Surgical Simulator Design and Development

With the introduction of minimally invasive surgery (MIS), it became necessary to develop training methods to learn skills outside the operating room. Several training simulators have become commercially available, but fundamental research into the requirements for effective and efficient training in MIS is still lacking. Three aspects of developing a training program are investigated here: what should be trained, how it should be trained, and how to assess the results of training. In addition, studies are presented that have investigated the role of force feedback in surgical simulators. Training should be adapted to the level of behavior: skill-based, rule-based, or knowledge-based. These levels can be used to design and structure a training program. Extra motivation for training can be created by assessment. During MIS, force feedback is reduced owing to friction in the laparoscopic instruments and within the trocar. The friction characteristics vary largely among instruments and trocars. When force feedback is incorporated into training, it should include the large variation in force feedback properties as well. Training different levels of behavior requires different training methods. Although force feedback is reduced during MIS, it is needed for tissue manipulation, and therefore force application should be trained as well

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

BACKGROUND: E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. METHODS: We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. RESULTS: Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. CONCLUSION: This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings

Continuous versus step by step training for learning surgical anatomy on an open inguinal hernia model

Background: Segmentation of surgical procedures may facilitate learning. The step-by-step framework segments surgical procedures in a standardized manner based on anatomy. The effects of the framework are compared to a continuous approach, on learning anatomy on an inguinal hernia model by pre-novices.</p

A training approach for the transition of repeatable collaboration processes to practitioners

This paper presents a training approach to support the deployment of collaboration process support according to the Collaboration Engineering approach. In Collaboration Engineering, practitioners in an organization are trained to facilitate a specific collaborative work practice on a recurring basis. To transfer the complex skill set of a facilitator to support the practitioner in guiding a specific collaboration process design, we propose a detailed training approach based on the logic of Cognitive Load Theory. The training approach focuses on transferring knowledge and skills in the form of thinkLets, i.e. repeatable facilitation techniques. Furthermore, the training contains a process simulation to practice challenges in collaboration support. The training approach was positively evaluated using a questionnaire instrument in a case study.Multi Actor SystemsTechnology, Policy and Managemen

Gedächtnis und Wissenserwerb

In nahezu allen Bildungskontexten geht es darum, möglichst viel und effektiv zu lernen, sich Wissen anzueignen. In diesem Kapitel wird das Lernen als Wissenserwerb und seine Rolle im Schulkontext dargestellt. Ob es sich konkret um das Erinnern eines historischen Ereignisses anhand einer Jahreszahl („Welches bedeutsame Ereignis der deutschen Geschichte fand am 3. Oktober 1990 statt?“), das Abrufen eines Rechenergebnisses des kleinen Einmaleins („Wie viel ergibt 7×8?“) oder dem Wiedererinnern der Wortbedeutung von Vokabeln zum Übersetzen eines lateinischen Textes handelt: Im Kontext des schulischen Lernens spielt das Gedächtnis eine fundamentale Rolle. Wie wird Lernstoff im Gedächtnis gespeichert, in welchem Format wird er dort niedergelegt? Dazu werden zunächst Modellannahmen zum Aufbau und zur Funktion des menschlichen Gedächtnisses erläutert. Je nach theoretischem Verständnis des menschlichen Gedächtnisses werden unterschiedliche „Gedächtnisse“ nach ihrer Funktion (z. B. Art der zu speichernden Information, Kapazität und/oder Dauer der Speicherung von Information) und dem Format des gespeicherten Wissens differenziert. Warum kann einmal gelernter Stoff gar nicht, lediglich teilweise oder nur fehlerhaft abgerufen werden? Zur Erklärung des Vergessens beim schulischen Lernen werden unterschiedliche gedächtnispsychologische Theorien dargestellt und hinsichtlich ihrer Tragweite für schulische Vergessensphänomene beurteilt. Wie kann man als Lehrender Lernende dabei unterstützen, Wissen mit Hilfe von Lernprozessen aufzubauen, langzeitig zu speichern und flexibel abzurufen und anwenden zu können? Zu Beantwortung dieser Frage werden unterschiedliche Möglichkeiten des Wissenserwerbs dargestellt und anhand verschiedener Wissensarten und Lernformen unterschieden. Darauf aufbauend werden Möglichkeiten dargestellt, im schulischen Lernkontext gezielt Bedingungen herzustellen, die den Wissenserwerb optimal fördern können und die flexible Nutzung von Wissensstrukturen begünstigen