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Limited access to adequate cancer surgery training is one of the driving forces behind global inequities in surgical cancer care. Affordable virtual reality (VR) surgical training could enhance surgical skills in low- and middle-income settings, but most VR and augmented reality systems are too expensive and do not teach open surgical techniques commonly practiced in these contexts. New low-cost VR can offer skill development simulations relevant to these settings, but little is known about how knowledge is gained and applied by surgeons training and working in specific resource-constrained settings. This study addresses this gap, exploring gynecologic oncology trainee learning and user experience using a low-cost VR simulator to learn to perform an open radical abdominal hysterectomy in Lusaka, Zambia.

Eleven surgical trainees rotating through the gynecologic oncology service were sequentially recruited from the University Teaching Hospital in Lusaka to participate in a study evaluating a VR radical abdorgical skills, even for those with limited VR experience, low-cost VR simulators may enhance anatomical knowledge and confidence. The VR simulator reinforced anatomical and clinical knowledge acquired through other modalities. VR-enhanced learning may be particularly valuable when mentored learning opportunities are limited.

I examine John Senders’ work and discuss his influence on the study of error causation,error mitigation, and sociotechnical system safety.

John Senders’ passing calls for an evaluation of the impact of his work.

I review literature and accident investigation findings to discuss themes in Senders’ work and potential associations between that work and error causation and system safety.

Senders consistently emphasized empirical rigor and theoretical exploration in his research, with the desire to apply that work to enhance human performance. He has contributed to changing the way error has been viewed, and to developing and implementing programs and techniques to mitigate error. While a causal relationship between Senders’ work and safety cannot be established, an association can be drawn between his research and efforts to mitigate error.

Because of Senders’ work, we have a better understanding of error causation and enhanced ways of mitigating system errors. However, new sources of error, involving advanced systems and operators’ knowledge and understanding of their functionalities can, if not addressed, degrade system safety.

Modifications to advanced automation and operator training are suggested, and research to improve operator expertise in interacting with automated systems proposed.

Modifications to advanced automation and operator training are suggested, and research to improve operator expertise in interacting with automated systems proposed.Purpose The purpose of the current study was to examine the effects of code-switching on bilingual children’s online processing and offline comprehension of sentences in the presence of noise. In addition, the study examined individual differences in language ability and cognitive control skills as moderators of children’s ability to process code-switched sentences in noise. Method The participants were 50 Spanish-English bilingual children, ages 7;0-11;8 (years;months). Children completed an auditory moving window task to examine whether they processed sentences with code-switching more slowly and less accurately than single-language sentences in the presence of noise. They completed the Dimensional Change Card Sort task to index cognitive control and standardized language measures in English and Spanish to index relative language dominance and overall language ability. Results Children were significantly less accurate in answering offline comprehension questions about code-switched sentences presented in noise compared to single-language sentences, especially for their dominant language. They also tended to exhibit slower processing speed, but costs did not reach significance. Language ability had an overall effect on offline comprehension but did not moderate the effects of code-switching. Cognitive control moderated the extent to which offline comprehension costs were affected by language dominance. Conclusions The findings of the current study suggest that code-switching, especially in the presence of background noise, may place additional demands on children’s ability to comprehend sentences. NVP-ADW742 cell line However, it may be the processing of the nondominant language, rather than code-switching per se, that is especially difficult in the presence of noise.Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers’ gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs’ use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Review as they learned to implement three strategies to support toddlers’ gesture use-modeling gestures with a short phrase, opportunities to gesture, and responding/expanding child gestures. CCPs were coached during book sharing and another classroom routine of their choice. Social validity data on the coaching approach and on the intervention strategies were gathered from postintervention interviews. Results The visual analysis and nonoverlap of all pairs’ effect size indicates that the coaching intervention had a functional relation with CCPs’ use of modeling gestures and responding/expanding gestures during book sharing, play, and circle time. Social validity data indicate that CCPs found the coaching framework supportive of their learning and feelings of self-efficacy, and that the intervention strategies supported their toddlers’ communication. Conclusions The coaching framework was used to increase CCP strategy use during everyday classroom routines with toddlers. CCPs endorsed the coaching approach and the intervention strategies. This study adds to the literature supporting efforts to enhance children’s earliest language learning environments. Supplemental Material https//doi.org/10.23641/asha.14044055.