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Objective:To evaluate the effectiveness of hands-on training and video demonstration in training of forceps delivery for residents.Methods:Forty nine residents who were rotating in the obstetrics department of Peking Union Medical College Hospital from 2019 to 2021 were enrolled. The residents were randomly divided into two groups: the instructor group ( n=24) was taught by hands-on training of forceps delivery and the video group ( n=25) was instructed by watching video demonstration. All the trainees completed the self-confidence questionnaire survey, and were evaluated by written tests and objective structured assessment of technical skills scoring system. Results:The scores of self-confidence in each item after the simulation training were higher than those before training in both groups; and there were no significant differences between two groups in the increment of scores(mastering knowledge: 1.54±0.98 vs. 1.40±0.71, U=266.68, P=0.480;mastering operation skills: 1.42±0.93 vs.1.80±0.87, U=233.47, P=0.161; mastering forceps structure: 1.63±1.10 vs. 1.88±0.93, U=261.63, P=0.416; confidence in independent operation: 1.13±0.90 vs. 1.00±1.08, U=287.74, P=0.799; evaluation of simulation training: 0.21±0.51 vs. 0.16±0.55, U=288.27, P=0.776). In the written tests, the scores of the instructor group were significantly higher than those of the video group (83.00±7.18 vs.70.56±10.37; t=4.86, P<0.001). In the practical operation, the instructor group significantly outperformed the video group in items of “right blade placement” (0.71±0.46 vs. 0.20±0.41, U=147.54, P<0.001), “objective total score” (6.17±1.46 vs. 4.72±1.65, U=155.49, P=0.003) and “correct traction” (0.85±0.31 vs. 0.56±0.51, U=213.86, P=0.036). Conclusion:Training delivered via hands-on instruction and demonstration was generally more effective than that delivered via video, although both groups show a increased self-confidence in learning and performing forceps delivery.
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RESUMEN Antecedentes: la actual pandemia causada por COVID-19 plantea desafíos a la enseñanza clínica al afectar el desarrollo normal de las actividades presenciales. Se necesitan soluciones que ayuden a mitigar esos efectos. Objetivo: el propósito de este estudio es presentar una estrategia de telesimulacion (TS) y analizar la perspectiva del diseño instruccional desde los estudiantes de grado de Cirugía. Material y métodos: 26 estudiantes tuvieron una inmersión en escenarios de alta fidelidad a distancia, a través de una plataforma de videoconferencia que les permitió experimentar y analizar situaciones críticas y tomar decisiones terapéuticas. El análisis de los datos se realizó desde un abordaje cuantitativo-cualitativo poniendo el foco en las vivencias de los participantes a partir de la encuesta de satisfacción, las transcripciones del debriefing (etapa reflexiva) y una pregunta abierta sobre percepción de aprendizaje, con el propósito de analizar la actividad en torno a las oportunidades de aprendizaje de razonamiento clínico y habilidades no técnicas como también los atributos del método percibidos por los estudiantes. Resultados: todos recomendarían la actividad a otro. Durante la etapa de debriefing emergen aspectos del rendimiento en relación con la hipótesis diagnóstica, la investigación complementaria, el tratamiento y las habilidades no técnicas. Además existió una percepción de aprendizaje más allá de la que ofrece la lectura de contenidos. Conclusión: la TS como oportunidad de aprendizaje favorece la enseñanza clínica. Como técnica, si bien puede lograr alta fidelidad, no puede descuidar los aspectos técnicos y tecnológicos que alterarían su curso.
ABSTRACT Background: The current COVID-19 pandemic poses additional challenges to clinical teaching by affecting the normal development of onsite activities. Solutions are necessary to mitigate these effects. Objective: The aim of this study is to present a telesimulation (TS strategy) and analyze the instructional design perspective of undergraduate students of surgery. Material and methods: Twenty-six students participated in the experience, immersed in high-fidelity virtual scenarios through a video conference platform in which they could experience and analyze critical situations and decide a therapeutic plan. Data analysis was carried out using a quantitative-qualitative approach, focusing on the participants' experiences reported in a satisfaction survey, debriefing transcriptions (reflective stage) and an open-ended question about the perception of learning aimed at analyzing the activity in terms of the opportunities to learn clinical reasoning, non-technical skills and the attributes of the method as perceived by the students. Results: All the students would recommend the activity to another peer. During debriefing, the aspects of performance related with the diagnostic hypothesis, complementary investigation, treatment and non-technical skills emerge. Furthermore, there was a perception of learning beyond that offered by content reading. Conclusion : Telesimulation as a learning opportunity favors clinical teaching. Although TS can achieve high fidelity as a technique, it cannot neglect the technical and technological aspects that would alter its course.
Subject(s)
Humans , General Surgery/education , Education, Distance/methods , Simulation Training/methods , Students, Medical/psychology , Models, Educational , Videoconferencing , Clinical Reasoning , COVID-19 , LearningABSTRACT
Resumen: Hasta 80% de los errores médicos se deben a fallas en factores humanos (mala comunicación, monitoreo inadecuado, fallas de verificación, etc.), por lo que el entrenamiento de los anestesiólogos exige el desarrollo de habilidades no técnicas en anestesiología. Las habilidades no técnicas son las habilidades cognitivas, sociales y personales que complementan las habilidades técnicas, y que contribuyen al desempeño seguro y eficiente de la tarea. En 2004 la Universidad de Aberdeen fue la primera en plantear un modelo para la definición y evaluación de estas habilidades en el ámbito médico. El modelo práctico consta de 15 elementos incluidos en cuatro categorías: manejo de la tarea, trabajo en equipo, conciencia de la situación y toma de decisiones. La herramienta es utilizada por anestesiólogos graduados para evaluar a quienes están en entrenamiento en el quirófano o mediante simulación clínica. La validez de este sistema, así como su importancia en la seguridad del paciente, ha sido demostrada por diferentes estudios.
Abstract: Close to 80% of medical errors are due to human factors (poor communication, inadequate monitoring, failure to check, etc.), which is why training for anaesthetists requires developing essential soft skills for Anaesthesiology. Soft skills are defined as specific cognitive, socio-emotional and interpersonal abilities complementing core skills which contribute to the safe and efficient carrying out of a job-specific task. In 2004, the University of Aberdeen established a first model for defining and evaluating these soft skills. The model consists of 15 elements across four categories: task management, team working, situational awareness and decision-making. The model is a tool employed by postgraduate anaesthesiologists to assess trainees in the operating theatre or through clinical simulation. The validity of this system, as well as its importance for patient safety have been demonstrated in a range of studies.
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RESUMEN Antecedentes: el aprendizaje de tareas complejas en cirugía requiere la coordinación e integración de habilidades técnicas y no técnicas que impactan en el rendimiento de los equipos de trabajo. Objetivo: presentar la evaluación de una estrategia educativa basada en simulación para el entrena miento de una habilidad compleja en cirugía, desde la perspectiva de los participantes. Material y métodos: en 2019 se desarrolló un curso de 20 horas (6 horas virtuales y 14 presenciales). Participaron 10 profesionales de la salud. Como estrategia se diseñó la integración de actividades de resolución de casos, role playing, práctica con simuladores sintéticos y virtuales y simulación de alta fidelidad. Al finalizar se realizó un cuestionario sobre percepción de aprendizaje y cambios actitudi nales. Resultados: el 50% tuvo percepción de mejora de sus habilidades y conocimientos al finalizar el cur so. Sin embargo, cuando se preguntó por el impacto del curso sobre su actividad profesional, el 80% respondió niveles superiores al aprendizaje percibido. El 100% se refirió a la necesidad de mejorar habilidades no técnicas. Todos calificaron la experiencia como positiva o muy positiva, y con ganas de repetirla. Conclusión: la perspectiva de quienes participaron de este programa formativo da cuenta de la alta aceptación del método. El hacer conscientes las habilidades no técnicas durante la etapa de reflexión sugiere cambios no solo actitudinales sino sobre la autopercepción de eficacia. Creemos que la meto dología de entrenamiento de equipos basado en simulación tiene potencialidad de mejorar el rendi miento global y futuros estudios deberían estar orientados a ello.
ABSTRACT Background: Learning complex tasks in surgical requires the coordination and integration of technical and non-technical skills have an impact on the performance of work teams. Objective: The aim of this study is to report the results of a simulation-based educational strategy for training in complex surgical skills considering the participants' perceptions. Material and methods: In 2019, 10 healthcare professionals participated in a 20-hour course divided in 6 hours of online training and 14 hours of onsite training. The strategy designed included the inte gration of case resolution activities, role-playing, practice with synthetic and virtual simulators and high-fidelity simulation. At the end of the course, a questionnaire was administered to explore partici pants' perceptions on what they had learned and on their attitude changes. Results: Fifty percent of the participants perceived their skills and knowledge improved at the end of the course compared with their perception at the beginning of the course while 80% perceived the impact of the course on their professional activity was good or excellent. All the participants agreed with the need for improving non-technical skills. The experience was rated as positive or very positive by all participants, who were eager to repeat it. Conclusion: The participants' perceptions of this educational program demonstrates that this method is highly accepted. Raising awareness of non-technical skills during the reflection stage suggests the need for changes in attitude and in self-perception of efficacy. We believe that simulation-based tra ining offers the possibility of improving the overall performance of the surgical team. Future studies should focus on this goal.
Subject(s)
Humans , Male , Female , General SurgeryABSTRACT
Abstract Aim: The aim was to compare performance in specific-skill tests and motor coordination between groups with different technical efficiency and verify possible variables related to specific skills and motor coordination that contribute to discriminate players into high- and low-technical efficiency. Methods: The sample consisted of 82 young soccer players (12-15 years). Body size, bone age, motor performance tests, soccer-specific skill tests, and frequency of technical actions in SSG were analyzed. Statistic cluster-derived ANOVA F was used to identify which variables related to technical action most contributed to classifying subjects with similar performance. Discriminant analysis (Stepwise Method) was used to verify which predictor variables discriminated players into groups of low- and high-frequency technical actions in SSG. Statistical significance was set at 5%. Results: The group of high technical efficiency presented better performance in motor tests, shuttle run (P = 0.04; ES = −0.55), jumping laterally (P = 0.02; ES = 0.58), kicking speed (P = 0.03; ES = 0.60), soccer-specific skill tests, leading the ball in a straight line (LBSL) (P = 0.01; ES = −0.75), and zig-zag ball control (ZZBC) (P = 0.04; ES = −0.55); variable leading the ball in a straight line correctly discriminated 60% of players into high- and low-frequency groups. Conclusion: The frequency of technical actions in SSG was poorly influenced by motor performance and specific skill tests, and only the LBSL test correctly classified players of different frequencies of technical actions in SSG.
Subject(s)
Humans , Child , Adolescent , Soccer , Athletic Performance , Motor Skills , Cross-Sectional Studies , Analysis of Variance , AthletesABSTRACT
The rapid development of professional technology not only brings great benefits to patients, but also reveals the problem of non-technical skills. Technical competence is not enough to avoid the occurrence of adverse medical events or to get optimal post-operative outcomes. The development of technology is endless, we are desperate in need of non-technical skills, such as situation awareness, decision making, communication and teamwork, leadership. The only way we could achieve in the assistance of the perfect surgical operation with the combination of excellent surgical techniques and solid non-technical skills, and therefore relieve the patients as much as possible.
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The rapid development of professional technology not only brings great benefits to patients, but also reveals the problem of non-technical skills. Technical competence is not enough to avoid the occurrence of adverse medical events or to get optimal post-operative outcomes. The development of technology is endless, we are desperately in need of non-technical skills, such as situation awareness, decision making, communication and teamwork, leadership. The only way we could achieve in the assistance of the perfect surgical operation with the combination of excellent surgical techniques and solid non-technical skills, and therefore relieve the patients as much as possible.
ABSTRACT
The rapid development of professional technology not only brings great benefits to patients, but also reveals the problem of non-technical skills. Technical competence is not enough to avoid the occurrence of adverse medical events or to get optimal post-operative outcomes. The development of technology is endless, we are desperately in need of non-technical skills, such as situation awareness, decision making, communication and teamwork, leadership. The only way we could achieve in the assistance of the perfect surgical operation with the combination of excellent surgical techniques and solid non-technical skills, and therefore relieve the patients as much as possible.
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Resumen Tradicionalmente, se ha asociado a la falta de habilidades y competencias técnicas con los eventos adversos en el área quirúrgica. Sin embargo, se ha visto que un gran porcentaje de estos eventos se relacionan directamente con déficits en las habilidades no técnicas (HNT) del equipo quirúrgico. Por lo tanto, la evaluación de éstas se ha vuelto un tópico relevante para minimizar errores y fortalecer el desempeño en el escenario operatorio. Múltiples instrumentos han sido desarrollados con este fin, tanto para analizar el funcionamiento del equipo completo, como de cada subgrupo que lo conforma. El presente trabajo pretende resumir los principales aspectos de los distintos métodos que han sido desarrollados en los últimos años para la evaluación de HNT en el área quirúrgica.
Traditionally, the lack of skills and technical competencies has been associated with adverse events in the surgical area. However, it has been seen that a large percentage of these events are directly related to deficits in the non-technical skills (NTS) of the surgical team. Therefore, the evaluation of these has become a relevant topic to minimize errors and strengthen performance in the operating room. Multiple instruments have been developed for this purpose, both to analyze the operation of the complete equipment, and of each subgroup that comprises it. This article aims to summarize the key aspects of the methods that have been developed in recent years for the evaluation of NTS in the surgical area.
Subject(s)
Humans , General Surgery/standards , Surgical Procedures, Operative/standards , Clinical Competence , Patient Care Team/standards , Interdisciplinary CommunicationABSTRACT
The concept and the importance of non-technical skills, relevant influence factors and assessment tools were reviewed. Introduction of non-technical skills measuring tool used at home and abroad from object, content, evaluation method, the result and the application status, then puts forward thinking for the lack of assessment tools. To evaluate the present situation of non-technical skills of the surgical team and members as well as to offer suggestion to improve training effect.
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The concept and the importance of non-technical skills, relevant influence factors and assessment tools were reviewed. Introduction of non-technical skills measuring tool used at home and abroad from object, content, evaluation method, the result and the application status, then puts forward thinking for the lack of assessment tools. To evaluate the present situation of non-technical skills of the surgical team and members as well as to offer suggestion to improve training effect.
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@#The importance of non-technical skills among healthcare professionals is gaining a widespread recognition as critical elements complementing the technical skills used for improving patients’ safety. These skills are typically acquired through simulation training, which emerged as an effective way to complement clinical training. Non-technical skills frequently use high-fidelity simulation followed by a facilitated discussion known as debriefing. Debriefing by a skilled facilitator is thought to be essential for effective learning through reflective processes. Unfortunately, evidence to support the elements which contributes towards the effectiveness of debriefing remains sparse. We review the studies where elements of debriefing that have been manipulated and its effectiveness on the acquisition of non-technical skills among healthcare professionals through eight publications across four different databases. Non-technical skills performance improved after manipulated debriefing such as multimedia debrief, self-led debrief or no debrief. Besides, there was no added performance when video recording was added to facilitator-led debriefing. The application of learning theory on specific elements together with the application of selected debriefing models is highly encouraging for effective debriefing.
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@#It has been absent from an accepted criteria for normalization and quality control of the thoracic surgery until now. The ideal assessing instrument which will be used to evaluate the technical skills and surgical procedures should present a few vital characterizations below: objectivity, speciality in the content, detailed structure, and quantifiability. Objective structured assessment of technical skills (OSATS) has developed as a reliable method of surgical skills measurement. This article focuses on the history of OSATS and its prospect in the thoracic surgery area by reviewing relevant literatures.
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Objective Non-technical skills (NTS) are necessary to evaluate the comprehensive quality of surgeons.In this study,we proposed the concept of C-NTS,a scoring criterion for NTS based on real scenarios (for example,history taking) and video recording,and verified its practical application effects.Methods Study objects were divided into the tutor group and the student group.The tutor group contained four senior attending physicians in gastrointestinal surgery department of one tertiary hospital (all male with doctor degree).The student group had four rotating surgeons who were randomly selected from the same department in 2018 (two males and two females).Before and after the training,the tutor rated the same anonymous video by C-NTS.One-factor analysis of variance was used to compare the differences between and within the groups,and Kendall concordant coefficient was used to test the consistency by SPSS 22.0.Results After the tutor receiving training,Kendall concordant coefficient was increased from 0.425 to 0.853 and the latter suggested the difference had statistical significance (P=0.017),which confirmed the effectiveness of the training.Conclusion C-NTS has preliminarily solved the difficulty of homogenization of NTS assessment.Relevant C-NTS discussions and trainings for clinical tutors may be beneficial to save time and manpower in clinical teaching and evaluation.
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Objective@#Non-technical skills (NTS) are necessary to evaluate the comprehensive quality of surgeons. In this study, we proposed the concept of C-NTS, a scoring criterion for NTS based on real scenarios (for example, history taking) and video recording, and verified its practical application effects.@*Methods@#Study objects were divided into the tutor group and the student group. The tutor group contained four senior attending physicians in gastrointestinal surgery department of one tertiary hospital (all male with doctor degree). The student group had four rotating surgeons who were randomly selected from the same department in 2018 (two males and two females). Before and after the training, the tutor rated the same anonymous video by C-NTS. One-factor analysis of variance was used to compare the differences between and within the groups, and Kendall concordant coefficient was used to test the consistency by SPSS 22.0.@*Results@#After the tutor receiving training, Kendall concordant coefficient was increased from 0.425 to 0.853 and the latter suggested the difference had statistical significance (P=0.017), which confirmed the effectiveness of the training.@*Conclusion@#C-NTS has preliminarily solved the difficulty of homogenization of NTS assessment. Relevant C-NTS discussions and trainings for clinical tutors may be beneficial to save time and manpower in clinical teaching and evaluation.
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Resumen El entrenamiento quirúrgico basado en simulación, es un método complementario de enseñanza cada vez más utilizado. Permite acortar las curvas de aprendizaje, desarrollar las habilidades técnicas y no técnicas, de la misma forma agilizar las competencias, en un entorno que no comprometa la seguridad del paciente, con la finalidad de transferir las destrezas aprendidas a la sala de operaciones. Dentro de la urología, la mayoría de los simuladores desarrollados son en el campo de endourología. Para la cirugía laparoscópica y robótica existe un número limitado de modelos específicos de procedimiento, destacando los modelos de realidad virtual. La incorporación de estos en una malla curricular, debe estar fundada y apoyada en el estado de validez de cada uno de los simuladores. El objetivo de esta revisión es entregar información acerca de los modelos de simulación, de mayor relevancia en las diferentes áreas de la urología, como también la validez objetiva y subjetiva de cada uno de estos.(AU)
Abstract Surgical training based on simulation, is a complementary method of teaching increasingly used. It allows to shorten the learning curves, to develop technical and non-technical skills, in the same way to speed up the competences, in an environment that does not compromise the safety of the patient, with the purpose of transferring the skills learned to the operating room. Within urology, most of the simulators developed are in the field of endourology. For laparoscopic and robotic surgery there is a limited number of specific models of procedure, highlighting the models of virtual reality. The incorporation of these in a curricular subject, must be founded and supported in the validity status of each of the simulators. The objective of this review is to provide information about simulation models, of greater relevance in different areas of urology, as well as the objective and subjective validity of each of these.(AU)
Subject(s)
Urology , Laparoscopy , CurriculumABSTRACT
In urology technologies and surgical practices are constantly evolving and virtual reality (VR) simulation has become a significant supplement to existing urology methods in the training curricula of urologists. However, new developments in urology also require training and simulation for a wider application. In order to achieve this VR and simulation could play a central role. The purpose of this article is a review of the principal applications for VR and simulation in the field of urology education and to demonstrate the potential for the propagation of new progressive treatments. Two different cases are presented as examples: exposure therapy for paruresis and virtual cystoscopy for diagnosis and surgery of bladder cancer. The article uses research and publications listed in openly accessible directories and is organized into 3 sections: The first section covers features of VR and simulation technologies. The second one presents confirmed applications of current technologies in urology education and showcases example future applications in the domain of bladder treatment and surgery. The final section discusses the potential of the technology to improve health care quality.
Subject(s)
Curriculum , Cystoscopy , Diagnosis , Education , Implosive Therapy , Quality of Health Care , Urinary Bladder , Urinary Bladder Neoplasms , UrologyABSTRACT
ABSTRACT The introduction of non-technical skills during nursing education is crucial to prepare nurses for the clinical context and increase patient safety. We found no instrument developed for this purpose. Objectives: to construct, develop and validate a non-technical skills assessment scale in nursing. Method: methodological research. Based on the literature review and experience of researchers on non-technical skills in healthcare and the knowledge of the principles of crisis resource management, a list of 63 items with a five-point Likert scale was constructed. The scale was applied to 177 nursing undergraduate students. Descriptive statistics, correlations, internal consistency analysis and exploratory factor analysis were performed to evaluate the psychometric properties of the scale. Results: scale items presented similar values for mean and median. The maximum and the minimum values presented a good distribution amongst all response options. Most items presented a significant and positive relationship. Cronbach alpha presented a good value (0.94), and most correlations were significant and positive. Exploratory factor analysis using the Kaiser-Meyer-Olkin test showed a value of 0.849, and the Bartlett's test showed adequate sphericity values (χ2=6483.998; p=0.000). One-factor model explained 26% of the total variance. Conclusion: non-technical skills training and its measurement could be included in undergraduate or postgraduate courses in healthcare professions, or even be used to ascertain needs and improvements in healthcare contexts.
RESUMO A introdução de habilidades não técnicas durante o ensino de enfermagem é fundamental para preparar os enfermeiros para o contexto clínico e aumentar a segurança do paciente. Não foram encontrados quaisquer instrumentos desenvolvidos para essa finalidade. Objetivos: construir, desenvolver e validar uma escala de avaliação de habilidades não técnicas em enfermagem. Método: pesquisa metodológica. Com base na revisão da literatura e na experiência dos pesquisadores em habilidades não técnicas em saúde, e no conhecimento dos princípios do gerenciamento de recursos em crises, foi construída uma lista de 63 itens e com uma escala Likert de cinco pontos. A escala foi aplicada em 177 estudantes de graduação em enfermagem. Estatística descritiva, correlações, análises de consistência interna e análise fatorial exploratória foram realizadas para avaliar as propriedades psicométricas da escala. Resultados: os itens da escala apresentaram valores semelhantes para média e mediana. Os valores máximo e mínimo mostraram uma boa distribuição em todas as opções de resposta. A maioria dos itens apresentou uma relação significativa e positiva. O alfa de Cronbach apresentou um bom valor (0,94) e a maioria das correlações foi significativa e positiva. A análise fatorial exploratória através do teste de Kaiser-Meyer-Olkin apresentou um valor de 0,849, e o teste de Bartlett apresentou valores de esfericidade adequados (χ2=6483.998; p=0.000). O modelo de um fator explicou 26% da variância total. Conclusão: a formação em habilidades não técnicas e sua mensuração poderiam ser incluídos nos programas de graduação ou pós-graduação de profissões da saúde, ou até mesmo serem utilizadas para avaliar as necessidades e melhorias nos contextos de cuidados de saúde.
RESUMEN La introducción de habilidades no técnicas durante la educación de enfermería es fundamental para preparar a los enfermeros para el contexto clínico y aumentar la seguridad del paciente. No se encontraron instrumentos desarrollados para este propósito. Objetivos: construir, desarrollar y validar una escala de evaluación de habilidades no técnicas en enfermería. Método: investigación metodológica. Con base en la revisión de la literatura y la experiencia de los investigadores en habilidades no técnicas en el cuidado de la salud y el conocimiento de los principios del manejo de recursos en crisis, se construyó una lista de 63 ítems y con una escala Likert de cinco puntos. Se aplicó la escala a 177 estudiantes de pregrado en enfermería. Se realizaron estadísticas descriptivas, correlaciones, análisis de consistencia interna y análisis factorial exploratorio para evaluar las propiedades psicométricas de la escala. Resultados: los ítems de la escala presentaron valores similares para la media y la mediana. Los valores máximo y mínimo mostraron una buena distribución en todas las opciones de respuesta. La mayoría de los ítems presentaron una relación significativa y positiva. El alfa de Cronbach presentó un buen valor (0,94), y la mayoría de las correlaciones fueron significativas y positivas. El análisis factorial exploratorio mediante la prueba Kaiser-Meyer-Olkin mostró un valor de 0,849, y la prueba de Bartlett mostró valores de esfericidad adecuados (χ2=6483.998; p=0,000). El modelo de un factor explicó el 26% de la varianza total. Conclusión: la capacitación en habilidades no técnicas y su medición podrían incluirse en programas de grado y posgrado en profesiones de la salud, o incluso utilizarse para evaluar las necesidades y mejoras en los contextos de atención médica.
Subject(s)
Professional Competence/standards , Program Development/standards , Education, Nursing, Baccalaureate/methods , Surveys and Questionnaires/standards , Factor Analysis, Statistical , Social Skills , Correlation of DataABSTRACT
Simulation is an effective teaching tool to decrease the learning curve for novices without compromising patient safety. Simulation helps interventionalist in mentally translating a two dimentional, black and white image into a usable three dimentional model. It also bridges the gap in training diverse team members on new procedures and products. All simulators have collision detection, i.e., virtual contact forces generated from collision which updates haptic output with new calculations.
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This study investigated the relative age effects (RAE) in young soccer players and it relations to morphological, technical and physical variables, in a sample of 267 male players from U17 and U19 categories. Our results showed significant differences by age quartiles in relation to the competition level (U17), field positions (U17 and U19) and the 30m sprint test (U19). In summary, no significant associations were identified on morphological characteristics, physical fitness and technical skills in relation to the RAE.
Este estudo investigou o efeito da idade relativa (EIR) em jovens futebolistas e suas relações com variáveis morfológicas, técnicas e físicas em uma amostra de 267 jogadores de categorias Sub17 e Sub19. Nossos resultados mostraram diferenças significativas em função dos quartis etários em relação ao nível de competição (Sub17), posição de campo (Sub17 e Sub19) e teste de velocidade de 30m (Sub19). Em geral, nenhuma associação significativa foi identificada nas características morfológicas, capacidades físicas e habilidades técnicas em relação ao EIR.
Este estudio investigó el efecto de la edad relativa (EIR) en futbolistas jóvenes y su relación con variables morfológicas, técnicas y físicas en una muestra de 267 jugadores de las categorías Sub17 y Sub19. Nuestros resultados mostraron diferencias significativas según cuartiles de edad en comparación con el nivel de competencia (Sub17), la posición de campo (Sub17 y Sub19) y la prueba de velocidad de 30 metros (U19). En general, no hay asociación significativa fue identificado en las habilidades morfológicas, físicas y habilidades técnicas en relación con el EIR.