|Learning Objective #1: define trainee-based design choices for the construction of physical simulators to teach palpation skills to medical and nursing students.|
|Learning Objective #2: determine how to use simulation to evaluate overall performance competency, training consistency, and transfer of training.|
Our central premise is that simulators, to be useful, must assess and train practitioners in particular disease cases by monitoring and providing feedback on trainee technique, facilitating the training experience via augmented feedback, and utilizing a range of graded practice scenarios that accurately reflect disease progression. Most importantly, the skills learned through simulation must transfer to actual clinical exams. This work expands upon past work with a breast cancer simulator. Once the simulator is built, we will test the design and training protocol with medical and nursing students at various stages of development. A set of one-day experiments and one longitudinal study will test the simulator’s effectiveness by evaluating trainee competency, the consistency of training across trainee groups, and transfer of training. Our tight collaboration will ensure the successful integration of this work into the existing training programs at the
At present, the three different prostate disease states have been identified, along with their characteristic attributes. The external support structure (torso) is being built, along with the internal components (prostates with balloons to simulate the various disease states and sensors to provide trainees with feedback). The layout of the automation, as well as the interface display and delivery of tactile user feedback, is also being developed.