Sensory substitution information informs locomotor adjustments when walking through apertures

The study assessed the ability of the central nervous system (CNS) to use echoic information from sensory substitution devices (SSDs) to rotate the shoulders and safely pass through apertures of different width. Ten visually normal participants performed this task with full vision, or blindfolded using an SSD to obtain information regarding the width of an aperture created by two parallel panels. Two SSDs were tested. Participants passed through apertures of +0%, +18%, +35%, and +70% of measured body width. Kinematic indices recorded movement time, shoulder rotation, average walking velocity across the trial, peak walking velocities before crossing, after crossing and throughout a whole trial. Analyses showed participants used SSD information to regulate shoulder rotation, with greater rotation associated with narrower apertures. Rotations made using an SSD were greater compared to vision, movement times were longer, average walking velocity lower and peak velocities before crossing, after crossing and throughout the whole trial were smaller, suggesting greater caution. Collisions sometimes occurred using an SSD but not using vision, indicating that substituted information did not always result in accurate shoulder rotation judgements. No differences were found between the two SSDs. The data suggest that spatial information, provided by sensory substitution, allows the relative position of aperture panels to be internally represented, enabling the CNS to modify shoulder rotation according to aperture width. Increased buffer space indicated by greater rotations (up to approximately 35% for apertures of +18% of body width), suggests that spatial representations are not as accurate as offered by full vision

Voice-based assessments of trustworthiness, competence, and warmth in blind and sighted adults

The study of voice perception in congenitally blind individuals allows researchers rare insight into how a lifetime of visual deprivation affects the development of voice perception. Previous studies have suggested that blind adults outperform their sighted counterparts in low-level auditory tasks testing spatial localization and pitch discrimination, as well as in verbal speech processing; however, blind persons generally show no advantage in nonverbal voice recognition or discrimination tasks. The present study is the first to examine whether visual experience influences the development of social stereotypes that are formed on the basis of nonverbal vocal characteristics (i.e., voice pitch). Groups of 27 congenitally or early-blind adults and 23 sighted controls assessed the trustworthiness, competence, and warmth of men and women speaking a series of vowels, whose voice pitches had been experimentally raised or lowered. Blind and sighted listeners judged both men’s and women’s voices with lowered pitch as being more competent and trustworthy than voices with raised pitch. In contrast, raised-pitch voices were judged as being warmer than were lowered-pitch voices, but only for women’s voices. Crucially, blind and sighted persons did not differ in their voice-based assessments of competence or warmth, or in their certainty of these assessments, whereas the association between low pitch and trustworthiness in women’s voices was weaker among blind than sighted participants. This latter result suggests that blind persons may rely less heavily on nonverbal cues to trustworthiness compared to sighted persons. Ultimately, our findings suggest that robust perceptual associations that systematically link voice pitch to the social and personal dimensions of a speaker can develop without visual input

Multi-institutional collaborative resident education in the era of Covid-19

Introduction: The 2019e2020 coronavirus pandemic has had a significant impact on all aspects of health care. Decrease in clinical and operative volume and limitations for conferences has drastically decreased educational opportunities for resident trainees. We describe the formation and initial success of the Collaborative Online Video Didactics lecture series, a multi-institutional online video didactics collaboration. Methods: Zoom data extraction and postlecture evaluation surveys were used to collect data on the impact of the pandemic on local educational activities as well as feedback about the lecture series. Lectures are being given by faculty from 35 institutions. The twice daily, hour-long webinar averages more than 470 live viewers per session with an average of 33.5 questions per session and has over 7,000 YouTube views of the recordings after the first 2 weeks. Results: Viewers reported significant decreases in outpatient (75.2%), inpatient (64.9%) and operating room (77.7%) volumes at local programs, and only half (52.7%) of the survey responders indicated an increase in didactics locally. The lectures have been well-received, with over 90% of respondents giving the lecturers and series above average or excellent ratings. A significant majority of responders indicated that the lecture series has allowed for ongoing education opportunities during the pandemic (95.0%), helped to access faculty experts from other institutions (92.3%) and provided a sense of community connectedness during this period of social isolation (81.7%). Conclusions: We strongly encourage other institutions and trainees to participate in the didactic series and hope that this series can continue to evolve and be of benefit beyond the pandemic

Multi-institutional collaborative resident education in the era of Covid-19

Introduction: The 2019e2020 coronavirus pandemic has had a significant impact on all aspects of health care. Decrease in clinical and operative volume and limitations for conferences has drastically decreased educational opportunities for resident trainees. We describe the formation and initial success of the Collaborative Online Video Didactics lecture series, a multi-institutional online video didactics collaboration. Methods: Zoom data extraction and postlecture evaluation surveys were used to collect data on the impact of the pandemic on local educational activities as well as feedback about the lecture series. Lectures are being given by faculty from 35 institutions. The twice daily, hour-long webinar averages more than 470 live viewers per session with an average of 33.5 questions per session and has over 7,000 YouTube views of the recordings after the first 2 weeks. Results: Viewers reported significant decreases in outpatient (75.2%), inpatient (64.9%) and operating room (77.7%) volumes at local programs, and only half (52.7%) of the survey responders indicated an increase in didactics locally. The lectures have been well-received, with over 90% of respondents giving the lecturers and series above average or excellent ratings. A significant majority of responders indicated that the lecture series has allowed for ongoing education opportunities during the pandemic (95.0%), helped to access faculty experts from other institutions (92.3%) and provided a sense of community connectedness during this period of social isolation (81.7%). Conclusions: We strongly encourage other institutions and trainees to participate in the didactic series and hope that this series can continue to evolve and be of benefit beyond the pandemic