Haptic-Enhanced Learning in Preclinical Operative Dentistry

Background: Virtual reality haptic simulators represent a new paradigm in dental education that may potentially impact the rate and efficiency of basic skill acquisition, as well as pedagogically influence the various aspects of students’ preclinical experience. However, the evidence to support their efficiency and inform their implementation is still limited. Objectives: This thesis set out to empirically examine how haptic VR simulator (Simodont®) can enhance the preclinical dental education experience particularly in the context of operative dentistry. We specify 4 distinct research themes to explore, namely: simulator validity (face, content and predictive), human factors in 3D stereoscopic display, motor skill acquisition, and curriculum integration. Methods: Chapter 3 explores the face and content validity of Simodont® haptic dental simulator among a group of postgraduate dental students. Chapter 4 examines the predictive utility of Simodont® in predicting subsequent preclinical and clinical performance. The results indicate the potential utility of the simulator in predicting future clinical dental performance among undergraduate students. Chapter 5 investigates the role of stereopsis in dentistry from two different perspectives via two studies. Chapter 6 explores the effect of qualitatively different types of pedagogical feedback on the training, transfer and retention of basic manual dexterity dental skills. The results indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimised through a combination of instructor and visualdisplay VR-driven feedback. A pedagogical model for integration of haptic dental simulator into the dental curriculum has been proposed in Chapter 7. Conclusion: The findings from this thesis provide new insights into the utility of the haptic virtual reality simulator in undergraduate preclinical dental education. Haptic simulators have promising potential as a pedagogical tool in undergraduate dentistry that complements the existing simulation methods. Integration of haptic VR simulators into the dental curriculum has to be informed by sound pedagogical principles and mapped into specific learning objectives

Field perceptions of the Vision Initiative for Children\u27s preschool vision screening training model

Because lay vision screeners rarely receive formal training in how to screen vision and because older children were seen in clinic with vision disorders that should have been detected earlier through vision screening, a pediatric ophthalmologist and the researcher created the Vision Initiative for Children (VIC) in 2001 as a statewide program of the West Virginia University Eye Institute. VIC has trained, equipped, and provided ongoing support to lay individuals who are mandated or want to screen preschoolers\u27 vision. This program evaluation study explored, from the perspective of Head Start personnel, whether VIC prepares Head Start personnel to screen preschoolers\u27 vision and whether participants encountered screening experiences that were not discussed during VIC\u27s workshop. Forty-seven participants, representing 8 of the state\u27s 24 Head Start grantees, completed an evaluation at the end of each workshop; 27 completed a postworkshop evaluation after screening vision. The workshop evaluation captured perceptions of the instructional content and delivery system, the instructor\u27s skills in teaching and delivering the content, and the logistical arrangements. The postworkshop evaluation captured perceptions of the workshop after screening vision. This study also explored whether participants learned new vision screening knowledge, as measured by the difference between pretest and posttest scores administered at the workshop; whether they maintained knowledge, as measured by the difference in scores between the workshop posttest and a 3-month posttest; and which of VIC\u27s job aids they preferred. Results yielded positive perceptions and indicated that participants learned and maintained a significant amount of knowledge, regardless of education. Participants preferred a flowchart (96%) and handout packet (92%) over a web site (15%) as job aids for transferring learning from the workshop to the workplace. Results indicated that 44% of participants encountered no vision screening experiences that were not discussed during the workshop; 56% encountered distracting screening environments, uncooperative younger children, and concerns that pediatricians, in follow-up exams, reported vision was good although children failed vision screening. Additionally, 92% of participants reported that animated Microsoft PowerPoint slides enhanced their learning, 96% reported that receiving instructor feedback during practice enhanced their learning, 100% reported that practicing tests were necessary parts of a vision screening workshop, and 98% reported that an instructor\u27s modeling and demonstration of tests were necessary parts of a vision screening workshop

Early Child Development: From Measurement to Optimal Functioning and Evidence-based Policy

In the early years of life, the environments that interact with a child—including families, schools, and communities—play a key role in the child’s brain development. Early child development and overall children’s developmental trajectories have long-term implications for health, happiness, and earning potential as these children become adults. Importantly, failing to reach developmental potential contributes to global cycles of poverty, inequality, and social exclusion. There is little public understanding of the importance of a child’s first years and the critical developmental opportunity to reach optimal functioning. As such, global data on early child developments are crucial to inform the public and demand evidence-based policies and high-quality programs for children around the world. This book includes initiatives assessing the impact of programs and interventions related to children’s health, education, and participation that inform evidence-based policies worldwide. Importantly, this book raises global awareness of the importance of children’s first years of life and the crucial role of child–environment interactions where the child lives, plays, and grows. The culturally diverse content comprises international representation of studies and classifications tools. International experts contributed high-quality reviews that collate valuable information and guide the adoption of a rights-based approach in early child development globally

The Association between Visual Attention and Body Movement-Controlled Video Games, Balance and Mobility

Purpose: Interactive video virtual-reality body movement games such as Xbox Kinect may have potential for training visual attention and physical fitness concurrently in older adults in order to reduce the risk of falls. The purpose of this study was to investigate the relationships between performance in these types of games and visual attention, mobility and balance measures. This information is important before commencing any future randomised trial regarding the effectiveness of training visual attention and physical abilities with such games. Methods: This thesis includes two cross sectional studies of healthy adults, the first with an older (aged +65, n=50) and the second with a younger group (aged 18-40, n=50). Visual attention was measured with two different tests: useful field of view (UFV) and multiple object tracking (MOT). The useful field of view included two versions: a static (UFV-S) similar to those used in previous studies and a new dynamic version (UFV-D). For balance, body sway was measured with the Accugait portable force plate which records the center of pressure (CoP) under the feet. Body sway was measured in bi-pedal quiet stand test (QST) and one-legged stand (OLST). The medial-lateral (ML) and anterior-posterior (AP) CoP variability, ML and AP CoP maximum displacement, ML and AP CoP range and the cumulative path length were calculated. For mobility, the Five Meter Walk Test (5MWT) was used to observe the gait variability and walking speed. Stride and step lengths and widths were measured. The average and standard deviation of steps lengths (SL) and widths (SW) were calculated. Lastly, the velocity over the leg length (Vel-L) ratio was calculated to adjust participants’ speed according to their leg length. Performance in two pairs of games using the Microsoft™ Xbox® 360 Kinect™ interactive video game system was used in this study and were chosen based on the apparent visual attention demand. The first pair had apparently high visual attention demand and the second pair had apparently lower visual attention demand. All the games had a physical component (exercise games). Results: In both experiments, measures of visual attention (UFV and MOT) showed correlations with Xbox Kinect game scores that appeared to have a high visual attention demand, while there was minimal or no significant association with the games of apparent low visual attention demand. Static useful field of view (UFV-S) was the most common visual attention test that showed correlations with the high visual demand. Dynamic useful field of view (UFV-D) had a role for the younger group, but not in the older adults. Multiple regression models showed that scores for some of the games with high visual attention demand were predicted by visual attention measures. Age was also a predictor in the older group. The games with low visual attention demand were found to be mainly predicted by balance and/or mobility measures. There were correlations between some visual attention tests and balance and mobility in the older adult group which remained after adjustment for other factors. However, visual attention measures were not found to be predictors for any balance and mobility measures in the multiple regression models for either group. Significant correlations were found between Xbox Kinect games and some measures of balance and mobility. Conclusion: The results in this study suggest that there are relationships between visual attention, balance, mobility and Xbox Kinect games performance. Thus, playing these games may train visual attention and improve the balance and mobility over time. However, the choice of the game is important as some are more associated with physical ability and others with attention. Playing Xbox Kinect games may have a potential for training visual attention as well as physical abilities, but the game chosen is critical and a battery of games may be most effective

Aerospace Medicine and Biology: A continuing bibliography with indexes (supplement 272)

This bibliography lists 360 reports, articles, and other documents introduced into the NASA scientific and technical information system in May 1985

Constraints on movement variability during a discrete multi-articular action

The aim of this programme of work was to examine how the manipulation of organismic and task constraints affected movement variability during a basketball shooting task. The specific constraints that were manipulated included task expertise, state anxiety and dioptric blur (organismic constraints), and, shooting distance and attentional focus instruction (task constraints). The aim of Study 1 was to investigate the effect of shooting distance and task expertise on movement variability. Task expertise was characterised by decreased coordination variability and heightened compensatory variability between wrist, elbow and shoulder joints. However, no significant difference was found in joint angle variability at release as a function of task expertise. There was no significant change in movement variability with shooting distance, a finding that was consistent across all expertise groups. In Study 2, the aims were to examine the effect of induced dioptric blur on shooting performance and movement variability during basketball free-throw shooting, and, to ascertain whether task expertise plays a mediating role in the capacity to stabilise performance against impaired visual information. Significant improvements in shooting performance were noted with the introduction of moderate visual blur (+1.00 and +2.00 D). This performance change was evident in both expert and novice performers. Only with the onset of substantial dioptric blur (+3.00 D), equivalent to the legal blindness limit, was there a significant decrease in coordination variability. Despite the change in coordination variability at +3.00 D, there was no significant difference in shooting performance when compared to the baseline condition. The aims of Study 3 were to examine the effect of elevated anxiety on shooting performance and movement variability and, again, to determine whether task expertise plays a mediating role in stabilising performance and movement kinematics against perturbation from emotional fluctuations. Commensurate with the results of Study 2, both expert and novice performers were able to stabilise performance and movement kinematics, this time with elevated anxiety. Stabilisation was achieved through the allocation of additional attentional resources to the task. Study 4, had two aims. The first was to examine the interactive effects of practice and focus of attention on both performance and learning of an accuracy-based, discrete multi-articular action. The second was to identify potential focus-dependent changes on joint kinematics, intra-limb coordination and coordination variability. Support was found for the role of an external focus of attention on shooting performance during both acquisition and retention. However, there was evidence to suggest that internal focus instruction could play a pivotal role in shaping emerging patterns of intra-limb coordination and channelling the learners‟ search towards a smaller range of kinematic solutions within the perceptual-motor workspace. Collectively, this programme of work consistently highlighted the fundamental role that constraints play in governing shooting performance, movement variability and, more broadly, perceptual-motor organisation. For instance, task expertise was characterised by decreased coordination variability and heightened compensatory control. However, in light of the data pertaining to joint angle variability at release, general assumptions about expertise-variability relations cannot be made and should be viewed with caution. In addition, there is strong evidence to suggest that adaptation to constraints is, perhaps, a universal human response, and consequently not mediated by task expertise. Further research is needed to fully elucidate this proposition

Reports to the President

A compilation of annual reports for the 1989-1990 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

Online courses for healthcare professionals: is there a role for social learning?

Background: All UK postgraduate medical trainees receive supervision from trained supervisors. Training has traditionally been delivered via face to face courses, but with increasing time pressures and complex shift patterns, access to these is difficult. To meet this challenge, we developed a two-week massive open online course (MOOC) for faculty development of clinical supervisors. Summary of Work: The MOOC was developed by a group of experienced medical educators and delivered via the FutureLearn (FL) platform which promotes social learning through interaction. This facilitates building of communities of practice, learner interaction and collaboration. We explored learner perceptions of the course, in particular the value of social learning in the context of busy healthcare professionals. We analysed responses to pre- and post-course surveys for each run of the MOOC in 2015, FL course statistics, and learner discussion board comments. Summary of Results: Over 2015, 7,225 learners registered for the course, though 6% left the course without starting. Of the 3,055 learners who began the course, 35% (1073/3055) were social learners who interacted with other participants. Around 31% (960/3055) learners participated fully in the course; this is significantly higher than the FL average of 22%. Survey responses suggest that 68% learners worked full-time, with over 75% accessing the course at home or while commuting, using laptops, smart phones and tablet devices. Discussion: Learners found the course very accessible due to the bite-sized videos, animations, etc which were manageable at the end of a busy working day. Inter-professional discussions and social learning made the learning environment more engaging. Discussion were rated as high quality as they facilitated sharing of narratives and personal reflections, as well as relevant resources. Conclusion: Social learning added value to the course by promoting sharing of resources and improved interaction between learners within the online environment. Take Home Messages: 1) MOOCs can provide faculty development efficiently with a few caveats. 2) Social learning added a new dimension to the online environment