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- Johnson, Ericka, 1973-, et al.
(författare)
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Evaluating instruction of medical students with a haptic surgical simulator : The importance of coordinating students' perspectives
- 2004
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Ingår i: Journal on Information Technology in Healthcare. - 1479-649X. ; 2:3, s. 155-163
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To examine the practices surrounding the use of a surgical simulator in training medical students. Design: Non-randomised observational study. Setting: Teaching hospital in Sweden. Methods: Two separate studies were performed using a haptically enabled (i.e. providing tactile feedback) surgical simulator. In the first study a total of 46 students and two instructors were observed as the students trained their speed and accuracy in locating spheres in a simulated abdomen, shoulder and knee. Through qualitative analysis of video of the instructors' teaching, methods for reconstituting medical practice in the simulations were observed. In the second, quantitative, study, a subgroup of 30 students performed two tests on the simulator, the first relying solely on the on-screen instructions available with the simulator and the second after receiving individual instruction from a practising surgeon. The difference between these two scores was analysed and students were asked to evaluate their experience of the simulator and training session. Results: The first study demonstrated what methods the instructors used to help students relate the computer screen image to human anatomy, and to make the training with the simulator clinically relevant and authentic. The instructors did this by actively aligning and coordinating the students' perspectives, and by reconstituting patient bodies into the simulation. In the second study the students' test results were significantly improved after receiving instruction from the surgeon. Conclusion: The results from these two studies demonstrate the important role that instructors play in simulator training. They also suggest practices to consider when designing a programme for simulator training.
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- Johnson, Ericka, 1973-
(författare)
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Genus i Cyberrymden
- 2003
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Ingår i: Vem tillhör tekniken? Kunskap och kön i teknikens värld. - Lund : Arkiv förlag. - 9179241581 ; , s. 261-277
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vem har makten över tekniken? Vem känner sig tillhöra tekniken, vem fascineras av den och vem får ingå i dess nätverk och brödraskap?I denna bok står teknik och genus, makt och identitet i fokus. Teknik har länge och självklart tillhört en manlig sfär. Dess innehåll och inriktning har präglats av mäns prioriteringar och sätt att se på världen. Idag söker sig många kvinnor till teknisk utbildning. Kvinnor använder Internet för kontakter och vardagsbehov. Många tekniska "framsteg", från fosterdiagnostik till kärnkraftverk, ifrågasätts ur kvinnoperspektiv. Tekniken är inte längre bara männens domän.Författarna tar oss till tekniska högskolor, ingenjörskontor, knuttegäng och cyberrymden och visar hur manlighet och kvinnlighet skapas i dessa miljöer. De granskar den motsägelsefulla hållning gentemot tekniken som många kvinnor har och som visar sig i feministiska analyser av teknikens makt. Vi får en mångfald analyser, ofta överraskande, som stimulerar till eftertanke och diskussion, både hos dem som arbetar med teknik och hos en intresserad allmänhet.
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- Johnson, Ericka, 1973-
(författare)
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Situating Simulators : The integration of simulations in medical practice
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examined the practices of integrating simulators into medical education. Simulators have been observed in use to discern how medical practices are created out of the simulations. Video recordings of the simulations have been analysed, complemented by interviews with instructors and students. To contextualise the simulations, the author also shadowed students on an anaesthesiology course, of which simulator training was an introductory element.Analysing this material in the theoretical framework of situated learning and communities in practice showed how medical practices and medical participants are reconstituted in simulations. Reconstitution occurs as the instructors speak about the simulations in medical terms and as they use their own bodies and voices to reconstitute the patient body. It repeatedly defmes the simulation as medical practice and relies on the student's previous knowledge and the instructor's presence and intervention. Reconstitution describes what occurs in the simulator centre, but it also contributes to the theoretical discussion oflearning in practice as it further develops Wenger's understanding of participation.The simulations are not isolated events separate from the medical apprenticeship. They are embedded in the hospital's work, connected to the rest of the training the students take part in, and an opportunity for students to interact with others in their role as doctors-in-training. This indicates that in the simulations the students are involved in learning to be doctors rather than just learning medical skills, which emphasises the importance of the instructing doctor's role in a simulation.The study also considers the simulators as artefacts in practice. Rather than seeing simulators as predefined representations of medical understandings with distinct boundaries between the artefact and the user, the simulators are considered to be part of a relational practice, intra-action. Considering the relationship between the simulator and the user allows for ambivalent definitions of machine, user, and even agency.
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- Strom, P., et al.
(författare)
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Validation and learning in the Procedicus KSA virtual reality surgical simulator : Implementing a new safety culture in medical school
- 2003
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Ingår i: Surgical Endoscopy. - : Springer Science and Business Media LLC. - 0930-2794 .- 1432-2218. ; 17:2, s. 227-231
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Tidskriftsartikel (refereegranskat)abstract
- Background: Advanced simulator training within medicine is a rapidly growing field. Virtual reality simulators are being introduced as cost-saving educational tools, which also lead to increased patient safety. Methods: Fifteen medical students were included in the study. For 10 medical students performance was monitored, before and after 1 h of training, in two endoscopic simulators (the Procedicus KSA with haptic feedback and anatomical graphics and the established MIST simulator without this haptic feedback and graphics). Five medical students performed 50 tests in the Procedicus KSA in order to analyze learning curves. One of these five medical students performed multiple training sessions during 2 weeks and performed more than 300 tests. Results: There was a significant improvement after 1 h of training regarding time, movement economy, and total score. The results in the two simulators were highly correlated. Conclusion: Our results show that the use of surgical simulators as a pedagogical tool in medical student training is encouraging. It shows rapid learning curves and our suggestion is to introduce endoscopic simulator training in undergraduate medical education during the course in surgery when motivation is high and before the development of "negative stereotypes" and incorrect practices.
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