Looking to the Future; Veterinary Robotic Surgery.

This article details the rise of surgical robots in the human surgical sphere as well as their use in veterinary medicine. Sections will describe in detail the equipment required for these procedures and the advantages and disadvantages of their use. Specific attention is given to the articulated instrumentation, which affords psychomotor benefits not only for surgical precision but also for surgeon ergonomics. A discussion of the possible indications and current use of robotics in veterinary medicine and the challenges to integrating robotics is also provided.

Face-to-face versus 360° VR video: a comparative study of two teaching methods in nursing education.

BACKGROUND: The practical sessions during skills laboratory simulation or clinical simulation are cores of nursing education. For this, different modalities have been devised to facilitate psychomotor skills learning. One of the commonly used educational material or instructional method to supplement skills learning across various disciplines is video-based teaching method. The opportunities of traditional two-dimensional video might be limitless and maximized with 360º virtual reality (VR) video, which offers immersive experience. This study incorporates 360º VR video into skills laboratory training as an alternative approach to face-to-face procedure demonstration. METHODS: An open-label, parallel (1:1), randomized controlled trial study was conducted among third-year undergraduate nursing students at Hiroshima University, Japan. The nursing students were block-randomized into 360º VR video and face-to-face demonstration group. After a 3-hour theoretical class of patient management on ventilator and closed-suction principles of mechanically ventilated patients in an Intensive Care Unit focused class, the 360º VR group watched the 360º VR video of closed tracheal suction (including oral) using the head-mounted display of Meta Quest 2 individually, while the face-to-face group attended the instructor's demonstration. A week after the skills laboratory, the students' psychomotor skills, knowledge, satisfaction, confidence were evaluated; the 360º VR video group's perception was explored; Wilcoxon rank-sum test was used to compare the two groups. RESULTS: A total of 57 students were analyzed; 27 students in the 360º VR video group and 30 students in face-to-face group. There were no statistically significant differences between both groups in skills, knowledge, and confidence. However, the face-to-face group had higher satisfaction level than the 360º VR group; this difference was statistically significant. In the 360º VR video group, 62% agreed that VR makes learning more interesting; more than half of students (62.5%) experienced VR sickness symptoms, and "feeling of drunk" is the highest. The students appreciated the ready to use, immersiveness, and realism; however, symptoms and discomfort, burdensomeness, and production limitations were improvements recommended. CONCLUSION: Although face-to-face demonstration is the established method of teaching psychomotor skills to nursing students, the use of 360º VR video could achieve similar learning effect as an alternative approach.

Examining Learner-Controlled Role-Switching in Dyad Practice for the Learning of a Speed Cup-Stacking Task.

Dyad practice has proven to be an efficient, and in some cases, a more effective method of promoting motor learning compared to individual practice. Further, providing individuals control over their own or another learner's practice environment has also been shown to be superior for skill learning relative to individuals without control. The purpose of the experiment was to assess learner-controlled role-switching in dyad practice conditions. In dyads, partners either alternated actor and observer roles on a trial-to-trial basis, or under novel learner-controlled conditions wherein either the actor or the observer was given control over when the partners should switch roles. Participants practiced a speed cup-stacking task and learning was assessed in 24-h retention and transfer tests. Although there were no learning differences between dyad conditions, paired learners effectively chose when to switch roles with their partner, without undermining learning. The results also highlight the dynamic nature of dyad practice as the observers chose to switch roles more frequently than the actors, yet both dyad groups adopted comparable switching strategies by alternating roles following relatively 'good' and 'bad' trials. This experiment provides further support for dyad practice as an efficient and effective method of skill learning.

Thriving in foreign learning environments: The case of hands-on activities in early years of dental education.

OBJECTIVES: Hands-on learning environments can challenge learners' wellbeing in dental education, given their unfamiliarity with students. As today's learners are more aware about their wellbeing needs, it is important to explore the depth and complexity of the challenges they experience and provide them with the necessary support strategies. This study aims to identify the challenges and sources of cognitive overload of early years' dental students across two time-points: 2012 and 2022. We also aim to describe the students' recommendations for future program revision considerations to support students' wellbeing. METHODS: This study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first-year dental students in 2023. Quantitively, we utilized first-year dental students' responses to the Study Habits survey administered in 2012/2013. RESULTS: Five main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non-graded exercises, additional resources, and re-organizing the curriculum. CONCLUSION: This study adopts a wellbeing lens to examine students' transition into hands-on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.

Near-peer teaching in a psychomotor skills course: Benefits, challenges and solutions.

INTRODUCTION: This study evaluates the perceptions and experiences of students in the role of near-peer teachers in a psychomotor skills course. MATERIALS AND METHODS: Final year BDS students were invited to participate as near-peer teachers in a 4th-year conventional bridges course. Near-peer teachers attended eight sessions (3 h) of simulation laboratory teaching relating to conventional bridge tooth preparations and provided feedback on near-peer tooth preparations and answered their questions. Interviews were conducted with all near-peer teachers to evaluate their perceptions of this novel teaching and learning experience and a thematic analysis was performed to analyse the data. RESULTS: Near-peer teachers reported this to be a rewarding, enjoyable and challenging experience. They benefited from learning and revising content-related materials as well as gained insights and teaching skills through the peer teaching process. Students felt supported and learned from peers and teaching staff and some used dyad teaching as a strategy to overcome perceived challenges. Students also reported the benefits of social and cognitive congruence in interacting with junior peers. However, students reported the feeling of inadequacy or lack of confidence and suggested the need for a training to prepare them better for the course. CONCLUSION: This paper reports on the benefits as well as challenges perceived by near-peer teachers during simulation laboratory teaching experience. We provide solutions into how to better prepare students for such teaching experience.

Incidencias del tipo de nacimiento en el desarrollo infantil en la motricidad gruesa, motricidad fina y el lenguaje / Impact of birth type on infant development in gross motor, fine motor and language skills

El modo de nacimiento –parto normal frente a cesárea– podría afectar el desarrollo y a la salud futura. La comprensión de estos posibles vínculos podría servir de base para las intervenciones venideras. El objetivo es describir y correlacionar las dimensiones del desarrollo infantil en relación con la motricidad gruesa, fina y el lenguaje en función de la segmentación por el tipo de nacimiento de parto normal y parto por cesárea. La muestra incluía 300 preescolares de entre 4 y 5 años del municipio de Soledad, Colombia. El instrumento utilizado es el TEPSI. Para determinar la correlación entre el tipo de nacimiento y los ámbitos se realizó la prueba de correlación Bivariada de Pearson con p £ 0,01 usando el software SPPS V25.0. El modo de nacimiento por segmentación de cesárea tiene correlación positiva significativa entre coordinación y lenguaje (r = .401; p =.000); coordinación y motricidad (r = .577; p = .000); y entre lenguaje y motricidad (r = .484; p = .000). El modo de nacimiento por segmentación de parto natural tiene una correlación positiva significativa entre lenguaje y motricidad (r = .410; p = .000). El estudio apoya la importancia de conocer el modo de parto y su vinculación con el desarrollo psicomotor, atendiendo a las evidencias de investigaciones previas que alertan de la existencia de efectos negativos para preescolares nacidos por cesárea (AU)

The mode of birth –normal labor versus caesarean– could affect development and future health. Understanding these possible links could inform future interventions. The aim is to describe and correlate child developmental dimensions of gross and fine motor skills and language, as a function of segmentation by the birth type of normal and caesarean labor. The sample included 300 preschoolers aged 4 to 5 years in the municipality of Soledad, Colombia. The instrument used was the TEPSI. To determine the correlation between type of birth and domains, Pearson's bivariate correlation test with p 0.01 was performed using SPPS V25.0 software. This study found that caesarean has significant positive correlations between coordination and language (r = .401; p = .000); coordination and motor (r = .577; p = .000); and between language and motor (r = .484; p = .000). Natural birth segmentation has a significant positive correlation between language and motor skills (r = .410; p = .000). The study supports the importance of knowing the mode of labor and its link with psychomotor development, owing to evidence from previous research that warns about the existence of negative effects on preschoolers born by cesarean section (AU)

Percepción de una maestra-tutora sobre la Competencia Motriz y Social en escolares de Infantil. Efecto de un programa de refuerzo motriz / Perception of a teacher-tutor on Motor and Social Competence in Children’s School. Intervention of a motor reinforcement program

El presente trabajo describe la percepción de una maestra-tutora sobre la Competencia Motriz y Relaciones Sociales en escolares de Educación Infantil. Este estudio tuvo un triple objetivo, por un lado, conocer si la maestra-tutora, participante, era capaz de identificar a los escolares con dificultades motrices y sociales. Por otro lado, analizar el impacto de un Programa de Refuerzo Motriz en la Competencia Motriz y en las Relaciones Sociales en estos escolares. Por último, conocer si la maestra-tutora percibe el efecto del programa. En el estudio participó la maestra-tutora y 6 escolares con dificultades motrices, con una edad media de 5.60 años (DT ± 0.53). Se diseñó un estudio pre-experimental mixto que combinó un enfoque cuantitativo para las medidas Pre-Test y Post-Test y un enfoque cualitativo para observar el comportamiento de los participantes. Se evaluó la Competencia Motriz de manera objetiva, mediante la Batería de evaluación (Mabc-2) y se realizó un Sociograma para conocer las Relaciones Sociales. Por otro lado, se pasó un cuestionario a la profesora tutora. Los resultados mostraron que la maestra-tutora, en líneas generales, detecta entre el alumnado a aquellos escolares que presentan dificultades motrices o/y sociales de manera muy evidente. Asimismo, los resultados muestran una mejora en los escolares en ambas variables. En conclusión, los docentes de Educación Infantil como uno de los principales agentes de socialización pueden llegar a ser un elemento fundamental para ayudar a que estos superen las dificultades motrices y sociales (AU)

This paper describes a teacher-tutor's perception of Motor Competence and Social Relationships in pre-school children. The aim of this study was threefold: on the one hand, to find out whether the participating teacher-tutor was able to identify schoolchildren with motor and social difficulties. On the other hand, to analyse the impact of a Motor Reinforcement Programme on Motor Competence and Social Relationships in these schoolchildren. Finally, to find out if the teacher-mentor perceives the effect of the programme. The study involved the teacher-tutor and 6 schoolchildren with motor difficulties, with a mean age of 5.60 years (SD ± 0.53). A mixed pre-experimental study was designed combining a quantitative approach for the Pre-Test and Post-Test measures and a qualitative approach to observe the behaviour of the participants. Motor competence was assessed objectively using the Motor Competence Assessment Battery (Mabc-2) (Henderson et al., 2007) and a Sociogram was conducted to assess Social Relationships. On the other hand, a questionnaire was given to the tutor-teacher. The results showed that the tutor-teacher, in general terms, detects among the students those who present motor and/or social difficulties in a very evident way. Likewise, the results show an improvement in the pupils in both variables.In conclusion, early childhood teachers, as one of the main agents of socialisation, can become a fundamental element in helping children to overcome motor and social difficulties (AU)

Effectiveness of haptic feedback devices in preclinical training of dental students-a systematic review.

BACKGROUND: Acquisition of psychomotor skills is of utmost importance for competent preclinical restorative dentistry. Recent advancements in haptic feedback technology have been incorporated into preclinical dental education to augment the conventional phantom head-based training. OBJECTIVE: This systematic review aims to assess the effectiveness of haptic feedback device, Simodont, in improving the skill development and learning outcomes of dental students during their preclinical training. MATERIALS AND METHODS: Electronic databases Web of Science, Scopus, PubMed were searched for relevant studies since inception up until March, 2023. Only English language studies that assessed the effectiveness of haptic feedback devices in preclinical dental education were included. We excluded studies that did not use Simodont as the haptic feedback device or did not involve preclinical restorative work. Study quality was assessed using the revised Cochrane risk of bias tool and ROBINS-I. The primary goal of the study is to evaluate the efficacy of Simodont as a complementary training modality for dentistry students. RESULTS: Results from 9 high-quality studies were analyzed and synthesized to evaluate the overall impact of haptic feedback devices on various aspects of preclinical training. The studies were conducted on 826 undergraduate dental students enrolled in various years of their training across dental colleges and universities in different parts of the world. A majority of studies showed some concerns regarding risk of bias. Haptic feedback devices added a new layer to Virtual Reality (VR) through the perception of touch and force feedback. It assisted junior dental students improve their psychomotor skills and movement skills. Instantaneous feedback on the students' performance helped enhance their self-assessment and correction, and also eliminated the subjectivity of evaluation. Data derived from virtual simulators helped stratify dental students and predict their clinical performance, providing an opportunity to tailor the learning process to meet individual diversity in students' expertise. CONCLUSION: Based on the limited evidence available, Simodont was effective in preclinical training of dental students, offering advantages such as unlimited reproducibility, objective evaluation of preparation by computer assessment, and cost reduction. And further studies are warranted to explore the incorporation of patient's oral environment simulation for better skill training.

Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning.

Purpose: During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. Methods: A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. Results: One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Conclusion: Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.

Undergraduate nursing student experiences in American clinical learning environments: A descriptive study.

BACKGROUND: Newly qualified nurses are often considered inadequately prepared for practice. During nursing students' educational preparation, clinical learning environments are intended to provide experiences for students to develop skills and clinical judgments needed for safe practice. Yet, a recent systematic review found no quantitative evidence that clinical education models facilitate student learning. In addition, little is known about the frequency and type of skills students perform when in clinical settings. OBJECTIVE: To investigate undergraduate nursing student experiences with skills and the quality of supervision and feedback received when performing skills in clinical settings. DESIGN: Retrospective descriptive. SETTING: A mid-sized private university in the Midwestern part of the United States. METHODS: Students completed an online survey after clinical days during one semester. Students self-reported their experiences with medication administration, psychomotor skills and physical assessments via multiple choice items. Descriptive statistics were calculated using Microsoft 365 Excel. Content analysis was performed of one open-response survey item. RESULTS: A total of 496 surveys were completed. On average, during one clinical day, 13.5 % of students administered medication, 20.5 % performed a psychomotor skill, and 64 % completed a physical assessment. Students were most frequently supervised by bedside nurses and reported the quality of their supervision and feedback as "very good" or "good". Some students reported being restricted from administering medication and performing other skills due to a clinical site policy. CONCLUSIONS: In this study, students performed few skills and assessments when in clinical settings. Increased clinical experiences are needed for students to develop competencies to better prepare them for safe practice. The findings contribute to the dearth of knowledge related to the clinical learning experiences of undergraduate nursing students, and can guide strategies to improve new nurse preparedness.

Gait disorders in unipolar and bipolar depression.

Objectives: Bipolar and unipolar depressions have a similar clinical picture, but different neurological and psychological mechanisms. These misleading similarities can lead to overdiagnosis and increased suicide risk. Recent studies show that gait is a sensitive objective marker for distinguishing the type of depression. The present study aims to compare psychomotor reactivity disorders and gait activity in unipolar and bipolar depression. Methods: A total of 636 people aged 40.7 ± 11.2 years are studied with an ultrasound cranio-corpo-graph. They are divided into three groups - patients with unipolar depression, with bipolar depression and healthy controls. Each person performs three psychomotor tasks - a classic Unterberger task, a simplified version with open eyes and a complex version with an additional cognitive task. Results: We find significant differences in psychomotor activity and reactivity between the three groups. Bipolar patients have more inhibited psychomotor skills than unipolar and they are both more inhibited than the norms. The simplified variant of the equilibriometric task is the most sensitive one and psychomotor reactivity is a more precise marker than psychomotor activity. Conclusion: Both psychomotor activity and reactivity in gait could be sensitive markers for distinguishing similar psychiatric conditions. The application of the cranio-corpo-graph and the possible development of similar devices could lead to new diagnostic and therapeutic approaches, including early detection and prediction of the type of depression.

Digital teaching and assessment of psychomotor skills of the clinical head and neck examination during COVID-19 pandemic.

PURPOSE: During COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated. METHODS: The students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching. RESULTS: The average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching. CONCLUSION: Digital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models.

The Effect of an Exercise Package for Students with Intellectual Disability on Motor and Social Development.

Objectives: Physical activity and reducing inactivity improve health and well-being and benefit young people's social development with an intellectual disability (ID) lasting into adulthood. Therefore, given the importance of encouraging an active lifestyle in adolescents, researchers developed and evaluated the feasibility and potential effect of a novel "Sport Science Research Institute (SSRI) exercise package for young people with intellectual disability" to improve the motor and social development of these individuals. Materials & Methods: In a Randomised controlled trial between October 2019 to February-2020, Thirty-six 7-18-year-old students with mild intellectual disabilities who were studying in a special school in Tehran received the invitation to the study. Students were randomly divided into intervention (18 students) and control (18 students) groups. Before and after the exercise program, three sessions per week for 12 weeks, motor proficiency was measured using the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2), and social development was measured using the Vineland Social Maturity Scale (VSMS). Results: Pupils in the intervention group completed 92% of the sessions. The results of the ANCOVA test showed that the exercise program led to a statistically significant improvement in total motor proficiency (P<0.01) and total social maturity score (P<0.015). Conclusion: According to this study, the SSRI training package achieved good adherence and increased physical activity and showed the potential to improve motor and social skills in young people with an intellectual disability.

Mental training in dentistry: A scoping review.

INTRODUCTION: Clinical motor skills are essential to train dental students. There is evidence that imagery serves to acquire and improve motor skills, but there is scarce information on its application in dental education. In order to broadly map the available evidence and to detect knowledge gaps in the mental training used to develop motor skills in dentistry, a scoping review was conducted. MATERIALS AND METHODS: A structured search was conducted to identify relevant references from the Web of Science, Scopus and MEDLINE/PubMed databases for studies addressing mental training methods applied to develop motor skills in dentistry. RESULTS: A total of 758 articles were screened and four were selected, all of which were randomized clinical trials. Three studies investigated the effectiveness of visual imagery, and one investigated kinesthetic imagery. The research theme identified was motor skill acquisition. CONCLUSION: The reviewed studies indicate the usefulness of mental training for skill acquisition in dentistry. To improve the generalizability of the results, further research with standardized mental training on motor skills in dentistry is needed.

Investigating correlations between the PAT and three hand-skill exercises to performance in preclinical laboratory courses.

OBJECTIVES: Perceptual ability test (PAT) is a valid determinant for spatial perceptions. However, proven psychomotor skill tests for dentistry do not currently exist. This study aimed to determine whether performance on the PAT, Operation game, mirror tracing, and wax carving exercises correlate to preclinical laboratory performance in Dental Anatomy and Restorative Dentistry courses. METHODS: First-year dental students (n = 96) participated in the study. Final laboratory grades were obtained from course directors of preclinical Restorative Dentistry and Dental Anatomy courses. Admissions committee provided participants' PAT results. Participants completed a wax carving exercise by carving a cube and a semicircle into a wax block using the wax subtraction method. Two calibrated faculty graded the carvings as Ideal (5), Satisfactory (3), or Unsatisfactory (1). Time to complete the Operation game and number of infractions were recorded. Participants traced the six-pointed star pattern on the Auto Scoring Mirror Tracer instrument in both clockwise and counterclockwise directions. Completion times and number of instances outside the pattern were recorded. Spearman Rank Correlations were used to determine associations at 0.05 confidence interval. RESULTS: Mean PAT score was 21.7; mean times to complete the Operation game and mirror tracing exercise were 4:20 and 1:30, respectively. Mean score on the wax carving exercise was 3.19. Correlations between the independent and dependent variables were minimal to weak. The wax carving exercise was the most reliable predictor of performance. CONCLUSIONS: When PAT scores are striated into low (less than 20), middle (21-22), and high (23-30), it was possible to predict performance in both preclinical laboratory courses.

The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review.

BACKGROUND: An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills. OBJECTIVE: The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills. METHODS: A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed. FINDINGS: Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported. CONCLUSION: Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment. REGISTRATION: Not registered.

No one is born with it: Australasian dental students' perceptions of learning manual dexterity.

Dentistry requires high manual dexterity, and few studies have investigated the challenges and impact on dental students of attaining manual dexterity skills. This study aimed to investigate dental students' perceptions of manual dexterity, including their awareness of manual dexterity requirements in dentistry, self-perceptions of manual dexterity competency, and whether manual dexterity should be part of admission to dentistry training. A link to a 12-item online Qualtrics survey was sent out to students in either their 2nd or 5th year of the Bachelor of Dental Surgery (BDS) degree at the University of Otago, New Zealand. The anonymous survey collected basic demographic data and included closed and open-ended questions about manual dexterity. Descriptive statistics were calculated for quantitative variables and a general inductive approach was used to analyze free-text responses. Those were later grouped into a theoretical domain framework. The overall response rate was 53%. All participants acknowledged the importance of manual dexterity in dentistry. Most participants thought that manual dexterity can be improved with practice and that including a manual dexterity test in the admission criteria may cause unnecessary stress for students. Striving to achieve manual dexterity impacted participants' performance in the BDS course. However, most participants viewed it as a challenge that can be overcome with practice and improvement, and that current BDS admission requirements are sufficient.

Bibliometric Analysis of Psychomotricity Research Trends: The Current Role of Childhood.

Psychomotricity is a wide broad term, which encompasses different bodily action approaches to support children and adolescents to achieve their highest potential. A search on the Web of Science (WoS) Core Collection database was performed on this topic, using traditional bibliometric laws. Finally, 118 publications (112 articles and 6 reviews) documents were found. Annual publications presented an exponentially growing trend (R2 = 84.7%). Spain was the most productive country/region worldwide. Paola Magioncalda, Matteo Martino y Víctor Arufe Giraldez were highlighted as the most prolific co-authors. "Retos Nuevas Tendencias en Educación Física, Deporte y Recreación" was the most productive journal and the "International Journal of Environmental Research and Public Health", was the second most productive; the third in the list was the most productive in the JCR ranking. Thus, research on psychomotricity is experiencing exponential growth, causing this topic to generate great interest among researchers, publishers and journals. The most cited paper was "Neurocognitive Effects of Alcohol Hangover". The author keywords that were first raised together with psychomotricity were related to rehabilitation and psychomotor development, while the current trend was focused on physical activity and early childhood education.

Endoscopic Skills Training: The Impact of Virtual Exercises on Simulated Colonoscopy.

Background: A previous study suggested that psychomotor training improves the performance on colonoscopy. Since then, newer exercises have been included in the latest generation of GI Mentor®. In order to optimize a colonoscopy training program, we aimed to determine the impact of 3 virtual exercises in simulated colonoscopy skills. Methods: This was a prospective and randomized study. Nineteen residents completed a pre-training questionnaire and a colonoscopy trial before randomization in a study group (n = 10) that performed three exercises (Endobubble I, Navigation I, and Mucosal Evaluation I) until they achieved expert level, and a control group (n = 9). Both groups performed 10 repetitions of a simulated colonoscopy and were assessed on a final case. Learning curves and skills transfer were assessed by four parameters: mucosal surface examined (%), time to reach the cecum (s), screening efficiency (%), and time the patient was in pain (%). We also evaluated the construct validity for the exercises. Results: Construct validity was confirmed for Endobubble I and verified in Navigation I (experts were faster than novices; 5 vs. 7 s, p = 0.040), but not for Mucosal Evaluation I. Analyzing the learning curves and performance in the 10 repetitions, the study group reached the cecum faster (278 vs. 356 s, p = 0.035) and achieved a higher screening efficiency (83% vs. 75%, p = 0.019). Concerning skills transfer, the control group took longer to reach the cecum (241 vs. 292 s, p = 0.021) and the percentage of time the patient was in pain was higher (6% vs. 9%, p = 0.021). General performances of the study group had smaller interquartile variations. Conclusion: Psychomotor training has a significant impact on the homogeneous acquisition and assimilation of colonoscopy skills. Endobubble I and Navigation I should be considered in the training programs for novices.

Introdução: Um estudo anterior sugeriu que o treino psicomotor melhora o desempenho em colonoscopia. Desde então, outros exercícios virtuais foram incluídos na nova geração do simulador GI Mentor®. De forma a otimizar o programa de treino em colonoscopia procurou-se determinar o impacto de três exercícios virtuais nas competências de colonoscopia simulada. Métodos: Estudo prospetivo e randomizado. Dezanove internos completaram um questionário pré-treino e uma colonoscopia, tendo sido depois randomizados: Grupo de Estudo (n = 10) que realizou três exercícios (Endobubble I, Navigation I, Mucosal Evaluation I) até atingir o nível expert e Grupo Controlo (n = 9). Posteriormente, ambos os grupos realizaram dez repetições de um caso de colonoscopia simulada e um caso de avaliação final. As curvas de aprendizagem e a transferência de competências foram avaliadas com quatro métricas: superfície da mucosa examinada (%), tempo para atingir o cego (s), taxa de eficiência (%) e tempo que o doente teve dor (%). Adicionalmente, avaliou-se a validade do constructo para os novos exercícios. Resultados: Foi confirmada a validade do constructo no Endobubble I e verificada no Navigation I (os experts foram mais rápidos do que os formandos; 5 vs. 7 s, p = 0.040), mas não no Mucosal Evaluation I. Analisando as curvas de aprendizagem e o desempenho nas 10 repetições, o Grupo de Estudo atingiu mais rapidamente o cego (278 vs. 356 s, p = 0.035) e apresentou uma taxa de eficiência mais elevada (83% vs. 75%, p = 0.019). Na transferência, o Grupo Controlo demonstrou uma degradação significativa no tempo para atingir o cego (241 vs. 292 s, p = 0.021) e na % de tempo que o doente teve dor (6% vs. 9%, p = 0.021). O desempenho do Grupo de Estudo apresentou uma menor variabilidade interquartil. Conclusão: O treino psicomotor teve um impacto significativo na aquisição e assimilação homogénea de competências em colonoscopia. Os exercícios Endobubble I e Navigation I devem ser considerados nos programas de treino em simulador para iniciados.

Cognitive changes with psychomotor skill acquisition through blended learning among nursing students: A qualitative study.

AIM: This study described nursing students' cognitive changes as they acquire psychomotor skills through blended learning. BACKGROUND: Deliberate practice, including feedback from teachers, is vital for acquiring psychomotor skills. Blended learning, a program that allows students to deepen their learning and improve their skills even when students and faculty are physically separated has attracted significant attention in recent years. Although blended learning has been used for learning in the cognitive domain, no study has examined its effectiveness in the acquisition of psychomotor skills. Understanding how students' cognition changes as they acquire skills in a blended learning environment could be a valuable resource for effective teaching. DESIGN: An inductive, qualitative description approach was adopted. METHODS: The program involved a basic nursing skill: making an occupied bed. Eleven second-year nursing students participated. The participants attended face-to-face lectures and e-learning courses comprising self-study content that was designed for easy and frequent reference. Students practiced for a skill test, which was conducted one month after the first lecture. Two interviews were conducted approximately one month apart. Before each interview, the participants' current practices were videotaped. During the interviews, they explained their thought processes and conscious awareness of their actions as they watched the videos. This study was conducted between April and May 2019. RESULTS: Six categories related to changes in participants' cognitive processes while acquiring the skill of making an occupied bed were identified: "feeling that it is easy to acquire," "practicing without much thought," "realizing the difficulty in translating thoughts into practice," "experiencing a sense of purpose in each technique," "gaining a perspective to evaluate one's skills," and "developing one's unique approach." CONCLUSIONS: In a blended learning environment, where a practice environment and audiovisual materials were provided, students could practice and improve their skills at their own pace even without the instructor's frequent advice. The findings show that metacognitive skills are essential to the development of psychomotor skills in a blended learning program because this program requires practicing while monitoring one's skills. Metacognitive skills affect the development of psychomotor skills and the ability to provide care. Therefore, initiatives that address the development of metacognitive skills, such as the current program, during the early stages of basic education programs can contribute to the development of nursing students' practical skills.