100 research outputs found

    Fostering Inclusive Recruitment Interviews with Intelligent Digital Humans: A Diversity and Inclusion Training Initiative

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    This article is about an intelligent digital human model enhanced by artificial intelligence, designed to meet the requirements from a multinational company in need of training for their human resources personnel on bias-free recruitment interviews. We have been creating a new generation of avatars with social intelligence, who are capable not only of presenting a wide variety of topics in a dynamic and engaging manner, but also of interacting with the audience and communicating emotions and moods. We have been customizing avatars for role plays, building them as real interlocutors who facilitate training in how to handle difficult conversations by including aspects such as non-verbal communication, different communication styles, and diversity and inclusion. Practicing conversations with avatars accelerates learning from experience without the risks associated with learning in the field. At the end of each interview, timely feedback is provided so learners can determine how to improve their performance. These digital humans are able to perform like realistic human beings, challenging the interviewer both at a verbal and para-verbal level, as well on the cognitive and the emotional levels – making it easy for the interviewer to get trapped into biases and false assumptions. The key message is this: diversity and inclusion best practices are first of all about mindset

    Enhancing Communication Between Sonographers and Patients in Diverse Cultural Settings via Digital Human Role-Playing

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    Effective communication skills are essential for sonographers to build trust, to explain examination procedures to the patient in non-technical terms, to alleviate anxiety and gain patient consent and collaboration, and to provide information at a pace suitable for the patient. In order to communicate effectively, the sonographer needs to be able to communicate empathetically, adjusting their communication style to meet the needs of different audiences. This is particularly challenging when working with a diverse and multicultural group of patients where the risk of misinterpretation is higher. Students are provided with the opportunity to practice dialogues with virtual patients that are able to interact as real human beings, communicating concerns, emotions, and moods both at a verbal and non-verbal level. Coaching through digital humans accelerates learning from experience without the risks associated with learning in the field

    reimagining stem education and training with e real 3d and holographic visualization immersive and interactive learning for an effective flipped classroom

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    While the 19th and the 20th centuries were, in education, mainly about standardization, the 21st century is about visualization, interaction, customization, gamification and flipped teaching. What today we know about learning from cognitive psychology is that people learn by practicing, with feedback to tell them what they're doing right and wrong and how to get better. For STEM education, that means they need to practice thinking like a scientist in the field. So e-REAL is a cornerstone: developed as workplace learning system in a number of fields (from medical simulation to soft skills development within the continuing education), it's an ideal solution to root a practical – but not simplicistic - approach for STEM education.</p

    Virtual worlds and augmented reality: The enhanced reality lab as a best practice for advanced simulation and immersive learning

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    e-REAL is enhanced reality for immersive simulation. It is a system where physical and digital objects co-exist and interact in real time, in a real place and not within a headset. e-REAL allows for an advanced simulation within a multisensory scenario, based on challenging situations developed by visual storytelling techniques. The e-REAL immersive setting is fully interactive with 3D holographic visualization, talking avatars, electronically writable surfaces and more: people can take notes, cluster key-concepts or fill questionnaires directly on the projected surfaces. Learners rapidly circle between deliberate practice and direct feedback within a simulation scenario until mastery is achieved. So far, the early findings show that visualization, if linked in interactive ways to the learners, allows for better neural processes related to learning and behavior change. Mondi virtuali e realtà aumentata: l’Enhanced Reality Lab come best practice per la simulazione avanzata e l’apprendimento immersivoe-REAL è realtà potenziata per la simulazione immersiva. E’ un sistema dove oggetti fisici e virtuali coesistono e interagiscono in tempo reale, in un luogo reale e non all’interno di un visore. e-REAL consente una simulazione avanzata all’interno di uno scenario multisensoriale, basato su situazioni sfidanti progettate attraverso tecniche di storytelling visuale. Il setting immersivo di e-REAL è pienamente interattivo con visualizzazioni olografiche in 3D, avatars parlanti, superfici sulle quali è possibile scrivere elettronicamente e altro ancora: le persone possono prendere note, raggruppare concetti-chiave, compilare questionari direttamente sulle superfici proiettate. L’applicazione della tecnica denominate Rapid Cicle Deliberate Practice (RCDP), basata su feedback diretti e mirati, consente di migliorare le performance già nel corso della simulazione. I primi risultati mostrano che la visualizzazione interattiva potenzia i processi neurali associati all’apprendimento e al cambiamento comportamentale

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

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    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

    Virtual Patient Platform and Data Space for Sharing, Learning, Discussing, and Researching

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    As connected digital health data becomes more readily available, solutions are emerging to shorten the typical 17 years of latency in translating validated health knowledge into clinical practice. Learning Health Systems aims to achieve this goal. However, the proposed systems aim to address health data in a broad spectrum of data type variety. An open challenge is how to combine this variety around unification models. This work addresses a segment of this challenge by exploiting knowledge collected and built around Virtual Patients (VPs). VPs are a promising learning approach, providing interactive computer-based scenarios for solving clinical cases. Debate and resolution of clinical cases form the foundation of medical knowledge sharing and education. However, existing initiatives restrict their focus to a unidirectional method in which educators create these cases and learners play them. In this article, we show that we can expand the VP perspective toward a pivot model, which articulates learning and research initiatives, gathering together health knowledge. Our Jacinto platform and data space for sharing, learning, discussing, and researching clinical cases embodies this VP-centered approach. We present its effectiveness through a series of practical scenarios that explore and combine several knowledge pipelines

    Estimulaçao VDD com Cabo Unico

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    Com o objetivo de avaliar a eficiência da estimulaçao sincrônica VDD com cabo único, sao analisados 30 pacientes, 18 do sexo feminino e 12 do masculino, com idades entre 43 e 83 anos. Todos apresentavam funçao sinusal normal com bloqueio atrioventricular de 2º grau (5 casos) ou total (25 casos), sendo utilizados marcapassos VDD com cabos únicos quadripolares, num seguimento médio de 17,2 ± 8,5 meses. Avaliou-se a confiabilidade do procedimento pela captaçao da atividade atrial e pela mensuraçao da onda P em 8 posiçoes e/ou decúbitos, e a sua eficiência pela verificaçao da elevaçao da freqüência de estimulaçao constatada no Holter. A estimulaçao VDD foi inefetiva em apenas um paciente (3,3%), tendo nos demais confiabilidade de 96,1%, e elevado a freqüência de 68 a 130%, com manutençao do sincronismo atrioventricular. Por ser confiável, eficiente e apresentar resposta de freqüência com manutençao do sincronismo AV, a estimulaçao VDD deve ser recomendada, nos pacientes com funçao sinusal nornal, em substituiçao à VVI e VVI.R

    Estimulaçao VDD com Cabo Unico

    Get PDF
    Com o objetivo de avaliar a eficiência da estimulaçao sincrônica VDD com cabo único, sao analisados 30 pacientes, 18 do sexo feminino e 12 do masculino, com idades entre 43 e 83 anos. Todos apresentavam funçao sinusal normal com bloqueio atrioventricular de 2º grau (5 casos) ou total (25 casos), sendo utilizados marcapassos VDD com cabos únicos quadripolares, num seguimento médio de 17,2 ± 8,5 meses. Avaliou-se a confiabilidade do procedimento pela captaçao da atividade atrial e pela mensuraçao da onda P em 8 posiçoes e/ou decúbitos, e a sua eficiência pela verificaçao da elevaçao da freqüência de estimulaçao constatada no Holter. A estimulaçao VDD foi inefetiva em apenas um paciente (3,3%), tendo nos demais confiabilidade de 96,1%, e elevado a freqüência de 68 a 130%, com manutençao do sincronismo atrioventricular. Por ser confiável, eficiente e apresentar resposta de freqüência com manutençao do sincronismo AV, a estimulaçao VDD deve ser recomendada, nos pacientes com funçao sinusal nornal, em substituiçao à VVI e VVI.R

    Servicios de acompañamiento y asistencia psicológica desarrollados durante la pandemia (COVID-19) en Argentina y Chile

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    La pandemia de COVID-19 provocó que los estados adopten, entre otras medidas, el aislamiento como modo de prevenir el esparcimiento del virus. Esto generó que los ciudadanos deban aprender a vincularse de un modo alternativo con los sistemas de educación y salud. Por otra parte, esta nueva condición de funcionamiento cívico impactó directamente sobre la subjetividad y la salud mental de la población. Como respuesta a la emergencia generada por la pandemia y las estrategias de asilamiento, surgieron diferentes espacios dirigidos a orientar, contener, acompañar y asistir a diferentes segmentos de la población: contagiados, familiares, trabajadores de la salud, trabajadores esenciales, etcétera. La construcción de estos dispositivos tuvo como desafíos definir un encuadre de trabajo eficaz para la situación descripta y establecer un modo de contacto y asistencia adecuado a la situación de aislamiento social. Objetivos: Presentar y discutir las experiencias de trabajo de diferentes servicios y dispositivos de asistencia vinculados a salud mental construidos en respuesta a la pandemia de COVID-19 en las ciudades de Córdoba y Catamarca (Argentina) y en la ciudad de Chillán, en la región del Bío-Bío (Chile). Exponer datos e información en relación a las características de consultantes, motivos de consulta, modos de intervención y principales fortalezas y debilidades de los dispositivos. Contribuciones: Desde las diferentes perspectivas teórico-metodológicas y considerando las distintas poblaciones a las cuales se dirigieron los dispositivos, los modos de abordar el padecimiento subjetivo durante la pandemia aportan información relevante y reflexiones sobre la forma en la cual se responde a las emergencias en salud mental. Por otra parte, abren la discusión sobre modos novedosos de definir los encuadres de intervención e incluir la tecnología como un aliado en la asistencia psicológica en general.Fil: Rossi, Alejandra Noemí. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Rossi, Alejandra Noemí. Ministerio de Salud de la Provincia de Córdoba, Argentina.Fil: González, María Cristina. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Ponce, Luciano Federico. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Ferrero, Cecilia. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Barrera Scholtis; Mariana. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Salvetti, Marcela Alejandra. Universidad Nacional de Córdoba. Facultad de Psicología. Servicio Cuidando a Quienes Cuidan: Servicio de Contención Virtual para Efectores/as de la Salud, Docentes y No docentes; Argentina.Fil: Chávez Lorena. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina.Fil: Moreno Frías, Ana Virginia. Universidad Nacional de Córdoba. Facultad de Psicología. Servicio Cuidando a Quienes Cuidan: Servicio de Contención Virtual para Efectores/as de la Salud, Docentes y No docentes; Argentina.Fil: Suárez, Coral. Salugénica; Argentina.Fil: Roldán, Fernando. Salugénica; Argentina.Fil: Reyes, Ana María. Universidad del Bío-Bío; Chile.Fil: Rey, Ricardo. Universidad del Bío-Bío; Chile.Fil: Zicavo Martínez, Nelson. Universidad del Bío-Bío; Chile
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