Voice- and Touch-Controlled Checklists

From day 1 of training, pilots learn to utilize mnemonics, acronyms and aphorisms to remember checks, procedures and practices—and these techniques remain with them throughout their careers. Learning to use such memory aids effectively can help pilots in at least two distinct ways; it frees up working memory during routine operations and directs the mind towards required actions during situations and emergencies. Surgeons, physicians, paramedic personnel, and nurses are often invited to do the same. The amount of information and the level of detail included in checklists are among the most difficult issues to control during the development process of these tools, since there is no universal model of representation regarding iconography, text length, density of information, number of steps, colors, fonts, etc. regarding any of the elements involved in the system. Communication patterns, knowledge visualization strategies and techniques, and the ways to interact with the checklist are other challenging issue

Fostering Diversity and Inclusion in Medicine: Collaborating with Extended Reality and Medical Simulation in the Metaverse

Metaverse is a term used to describe a hypothetical shared virtual space where people can interact with a computer-generated environment and each other, and there are multiple metaverses currently being developed by various companies and organizations. Cooperation in the metaverse is at the core of the ongoing digital revolution that impacts the way we design and deliver overall education and training. Medical simulation is a powerful way to deliver education and training, based on the use of technology and other techniques to recreate clinical scenarios for the purpose of teaching and training healthcare professionals and students. This article is about how to involve learners in a metaverse within the medical simulation field. The key questions that we address are as follows: What is the metaverse today? What will it look like in a few years? How do we enhance medical simulation based on cooperation in the metaverse? How do we engage learners with diversity and inclusion

A Cloud Based Interactive Setting for Medical Simulation

The process of learning by doing within an online interactive setting – accessible by a single and simple click of the mouse, without downloads of software or other technical procedures - is highly effective and leaves learners with a memorable experience, if the experience is multiplayer, highly cooperative, and glasses-free. That is the case with the e-REAL Online experience introduced in this article, which revolves around a case of multiple injuries acting in an alpine environment. Within this scenario, the learners are challenged to recognize a situation requiring rapid intervention, communication, knowledge sharing, decision-making, and management of an unforeseen event—while taking into consideration critical contextual factors such as a lack of time, scarcity of resources and tools, and a multitude of additional impactful factors (weather conditions, broadband availability, etc.). The entire experience is based on the visual exploration of an alpine environment and on a dialogue with the patient, which is an avatar performing as a female that was injured during a hiking activity performed alone and was found by chance by an interprofessional rescue team

An Immersive and Interactive Setting to Practice Emotional Intelligence

Emotions are an essential part of being human. Whether we experience them deeply, overcontrol them, or let them overwhelm us, emotions have a big influence on our experiences, our performance, and our quality of life. Bing emotional intelligent helps us make better decisions, forge stronger relationships, and overcome challenging situations. To improve emotional intelligence,we designed an immersive setting where participants interact with a variety ofsituations digitally displayed with fully cognitive and emotional involvementpracticing empathy, self-awareness, and self-regulation. We work at the inter-section of  thinking  and  feeling,  increasing  participants’ awareness about  theway the mind works, experimenting the intensity of the emotions in the bodyand the impact on the behavior. Scientific evidence from neuroscience showsthat as human beings, we are not passive receivers of sensory input, but ourbrain constructs meaning actively from sensory input, beliefs, past experiences,and culture. In our brains, thoughts and feelings are highly interconnected: wefeel what our brain believes, so reflection on emotion is crucial to make senseof our experiences and regulate our feelings. It’s not about controlling emo-tions, but rather about connecting with our emotional life

Intelligent Avatars, Holographic Tools, Digitized Objects: An Extended Reality Simulation Demonstration

How can we design engaging and effective medical education both online and on site? Extended reality (XR) is a term referring to all real-and-virtual combined environments and human-machine interactions generated by computer technology and wearables. It includes representative forms such as AR, VR, and MR, and the areas interpolated among them. MR is a domain of particular interest today: It takes place not only in the physical world or in the virtual world, but is a mix of the real and the virtual. Metaverses can be enabled by MR wearable augments. Glasses-free MR is another very interesting dimension: e-REALâ, as a MR environment for hybrid simulation and medical education in general, can be a stand-alone solution or even networked between multiple places through a link to a special videoconferencing system. Digital humans and human-sized holograms are part of the e-REAL scenarios, making this solution unique, rich, and diversified

Advanced Medical Simulation: Interactive Videos and Rapid Cycle Deliberate Practice to Enhance Teamwork and Event Management – Effective Event Management During Simulated Obstetrical Cases

This article is about an experiential coursework focused on learning and improving teamwork and event management during simulated obstetrical cases. Effective team management during a crisis is a core element of expert practice. Medical simulation can contribute enormously to enhance teamwork during a crisis, fostering situational awareness and contextual intelligence, as well as cognitive retention of essential steps and procedures to be performed during an ongoing crisis. A crisis management organizational approach known as Name-Claim-Aim is being used � to facilitate crisis management and decision making. Augmented and virtual reality technology (e-REAL) reproduces a variety of different emergent situations, � enabling learners to interact with multimedia scenarios and practice using Name-Claim-Aim in a virtual environment. Subsequently, learners rapidly cycle between deliberate practice and directed feedback within a high-fidelity simulation scenario until mastery is achieved.So far, the early findings show that visualization, if linked in interactive ways to the learners, allows for the better use of the neural processes and for better learning and meaningful behavior change.Non-invasive technologies to monitor patterns of neural activity during the program delivery will be introduced

Crisis Resource Management in Aviation and Healthcare

Modern aviation crisis resource management focuses on specific skills and competencies areas: communication, situational awareness, decision making, problem solving, teamwork and leadership. Effective teamwork during a crisis is also a core element of expert practice in healthcare, wherein professionals are challenged to recognize a situation that requires rapid intervention, communication, knowledge sharing, decision-making and management of unforeseen events—all the while also taking into consideration critical contextual factors such as a lack of time, scarcity of resources and tools, and a multitude of impactful factors. Simulation contributes enormously to enhancing teamwork during a crisis, as well as fostering situational awareness, contextual intelligence, and cognitive retention of essential steps and procedures to be performed during crisis. e-REAL®, which is a setting simulation based on mixed—or hybrid—reality, yields better results for enhancing teamwork compared with those reached within the other settings available today, such as CAVE-like environments and highly realistic simulation labs, virtual reality head-mounted displays, or computer based e-learning environments

First steps towards international competency goals for residency training: a qualitative comparison of 3 regional standards in anesthesiology

Abstract Background Competency-based medical education (CBME) has revolutionized approaches to training by making expectations more concrete, visible, and relevant for trainees. Designing, applying, and updating CBME requirements challenges residency programs, which must address many aspects of training simultaneously. This challenge also exists for educational regulatory bodies in creating and adjusting national competencies to standardize training expectations. We propose that an international approach for mapping residency training requirements may provide a baseline for assessing commonalities and differences. This approach allows us to take our first steps towards creating international competency goals to enhance sharing of best practices in education and clinical work. Methods We chose anesthesiology residency training as our example discipline. Using two rounds of content analysis, we qualitatively compared published anesthesiology residency competencies for the European Union (The European Training Requirement), United States (ACGME Milestones), and Canada (CanMEDS Competence By Design), focusing on similarities and differences in representation (round one) and emphasis (round two) to generate hypotheses on practical solutions regarding international educational standards. Results We mapped the similarities and discrepancies between the three repositories. Round one revealed that 93% of competencies were common between the three repositories. Major differences between European Training Requirement, US Milestones, and Competence by Design competencies involved critical emergency medicine. Round two showed that over 30% of competencies were emphasized equally, with notable exceptions that European Training Requirement emphasized Anaesthesia Non-Technical Skills, Competence by Design highlighted more granular competencies within specific anesthesiology situations, and US Milestones emphasized professionalism and behavioral practices. Conclusions This qualitative comparison has identified commonalities and differences in anesthesiology training which may facilitate sharing broader perspectives on diverse high-quality educational, clinical, and research practices to enhance innovative approaches. Determining these overlaps in residency training can prompt international educational societies responsible for creating competencies to collaborate to design future training programs. This approach may be considered as a feasible method to build an international core of residency competency requirements for other disciplines