PubMed · 61270
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H F McGinn. 1976. Constructing a media center.. https://pubmed.ncbi.nlm.nih.gov/61270/
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There is a general lack of understanding as to what issues affect assembly task performance when using diagrammatic instructions because few of the task variables contributing to assembly complexity have been identified. Using a task analysis of a range of self-assembly products, seven task variables hypothesized to predict assembly complexity were identified and studied in the instruction comprehension phase of assembly. Experiment 1 took nine real world assembly instructions and described each in terms of the seven task variables. Seventy-two participants gave a subjective rating of assembly difficulty for each assembly, showing a clear relationship between the task variables and perceived assembly difficulty. As real world assemblies provide little control a second experiment used an orthogonal design to systematically vary the values of each of the assembly task variables in 16 abstract assemblies. Forty-two participants compared the 16 assembly instructions to a final assembly. There was a clear relationship between the task variables and the time taken to view the instructions. Further, it was found that it is possible to predict the complexity of assembly tasks based upon the levels of the task variables identified. The task variables identified are a significant step towards identifying the factors that influence assembly complexity, together with providing progress towards a tool for predicting assembly complexity.
BACKGROUND: Thanks to advances in computer power and miniaturization technology, portable electronic devices are now being used to assist physicians with various applications that extend far beyond Web browsing or sending e-mail. Handheld computers are used for electronic medical records, billing, coding, and to enable convenient access to electronic journals for reference purposes. The results of diagnostic investigations, such as laboratory results, study reports, and still radiographic pictures, can also be downloaded into portable devices for later view. Handheld computer technology, combined with wireless protocols and streaming video technology, has the added potential to become a powerful educational tool for medical students and residents. The purpose of this study was to assess the feasibility of transferring multimedia data in real time to a handheld computer via a wireless network and displaying them on the computer screens of clients at remote locations. METHODS: A live laparoscopic splenectomy was transmitted live to eight handheld computers simultaneously through our institution's wireless network. RESULTS: All eight viewers were able to view the procedure and to hear the surgeon's comments throughout the entire duration of the operation. CONCLUSION: Handheld computer technology can play a key role in surgical education by delivering information to surgical residents or students when they are geographically distant from the actual event. Validation of this new technology by conducting clinical research is still needed to determine whether resident physicians or medical students can benefit from the use of handheld computers.
BACKGROUND: Teaching procedural skills in a clinical setting is becoming increasingly difficult. Simulators can provide safe and inexpensive skills training. This randomized study was conducted to evaluate the effectiveness of a bronchoscopy simulator in teaching clinical bronchoscopy. METHODS: Three groups of surgical residents were evaluated while performing an intraoperative flexible bronchoscopy. First year (PGY1) residents were randomly assigned to perform bronchoscopy either with (n = 5) or without (n = 5) preprocedural bronchoscopic simulator training (PreOp flexible bronchoscopic simulator, Immersion Medical, Gaithersburg, MD). Residents PGY2 to 3 (n = 3) with prior bronchoscopic experience (> or = 10 bronchoscopies) underwent evaluation without simulator training. Subjects were required to complete a systematic airway examination through a laryngeal mask airway with patients under general anesthesia. Evaluation criteria included procedure time, number of verbal and physical interventions by evaluator, and a rating of exam thoroughness, proficiency, and confidence. RESULTS: The PGY1 subjects who trained on the simulator required significantly fewer verbal (6.2 +/- 1.6 vs 3.2 +/- 0.8) and physical (1.6 +/- 0.2 vs 0.2 +/- 0.4) cues and performed more systematic examinations (2.6 +/- 0.5 vs 4.4 +/- 0.9 on scale 1 to 5) than those who did not use the trainer. The skill level of PGY1 subjects who worked with the simulator was similar to that of PGY2 to 3 residents experienced in bronchoscopy. Procedural times were not different between groups as the evaluator maintained the pace of the examination using verbal and physical assistance. CONCLUSIONS: One hour of training with the bronchoscopic simulator effectively taught residents basic bronchoscopy and familiarity with airway anatomy. Residents using the trainer performed first-time bronchoscopy nearly as competently as residents experienced with bronchoscopy.