Dissertations / Theses on the topic 'Odontostomatologie – Étude et enseignement – Simulation, Méthodes de'
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Joseph, David. "Impact de la simulation haptique dans l’enseignement en odontologie." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0233/document.
Full textThe rapid development of new digital technologies is revolutionizing the classical teaching of dentistry as in many medical specialties. Indeed, the advent of new devices combining virtual reality with a haptic device allowing to simulate the technical gestures of odontology, suggests the possibility to evaluate the skills of future Dentists more objectively and to strengthen traditional training. Through various educational experiments in the fields of implantology, restorative dentistry and oral surgery, we wanted to: (i) assess the impact of haptic simulation on odontology training by focusing on implantology and restorative dentistry ; (ii) define new objectively evaluable pedagogical parameters and to estimate the importance of 3D vision in simulation
Meseure, Philippe. "Modélisation de corps déformables pour la simulation d'actes chirurgicaux." Lille 1, 1997. http://www.theses.fr/1997LIL10019.
Full textPellenc, Delphine. "Auto-assemblage de la fibronectine induit par l'adsorption : Caractérisation expérimentale sur l'hydroxyapatite et étude par simulation numérique." Cergy-Pontoise, 2005. http://www.theses.fr/2005CERG0262.
Full textProtein adsorption is one of the first event following the implantation of a foreign material in the body and this interaction directly triggers the organism's response to the material and subsequent material integration. Hence, controlling the morphology of two-dimensional protein assemblies is a keystone in tissue engineering. In the context of bone materials, we study the organization of an extracellular matrix protein, fibronectin, onto a synthetic mineral matrix of hydroxyapatite (HA). This study is carried out on the one hand, by in situ observation of human fibronectin adsorbed onto HA, using immunofluorescence techniques, and on the other hand, by the development of a model of the adsorption process, studied by numerical simulations
Kabongo, Luis. "Simulation et optimisation de trajectoires pour les ultrasons focalisés en thermothérapie." Bordeaux 1, 2007. http://www.theses.fr/2007BOR13526.
Full textTruong, Thi An Na. "Les simulations globales sur objectifs spécifiques : perspectives épistémologiques et culturelles en contexte vietnamien." Rouen, 2001. http://www.theses.fr/2001ROUEL411.
Full textThis is an attempt to demonstrate that global simulation is particularly well adapted to the teaching of French for special purposes. Without question, it far surpasses other. .
Aegerter, Philippe. "Consult-eao : étude et réalisation d'un système expert d'aide à l'enseignement de la médecine : application aux pays en développement." Compiègne, 1988. http://www.theses.fr/1988COMPD116.
Full textThis thesis describes an intelligent computer assisted instruction system, designed for rural health workers in developing countries. This system, called Consult-Eao, provides a case simulation teaching. By asking questions he thinks relevant, the student has to solve the diagnostic and therapeutic problem of the patient displayed by the system. Consult-Eao includes an expert system which solves the case besides the student in order to guide him. This module includes a knowledge base of the domain : medicine in developing countries, which is represented by frames. The reasoning strategy is represented by meta-rules. A pedagogical module is in charge of the student and updates a student model. Thus the system, which can generate autonomously adapted cases, is able to perform a pedagogical monitoring of the student
Martin, Michel Camille Eugène. "Pourquoi et comment rendre pédagogique la communication technique." Lille 1, 2003. https://pepite-depot.univ-lille.fr/RESTREINT/Th_Num/2003/50377-2003-35.pdf.
Full textDe, Witte Benjamin. "Étude des processus cognitifs impliqués dans la chirurgie minimalement invasive." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1281/document.
Full textMinimally invasive surgery reduces postoperative pain, hospitalisation and associated costs. The use of long and rigid instruments in a closed haptic space limits incisions. The latter working conditions also challenge cognitive and motor skills of the surgeons. The surgeons need to mentally rotate the work scene, execute accurate movements with decreased sensitive and visual feedback. Moreover, the current learning paradigm needs to be updated to better match laparoscopic requirements. Our results show that cognitive features underpinning laparoscopy e.g., spatial abilities, hand eye coordination need to be contemplated to improve the learning curve. Simulators should provide the training of spatial abilities and better consider learning features (cognitive load, feedback). To be mastered and express the full potential of mental simulation, this technique should be implemented on a distributed way and earlier in the curricula. Hand-eye coordination needs explicit training outside the operation room. Finally, to favour skill learning, simulation techniques should be implemented on a complementary way in the curricula
Houzé-Cerfon, Charles-Henri. "La simulation en santé : accompagner le changement pédagogique par l'évaluation de dispositifs d'apprentissage, des professionnels de santé, aux situations critiques." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20099.
Full textConsidering the ethical and social injunctions, the training of health professionals has become a challenge especially crisis resource management. Interprofessional simulation (IPS) has become an essential tool in the training of healthcare professionals. However, the IPS promotes social asymmetry (fear of judgment, power conflicts, hierarchical roles) that disrupts the regulation of sociocognitive conflicts as the foundation of the learning process. We proposed an evolution from the standard debriefing to a combined debriefing (individual interview before the collective debriefing - CODIS). A mixed research methodology was conducted with the intention of "knowing to objectify" the effects of the method and "knowing to explain" the observed or measured effects. The hypothesis was that CODIS could be a more effective interprofessional training than the standard debriefing for developing the skills of acute care teams in crisis resource management. A multidimensional approach concluded that CODIS was more effective in regulating emotions, improved social interactions during collective debriefing and reduced hierarchical tensions combined with an improvement of acute care teams performance in critical situation management. An epistemological reflection led us to question the assessment of simulation-based training. We propose a different methodological approach to explore the internal and external effects of the device. Further researches should be carried out to evaluate this methodology
Talbot, Hugo. "Interactive patient-specific simulation of cardiac electrophysiology." Thesis, Lille 1, 2014. http://www.theses.fr/2014LIL10056/document.
Full textThe objective of this thesis is to construct a training framework, allowing junior electrophysiologists to practice radio-frequency ablation for the treatment of ventricular arrhythmia on virtual patients. The first challenge consists in simulating the cardiac electrophysiology in real-time. A powerful GPU implementation is proposed to reach real-time performances. A realistic left bandle branch block can be simulated, thus inducing the associated late contraction of the left ventricle. For clinical application of electrophysiological mathematics, this GPU simulation needs to be personalized. This crucial step aims at adapting all model parameters in order to fit patient data. Our personalization is achieved in about 20 minutes and relies on an Unscented Kalman filter applied iteratively on the clinical data. Lastly, the construction of the first training framework dedicated to cardiac ablation is presented. An innovative multithreading approach couples the simulation of cardiac electrophysiology and catheter navigation. A clinical evaluation performed by electrophysiologists highlights the good performances and the realism of the training framework. This framework is a first step towards realistic and efficient virtual training systems in cardiology
Barelle, Caroline. "Modélisation dynamique du geste sportif à partir de paramètres posturaux : application à l'entraînement en ski alpin." Lyon 1, 2003. http://www.theses.fr/2003LYO10097.
Full textCouarraze, Sébastien. "La simulation en santé, un outil pédagogique vecteur de changement dans la qualité de vie au travail chez les professionnels de l'anesthésie-réanimation." Thesis, Toulouse 2, 2019. http://dante.univ-tlse2.fr/id/eprint/8694.
Full textProfessional in healthcare are particularly affected by the problems related to stress. Those who perform in anesthesia and intensive care unit have an increased risk. The health sector and the health of individuals are at the heart of change (Rhéaume, 2002; Bedin, 2013; Marcel, 2014). The training of practitioners has evolved to a competency-based approach and integrates simulation as method of developing these skills. In this context, we have tried to highlight the impact of full-scale simulation of critical situation (Pastré, 2010) on stress, anxiety, burnout and ultimately on the quality of working life of the participants. For this purpose, we conducted, as part of a quasi-experimental approach, an exploratory phase 1, with 50 students in nursing to test three scales relating to anxiety and burnout. During phase 2, we attended simulation sessions with caregivers practicing anesthesia for one year and we tested 209 professionals. They filled in the scales before and after the simulation session. Finally, in phase 3, we sought to highlight the effect of simulation on clinical stress of 215 nursing students. We show the positive effects that simulation seems to have on participants’ stress,burnout, anxiety and anxious personality traits. On the other hand, it seems that the simulation can reduce the clinical stress of nursing students and that this effect is stable four months after simulation. The simulation would thus have a preventive effect on the stress. These results make it possible to support proposals for the development of this pedagogical method in initial and in-service training
Andre, Frederic. "Analyse d'une activité en formation initiale de kinésithérapie : le cas de l'aspiration trachéobronchique." Thesis, Toulouse 2, 2019. http://dante.univ-tlse2.fr/id/eprint/7171.
Full textAdvances in digital tools are transforming teaching methods in initial and professional training. Among them, high fidelity simulation for health is now key. Various studies show the value of using simulation in initial training, specifically for the acquisition of technical gestures (hard skills) and knowledge, and emotion management (soft skills) during acts. Thus, this thesis is part of the initial training in a physiotherapy institute based on an experiential approach. In this research-action we will endeavour, with occupational didactics, to apprehend the mechanisms triggered by simulation by comparing them to another method. Two axes will be considered. The first will focus through quantitative data collection on assessing acquisition of theoretical knowledge by our learners by simulation versus a practical work. The second, through the use of self-confrontation interviews, will attempt to understand the differences in students' clinical reasoning. Schema analysis will lead us to offer answers to our questions and point out teaching strategies. The conclusion to our research will consider the setting up of learning sequence adjustment resulting from the analysis of the interviews. We also propose as a result of this work, the creation of another technological tool that will interest the medical and paramedical community. To our knowledge, this is one of the few studies on simulation in physiotherapy linking the simulation approach and clinical immersion
Policard, Florence. "Formateurs en soins infirmiers et simulation clinique : profils et manifestations de l'engagement dans l'activité." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100089/document.
Full textThis thesis in education science focuses on the nurse trainers using full-scale clinical simulation in their training plans. This educational tool, based on experiential apprenticeship and reflexivity on the practice, is considered both innovative and complex to use. It especially requires questioning the customary practices of teaching. The author’s has tried to identify what determines and characterizes the commitment of the trainers in this activity, and to understand how and according to which logics that commitment manifests itself at the heart of their practices. The search crossed the sociocognitive theoretical framework of Bandura (1977) and the vocational didactics (Pastré, 1997, 2002); it also used models of commitment and of teaching practice. This study has a descriptive approach of the commitment profiles in the activity and a comprehensive approach of their demonstrations. The empirical material was obtained from semi-directive interviews, observations in situation followed by self-confrontation interviews. It was handled according to qualitative and quantitative mixed methods. The results highlight a dominant profile, favouring the dialogical and hermeneutic logics, and a second profile, underlined by logics rather personal and technical; hence allowing the author to propose a typology of commitment profiles in the activity. The observed and analysed practices reveal the influence of the commitment profile on the educational perspective. A strong tension between a control position and a “let it go” position was identified, the latter being the sign of a transformation in the implementation of learning beliefs
Torossian, Kévin. "Amélioration du réalisme des dispositifs médicaux d'apprentissage par la simulation : développement d'une méthodologie et d'un dispositif pour l'entraînement à la pose de voie veineuse périphérique." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEC027.
Full textThe French National Authority for Health recommended since 2012, the use of medical simulators in order to never conduct students’ first medical procedure on a patient during their training. Yet, the haptic realism of anthropomorphic simulators drift too far from reality. The presented work concerns the enhancement of the haptic realism of peripheral venous catheter insertion (PVCI) simulators.Following a literature review made to find the available mechanical data on human skin and vein useful to validate the design of PVCI simulators, a clinical trial was set up to analyze the biomechanics of PVCI gesture when performed by a nurse on the antebrachial area. The kinematic of the practitioner’s gesture and the puncture loads of skin and veins (rupture and friction loads) were obtained thanks to an experimental setup coupling force sensors and digital image correlation.Simultaneously, a sensory study was realized to sensiorally compare silicone-based prototypes and commercially available simulators with the forearms of a panel composed of healthcare students. To this end, a tactile material library composed of tactile descriptors related to PVCI was designed to confine and objectively quantify the sensation of the panel. The descriptors were obtained via an online survey sent to experimented practitioners who performed PVCI on a regular basis. We observed that vein prominence was the predominant descriptor in the realism of forearm substitutes. Preferences according to participants’ gender arose highlighting the need to adapt the mechanical and tribological properties of PVCI simulators to different categories of population. Principal component analysis was subsequently used to analyze the strengths and weaknesses of the presented prototypes resulting in the design of an enhanced prototype.Finally, a comparative study was carried out to mechanically assess the enhanced prototype in regard to human forearms. Results regarding puncture, indentation and friction tests showed that the developed simulator possessed mechanical and tribological properties closer to human skin and vein than venipuncture simulators currently used by healthcare students
Bastiani, Bruno. "La simulation pleine échelle et le débriefing des compétences non-techniques en anesthésie-réanimation : contribution à la construction d'un référentiel de formation de formateurs." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20020.
Full textInterest for simulation-based training in healthcare arose around ten years ago in France, especially in the field of anesthesia and resuscitation. Studies about the teaching practices underlying this type of training focus on several points but more particularly on debriefing, which constitutes the central axis for conceptualizing action, according to professional didactics (Pastré, 1999). In its full-scale form, simulation aims at improving technical skills in association to so-called non-technical skills (communication, leadership, emotion management, etc.). To study the practices of trainers in the debriefing of non-technical skills, we first conducted an exploratory survey with trainees, then we created a research program in three steps: step 1 – filmed observations with a heuristic objective, step 2 – filmed observations and self-confrontation interviews in France and Canada, step 3 – focus groups with trainers. Through the analysis of this data, we show that the transition from professional expertise to trainer status in the framework of debriefing is challenging. Our results allow us to back propositions supporting a change in the practices of trainers based on the design of the conceptual structure of debriefing, the creation of a curriculum for a training-of-trainers course, and a type of cognitive artifact to support the organization of debriefing
Fiard, Gaëlle. "Apprentissage des biopsies prostatiques par la simulation : vers la validation du simulateur Biopsym." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAS037/document.
Full textProstate cancer is the most common malignancy and the 3rd cause of death among men in France. It is a major public health problem with around 50 000 new cases diagnosed each year. The diagnosis is suspected based on an abnormal digital rectal examination or an increase in the prostatic specific antigen level (PSA). Systematic, randomized, ultrasound-guided prostate biopsies are currently recommended first-line to confirm the diagnosis and define the tumor location, volume, and aggressiveness using the Gleason grading system. The conventional training method, based on mentoring, without quantitative feedback on the distribution of the biopsies, has limitations which can partly explain the lack of precision offered by systematic prostate biopsies.The Biopsym simulator was designed in this context to enhance prostate biopsy teaching through 7 exercises and a module replicating the performance of a 12-core systematic biopsy scheme. Several levels of assistance can be offered and a performance feedback is provided. A first validation study allowed to validate face, content and reliability of the simulator, but failed to prove its ability to discriminate between experts and novices (construct validity), in part due to a lack of realism. Two new validation studies on the new version of the simulator were set up during this thesis. The first one allowed for validation of the construct. The second one was able to demonstrate the transfer of skills acquired on the simulator under real-life conditions
Alia, Claude. "Conception et réalisation d'un modèle didactique d'enseignement de la gestion en milieu professionnel." Montpellier 2, 1992. http://www.theses.fr/1992MON20150.
Full textKazmitcheff, Guillaume. "Modélisation dynamique de l’oreille moyenne et des interactions outils organes pour la conception d’un simulateur appliqué à la chirurgie otologique." Thesis, Lille 1, 2014. http://www.theses.fr/2014LIL10092/document.
Full textMicrosurgery of the middle ear requires high dexterity due to the finesse and the extreme sensitivity of the structures involved. Learning this surgery is delicate and is performed at the end of the residency. This work focuses on the development of a mechanical finite element model of the anatomical structures that compose the middle ear in order to design a surgical simulator. The objectives are to provide a versatile tool for learning and training of the surgery by surgical practice, as well as the opportunity to explore and evaluate new surgical procedures related to new technologies such as robotics. The mechanical behavior of the developed model was successfully confronted with observations on human specimens. In order to obtain a simulation tool that takes into account the anatomical differences of each patient, a deformation approach of our mechanical atlas, based on clinical imaging, was implemented. Simulations of the stapes footplate drilling and the placement of an ossicular prosthesis were performed using a haptic interface and a novel rendering approach. This work is thus the first virtual simulator of the middle ear surgery. Finally the tele-operated robot, called RobOtol was incorporate in the simulator to explore new robot-based surgical procedures. In addition, the simulation allows to train the otologists to the use of the robot. This work concerns mainly on the interactive simulation of complex surgical procedures, as well as on the learning and the robotization of the otologic microsurgery
Dubrous, Vincent. "Simulation en santé chez les infirmiers de sapeurs-pompiers : trace de l'erreur et pérennité des apprentissages selon le degré de réflexivité mobilisé." Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0002.
Full textThis research focuses on nurses from fire brigades undergoing continuous training in the field of pre-hospital emergencies. The aim is to study the impacts of mistakes made during simulations and the sustainability of training, on the medium-term, depending on the degree of reflexivity gathered during debriefing, compared to the level without audio video instrumentation. The research method is mixed, quantitative and qualitative.The taxonomy of initial mistakes highlights mistakes in cognitive processing and non-technical mistakes, essentially in leadership, communication and organisation, which are consistent with literature. The influence of stress and emotions on the apprenticeship process is also listed. However, leadership reveals to be the main cause behind initial mistakes.The degree of reflexivity is correlated to the type of debriefing used, video footage proving to be the most efficient. Although the influence of filmed debriefing on the avoidance of initial mistakes is not statistically proven on the medium-term, qualitative analyses of corpora reveal the efficiency of simulation for the professionalisation of nurses working with emergencies and the limitation of repeated mistakes on the field. A link between training and permitted mistakes is observed during the debriefing period.Training is more fruitful in simulation rather than in real-life situations and the temporality of reflective processes is a favour from curriculum training. However, simulation can lead to mistakes due to posture confusion during role play.Highlighting the difficulty to take on a leader posture for a response team allows room for recommendations towards trainers
Secheresse, Thierry. "La simulation au service de la formation en sciences de la santé : évaluation des apprentissages et enjeux du débriefing The impact of full-scale simulation training based on Kolb’s learning cycle on medical pre-hospital emergency teams: a multilevel assessment study." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH012.
Full textSimulation remains an essential educational tool in training and development for health professionals both on individual level and teamwork level. However, with the increasing use of simulation in healthcare training, many questions persist about the mechanisms involved in learning with simulation as well as the teaching methods to be implemented to optimize the effectiveness of these training courses. The objective of this thesis is firstly to better understand the experiential learning process involved in simulation learning and then to propose a structure of the debriefing phases to improve the acquisition of new declarative and procedural knowledge. A first study showed the effectiveness of simulated situations during emergency training course. A second study confirmed the interest of a simulation program built with experiential learning principles of Kolb (1984) on reactions, learning and behavior for experienced healthcare professionals of pre hospital emergency team (SMUR). This work then focused on debriefing in simulation learning. A third study clarified the importance of debriefing in the evolution of learners' self-efficacy and, according to explicit teaching literature, showed the superiority of structured and explicit approaches of debriefing over implicit and reflective approaches for declarative knowledge acquisition with novice learners (nursing students). A fourth study then showed that, for experienced learners in multi-professional emergency teams, explicit debriefing was as effective as reflective debriefing on declarative knowledge and self-efficacy as well as on behavioral modifications. On a pragmatic level, the results of this work provide elements to implement simulation in healthcare training and in particular how to structure the different debriefing sequences according to the participants
Blanié, Antonia. "Evaluation expérimentale du raisonnement clinique dans le cadre des jeux sérieux pour la formation des professionnels de santé. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students Assessing validity evidence for a serious game dedicated to patient clinical deterioration and communication." Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASS092.
Full textImprovement of clinical reasoning (CR) is a key issue for the future of medicine because it has been established that imperfect reasoning leads to insufficient care results. CR is a complex cognitive process which synthesizes information obtained from the clinical situation, then uses it to make a diagnostic analysis and take a decision on patient management by integrating previous knowledge and experience. Training for this skill is therefore essential. To improve reasoning, knowledge of the mechanisms which build it up is necessary and a review of these mechanisms constitutes the initial part of this thesis.Training of healthcare professionals through simulation is becoming widespread with the objective of "never the first time on a patient". In rapid expansion, the use of serious games (SG) represents an interesting pedagogical tool. A review of the literature on the effectiveness of SG and more particularly in the context of CR is also included in the initial part of this thesis. Thus, SG is effective and may, among other things, target certain skills, including CR. However, most studies dealing with CR by using SG include qualitative assessments or self-assessments of learners or focus only on the outcome (decision making). Therefore, the educational value and modalities of SG in the training of CR of health professionals remain to be further explored.The SG LabForGames Warning was developed in the LabForSIMS simulation center for nursing students and targets detection of patient deterioration and the ensuing communication. The objective of this thesis is to test a learning mode using SG simulation in order to improve CR in healthcare professionals.The first study evaluated the validity of the SG LabForGames Warning according to the Messick’s Framework. This study showed that scores and playing time could not differentiate the level of clinical skills of nurses. However, evidence of validity was obtained for content, response process and internal structure. Although this version of the game cannot therefore be used for summative evaluation of students, our study shows that this SG is well accepted by students and can be used for training within an educational program.A second study evaluated the effectiveness of 2 teaching modalities on learning CR for the detection of clinical patient deterioration by comparing a group of nursing students trained by simulation with LabForGames Warning compared to a group trained by traditional teaching. CR was assessed by script concordance tests immediately and 1 month later. This randomized multicenter study included 146 volunteer nursing students. No significant difference was observed in CR change between simulation training with SG and traditional teaching. However, satisfaction and motivation were better with simulation instruction.In conclusion, we have confirmed the validity of SG LabForGames Warning as an educational tool with formative and not summative aims. Then, although no difference in learning about CR was observed between simulation training with SG and traditional teaching, satisfaction and motivation were better with simulation teaching with the game. Further studies are needed to clarify the modalities and pedagogical strategies of SG in the training of healthcare professionals, such as the place of debriefing and the role of motivation. Moreover, technological developments such as artificial intelligence might transform CR training and the available pedagogical tools in the coming years
Lilot, Marc. "Techniques cognitives pour l’amélioration des acquisitions en simulation de situations médicales critiques." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE1293.
Full textMedical education, as a pedagogical science, is based on robust conceptual background and offers a variety of teaching methods to optimize the professional competencies development. Simulation in healthcare is certainly one of the tools with great educational impact. Among simulation tools, high-fidelity simulation is one of the newest that allows practicing the management of medical critical situation, with a strong implication of the learners, facilitated by immersion into a realistic experience. The level of stress of participants in high-fidelity simulation sessions affects their performance in simulation, their acquisitions, their memorization and their subsequent behaviours in real-life situations.The present thesis is focusing on the stress levels experienced by learners during high-fidelity simulation and some cognitive techniques developed with the aim of improving acquisition and reducing the stress level. The first observational study is reporting the stress and anxiety levels, as well as the differences observed among residents during their first simulation session. The second study shows, in a randomized trial, the effect of an integrated relaxation break before the debriefing of the scenario that favoured the memorization at three months of the critical key messages of the scenario. The third study, ancillary to the second one, reports differences in the stress level and memorization between learners who were actively involved and those who were just observers of the scenario. The fourth study is a randomized trial that shows the interest of a pre-critical team planning discussion improving technical performance during simulation. The fifth study is a randomized trial that shows the effects of a stress management training and reactivation occurring before the critical scenario that favoured the non-technical performance and stress control during simulation. The sixth study is the research protocol of a future randomized trial that will compare the stress level and performance of residents during simulation scenario, after a standardized relaxation breathing guided or not by cardiac coherence biofeedback and compared to a control group
Boet, Sylvain. "Formation par simulation interprofessionnelle à la gestion des ressources de crise au bloc opératoire : une étude de méthodologie mixte." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG016.
Full textThis thesis aims at training healthcare teams in life-threatening emergency situations. Our work focuses on innovative simulation techniques for interprofessional teams, and especially its heart: the debriefing. Several studies have shown that debriefing without instructor could be effective for individual learning. But no study has yet explored team debriefing without instructor as a possible approach to improving team performance. However patient care in emergency life-threatening situations is almost always the responsibility of a team. Combining quantitative and qualitative research methodologies, we evaluated the effectiveness and analyzed the content of within-team debriefing without instructor to improve performance of life-threatening emergencies management by interprofessional teams. This work optimizes instructor training, and facilitates diffusion of simulation-based interprofessional training
Masselin, Blandine. "Etude du travail de l'enseignant autour de la simulation en classe de troisième et seconde : métamorphoses d'un problème au fil d'une formation en probabilité." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCC002/document.
Full textThe thesis focuses on teacher's work around probability simulation in grades 9 and 10 in France. We explored how mathematics teachers take on a task crossed during a training session. Our research builds on this task (the hare and turtle problem) to answer our questions about the links between random experiments and models, the place of artefacts and the proofs' nature using simulation. To make our study, we adopted the theory of Mathematical Work Spaces (MWS, Kuzniak, 2011), as well as complementary elements such as the modeling cycle of Blum & Leiss (2009). We introduced the notion of avatar to account for transformations of the task in order to follow the trajectory of successive avatars. Our specific research methodology is based on three loops, and the second one includes short continuing training course. The first loop contains the elaboration of the training with a first implementation of the problem by trainers in their class. The second loop, consisting of three stages, is the training proper. A first scenario is developed by a group of trainees following a analysis a priori of the problem. It is followed by the implementation of the task by one of the trainees in a class lent by the trainers and observed by the other participants of the course. Finally, the collective develops, a posteriori, a new avatar redesigned with regard to the analysis of the previous avatar and its implementation. The third loop includes the avatars tested by the trainees in their own class after the training.Referring to a well-defined MWS expected for the research, it lets us identify the transformations made during and after the training and relates to the cognitive routes around the problem of the hare and the turtle. The study of these three successive loops reveals the existence of breaks between random experience and mathematical models during the resolution of this problem. These breaks are due to both the numerical artefact chosen for the simulation (the spreadsheet or the Scratch software) and to the teacher's work. Through a comparison of teacher and student-led MWS plans in the model of MWS, we were able to identify a tendency for teachers to standardize the choice of model for this problem. In addition, some phases of the MWS expected defined for the research (such as the explicitness around the random experiments in play, the justification of the introduction of the simulation or the proof by the calculations of probabilities) are little represented or absent in the cognitive routes planned and borrowed in these three loops. This reflects a difficulty of articulation between probabilities and statistics around simulation in the teacher. In one case, the second loop showed a thickening of the instrumental dimension relative to the teacher's work and to the chosen digital artefacts. She also highlighted different ways of managing groups of students, transforming the initial avatar and the flow of work in the appropriate MWS. The various cognitive routes that we observed at the end of the training allowed us to identify the effects of the training and in particular the simplifying denaturations (Kuzniak, 1995) made by the teacher on the avatar or the suitable MWS
Reminiac-Houssais, Marie-Stéphanie. "Évaluation des compétences non-techniques des infirmières de bloc opératoire dans un environnement d’apprentissage virtuel et collaboratif." Thesis, Rennes 2, 2020. http://www.theses.fr/2020REN20002.
Full textThis research is part of a multidisciplinary project to develop a virtual reality (VR) training environment in non-technical skills (NTS) for scrub nurses. The objective of this thesis was to provide the partners with the choice of NTS, to define training scenarios and to provide a first proof of concept on a targeted population. According to the literature and interviews with expert scrub nurses, the NTS selected for the scenarios are situation awareness (SA) and speaking up. Study 1, carried out with 13 scrub nurses and 16 non-experts, aims to assess the acceptability of the environment with the "instrumentation table" scenario (under VR helmet). Study 2, involving 18 scrub nursing students and 8 scrub nurses during an in-service course, aims to develop situation awareness, using the "virtual operating room of errors" scenario (under VR helmet). This scenario enables SA to be assessed and seems a suitable training tool for this NTS. Finally, Study 3, involving 33 scrub nursing students, aims to develop speaking up with a tablet scenario. Our results partially confirm the effect of status on the probability of speaking up and show an effect of status on the discomfort of speaking up. Each study involved numerous exchanges with the project's VR engineers and scrub nursing teachers in order to allow the construction of the environment and its future integration into the scrub nursing school pedagogy. Finally, for each study, specific assessment tools were used and simulation sessions were developed according to recommendations with briefing, simulation, debriefing (HAS, 2012)
Jelassi, Mariem. "Modélisation, simulation et analyse multi-échelle de réseaux sociaux complexes : Application à l'aide à la prévention des maladies contagieuses." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAS033/document.
Full textThis thesis deals with the establishment of a theoretical framework (conceptualization and formalization) capable of describing the obesity spread within a network of individuals, in order to achieve the right prevention policies and limit the epidemic spread. To do this, I started by initiating an in-depth analysis of the different obesity determinants. Once this stage completed, I developed a network model in which the relations between the individuals, (represented by the nodes of the network) are governed by rules allowing to evaluate the presence/absence of links according to their values of influence, age of the concerned nodes and their homophilic characteristics. This model, based on the age structure and demography, is constituted by two processes: the first one describes obesity at the individual level, by using epidemiological compartments. The second one describes the inter-individual level by using an individual-based network. Later, when the model reached its asymptotic behavior, I studied the social structure obtained to locate the most important individuals to be targeted in the prevention policy. Eventually, to validate the model with data, I realized an investigation in a Tunisian college and compared the obtained results from this study with those obtained from a French college survey
Lauzeral, Nathan. "Reduced order and sparse representations for patient-specific modeling in computational surgery." Thesis, Ecole centrale de Nantes, 2019. http://www.theses.fr/2019ECDN0062.
Full textThis thesis investigates the use of model order reduction methods based on sparsity-related techniques for the development of real-time biophysical modeling. In particular, it focuses on the embedding of interactive biophysical simulation into patient-specific models of tissues and organs to enhance medical images and assist the clinician in the process of informed decision making. In this context, three fundamental bottlenecks arise. The first lies in the embedding of the shape parametrization into the parametric reduced order model to faithfully represent the patient’s anatomy. A non-intrusive approach relying on a sparse sampling of the space of anatomical features is introduced and validated. Then, we tackle the problem of data completion and image reconstruction from partial or incomplete datasets based on physical priors. The proposed solution has the potential to perform scene registration in the context of augmented reality for laparoscopy. Quasi-real-time computations are reached by using a new hyperreduction approach based on a sparsity promoting technique. Finally, the third challenge concerns the representation of biophysical systems under uncertainty of the underlying parameters. It is shown that traditional model order reduction approaches are not always successful in producing a low dimensional representation of a model, in particular in the case of electrosurgery simulation. An alternative is proposed using a metamodeling approach. To this end, we successfully extend the use of sparse regression methods to the case of systems with stochastic parameters
Ghazali, Daniel Aiham. "Relation stress - performance et effet de la répétition de séances de simulation sur le stress et la performance d'une équipe pluri-professionnelle lors de la prise en charge médicale d'une urgence vitale." Thesis, Poitiers, 2016. http://www.theses.fr/2016POIT1404/document.
Full textIntroduction: The management of a life-threatening event by caregivers requires technical and non-technical skills under stress conditions. Simulation-based education allows this training in a safe environment. Objective: To analyze the association between stress and performance and the effect of repeated simulation.Methods: Two experimental and control groups of 6 MDTs of EMS (n=48) had respectively 9 (1session/6 weeks) and 3 (1session/6 months) simulations with 3 common sessions: initial, intermediate after 6 months, and final session after 1 year. Stress was assessed by heart rate and variability, salivary cortisol and psychological parameters (acute stress: STAI and SOM, and PTSD: IES-R and PCLS). The technical performance was evaluated by Intra-Osseous Access Performance Assessment Scale (IO), overall performance (TAPAS); non-technical performance by BAT score for leader and CTS score for teamwork.Results: Stress increased during simulation (p<0.02) and decreased during debriefing (p<0.01) regardless of the frequency of repetition. There was no PTSD. The performances were correlated between each other (p<0.001) with a strong link between the non-technical performance of leader and team (R²=0.93). Stress and performance were not correlated. The performance was higher in the experimental group during the intermediate scenario for technical scores (TAPAS: p=0.02, IO: p=0.03) and for all scores during the final scenario (TAPAS and IO: p=0.01 CTS: p=0.03, BAT : p=0.02).Conclusion: The benefit was greater when performing simulations every six weeks in terms of technical and non-technical performance. The team performance was linked to the leader performance