Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations

The rapid growth of technology provides a wide range of new learning tools such as multimedia presentations of materials, interactive animated images for anatomy learning, 3-D models, full-scale (FS) patient simulators, and microworld training software, which are virtual reality tools that include high-level interactive haptic properties. These new learning approaches have been recently used in medical training and education.

[1]  Richard E. Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[2]  Anne-Sophie Nyssen,et al.  Analysis of Human Errors in Anaesthesia our Methodological Approach , 2000 .

[3]  J Spierdijk,et al.  Does training on an anaesthesia simulator lead to improvement in performance? , 1994, British journal of anaesthesia.

[4]  S. Schwan,et al.  The cognitive benefits of interactive videos: learning to tie nautical knots , 2004 .

[5]  Heinrich H. Bülthoff,et al.  A High-End Virtual Reality Setup for the Study of Mental Rotations , 2008, PRESENCE: Teleoperators and Virtual Environments.

[6]  F. Paas,et al.  Attention Cueing as a Means to Enhance Learning from an Animation , 2007 .

[7]  Sue Cobb,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning in Virtual Reality , 2005 .

[8]  Hélène Eyrolle,et al.  Expertise in dynamic environments , 1997 .

[9]  Barbara Tversky,et al.  Animation: can it facilitate? , 2002, Int. J. Hum. Comput. Stud..

[10]  Mireille Betrancourt,et al.  The Cambridge Handbook of Multimedia Learning: The Animation and Interactivity Principles in Multimedia Learning , 2005 .

[11]  Richard K. Lowe,et al.  An Eye Tracking Comparison of External Pointing Cues and Internal Continuous Cues in Learning with Complex Animations , 2010 .

[12]  Richard E. Mayer,et al.  Signaling as a Cognitive Guide in Multimedia Learning , 2001 .

[13]  G. Norman,et al.  How medical students learn spatial anatomy , 2001, The Lancet.

[14]  Daniel R. Montello,et al.  Spatial Reasoning With External Visualizations: What Matters Is What You See, Not Whether You Interact , 2008, Cogn. Sci..

[15]  Jean-Marie Burkhardt,et al.  L'ergonomie de la réalité augmentée pour l'apprentissage : une revue , 2007 .

[16]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[17]  J. Hoc,et al.  Cognitive Control Dynamics for Reaching a Satisficing Performance in Complex Dynamic Situations , 2007 .

[18]  H Atmani,et al.  Computer aided surgery system for shoulder prosthesis placement , 2007, Computer aided surgery : official journal of the International Society for Computer Aided Surgery.

[19]  Charles Vincent,et al.  Safety in Medicine , 2000 .

[20]  J. Woodhouse,et al.  Acute Care Skills in Anesthesia Practice: A Simulation-based Resident Performance Assessment , 2004, Anesthesiology.

[21]  Adelaïde Blavier.  Impact des images en 2D ou 3D sur les processus cognitifs impliqués dans le traitement visuel et dans le contrôle de l'action : le cas de la chirurgie minimale invasive , 2006 .

[22]  G R Norman,et al.  Do virtual computer models hinder anatomy learning? , 1999, Academic medicine : journal of the Association of American Medical Colleges.

[23]  Anne-Sophie Nyssen,et al.  A Comparison of the Training Value of Two Types of Anesthesia Simulators: Computer Screen-Based and Mannequin-Based Simulators , 2002, Anesthesia and analgesia.

[24]  D. Gaba,et al.  Assessment of Clinical Performance during Simulated Crises Using Both Technical and Behavioral Ratings , 1998, Anesthesiology.

[25]  A. Miyake,et al.  The Cambridge Handbook of Visuospatial Thinking , 2005 .

[26]  Daniel R. Montello,et al.  How spatial abilities enhance, and are enhanced by, dental education , 2009 .

[27]  Nigel Foreman,et al.  Spatial knowledge of a real school environment acquired from virtual or physical models by able-bodied children and children with physical disabilities. , 2003, Journal of experimental psychology. Applied.

[28]  R. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[29]  D. Leutner,et al.  Instructional animation versus static pictures: A meta-analysis , 2007 .

[30]  Patricia D. Mautone,et al.  Cognitive Aids for Guiding Graph Comprehension. , 2007 .

[31]  Jean-Michel Boucheix,et al.  What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation , 2005 .

[32]  Mukul Mukherjee,et al.  Medicine Meets Virtual Reality 14 , 2005 .

[33]  R Eyal,et al.  Spatial ability and learning the use of an angled laparoscope in a virtual environment. , 2001, Studies in health technology and informatics.

[34]  Richard Lowe,et al.  Learning with Animation: Research Implications for Design , 2007 .

[35]  Mary Hegarty,et al.  A Virtual Environment Testbed for Training Laparoscopic Surgical Skills , 2000, Presence: Teleoperators & Virtual Environments.

[36]  Véronique De Keyser,et al.  Improving training in problem solving skills : Analysis of anesthesists' performance in simulated problem situations , 1998 .

[37]  F. Paas,et al.  Can the cognitive load approach make instructional animations more effective , 2007 .

[38]  M. Hegarty,et al.  Individual Differences in Spatial Abilities , 2005 .

[39]  Jean-Michel Boucheix.  Ergonomie et formation. Approche d'ergonomie cognitive des apprentissages en formation professionnelle , 2003 .