Name: setup and execution of the blindfolded code training exercise
Uploaded: 2019-03-29T14:45:00
Description: Watch this Scientific Journal Video about Setup and Execution Of the Blindfolded Code Training Exercise at JoVE.com

The authors have no acknowledgments.

All methods described here were exempt from review by the Summa Institutional Review Board.&#160;
1. Preparation
<ol>
	<li>Prepare the simulation lab prior to beginning the blindfolded code training exercise.&#160;
	<ol>
		<li>Prepare all supplies needed for code resuscitation, including an intravenous (IV) start kit, IV fluids, a code cart, a defibrillator with pads, a bag valve mask, a non-rebreather mask, a nasal cannula, a pulse oximeter, and intubating supplies (includi...

<ol>
	<li>Brindley, P. G., Hudson, D., Lord, J. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+blindfolded+learner+&#8211;+a+simple+intervention+to+improve+crisis+resource+management+skills.">The blindfolded learner &#8211; a simple intervention to improve crisis resource management skills.</a> Journal of Critical Care. 23 (2), 253-254 (2008).</li><li>Accreditation Council for Graduate Medical Education. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> ACGME Program Requirements for Graduate Medical Education in Pulmonary Disease and Critical Care Medicine (Internal Medicine). , (2017).</li><li>Accreditation Council for Graduate Medical Education and American Board of Emergency Medicine. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The Emergency Medicine Milestone Project. , (2015).</li><li>Murphy, M., Curtis, K., McCloughen, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=What+is+the+impact+of+multidisciplinary+team+simulation+training+on+team+performance+and+efficiency+of+patient+care?+An+integrative+review.">What is the impact of multidisciplinary team simulation training on team performance and efficiency of patient care? An integrative review.</a> Australasian Emergency Nursing Journal. 19 (1), 44-53 (2016).</li><li>Ahmed, R., Hughes, K., Hughes, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+blindfolded+code+training+exercise.">The blindfolded code training exercise.</a> The Clinical Teacher. 15 (2), 120-125 (2018).</li><li>Ryoo, E. N., Ha, E. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Importance+of+Debriefing+in+Simulation-Based+Learning:+Comparison+Between+Debriefing+and+No+Debriefing.">The Importance of Debriefing in Simulation-Based Learning: Comparison Between Debriefing and No Debriefing.</a> Computers, Informatics, Nursing. 33 (12), 538-545 (2015).</li><li>Shinnick, M. A., Woo, M., Horwich, T. B., Steadman, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Debriefing:+The+Most+Important+Component+in+Simulation?.">Debriefing: The Most Important Component in Simulation?.</a> Clinical Simulation in Nursing. 7 (3), e105-e111 (2011).</li><li>Bergs, E. A., Rutten, F. L., Tadros, T., Krijnen, P., Schipper, I. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Communication+during+trauma+resuscitation:+do+we+know+what+is+happening?.">Communication during trauma resuscitation: do we know what is happening?.</a> Injury. 36 (8), 905-911 (2005).</li><li>Carter, E. A., Waterhouse, L. J., Kovler, M. L., Fritzeen, J., Burd, R. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Adherence+to+ATLS+primary+and+secondary+surveys+during+pediatric+trauma+resuscitation.">Adherence to ATLS primary and secondary surveys during pediatric trauma resuscitation.</a> Resuscitation. 84 (1), 66-71 (2013).</li><li>Spanjersberg, W. R., Bergs, E. A., Mushkudiani, N., Klimek, M., Schipper, I. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Protocol+compliance+and+time+management+in+blunt+trauma+resuscitation.">Protocol compliance and time management in blunt trauma resuscitation.</a> Emergency Medicine Journal. 26 (1), 23-27 (2009).</li><li>Fitzgerald, M., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Using+video+audit+to+improve+trauma+resuscitation&#8212;time+for+a+new+approach.">Using video audit to improve trauma resuscitation&#8212;time for a new approach.</a> Canadian Journal of Surgery. 49 (3), 208-211 (2006).</li><li>Hughes, P. G., Ahmed, R. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Blindfolded+Trauma+Team+Resuscitation:+a+strategy+for+improved+leadership+and+communication.">The Blindfolded Trauma Team Resuscitation: a strategy for improved leadership and communication.</a> BMJ Simulation &amp; Technology Enhanced Learning. , (2017).</li></ol>

The blindfolded code exercise consists of several critical steps. First, the exercise requires an initial faculty demonstration to decrease the learners&#8217; intimidation and anxiety toward performing a resuscitation blindfolded. It also serves to give learners an example of a successful performance of the blindfolded resuscitation. Facing the code team leader away from the resuscitation team ensures that the leader is unable to visualize the scenario and forces them to give loud, clear orders (Fig...

The blindfolded code training exercise was developed to improve closed-loop communication, the utilization of a conceptual framework to organize the management of a resuscitation, and critical thinking skills. Previous scholars reported that communication, role clarity, and teamwork were enhanced by blindfolding physicians during simulated resuscitations1. Resident physicians, especially in critical care specialties, are frequently placed in high-acuity situations. In order to appropriately manage these high-risk cases, resident physicians require training in both leadership strategies and communication in high-risk environments2,3. Simulation is commonly used and is effective in teaching crisis resource management principles and communication skills4.&#160;
Currently, there is limited knowledge of innovative techniques to improve resident physician communication and leadership strategies in high-acuity situations. Ineffective communication may continue despite correct management and leadership observed in the simulation lab. A previous study highlights that the blindfolded code training exercise, when compared to typical code training, is more challenging and forces learners to use critical thinking skills and closed-loop communication. Learners felt the exercise solidified leadership skills and challenged them to maintain mental organization without visual cues5.&#160;
In preparation for the blindfolded code training exercise, the faculty provides a demonstration explaining how this advanced approach is performed, to decrease learner intimidation by the exercise. Once the demonstration is finished, the team leader is blindfolded. The team leader must use closed-loop communication and give explicit orders to the resuscitation team with a request to have all orders repeated back. The team cannot independently initiate any procedure or management without clear direction from the team leader. Team members can only execute orders from the team leader that are explicitly directed to them by name. If the team leader does not identify a specific person to perform the action, it is not performed. For example, if the team leader states, &#8220;Start compressions&#8221; without directing it to a specific team member, the order is not completed. All members of the team stand motionless. If a team member is given an order by the leader but is not requested to repeat the order as confirmation, the order can be executed but the team leader is not given verbal feedback at the completion of the order. This should prompt the team leader to ask that subsequent orders are to be repeated back, as the leader does not have visual stimuli to confirm order completion.&#160;
If the team leader asks team members to repeat the orders back, team members must reply to the team leader using closed-loop communication. This alerts the team leader when the order is received and completed. For example, if team leader Dr. Jones asks John to &#8220;Give 1 mg of epinephrine intravenously&#8221;, John will reply &#8220;I will get 1 mg of epinephrine. Dr. Jones, 1 mg of epinephrine has been administered intravenously&#8221;. The team leader can ask questions about the monitor. However, team members can only describe the appearance of the cardiac rhythm in layman&#8217;s terms (Table 1). For example, ventricular tachycardia would be described as a wide complex regular rhythm at the rate displayed on the monitor. Team members cannot use medical terms when describing the cardiac monitor, such as ventricular tachycardia or pulseless electrical activity. Lastly, faculty will verbally clarify all physical exam findings if the code team leader directs a team member to perform a physical exam.
By removing visual stimuli, the blindfolded code training exercise forces the team leader to maintain mental organization and use closed-loop communication to effectively manage a resuscitation. The purpose of the description of the blindfolded code training exercise is to provide guidance on how to perform this innovative teaching technique to force closed-loop communication.

<table border="0" cellpadding="0" cellspacing="0" style="width:666px;" width="667">
	<tbody>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Bag valve mask</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Blindfold</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Blood pressure cuff</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Cardiac monitor</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Chair</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Code Cart</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;">ACLS medications</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Defibrillator with pads</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Emergency department bed</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="42">
			<td height="42" style="height:42px;width:222px;">End-tidal carbon dioxde monitor</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Human-patient simulator</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="62">
			<td height="62" style="height:63px;width:222px;">Intubation Kit&#160;</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;">endotracheal tube, laryngoscope, stylet, 10 mL syringe, endotracheal tube holder</td>
		</tr>
		<tr height="42">
			<td height="42" style="height:42px;width:222px;">IV fluids</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;">1 L normal saline or lactated ringer&#39;s</td>
		</tr>
		<tr height="42">
			<td height="42" style="height:42px;width:222px;">IV start kit</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;">tourniquet, tape, tegaderm, IV catheter</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Nasal cannula</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Non-rebreather mask</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Pulse oximeter</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Step stool</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:222px;">Stethoscope</td>
			<td style="width:74px;"></td>
			<td style="width:123px;"></td>
			<td style="width:249px;"></td>
		</tr>
	</tbody>
</table>

setup and execution of the blindfolded code training exercise

Miscommunication is the most common cause of preventable patient harm in medicine. Currently, there is limited knowledge of innovative techniques to improve resident physician communication and leadership strategies in high-acuity situations. The blindfolded code training exercise removes visual stimuli from the team leader, forcing the team leader to effectively utilize closed-loop communication. The simple act of blindfolding the team leader creates a learning environment where the leader must utilize a conceptual framework and critical thinking strategies to organize the team and manage the resuscitation. An advantage to this teaching technique is that it does not require any special simulation equipment, making it a low-cost approach. The blindfolded code training exercise can be applied to the management of any critically ill patient where the primary objective is to focus on developing communication skills in acute resuscitations. The purpose of the description of the blindfolded code training exercise is to provide guidance on how to perform this innovative teaching technique to force effective closed-loop communication.

As noted in Ahmed et al., all residents (100%, 27/27) agreed/strongly agreed that knowledge obtained during the blindfolded code training exercise could be transferred to the clinical setting5. In addition, most residents strongly agreed that the blindfolded code training exercise was more challenging (81.5%, 22/27), allowed them to apply critical thinking skills (81.5%, 22/27), and improved use closed-loop communication (88.9%, 24/27) when compared to typical code training exercises (Tabl...

Watch this Scientific Journal Video about Setup and Execution Of the Blindfolded Code Training Exercise at JoVE.com

Setup and Execution Of the Blindfolded Code Training Exercise

The blindfolded code training exercise, which blindfolds the team leader in a code resuscitation simulation, is an advanced teaching technique to improve closed-loop communication, organizational skills, and critical thinking.&#160;

Miscommunication is the most common cause of preventable patient harm in medicine. Currently, there is limited knowledge of innovative techniques to ...

Communication errors are the leading cause of preventable patient harm in all of medicine. The blindfolded code training technique was designed to improve closed-loop communication and improve critical thinking in high-acuity situations. The main advantage of this teaching technique is that it teaches resident physicians effective communication and leadership strategies in a high-acuity situation without requiring any special equipment.Before beginning the blindfolded code training exercise, gather all of the necessary supplies and materials and place the human patient simulator on an Emergency Department bed. Turn on the simulator and connect the simulator to the wireless network. Provide a seat five feet away from the foot of the bed and a blindfold for the code team leader.Then seat the team leader facing away from the team. Print code resuscitation simulation scenarios for the faculty and upload any necessary radiographic images and electrocardiograms for each patient scenario. Before beginning the exercise, review the rules with the learners and have the team leader put on the blindfold.Have the resuscitation team members verbally introduce themselves by role, name and position in relation to the patient in the bed to the blindfolded code team leader. I'm Patrick, I'm the med student, and I'm at the patient's right of the bed. I'm Edgar, I'm the emergency medicine resident, and I'll be at the head of the bed.I'm Pat, I'm your nurse, I'm at the patient's left side of the bed and can administer medications. I'm Kate, I'm your senior resident, I'm at the left of the bed. When all of the team members have introduced themselves, read the stem for the case scenario to the code team leader and change the patient vitals and cardiac rhythms in alignment with the case scenario outline.Then run the case scenario for eight to 10 minutes. Hi everyone, my name is Lauren. I'll be your team leader.Please repeat all orders back in a closed-loop fashion. Does everyone understand? Yes.All right, Edgar, what does our patient look like?So it's a middle-aged man. He's unresponsive and has no respiratory effort. Okay, what rhythm do I see on the monitor?You see a Y complex, irregular rhythm, without discernible P, QRS, or T waves. Okay, that sounds like V-fib. Pat, do you feel a pulse?I do not. Okay, Kate, please start chest compressions. Starting chest compressions.All right, Patrick, please charge our defibrillator up to 200 joules. Turning on and charging the defibrillator to 200 joules. Okay, Edgar, please start bagging our patient at a rate of two breaths for every 30 compressions.All right, I'll start bagging the patient two breaths for every 30 compressions. Defibrillator is charged to 200 joules. Okay, Kate, please pause chest compressions.Stopping chest compressions. Deliver one shock, Patrick, please. Shock delivered.Okay, Kate, continue chest compressions. Resuming chest compressions. All right, Edgar at our next pulse check, I'm going to ask you to intubate our patient.All right, I'll prepare supplies to intubate the patient at the next pulse check. All right, Pat, could you please draw up one milligram of epinephrine? Drawing up one milligram of epinephrine.And please deliver that when ready. Okay, one milligram epinephrine drawn up. One milligram of epinephrine given to the patient.Okay.Edgar, how much time has passed since our last pulse check? It's been 90 seconds since our last pulse check. Edgar, can you please let me know when two minutes have passed.I will let you know when two minutes have passed. At the conclusion of the case scenario, debrief the code team for approximately 10 minutes, focusing on the utilization of closed-loop communication, the leader's effectiveness in leading the resuscitation, and the management decisions as they relate to the advanced cardiac life support or advanced trauma life support algorithms. Then select another code team leader and repeat the process at the conclusion of the debriefing.In this representative study, 100%of residents agreed or strongly agreed that the knowledge obtained during the blindfolded code training exercise could be transferred to the clinical setting. Most residents strongly agreed that the blindfolded code training exercise was more challenging, allowed them to apply critical thinking skills, and improved the use of closed-loop communication compared to typical code training exercises. Residents also felt that maintaining mental organization without visual cues was the most challenging part of this exercise.It's important to review the rules with the learners before beginning the simulation and have all team members introduce themselves to the blindfolded code team leader. This innovative teaching technique can be applied to the management of any critically ill patient with the focus on developing more effective communication strategies in high-risk environments. Future directions for this study include utilizing validated assessment tools to evaluate teamwork, communication and leadership when comparing blindfolded to nonblindfolded team leaders in high-acuity situations.

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Thoracic outlet syndrome (TOS) is a common disorder that causes a significant loss of productivity. The transaxillary first rib resection (TFRR) protocol ...

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Death notification is an important and challenging aspect of Emergency Medicine. An Emergency Medicine physician must deliver bad news, often sudden and unexpected, to patients and family members without any previous relationship. Unskilled death notification after unexpected events can lead to the development of pathologic grief and posttraumatic stress disorder. It is paramount for Emergency Medicine physicians to be trained in and practice death notification techniques. The GRIEV_ING curriculum provides a conceptual framework for death notification. The curriculum has demonstrated improvement in learners&#8217; confidence and competence when delivering bad news. Rapid Cycle Deliberate Practice is a simulation-based medical education technique that uses within the scenario debriefing. This technique uses the concepts of mastery learning and deliberate practice. It allows educators to pause a scenario, provide directed feedback, and then let learners continue the simulation scenario the &#8220;right way.&#8221; The purpose of this scholarly work is to describe how to apply the Rapid Cycle Deliberate Practice debriefing technique to the GRIEV_ING death notification curriculum to more effectively train learners in the delivery of bad news.

The goal is to demonstrate how to apply the rapid cycle deliberate practice debriefing technique to the GRIEV_ING death notification curriculum.

Death notification is an important and challenging aspect of Emergency Medicine. An Emergency Medicine physician must deliver bad news, often sudden and ...

A Real-World High-Intensity Interval Training Protocol for Cardiorespiratory Fitness Improvement

High-Intensity Interval Training (HIIT) has emerged as an interesting time-efficient approach to increase exercise adherence and improve health. However, few studies have tested the efficiency of HIIT protocols in a &#34;real world&#34; setting, e.g., HIIT protocols designed for outdoor spaces without specialized equipment. This study presents a &#34;real world&#34; training protocol, named &#34;beep training&#34;, and compares the efficiency of a HIIT regiment versus a traditional long-duration Moderate-Intensity Continuous Training (MICT) regiment using this beep training protocol on VO2 max of overweight untrained men. Twenty-two subjects performed outdoor running with MICT (n = 11) or HIIT (n = 11). Cardiorespiratory fitness was assessed before and after training protocols using a metabolic analyzer. Both training protocols were performed 3 days a week for 8 weeks using the Beep Test results. The MICT group performed the exercise program at 60%-75% of the maximum speed of the 20 m shuttle test (Vmax) and with a progression of the distance of 3,500-5,000 m. The HIIT group performed the interval exercise with 7-10 bouts of 200 m at 85%-100% of the maximum speed of the 20 m shuttle test (Vmax), interspersed with 1 min of passive recovery. Although the HIIT group presented a significantly lower training volume than the MICT group (p &#60; 0.05) after 8 weeks of beep training, HIIT was superior to MICT in improving VO2 max (MICT: ~4.1%; HIIT: ~7.3%; p &#60; 0.05). The &#34;real world&#34; HIIT regiment based on beep training protocol is a time-efficient, low-cost, and easy-to-implement protocol for overweight untrained men.

This study presents a low-cost and easy-to-implement "real world" high-intensity interval training (HIIT) protocol for scientific research and discusses its efficiency for cardiorespiratory fitness.

High-Intensity Interval Training (HIIT) has emerged as an interesting time-efficient approach to increase exercise adherence and improve health. However, ...

Assessing Strength Exercise Volume and Its Impact on Insulin Sensitivity in Obesity

Randomized Controlled Trial to Study the Acute Effects of Strength Exercise on Insulin Sensitivity in Obese Adults

An acute session of strength exercise (SE) ameliorates insulin sensitivity (IS) for several hours; however, the effects of SE volume (i.e., number of sets) have not been studied thoroughly. Although it is intuitive that some SE is better than none, and more is better than some for the improvement of IS, high-volume sessions might be challenging for diseased populations to complete, especially obese adults, for whom even a brisk walk can be challenging. This protocol details a randomized clinical trial to assess the acute effects of SE on IS in obese adults. The inclusion criteria are body mass index &#62;30 kg/m2, central obesity (waist circumference &#62;88 cm and &#62;102 cm for women and men, respectively), and age &#62;40 years. Participants will be familiarized with the SE (7 exercises targeting major muscle groups) and then will perform three sessions in a randomized order: session 1 - high-volume session (3 sets/exercise); session 2 - low-volume session (1 set/exercise); session 3 - control session (no exercise). Diet will be controlled the day before and on the day of the sessions. Sessions will be completed at night, and an oral glucose tolerance test will be performed the next morning, from which several indexes of IS will be derived, such as the area under the curve (AUC) of glucose and insulin, the Matsuda index, the Cederholm index, the muscle IS index, and the Gutt index. Based on pilot studies, we expect ~15% improvement in IS (insulin AUC, and Matsuda and Cederholm indexes) after the high-volume session, and ~8% improvement after the low-volume session compared to the control session. This study will benefit individuals who find high-volume SE sessions challenging but still aim to improve their IS by investing 1/3 of their time and effort.

Author Spotlight: Exploring the Impact of Reduced Resistance Exercise Volume on Metabolic Health 

This study describes a randomized controlled trial protocol aiming at assessing the acute effects of strength exercise volume on insulin sensitivity in obese individuals.

An acute session of strength exercise (SE) ameliorates insulin sensitivity (IS) for several hours; however, the effects of SE volume (i.e., number of ...

Enhancing Stroke Rehabilitation with Virtual Reality-Based Occupational Training

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System

Stroke rehabilitation often requires frequent and intensive therapy to improve functional recovery. Virtual reality (VR) technology has shown the potential to meet these demands by providing engaging and motivating therapy options. The digital occupational training system is a VR application that utilizes cutting-edge technologies, including multi-touch screens, virtual reality, and human-computer interaction, to offer diverse training techniques for advanced cognitive capacity and hand-eye coordination abilities. The objective of this study was to assess the effectiveness of this program in enhancing cognitive function and upper extremity rehabilitation in stroke patients. The training and assessment consist of five cognitive modules covering perception, attention, memory, logical reasoning, and calculation, along with hand-eye coordination training. This research indicates that after eight weeks of training, the digital occupational training system can significantly improve cognitive function, daily living skills, attention, and self-care abilities in stroke patients. This software can be employed as a time-saving and clinically effective rehabilitation aid to complement traditional one-on-one occupational therapy sessions. In summary, the digital occupational training system shows promise and offers potential financial benefits as a tool to support the functional recovery of stroke patients.

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System

The current protocol outlines how the VR-based digital occupational training system enhances the rehabilitation of patients with cognitive impairment and upper limb dysfunction following a stroke.