Audiologist Dr. Emel UGUR
Topographic Brain Mapping of Motion Sickness Using EEG and Virtual Reality
Motion sickness (MS), one of the oldest identified diseases in history, is a common and complex syndrome that occurs in response to real or perceived motion and is considered a syndrome of maladaptation to motion environments. Although adaptation usually develops with age and experience, it affects a person's quality of life.
This study took a unique approach by including individuals without motion sickness, those with low susceptibility, and those with high susceptibility to motion. The participants were exposed to 360-degree open-access videos presenting real-life scenes to provoke motion sickness, and the resulting cortical activity patterns were recorded and analyzed using EEG.
EEG analyses showed a statistically significant difference in the Alpha band (p = 0.018). While individuals without motion sickness and those with low susceptibility exhibited similar EEG power distributions, they differed from the high susceptibility group.
The findings of this study suggest that individuals without motion sickness are retentive, those with low susceptibility are adaptive, and those with high motion sensitivity are receptive. This indicates that their motion sensitivity persists due to their inability to develop adaptation.
Advanced life Support Training Simulation in Virtual Reality Environment
The objective of the thesis is to create a serious game to simulate an Advanced Life Support (ALS) training both in a computer and a virtual reality (VR) environment. This simulation is designed to be used by medical students and doctors by themselves whenever they want without the need of a second party present to educate them as an alternative to traditional learning methods.
Ekin OZKAN
Lecturer Zehra BELHAN
Examining the Effectiveness of Simulation-Enhanced Interprofessional Education in Advanced Life Support
The aim of this study was to examine the effects of simulation-enhanced interprofeSSional education on the advanced life support performance, interprofeSSional learning readineSS, and learning experiences of healthcare students using a mixed methods approach. A sequential explanatory mixed-methods design was employed, including a pre-test-post-test control group experimental design in the quantitative phase and focus group interviews in the qualitative phase. The sample consisted of 53 students: fourth-year nursing students (n=37) and third-year medical students (n=16). The mean age of the participants was 21.66±1.22, and no significant differences were found between groups regarding sociodemographic characteristics (p>0.05). Both groups showed significant increases in advanced life support knowledge scores (intervention: 35.33±18.29; control: 36.31±17.30; p=0.001), although the between-group difference was not statistically significant. Learning satisfaction and self-confidence scores were similar between groups (p>0.05). InterprofeSSional learning readineSS scores increased significantly in the intervention group (4.60±7.96; p=0.008), whereas no significant change was observed in the control group; however, the between-group difference was not significant (ES=0.019). No significant differences were found between groups in advanced life support performance aSSeSSments (p>0.05). Qualitative findings indicated that simulation-enhanced interprofeSSional education enhanced students' communication, teamwork, role awareneSS, and clinical decision-making perceptions. Overall, simulation-enhanced interprofeSSional education appears to be a promising strategy for improving collaborative competencies among healthcare students and may be beneficial for integration into undergraduate and postgraduate curricula.
Surgical Modality and Task Complexity: An fNIRS Based Investigation of Cognitive Load in Minimally Invasive Techniques
Minimally invasive surgical techniques, such as laparoscopic and robotic surgery, have advanced practice by improving precision, reducing recovery times, and minimizing complications. However, these approaches impose different cognitive demands and require distinct skills. This study uses functional near-infrared spectroscopy (fNIRS) to assess cognitive workload differences across surgical modalities and task complexities. We examined how surgical modality (laparoscopy vs. robotic surgery) and task complexity (pick and place vs. knot tying) influence cognitive workload, and compared demands in simulation based and real world environments. Twenty six trainees and specialists in general and gynecologic surgery participated. They performed standardized laparoscopic and robotic tasks of varying complexity while prefrontal cortex activity and task times were recorded using fNIRS. Both simulation based and real settings were included. Laparoscopic surgery induced greater prefrontal cortex activation than robotic surgery, especially during complex tasks like knot tying, indicating higher cognitive workload. Task complexity was a major factor, with more intricate procedures prompting increased neural activation. Real surgical environments led to greater cognitive engagement than simulations. Robotic surgery was linked to lower cognitive load, likely due to ergonomic and motor control advantages. While simulation based training prepares surgeons, it does not fully replicate the cognitive demands of real operations. These findings underscore the importance of cognitive workload assessment in surgical education and support integrating neuroimaging tools like fNIRS into training programs to improve skill acquisition and performance.
Fuat UCRAK
Burhanettin ATAS
Sustainability of Medical Simulation Centers in Universities: Stakeholder Perspectives
In this study, the process of proliferation of medical simulation systems in universities, the hardware and training methods used, and how the method will evolve in the future were examined. The aim of this research was to identify the advantages and disadvantages of medical simulation systems currently used in universities, which face challenges in terms of sustainability due to high operational costs, and the education provided through these systems. This study was conducted between June 2021-July 2021 aimed to determine the stakeholder views and expectations regarding the applications of medical simulation systems being implemented at a foundation university. A total of 132 voluntary participants were included in the research. After obtaining ethical committee approval and personal consent from the participants, a survey was conducted targeting different participant groups who have received or are receiving training at the Acıbadem University CASE - Clinical Simulation and Advanced Laparoscopic-Robotic Surgery Center. The analysis of the collected data revealed a high level of satisfaction with simulation-based training and a widespread belief that simulation environments providing the opportunity for risk-free practice contribute significantly to learning. Based on these findings, it was concluded that simulation-based healthcare education is an extremely beneficial training model for the learners. Due to the high installation and operational costs of medical simulation systems, conducting accurate needs analysis is crucial for institutions to acquire the most suitable systems for their target audience. In the design phase, it is highly important to seek support from institutions or individuals with experience in this field. Considering the potential technologies that may emerge in the coming years, it is crucial to design the center in a way that it will have both the physical and other necessary infrastructures to meet future requirements effectively.