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User response to the simulation of a virtual patient with cranial nerve injury

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Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Technology has rarely attempted to simulate a CN exam. NERVE simulates a life-size virtual patient (VP), using speech recognition with a Nintendo
Wiimote® serving as a virtual hand, ophthalmoscope, and eye-chart. This study assesses the introductory reception, ability to identify the CN lesion, and students' preference of NERVE. Our goal is to evaluate the responses from medical students, residents, and clinicians using the Neurological Examination Rehearsal Virtual Environment (NERVE), a cranial nerve (CN) exam simulator. Medical College of Georgia participants from a variety of medical specialties, including 9 clinicians, 7 residents, and 8 MS3 and 4s, 20 MS 2s, and 25 MS 1s performed a CN examination on a VP. There were no statistically significant differences in measures related to the actual performance of the exam, the controller, overall benefit of the experience, use of technology or satisfaction with the technology. Even with technical limitations, overall medical student's reported NERVE having educational value. Residents had the lowest rate of correct CN identification, indicating they could be the group that most benefits from repeat exposure to CN exams. Medical students and clinicians were the best groups at identifying the correct deficit for our simulation. The next step is to assess NERVE's capability to teach students and residents the cranial nerve exam.
Rocznik
Strony
1--12
Opis fizyczny
Bibliogr. 20 poz., rys., tab., wykr.
Twórcy
autor
  • Medical College of Georgia
autor
  • Medical College of Georgia
autor
  • Medical College of Georgia
autor
  • Medical College of Georgia
autor
  • Medical College of Georgia
autor
  • Univeristy of Florida
autor
  • University of Georgia
autor
  • Univeristy of Florida
autor
  • Univeristy of Florida
autor
  • Medical College of Georgia
Bibliografia
  • 1. Rehmani R, Lev S, Lefebvre DR, Morcos MM. Vision loss, diplopia, and eye pain: what the radiologist needs to know. Contemporary Diagnostic Radiology Nov 30, 2010: 33(24): 1-5.
  • 2. Schmahmann J, Neal M, MacMore J. Evaluation of the assessment and grading of medical students on a neurology clerkship. Neurology 2008: 70: 706-712.
  • 3. Kassebaum DG, Eaglen RH. Shortcomings in the evaluation of students’ clinical skills and behaviors in medical school. Acad Med 1999;74:842–849.
  • 4. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002; 287:226–235.
  • 5. Roman BJ, Trevino J. An approach to address grade inflation in a psychiatry clerkship. Acad Psychiatry 2006: 30:110–115.
  • 6. Gelb DJ, Gunderson CH, Henry KA, Kirshner HS, Jozefowicz RF. The Neurology clerkship core curriculum. Neurology 2002: 58 (6): 849-852.
  • 7. Schon F, Hart P, Fernandez C. Is clinical neurology really so difficult? Journal of Neurology, Neurosurgery, and Psychatry 2002, 72, 557-559.
  • 8. Moore FGA, Chalk C. The essential neurologic examination: What should medical students be taught? Neurology. 2009: 72(23), 2020-2023.
  • 9. Kotranza A, Johnsen K, Cendan J, Miller B, Lind DS, Lok B. Virtual multi-tools for hand and tool-based interaction with life-sized virtual human agents. IEEE Symposium on 3D User Interfaces, Lafayette, LA, March 14-18, 2009, 99-102.
  • 10. Johnsen K, Dickerson R, Raij A, Lok B, Jackson J, Shin M, Hernandez J, Stevens A, Lind DS. Experiences in using immersive virtual patients to educate medical communication skills. IEEE Virtual Reality 2005, Bonn, Germany, March 2005, 179-186.
  • 11. Pair J, Allen B, Dautricourt M, Treskunov A, Liewer M, Graap K, Reger G. A virtual reality application for Iraq PTSD. IEEE Conference on Virtual Reality 2006, Washington DC, March 25, 2006, 62-72.
  • 12. Pertaub D, Slater M, Barker C. An experiment on public speaking anxiety in response to three different types of virtual audience. Presence: eleoperators and Virtual Environments, 11 (1), 68-78.
  • 13. Kaufman DM. ABC of Learning and Teaching in Medicine: Applying Educational Theory in Practice. BMJ. 2003: 25; 213-216.
  • 14. Kotranza A, Cendan JC, Johnsen K, Lok B. Simulation of a virtual patient with a cranial nerve injury augments physician-learrner concern for patient safety. Bio-Algorithms and Med-systems 2010: 6(11): 25-34.
  • 15. Regehr G, Norman GR. Issues in Cognitive Psychology: Implications for Professional Education. Acad Med 1996: 71(9); 988-1001.
  • 16. Burns, A and Burns, R. Basic Marketing Research (Second ed.). New Jersey: Pearson Education. 2008. pp. 250.
  • 17. Cook DA, Triola MM. Virtual patients: a critical literature review and proposed next steps. Medical Education 2009: 43 (4); 303-311.
  • 18. Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: a systematic review and meta-analysis. Academic Medicine 2010: 85 (10); 1589-1602.
  • 19. Limbs and Things- Eye Examination Simulator [Internet]. Limbs and Things Co.; [cited 2009 Oct 4]. Available from: http://limbsandthings.com/uk/products.php?id=96
  • 20. Lasslo R, Keltner J, Henderson G. (2002). Virtual patient eye simulator- Evolution of a futuristic teaching tool, Proceedings of the AMIA 2002 Annual Symposium, 1074.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-1fbfc806-1736-4100-9c1d-4d99144ded9e
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