DOES FIXATION LEAD TO PERFORMANCE IMPROVEMENTS IN MEDICAL EDUCATION? AN INVESTIGATION OF A PERSONALIZED LEARNING INTERFACE IN CENTRAL VENOUS CATHETERIZATION
Open Access
Author:
Bhide, Rucha Ravindra
Area of Honors:
Industrial Engineering
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Dr. Scarlett Rae Miller, Thesis Supervisor Dr. Catherine Mary Harmonosky, Thesis Honors Advisor
Keywords:
learning curves central venous catheterization human factors eye tracking medical education Hershey Medical Center graphical user interface user interface design
Abstract:
Traditional ultrasound-guided Central Venous Catheterization (CVC) were taught using
static manikins. However, these manikins did not provide any variation in patient anatomy and
required an expert to provide qualitative feedback. Consequently, many robotic simulators
became increasingly more prevalent in medical education, as they offered quantitative feedback
and variable patient anatomy. The Dynamic Haptic Robotic Trainer (DHRT) was an example of
this – providing feedback on its graphical user interface (GUI) for a variety of different patient
profiles. However, no previous studies had been conducted to test the amount of learning or user
performance on the DHRT system. Thus, this study was developed to determine the
effectiveness of the system through an eye tracking study with seven surgical residents. Results
indicated that all participants reached standard performance in five areas of interest (AOIs): total
grade, number of insertion attempts, angle of insertion, percentage of time spent aspirating, and
distance to the center of the vein. Eye gaze patterns indicated the importance of user interface
design in these types of learning systems. These findings supported further studies on feedback
systems in medical education.
