based training (SBT) of percutaneous abdominal and thoracic ultrasound-guided procedures and to assess the transfer of procedural competence to a clinical context. Materials and Methods This systematic review was conducted in accordance with the PRISMA statement. Pubmed, Embase, Web of Science, and the Cochrane Library were searched for studies assessing procedural competence after SBT. Two authors independently reviewed all studies and extracted data. Risk of bias was assessed using the Cochrane tool for randomized studies (RoB) and non-randomized studies (ROBINS-I). Quality of evidence was assessed using the GRADE approach. Results 42 studies were included. 6 were randomized controlled, 3 non-randomized controlled, and 33 non-randomized non-controlled. 26 studies examined US-guided abdominal procedures, 13 examined thoracic procedures, and 3 examined both. The results favored SBT compared to other educational interventions and found that training was superior to no training. Only two studies examined the transfer of procedural skills to a clinical context. All studies had a high or critical risk of bias. Thus, the quality of evidence for the effect of SBT on procedural competence was low, and evidence for its transfer to a clinical context was very low. Conclusion The evidence supporting SBT of percutaneous abdominal and thoracic US-guided procedures remains insufficient due to methodological problems and a high risk of bias. Future studies should be randomized and single-blinded, use assessment tools supported by validity evidence, compare different educational strategies, and examine the transfer of skills to a clinical setting.

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Gaikwad, Nandkishor B., Pradnya Bhalerao, Tabssum Maner, and Vidya D. Mule. "Teaching surgical skills in obstetrics and gynaecology using cadaver simulation: an innovative teaching learning method." International Journal of Research in Medical Sciences 5, no. 10 (September 28, 2017): 4411. http://dx.doi.org/10.18203/2320-6012.ijrms20174569.

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Background: Transfer of knowledge from teachers to students traditionally occurs in one direction using blackboards, overhead projectors, power-point presentations and lectures. It has many disadvantages. The main challenge in medical education is to teach surgical skills. For the learning of critical interventions, simulation-based training is structured so that the acquisition of new skills does not harm patients. Thus, the objective of this study was to enhance and improve procedural skills of resident doctors of Obstetrics and Gynaecology department of Government Medical College, Miraj using cadaver simulation in doing abdominal hysterectomy.Methods: Second year resident doctors from Obstetrics and Gynaecology department of GMC, Miraj who had completed their first year successfully in terms of basic orientation regarding surgical procedures were taken for study purpose. They were divided in two groups randomly. The first group underwent conventional method of teaching to learn the abdominal hysterectomy procedure and underwent feedback from them regarding the conventional teaching learning method. Then they were allowed to perform the procedure on a live patient and their performance of procedural skill was assessed by DOPS. (Direct observation of procedural skills). The second group underwent innovative method of use of cadaver simulation for the abdominal hysterectomy procedure and feedback on the same. They were allowed to perform the procedure on a live patient and their performance of procedural skill was assessed by DOPS. (Direct observation of procedural skills). All data was collected, analysed and processed to study the outcome of research project.Results: In group B, all resident were fully satisfied with newer method of teaching and learning for abdominal hysterectomy as surgical procedure. As far as, the advantages and disadvantages of teaching and learning are concerned, all residents pointed out large number of disadvantages in the conventional method. Evaluation of the surgical procedural skill was done by DOPS by senior faculty members of the department as per the questionnaire which showed good performance from group B.Conclusions: The benefit of simulation based medical education (SBME) is that it offers both learners and patients a safe environment for practice and error. In addition, SBME can provide a learning cycle of debriefing and feedback for learners as well as assessment and certification for procedures and competency.

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