Marcos G Molina, MD, Kirsten Cox, BS, Alex Otto, BA, Brent Bauman, MD, Robert Acton, MD, James Harmon, MD, PhD, Mocja Konia, MD, PhD. University of Minnesota Medical School
Background: Learning theory states that a certain level of physiological stress or cognitive activation is required to achieve optimal task engagement and performance by the learners. Our study will seek to determine if a hybrid team training curriculum inclusive of a task-oriented interactive virtual environment could help achieve the optimal level of cognitive activation required to result in a higher task engagement and performance.
Methods: A total of thirty-five medical professionals from the University of Minnesota participated in several team training simulations. Participants were randomly selected to an experimental and control groups. The experimental group (N=21) was exposed to a hybrid team training module, consisting of a task-oriented augmented reality phase followed by a second and third phase consisting of a kinesthetic simulation scenario and debriefing, respectively. The augmented reality phase presented the trainees to an interactive 360-degree image of the same clinical room where the simulation would take place allowing for "Situated-Learning" to take place. During the learning phase, trainees were encouraged to interact and communicate with each other while completing the tasks allowing for "Social-Learning" to effect. The control group (N=14), educational component consisted of a traditional audiovisual lecture-style introductory presentation, a simulation, and debriefing. After completing their respective educational components, each group completed a NASA Task Load Index survey to assess the cognitive load experience of the individual educational models. Subjects were then exposed to a final simulation (test simulation) similar in content and structure to the initial simulation. This was followed by a second NASA TLX survey. Raters evaluated both group level of engagement and performance using a validated checklist of critical actions.
Results: The experimental groups showed higher weighted overall NASA cognitive load index scores than the control group (p=0.0029) prior to the test simulation. The weighted NASA score remained elevated in the experimental participant groups following the test simulation, whereas in the control group the post-simulation NASA assessment revealed a decrease in cognitive load (p=0.0079). Expert raters using a validated checklist determined that 93.75 ± 6.250% of the experimental (hybrid curriculum) group and 37.50 ± 7.217% of the control group appeared to be more engaged and performed better during the simulation.
Conclusions: Pre-simulation task-oriented augmented reality learning environments designed to incorporate situated, and social learning virtual experiences can provide the optimal level of cognitive boost that can result in a higher participant engagement and performance during team training simulation scenarios.
Presented at the SAGES 2017 Annual Meeting in Houston, TX.
Abstract ID: 86688
Program Number: P333
Presentation Session: iPoster Session (Non CME)
Presentation Type: Poster