Objective measures of situation awareness in a simulated medical environment

Wright, Melanie C.

doi:10.1136/qshc.2004.009951

Cited by 207 publications

(153 citation statements)

References 35 publications

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“…Information such as this would be very helpful in places where simulation is being used to aid in resident and medical student remediation. Having the ability to analyze what the participant sees and focuses on can help with redirection and identification of knowledge translation issues [20][21][22][23] .…”

Section: Discussionmentioning

confidence: 99%

Integrating Google Glass into simulation-based training: experiences and future directions

Dameff

Tully

2014

JBGC

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Background: Education experts are starting to explore the potential uses of wearable technology and augmented reality in simulation-based training. In this article, we summarize our experiences with using Google Glass in simulation-based training and discuss potential future directions with this advanced technology. Methods:Emergency medicine residents and medical students participated in a pilot study where each team captain was asked to wear Google Glass during 15 separate simulation-based training sessions. Video obtained from Google Glass was analyzed and utilized during debriefing sessions for the residents and medical students. Results:We were able to successfully integrate Google Glass into simulation-based training and debriefing. During the analysis of each recording, observations were noted about the events that transpired and this data was used to provide instructional feedback to the residents and medical students for self-reflection and appraisal. Post-exercise surveys were conducted after each simulation session and all participants noted that Google Glass did not interfere with their simulation experience. Google Glass enabled the observers to analyze the team captain's primary visual focus during the entire simulation scenario and feedback was provided based on the data recorded. Conclusions:Wearable technologies such as Google Glass can be successfully integrated into simulation-based training exercises without disrupting the learners' experience. Data obtained from this integration can be utilized to improve debriefing sessions and self-reflection. Future research is underway and required to evaluate other potential uses for wearable technology in simulation-based training.

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Section: Discussionmentioning

confidence: 99%

Integrating Google Glass into simulation-based training: experiences and future directions

Dameff

Tully

2014

JBGC

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“…Introducing ''timeouts'' into simulation exercises would also facilitate a ''reflection in action'' approach rather than a ''reflection on action'' approach to debriefing. 10 An important tenet of a reflection in action approach is that residents are given the opportunity to repeat a problem by employing a different strategy. Once the students have identified a learning problem by calling a timeout, it allows them to determine their needs in relation to performing a particular clinical scenario.…”

Section: Anxiety and Performancementioning

confidence: 99%

High-fidelity simulation in anesthesiology training: a survey of Canadian anesthesiology residents’ simulator experience

Price

Pratt

et al. 2010

Can J Anesth/J Can Anesth

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“…"Mind blindness" and controversies (Varela, Thompson, and Rosch 1992;Pinker 1995;Dascal 1998;Epstein and Hundert 2002;Wright, Taekman, and Endsley 2004) occur daily in virtually all scientific disciplines. As a classic example, I would refer to the banning until 1965 in the Soviet Union of the names of geneticists Gregor Mendel, Thomas Morgan, and others in Soviet biology, medicine, and agriculture.…”

Section: "Mind Blindness" In Sciencementioning

confidence: 99%

On Mechanisms of Human Behavior: The “Mind Blindness Phenomenon” in Philosophy, Religion, Science, and Medicine

Aminoff¹

2015

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The phenomenon described here has no scientific title, but occurs frequently in daily living, from science to philosophy, religion, and medicine. In every field of human endeavor, when a view is expressed, sharp and profound differences of opinion ensue. Initially, we coin this phenomenon as "understanding blindness" or "mind's awareness." Thereafter, we decide to refer to it as "mind blindness," a concept introduced to science by Professor Simon Baron-Cohen, who coins it for a cognitive disorder associated with autism, Asperger's syndrome, and schizophrenia. Baron-Cohen's usage has subsequently been extended to dementia, bi-polar disorders, antisocial personality disorders, and even normal aging. In our view, definition and identification of "mind blindness" in philosophy, religion, science, medicine, and at end-of-life care can help mankind to better understand mechanisms of human behavior, and the causes of conflicts, controversies, contradictions, and sharp differences of opinion in human life, and even to solve some of them.

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Objective measures of situation awareness in a simulated medical environment

Cited by 207 publications

References 35 publications

Integrating Google Glass into simulation-based training: experiences and future directions

Integrating Google Glass into simulation-based training: experiences and future directions

High-fidelity simulation in anesthesiology training: a survey of Canadian anesthesiology residents’ simulator experience

On Mechanisms of Human Behavior: The “Mind Blindness Phenomenon” in Philosophy, Religion, Science, and Medicine

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