Dr. Steven J Kass

Medical errors are currently the third leading cause of death in the United States, with more than a quarter of a million patients dying each year from these mistakes [1]. These errors are often attributed to human factors such as lapses in attention. However, medical personnel can be trained to detect errors early and take corrective action to prevent patient harm. Building training lessons and making them readily available as the need for additional training arises is a time-consuming task for trainers. In this paper, we present an algorithm to automatically build training lessons for nursing education using large language models (LLMs). Our algorithm is based on advanced prompt engineering techniques that incorporate storytelling techniques to create innovative training scenarios designed to enhance the situational awareness of nurses in dynamic clinical settings. The algorithm has been evaluated in a user study that requires nurse trainers to evaluate training scenarios built by subject-matter experts (SMEs) and our algorithm. The results showed that nurse trainers were not able to distinguish between human and AI-generated scenarios, rating the AI-generated scenarios as equally accurate and creative as human-generated scenarios.

We conducted a cognitive task analysis to provide input on the curriculum and technology currently used to train parachute descent procedures in the Naval Aviation Survival Training Program. Subject matter experts provided insight into the correct decision-making thought processes used in parachute descent. Techniques for analysis included focus groups, interviews, and a think-aloud procedure involving a parachute descent simulator at a Naval Aviation Survival Training Center. Results and findings inform the instructional design process to improve the training pipeline’s development, implementation, and evaluation.

This study examines how adding scents to a virtual reality (VR) environment impacts immersion, anxiety levels, and mood. Participants ( N = 40), aged 18–44 years with varying levels of VR technology experience, were randomly assigned to either the control (no scent), congruent (i.e., scents that match the visual scene), or incongruent scent conditions. Participants were assessed on changes to mood, anxiety levels, immersion, and performance on a memory recognition task. Results suggest that while the VR experience significantly reduced anxiety and lifted mood, scent did not significantly affect memory performance or immersion in the VR experience. Future directions for research include exploring the use of scent to engage participants more fully in exposure therapies.

Virtual reality (VR) allows users to experience highly immersive, simulated events that would otherwise be too dangerous, expensive, or just impossible to achieve in a real environment. While VR was once only available to a handful of researchers, commercialization and decreased costs have greatly increased its accessibility to all. Because it provides the capability to precisely control the virtual world, VR has become an increasingly popular tool for use by psychological researchers and therapists, alike. The vast growing literature on VR documents how it has been used for such purposes as gaming and entertainment, knowledge elicitation, training and education, exposure therapy, and physical rehabilitation. However, though the use of VR holds great potential, it may not be suitable for everyone. Many factors must be considered before adopting this technology. This article reviews some of the many uses for VR, as well as its strengths and limitations when used for research and therapy.

Current trends point towards the development and implementation of augmented reality (AR) navigation assistance systems for drivers. Previous research has found augmented reality can benefit driving performance, but the impact of AR on route learning (spatial knowledge acquisition) has received less attention. The current study used simulated driving scenarios to determine how the type of navigation aid device used (i.e., paper map, electronic map, and AR system) affected driving performance and route learning of 62 driving adults. Route learning was examined at landmark, route, and survey levels. The hypotheses tested were that AR would improve driving performance but diminish route learning compared to paper map use; and that AR would outperform electronic map use in both driving performance and route learning. Results indicated that paper map use led to poorer driving performance and greater route learning. However, map recognition may have been a confounding factor in higher level spatial knowledge acquisition with paper map use. Driving performance and route learning were similar for drivers using the electronic map and AR, but some differences suggested that drivers have reduced uncertainty and hesitation while using AR to navigate in unfamiliar areas.

This paper describes the development of a mobile phone application (MEDUSA) for training situation awareness. MEDUSA was developed as a cost efficient form of on demand training to supplement other more costly, traditional forms of training such as simulation labs and live patient rounds. Users care for a simulated patient and are tested using a version of the Situation Awareness Global Assessment Technique (SAGAT). Users receive feedback on how many SAGAT queries they answered correctly and are provided tips on how to improve SA. Initial usability testing demonstrated strong support for the program among a sample of nursing students. Continued efforts are on-going in the design and testing of a teaching portal that allows trainers to easily create their own scenarios.

The present study examines the effects of mobile phone dependency and passive mobile phone interaction on situation awareness and driving performance. A total of 37 participants drove in a fixed-base driving simulator that included rural roads followed by typical city roads with light traffic. As participants were driving, they received an audible text message notification to which they were unable to respond. After receiving the text message, participants' situation awareness was assessed via the situation awareness global assessment technique (SAGAT). SAGAT probes occurred at 30 s and 10 s after the text message was delivered to determine the effect of text message delay on situation awareness. Results indicate that situation awareness is negatively affected for at least 10 s after the text message alert but not longer than 30 s. In addition to lowered situation awareness, participants' mean speed increased during periods of distraction in the 10 s following a mobile phone notification. Low mobile phone dependency did not serve as a protective factor against distraction in that participants were similarly distracted irrespective of dependency level. The implications of passive mobile phone interaction, as well as possible solutions are discussed.

As cell phones have adapted to becoming personalized computers, the functionality of these two different devices has converged. Conversely, the way people interact with these two platforms is vastly different. With much less space, different controls, and lower specifications, mobile interface design looks and feels significantly different than that of desktop devices. This paper aims to analyze what makes UI design for desktop applications different from mobile devices and how developers can ease this transition when porting from one device to another. The results of a survey found that computing power was a large factor in which device users chose for a particular task, while screen size was not quite as important. Through identifying differences in these applications and suggesting solutions, the awkward transition from bulky, powerful devices to the small screens of everyday mobile devices can be alleviated.

The current study evaluated the effectiveness of a workshop designed to provide nurses (n = 6) with the means to improve their situation awareness. The nurses participated in a full-day workshop in which their situation awareness performance was measured before and after using the Situation Awareness Global Assessment Technique. Following the workshop, nurses demonstrated improvement in their perception of relevant cues, comprehension of what the combination of cues means, and projection of the patient's future status. The implications of situation awareness education for health-care professionals are discussed.

The Board of Educational Affairs (BEA) of the American Psychological Association (APA) appointed a task force to articulate what students should know and be able to do at the conclusion of a master’s program. Professional organizations such as APA have an obligation to lead the discipline in offering guidance about appropriate learning goals and outcomes at all levels of education. APA guidelines outline goals and outcomes at the high school and undergraduate level as well as competencies at the clinical, counseling, and school doctoral level. This document is intended to help bridge the sequence of education and training with core goals and outcomes for psychology master’s programs.