Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms un...Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.展开更多
The security system for police technical and tactical training in public security colleges in China is mainly composed of seven security guarantee systems: management organization, safety education, laws and regulatio...The security system for police technical and tactical training in public security colleges in China is mainly composed of seven security guarantee systems: management organization, safety education, laws and regulations, training control, site equipment, safety supervision and emergency plan, scienti??cally and rationally constructing a security system in relevant public security colleges. This paper has carried out a comprehensive research on Hebei Vocational College of Public Security Police, and provided corresponding safety theory and guarantee for the security protection of the college during the police training period.展开更多
Listening is very important in the learning of English language. Most of our Chinese students regard listening comprehension as the most difficult part among all kinds of examinations. So if we can find the reasons wh...Listening is very important in the learning of English language. Most of our Chinese students regard listening comprehension as the most difficult part among all kinds of examinations. So if we can find the reasons why the students exist such barriers that prevent them from understanding, and give them ways of training it, I’m sure it will help the students to improve their ability of language learning.展开更多
Background:Health professions education(HPE)in underserved and resource-constrained regions faces persistent challenges,including limited faculty development opportunities and the absence of context-specific curricula...Background:Health professions education(HPE)in underserved and resource-constrained regions faces persistent challenges,including limited faculty development opportunities and the absence of context-specific curricula.The growing need to increase access to cataract surgery and reduce avoidable blindness underscores the urgency of training more competent cataract surgeons.Developing a standardized,nationally endorsed,outcome-based curriculum for simulation-based training in cataract surgery represents a strategic solution.This study explores integrating online active and constructivist social learning strategies within team projects to address these educational gaps,emphasizing equitable international partnerships between experienced global ophthalmological societies(GOS)in HPE,and national ophthalmological societies(NOS)especially in underserved regions.Methods:We conducted an non-experimental investigation involving the Mozambican College of Ophthalmology(NOS),comprising ten senior ophthalmologist educators,including the President(A.B.),each with over ten years of postgraduate teaching leadership experience.To promote inclusivity and foster future leadership,six early-career ophthalmologists with under five years of experience were invited to join.The GOS was represented by two ophthalmologist educators(K.G.and H.P.F.)affiliated with the Ophthalmology Foundation and experienced in international HPE.Together,both organizations formed an equitable and culturally adapted partnership,led by the NOS,to co-design an outcome-based curriculum for cataract surgery simulation training.The collaborative process used a group mentor-facilitated model integrating design thinking,and social constructivist strategies.A virtual community of practice(vCoP),sustained through WhatsApp,enabled continuous peer support and knowledge exchange.The project spanned eight monthly 90-minute videoconferences via Zoom,incorporating online group mentoring and a virtual jigsaw exercise.Results:The collaboration resulted in the development of a competency-based,simulation-enhanced small incision cataract surgery curriculum structured around the Ophthalmic Simulated Surgical Competency Assessment Rubric(Sim-OSSCAR).The curriculum followed Kern’s six-step framework and was organized into four modular components covering the full range of surgical steps.The vCoP emerged as a key platform for sustained faculty development,collaborative problem-solving,and shared expertise,enhancing institutional capacity within the NOS.Participants anecdotally reported increased confidence in curriculum design,strengthened mentoring relationships,and greater engagement through active learning methodologies.The model demonstrated scalability and adaptability,indicating potential for broader application across other medical specialties and contexts.Conclusions:This study highlights the transformative potential of combining design thinking,active and social learning strategies,and digital tools in HPE.By fostering equitable,structured international collaborations,this approach supports sustainable faculty development and contextually relevant educational innovation.The creation of a dynamic vCoP was instrumental in promoting shared ownership and collaboration,ultimately advancing competency-based,simulation-enhanced training in ophthalmology.These findings suggest similar team-based,technology-enabled strategies could strengthen training and patient care in other underserved settings and with other disciplines.展开更多
<div style="text-align:justify;"> <strong>Background and Aim:</strong><span "=""> The only way to survive a sudden cardiac arrest is when the CPR is performed immediate...<div style="text-align:justify;"> <strong>Background and Aim:</strong><span "=""> The only way to survive a sudden cardiac arrest is when the CPR is performed immediately after the arrest. The focus of the present research study is to assess the effectiveness of a pre</span>- and post-simulation-based BLS training (BLS) and the outcome was<span "=""> measured on the basis of patient survival after the cardiac arrest. <b>Study Design</b><strong>:</strong> This pre- and post-training BLS/CPR training study enrolled all nursing staff, all hospital residents, internees, throughout the hospital in a simulation-based BLS training as per the standards of American Heart Association (AHA), to make them respond to immediate resuscitation and code blue activation during the cardiac arrest within the hospital premises including ED, wards, ICUs, MRI, CT and all miscellaneous areas. The providers completed self-efficacy questionnaires as per the AHA protocol before being certified and were evaluated during the emergency in hospital cardiopulmonary arrest. <b>Results: </b>296 nursing staff, 206 non-healthcare professionals, 143 residents, 212 internees, and 98 medical staff grade doctors completed the BLS training (total 955 hospital staff—providers) were graded for the response by pre- and post-training testing. In the course of pre</span>-BLS training period out of the 250 cardiac arrest patients, 68 patients (27.2%) had ROSC, while after instituting the BLS training period, 143 individuals (40.86%) of the 350 patients who had cardiac arrest had ROSC (p<span "=""> </span><<span "=""> </span>0.05<span "="">). <b>Conclusion: </b>A simulation-based CPR and BLS training curriculum greatly improves patient outcome by reducing mortality and morbidity with improved subjectivity, self-efficiency along with the objective assessment of the performance scores during acute cardiac arrest in Emergency Cardiovascular Care (ECC).</span> </div>展开更多
The use of virtual simulation-based training continues to expand, as organizations explore alternative methods to reduce the cost of training. While virtual simulation has been empirically validated to be effective in...The use of virtual simulation-based training continues to expand, as organizations explore alternative methods to reduce the cost of training. While virtual simulation has been empirically validated to be effective in the transfer of skills to the live environment, what is still unknown is what effect, if any, that an individual’s sense of presence in the simulation has on their performance. In this paper, we examine the relationship between presence and performance while performing a psychomotor task in a virtual environment. The independent variables were visual display and expertise level. The dependent variables were presence and performance. We found evidence of a moderate relationship between the degree of presence experienced in the simulation and an individual’s performance over three training trials. Results of this study may inspire future research to investigate whether higher presence in virtual simulation results in higher performance.展开更多
Simulation-based learning(SBL)has become an essential tool in clinical psychology education,fostering competency development through immersive,risk-free training environments.However,traditional simulation methods oft...Simulation-based learning(SBL)has become an essential tool in clinical psychology education,fostering competency development through immersive,risk-free training environments.However,traditional simulation methods often lack real-time emotional feedback,accessibility,and scalability.To address these gaps,this study explores the integration of FASSLING,an AI-powered platform,into clinical psychology training.FASSLING offers interactive patient role-play,real-time coaching,and structured debriefing to enhance emotional intelligence,therapeutic communication,and clinical reasoning.The platform's AIdriven feedback mechanisms,with the right prompts,provide immediate insights into trainees'empathy,rapport-building,and intervention accuracy,offering a dynamic learning experience that adapts in real time.Additionally,FASSLING’s unlimited free access removes financial and geographical barriers,democratizing high-quality training for not only mental health professionals,but all helping professionals worldwide.It effectively cultivates highly skilled therapists in a safe,controlled environment,maximizing public benefit without exposing real clients to risk.This paper explores the effectiveness of AI-enhanced simulation training in improving therapeutic competency,highlighting its potential to revolutionize clinical education by bridging the gap between theoretical learning and practical application.The findings suggest that AI-driven simulation models like FASSLING can significantly enhance skill acquisition,promote ethical decision-making,and foster a more emotionally attuned and competent mental health workforce.展开更多
Basketball is one of the most important courses in college physical education, and it is also popular with students. Carrying out basketball teaching well in colleges and universities can stimulate students interest i...Basketball is one of the most important courses in college physical education, and it is also popular with students. Carrying out basketball teaching well in colleges and universities can stimulate students interest in participating in basketball and enhance students initiative to participate in basketball, thus improving students basketball skills and cultivating students good physical quality. However, the current college basketball teaching pays more attention to the training of students basketball skills and not enough attention to the teaching of sports tactics in basketball, which makes the students lack the awareness of basketball tactics in basketball, thus affecting the level of the whole college basketball and the effect of college basketball teaching activities. This paper analyzes the problems existing in the practice of cultivating the awareness of sports tactics in the current college basketball teaching, and combining with the practice of college students basketball training, puts forward some strategies for effectively cultivating the awareness of sports tactics in college basketball teaching.展开更多
文摘Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.
文摘The security system for police technical and tactical training in public security colleges in China is mainly composed of seven security guarantee systems: management organization, safety education, laws and regulations, training control, site equipment, safety supervision and emergency plan, scienti??cally and rationally constructing a security system in relevant public security colleges. This paper has carried out a comprehensive research on Hebei Vocational College of Public Security Police, and provided corresponding safety theory and guarantee for the security protection of the college during the police training period.
文摘Listening is very important in the learning of English language. Most of our Chinese students regard listening comprehension as the most difficult part among all kinds of examinations. So if we can find the reasons why the students exist such barriers that prevent them from understanding, and give them ways of training it, I’m sure it will help the students to improve their ability of language learning.
文摘Background:Health professions education(HPE)in underserved and resource-constrained regions faces persistent challenges,including limited faculty development opportunities and the absence of context-specific curricula.The growing need to increase access to cataract surgery and reduce avoidable blindness underscores the urgency of training more competent cataract surgeons.Developing a standardized,nationally endorsed,outcome-based curriculum for simulation-based training in cataract surgery represents a strategic solution.This study explores integrating online active and constructivist social learning strategies within team projects to address these educational gaps,emphasizing equitable international partnerships between experienced global ophthalmological societies(GOS)in HPE,and national ophthalmological societies(NOS)especially in underserved regions.Methods:We conducted an non-experimental investigation involving the Mozambican College of Ophthalmology(NOS),comprising ten senior ophthalmologist educators,including the President(A.B.),each with over ten years of postgraduate teaching leadership experience.To promote inclusivity and foster future leadership,six early-career ophthalmologists with under five years of experience were invited to join.The GOS was represented by two ophthalmologist educators(K.G.and H.P.F.)affiliated with the Ophthalmology Foundation and experienced in international HPE.Together,both organizations formed an equitable and culturally adapted partnership,led by the NOS,to co-design an outcome-based curriculum for cataract surgery simulation training.The collaborative process used a group mentor-facilitated model integrating design thinking,and social constructivist strategies.A virtual community of practice(vCoP),sustained through WhatsApp,enabled continuous peer support and knowledge exchange.The project spanned eight monthly 90-minute videoconferences via Zoom,incorporating online group mentoring and a virtual jigsaw exercise.Results:The collaboration resulted in the development of a competency-based,simulation-enhanced small incision cataract surgery curriculum structured around the Ophthalmic Simulated Surgical Competency Assessment Rubric(Sim-OSSCAR).The curriculum followed Kern’s six-step framework and was organized into four modular components covering the full range of surgical steps.The vCoP emerged as a key platform for sustained faculty development,collaborative problem-solving,and shared expertise,enhancing institutional capacity within the NOS.Participants anecdotally reported increased confidence in curriculum design,strengthened mentoring relationships,and greater engagement through active learning methodologies.The model demonstrated scalability and adaptability,indicating potential for broader application across other medical specialties and contexts.Conclusions:This study highlights the transformative potential of combining design thinking,active and social learning strategies,and digital tools in HPE.By fostering equitable,structured international collaborations,this approach supports sustainable faculty development and contextually relevant educational innovation.The creation of a dynamic vCoP was instrumental in promoting shared ownership and collaboration,ultimately advancing competency-based,simulation-enhanced training in ophthalmology.These findings suggest similar team-based,technology-enabled strategies could strengthen training and patient care in other underserved settings and with other disciplines.
文摘<div style="text-align:justify;"> <strong>Background and Aim:</strong><span "=""> The only way to survive a sudden cardiac arrest is when the CPR is performed immediately after the arrest. The focus of the present research study is to assess the effectiveness of a pre</span>- and post-simulation-based BLS training (BLS) and the outcome was<span "=""> measured on the basis of patient survival after the cardiac arrest. <b>Study Design</b><strong>:</strong> This pre- and post-training BLS/CPR training study enrolled all nursing staff, all hospital residents, internees, throughout the hospital in a simulation-based BLS training as per the standards of American Heart Association (AHA), to make them respond to immediate resuscitation and code blue activation during the cardiac arrest within the hospital premises including ED, wards, ICUs, MRI, CT and all miscellaneous areas. The providers completed self-efficacy questionnaires as per the AHA protocol before being certified and were evaluated during the emergency in hospital cardiopulmonary arrest. <b>Results: </b>296 nursing staff, 206 non-healthcare professionals, 143 residents, 212 internees, and 98 medical staff grade doctors completed the BLS training (total 955 hospital staff—providers) were graded for the response by pre- and post-training testing. In the course of pre</span>-BLS training period out of the 250 cardiac arrest patients, 68 patients (27.2%) had ROSC, while after instituting the BLS training period, 143 individuals (40.86%) of the 350 patients who had cardiac arrest had ROSC (p<span "=""> </span><<span "=""> </span>0.05<span "="">). <b>Conclusion: </b>A simulation-based CPR and BLS training curriculum greatly improves patient outcome by reducing mortality and morbidity with improved subjectivity, self-efficiency along with the objective assessment of the performance scores during acute cardiac arrest in Emergency Cardiovascular Care (ECC).</span> </div>
文摘The use of virtual simulation-based training continues to expand, as organizations explore alternative methods to reduce the cost of training. While virtual simulation has been empirically validated to be effective in the transfer of skills to the live environment, what is still unknown is what effect, if any, that an individual’s sense of presence in the simulation has on their performance. In this paper, we examine the relationship between presence and performance while performing a psychomotor task in a virtual environment. The independent variables were visual display and expertise level. The dependent variables were presence and performance. We found evidence of a moderate relationship between the degree of presence experienced in the simulation and an individual’s performance over three training trials. Results of this study may inspire future research to investigate whether higher presence in virtual simulation results in higher performance.
文摘Simulation-based learning(SBL)has become an essential tool in clinical psychology education,fostering competency development through immersive,risk-free training environments.However,traditional simulation methods often lack real-time emotional feedback,accessibility,and scalability.To address these gaps,this study explores the integration of FASSLING,an AI-powered platform,into clinical psychology training.FASSLING offers interactive patient role-play,real-time coaching,and structured debriefing to enhance emotional intelligence,therapeutic communication,and clinical reasoning.The platform's AIdriven feedback mechanisms,with the right prompts,provide immediate insights into trainees'empathy,rapport-building,and intervention accuracy,offering a dynamic learning experience that adapts in real time.Additionally,FASSLING’s unlimited free access removes financial and geographical barriers,democratizing high-quality training for not only mental health professionals,but all helping professionals worldwide.It effectively cultivates highly skilled therapists in a safe,controlled environment,maximizing public benefit without exposing real clients to risk.This paper explores the effectiveness of AI-enhanced simulation training in improving therapeutic competency,highlighting its potential to revolutionize clinical education by bridging the gap between theoretical learning and practical application.The findings suggest that AI-driven simulation models like FASSLING can significantly enhance skill acquisition,promote ethical decision-making,and foster a more emotionally attuned and competent mental health workforce.
文摘Basketball is one of the most important courses in college physical education, and it is also popular with students. Carrying out basketball teaching well in colleges and universities can stimulate students interest in participating in basketball and enhance students initiative to participate in basketball, thus improving students basketball skills and cultivating students good physical quality. However, the current college basketball teaching pays more attention to the training of students basketball skills and not enough attention to the teaching of sports tactics in basketball, which makes the students lack the awareness of basketball tactics in basketball, thus affecting the level of the whole college basketball and the effect of college basketball teaching activities. This paper analyzes the problems existing in the practice of cultivating the awareness of sports tactics in the current college basketball teaching, and combining with the practice of college students basketball training, puts forward some strategies for effectively cultivating the awareness of sports tactics in college basketball teaching.
