Evidence of elevated situational awareness for active duty soldiers during navigation of a virtual environment.

U.S. service members maintain constant situational awareness (SA) due to training and experience operating in dynamic and complex environments. Work examining how military experience impacts SA during visual search of a complex naturalistic environment, is limited. Here, we compare Active Duty service members and Civilians' physiological behavior during a navigational visual search task in an open-world virtual environment (VE) while cognitive load was manipulated. We measured eye-tracking and electroencephalogram (EEG) outcomes from Active Duty (N = 21) and Civilians (N = 15) while they navigated a desktop VE at a self-regulated pace. Participants searched and counted targets (N = 15) presented among distractors, while cognitive load was manipulated with an auditory Math Task. Results showed Active Duty participants reported significantly greater/closer to the correct number of targets compared to Civilians. Overall, Active Duty participants scanned the VE with faster peak saccade velocities and greater average saccade magnitudes compared to Civilians. Convolutional Neural Network (CNN) response (EEG P-300) was significantly weighted more to initial fixations for the Active Duty group, showing reduced attentional resources on object refixations compared to Civilians. There were no group differences in fixation outcomes or overall CNN response when comparing targets versus distractor objects. When cognitive load was manipulated, only Civilians significantly decreased their average dwell time on each object and the Active Duty group had significantly fewer numbers of correct answers on the Math Task. Overall, the Active Duty group explored the VE with increased scanning speed and distance and reduced cognitive re-processing on objects, employing a different, perhaps expert, visual search strategy indicative of increased SA. The Active Duty group maintained SA in the main visual search task and did not appear to shift focus to the secondary Math Task. Future work could compare how a stress inducing environment impacts these groups' physiological or cognitive markers and performance for these groups.

Effects of Neurocognitive Temporal Training on Weapon Firing Performance.

While marksmanship is a critical skill for military personnel, some service members experience difficulty in attaining and maintaining marksmanship qualifications. Temporal training may improve marksmanship performance, since rhythm and timing are critical for coordinated movement. In this study, we examined the effect of neurocognitive temporal training (NTT) on military personnel's marksmanship performance. We randomly assigned 41 active duty U.S. Army service members with prior marksmanship training into an NTT group that received 12 NTT training sessions (N = 18) and a Control group (N = 23) that received no NTT training. We measured marksmanship at baseline (pretest) and following either NTT (posttest) or, for the Control group, a comparable time period. We quantified marksmanship during 2 tasks of firing 5 self-paced shots at stationary 175 m and 300 m targets (Task 1) and firing at 50 moving and stationary targets of varying distances (Task 2). We recorded three measures of accuracy and three measures of precision (including Total Path Length, a unique measure quantifying shot-to-shot variability) for the first task, and we recorded one accuracy measure for the second task. To determine group differences for pretest versus posttest, we used multivariate analysis of variances for Task 1 and a mixed-model analysis of variance for Task 2. Results revealed significantly reduced variability and improved precision when firing at the 175 m target for the NTT group compared with the Control group (p < .05), but there were no significant group differences on other measures. While these results suggest the utility of neurocognitive timing and rhythm training for marksmanship precision, additional research is needed and should include varied training regimens, comparisons of expert versus novice shooters, additional outcome measures, and a larger participant sample.

The Effect of Traumatic Brain Injury (TBI) on Cognitive Performance in a Sample of Active Duty U.S. Military Service Members.

INTRODUCTION: Traumatic brain injury (TBI) is considered a signature injury from the fighting in Iraq and Afghanistan. Since the year 2000, over 370,000 U.S. active duty service members have been diagnosed with TBI. Although prior research has shown that even mild forms of TBI are associated with impaired cognitive performance, it is not clear which facets of cognition (computation, memory, reasoning, etc.) are impacted by injury. METHOD: In the present study, we compared active duty military volunteers (n = 88) with and without TBI on six measures of cognition using the Automated Neuropsychological Assessment Metric software. RESULTS: Healthy volunteers exhibited significantly faster response times on the matching-to-sample, mathematical processing, and second round of simple reaction time tasks and had higher throughput scores on the mathematical processing and the second round of the simple reaction time tasks (P < 0.05). CONCLUSION: In this population, cognitive impairments associated with TBI influenced performance requiring working memory and basic neural processing (speed/efficiency).

Measuring intravenous cannulation skills of practical nursing students using rubber mannequin intravenous training arms.

This study examined the effectiveness of two training methods for peripheral intravenous (IV) cannulation; one using rubber mannequin IV training arms, and the other consisting of students performing the procedure on each other. Two hundred-sixty Phase II Army Practical Nursing students were randomized into two groups and trained to perform an IV cannulation procedure. All students watched a 12-minute training video covering standard IV placement procedures. Afterward, both groups practiced the procedure for an hour according to their assigned group. Students were then tested on IV placement in a live human arm using a 14-item testing instrument in three trials that were scored pass/fail. There was no difference in the groups' performance of the IV procedure on the first attempt: 51.7% (n = 92) of the human arm group passed the test, and 48.3% (n = 86) of the rubber mannequin group passed the test (p = 0.074). These data suggest that using rubber mannequin IV arms for IV skills training may be just as effective as training students using traditional methods. In addition, using simulation provides an extra benefit of reducing risks associated with learning the procedure on a fellow student.