A New Virtual-Reality Training Module for Laparoscopic Surgical Skills and Equipment Handling: Can Multitasking be Trained? A Randomized Controlled Trial

Bongers, Pim J.; Hove, P. Diederick van; Stassen, Laurents P. S.; Dankelman, Jenny; Schreuder, Henk W.R.

doi:10.1016/j.jsurg.2014.09.004

Cited by 26 publications

(15 citation statements)

References 28 publications

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“…Such concerns raise questions about cost‐to‐benefit relationships for promoting mobile learning methods in medical curricula that emphasize the support and promotion of student multitasking for necessary clinical tasks in disciplines such as surgery and emergency medicine (Bongers et al, ). Other evidence suggests that undergraduate students have differing capacities for efficient multitasking, and that earlier preclinical teaching methods may be inefficient during multitasking clinical work (Dubrowski et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

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“…Task interconnectedness Bongers et al (2015) [15] An individual need to concurrently attend to more than one task x…”

Section: Task Concurrencymentioning

confidence: 99%

Multitasking in Knowledge Intensive Business Services

et al. 2020

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The objectives of this study were two-fold. First, to analyze multitasking activities in Knowledge Intensive Business Services (KIBS) and the employees’ perception of multitasking effects on individual and organizational performance. Second, to explore associations between the perception of multitasking and individual Time Management Orientation (TMO). The research study employed an online survey methodology. The questionnaire contained 56 questions organised in four groups. Methods of relationship analysis and regression analysis were applied to get answers to the research questions. The study indicated that the employees of surveyed KIBS were strongly engaged in multitasking activities in their workplaces. The informants estimated that on average they worked on nine different tasks per day. Additionally, their working days were filled with interruptions, caused either by external factors or self-interruptions. The majority of respondents also admitted that the ability to multitask was considered their job requirement, thus supporting the findings of other studies that KIBS do prefer multitasking employees. The effects of multitasking on individual and organizational performance were perceived ambiguously by the respondents. Meanwhile, the majority of respondents (above 70%), regardless of the level of polychronicity, admitted that they were able to make good decisions and concentrate better when they worked on one task at a time. The data analysis confirmed the findings reported earlier that individuals with more polychronic TMO did perceive multitasking as having more positive than negative effects both at the individual and organisational levels. Human multitasking has been widely researched in such fields as medicine, command and control, aviation, information technologies, but there is little detailed empirical evidence on multitasking in KIBS such as management consulting, research and development, architecture, engineering services, design, and advertising. Our research provides a fresh view on the human aspects of KIBS companies which can be of help in addressing the related managerial issues. The setting of the optimal number of tasks, task allocation considering employees’ individual differences, designing of workflows require further research as this may give the KIBS company managers guidelines and tools for organizing productive multitasking towards enhanced work efficiency and effectiveness and employees’ well-being.

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“…Simulation environments that incorporate a simulated patient have been found to improve students' learning experience prior to exposure to patient care 2 . In addition, recent advances in technology have led to use of the advanced dental simulator (ADS) and three‐dimensional haptic system to further improve skills acquisition prior to clinical training 3 – 6 …”

Section: Contemporary Rubric For Assessment Of Teeth Prepared For Metmentioning

confidence: 99%

Comparison of Effectiveness of Two Teaching Methods on Acquisition of Skills in Preclinical Fixed Prosthodontics

Sadid‐Zadeh

Sannito

DeLuca

2019

Journal of Dental Education

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The aim of this study was to evaluate the effects of dental faculty‐student interactions, virtual assessment software, and associated rubrics on student performance by assessing tooth preparations generated during the students' final practical exam. The study, conducted in 2017 and 2018, compared teeth prepared for preclinical fixed prosthodontics competency exams by two subsequent classes of second‐year dental students trained using different methods. Class A was trained for nine months prior to the exam using feedback via student‐faculty interactions and conventional rubrics. Class B was trained for five and half months prior to the exam via contemporary rubrics that incorporated feedback from both faculty and virtual assessment software. Two blinded, independent, and calibrated faculty members randomly evaluated the tooth preparations and graded them as excellent, standard, or standard not met for occlusal reduction, axial/lingual reduction, contour/long axis/axial wall height, finish line location, finish line quality, and finish of the preparation. The interrater agreement was slight to fair (0.01 < Kappa < 0.4) for evaluation of preparations. The teaching method did not have a significant impact (p>0.05) on student performance for the assessed criteria. These results suggest that, with the use of virtual assessment software, a course director may be able to shorten a course and obtain the same results as a nine‐month course.

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A New Virtual-Reality Training Module for Laparoscopic Surgical Skills and Equipment Handling: Can Multitasking be Trained? A Randomized Controlled Trial

Cited by 26 publications

References 28 publications

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Multitasking in Knowledge Intensive Business Services

Comparison of Effectiveness of Two Teaching Methods on Acquisition of Skills in Preclinical Fixed Prosthodontics

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