\"Are you LISTENING?\" may be one of the most frequent questions preschoolers hear from their parents and teachers, but can children be taught to listen carefully-and thus better comprehend language-and if so, what changes occur in their brains? Twenty-seven four- and five-year-old children were taught a language simulation strategy to use while listening to stories: first, they practiced moving graphics on an iPad to correspond to the story actions, and then they practiced imagining the movements. Compared to a control condition, children in the intervention answered comprehension questions more accurately when imagining moving the graphics and on a measure of transfer using a new story without any instruction and with only immovable graphics. Importantly, for children in the intervention, the change in comprehension from the first to the sixth day was strongly correlated with changes in EEG mu and alpha desynchronization, suggesting changes in motor and visual processing following the intervention. Thus, the data are consistent with our hypothesis that a language simulation listening comprehension intervention can improve children\'s listening comprehension by teaching children to align visual and motor processing with language comprehension.

This paper focuses on exploring the potential solution and opportunity in the development of the Malaysian Army Transformation Plan by using the concept of Cognitive Readiness (CR). Here, the concept of CR equipped the military personnel to be cognitively ready to perform their role in military operations. The main aim of the paper is to highlight the fundamental discourse of \'what is cognitive readiness\' in discovering the potential solution and opportunity in the development of the Malaysian Army Transformation Plan. The paper suggests that the strategy for transformation may start at the tactical level by focusing on enhancing the military personnel\'s CR. The study proposed that the Malaysian Army Organization prepare the military personnel with Knowledge, Skills and Abilities (KSA). KSA are important to boost the military personnel to have a distinctive character such as thinking critically, problem-solving and decision-making to perform effectively during military operations. In this preliminary study, the paper proposed a Framework for Tactical Cognitive Readiness (TCR) as a potential solution and opportunity for the Malaysian Army.

Performance of varies surgical manipulations (SM) is a key skill in surgery. To develop such skills simulation trainings (ST) are used, followed by a training transfer, which is the ultimate goal of ST However, this training goal is not always achievable - the share of doctors using laparoscopic intracorporal suturing after the training ranges from 43.8% to 72.2%. Therefore, to improve training transfer it is necessity to evaluate effectiveness of such training programs. Current methods evaluate training results either outside real practice or in practice but in small groups due to high cost and efforts consumed. The paper presents a new method to evaluate effectiveness of SM simulation training programs in general population of the trainees, evaluate additional effects of the training and analyze personal factors affecting the training results. The method is based on a survey of the ST program participants, and tested at the Training and Accreditation Center «Medical Simulation Center of the Botkin Hospital» within the program on laparoscopic intracorporal suturing. The rate of training transfer added up to 88.9%. The suggested method makes it possible to evaluate effectiveness of SM simulation training in general population of the trainees, analyze factors affecting the training results and use findings for improving ST programs and methods in general. The method can be recommended for a large-scale implementation in simulation training programs.

BACKGROUND: Decision making in use of force relies on accurate cue identification to inform appropriate response. This research was designed to test the relationship between cue utilisation and performance prior to, and following participation in an urban operations course (UOC).
METHODS: A total of 37 participants were assessed on cue utilisation measures, course outcome and between group changes following course participation.
RESULTS: A significant main effect was evident for Cue utilisation and administration, (p = 0.005), but not training group, (p = 0.54), nor between groups and point of administration, (p = 0.410). No main effect was evident between groups and training outcome, (p = 0.11). However, there was a main effect for point of administration, (p = 0.02) and training outcome and point of administration (p = 0.02).
CONCLUSIONS: Although cue utilisation is an essential component of perception-action tasks, cues may be more specific to the relevant training environment with limited transfer to the operational context.

To develop a standardized training for charge nurses.
A developmental research design divided into three parts will be undertaken.
(1) A scoping review will be used to develop standardized training focusing on charge nurse skills and sub-skills; (2) a Delphi review with nurses, managers and researchers will validate the content of the training; content validity will be assessed over sufficient rounds of review to obtain a content validity index of over 0.7 and (3) a cross-sectional study will pilot test the training with 30 charge nurses.
This study will describe the development of updated and empirically validated training to be systematically implemented in healthcare institutions and offered to charge nurses when they begin.

BACKGROUND: Research suggests that simulation-based surgical skills training translates into improved operating room performance. Previous studies have predominantly focused on training methods and design and subsequent assessable performances and outcomes in the operating room, which only covers some aspects of training engagement and transfer of training. The purpose of this qualitative study was to contribute to the existing body of literature by exploring characteristics of first-year trainees\' engagement in and perceptions of transfer of surgical skills training.
METHODS: We conducted an explorative study based on individual interviews with first-year trainees in General Surgery, Urology, and Gynaecology and Obstetrics who participated in a laparoscopic skills training program. Informants were interviewed during and two months after the training program. A thematic cross-case analysis was conducted using systematic text condensation.
RESULTS: We interviewed 12 informants, which produced 24 transcripts for analysis. We identified four main themes: (1) sportification of training, (2) modes of orientation, (3) transferrable skills, and (4) transfer opportunities. Informants described their surgical training using sports analogies of competition, timing, and step-by-step approaches. Visual orientations, kinaesthetic experiences, and elicited dialogues characterised training processes and engagement. These characteristics were identified in both the simulated and the clinical environment. Experiences of specific skills transfer included ambidexterity, coordination, instrument handling, and visuospatial ability. General transfer experiences were salient in informants\' altered training approaches. Informants considered the simulation-based training an entry ticket to perform in the operating room and mentioned supervisor-trainee relationships and opportunities in the workplace as critical conditions of transfer.
CONCLUSIONS: Our findings elucidate characteristics of surgical training engagement that can be interpreted as self-regulated learning processes that transcend surgical training environments. Despite appreciating the immediate skills improvements resulting from training, trainees\' narratives reflected a struggle to transfer their training to the clinical setting. Tensions existed between perceptions of transferable skills and experiences of transfer within the clinical work environments. These results resonate with research emphasising the importance of the work environment in the transfer process. Our findings provide insights that may inform the development of training programs that support self-regulated learning and transfer of training from the simulated to the clinical environment.

Over the past few decades, researchers have argued that playing action video games can substantially improve cognitive abilities and enhance learning. However, consensus has not been reached regarding the mechanisms through which action game experience facilitates superior performance on untrained perceptually and cognitively demanding transfer tasks. We argue that analysis of behaviors engaged in during transfer task performance may provide key insights into answering this question. In the current investigation, we examined potential action game effects in the context of a complex psychomotor task, the Space Fortress (SF) game, that allows for the detailed examination of player behaviors beyond aggregate score reports. Performance (game score) was compared between action video game players (VGPs) and non-gamers (nVGPs) in two different control interface conditions (keyboard or joystick), followed by analyses of behaviors associated with superior performance. Against expectations, VGPs displayed superior performance only in the keyboard condition, suggesting that the action gamer advantage may not generalize to less-familiar control interfaces. Performance advantages were specifically associated with more efficient ship control behaviors by VGPs. Findings highlight how process-tracing approaches may provide insight into the nature of, and mechanisms producing, action gamers\' advantages on learning untrained tasks.

OCCUPATIONAL APPLICATIONSPeople in many occupations that involve using complex tools need to know how to troubleshoot those tools in real time and with minimum cost. Training troubleshooting professionals is thus a concern for various occupational sectors-particularly the military, aviation, power plant, and in industrial processes-and large investments have been made to create and use simulators that train troubleshooting skills. In the design and evaluation of simulators for troubleshooting, this review shows that no single level of simulation realism-or fidelity-works best in training, and that the effect of fidelity depends on trainees\' prior skill level and the type of troubleshooting system (electronic or mechanical).
Background: Due to methodological difficulties, determining the appropriate level of simulation fidelity for training has been a long-standing problem for researchers and practitioners in ergonomics and human factors as well as simulation educators. Purpose: Our goal was to understand whether and how different levels of simulation fidelity affect transfer for training troubleshooting professionals, with a focus on practice domains such as military, chemical plants, and aviation. In analyzing the effect of fidelity, we also assessed the potential effects of two moderators: trainees’ prior skill and system type (electronic and mechanical). Method: We used quantitative (random effects) and qualitative meta-analytic techniques to address the study questions. To overcome traditional problems in measuring fidelity and transfer, instead of using quantitative measures we conducted a qualitative categorization of study variables into low, medium, and high levels. Reports from 1960 until the present (2021) that described controlled experiments were identified using online databases, which resulted in 200 reports, 25 of which satisfied our conditions and included 57 experiments with 1,481 human participants. Results: Although the overall results favor using medium- to high-fidelity simulators, none of the low-, medium-, or high-fidelity simulations were universally superior, and the effect of fidelity depended on identified moderators. There was a positive effect of fidelity on transfer, but only for trainees with high prior skill. The same effect was also observed only for electronic systems. Of the three level of fidelity, medium-fidelity simulators produced the highest overall transfer, especially for trainees with low prior skill, and the low-fidelity simulators resulted in the lowest overall transfer. Conclusion: In designing and evaluating simulators that train troubleshooting professionals, addressing the fidelity question is only possible by analyzing important moderators such as trainees’ prior skills and system type. Researchers and practitioners should thus define such moderators and then decide on key design variables such as fidelity.

OBJECTIVE: The present scoping review aims to transform the diverse field of research on the effects of mixed reality-based training on performance in manual assembly tasks into comprehensive statements about industrial needs for and effects of mixed reality-based training.
BACKGROUND: Technologies such as augmented and virtual reality, referred to as mixed reality, are seen as promising media for training manual assembly tasks. Nevertheless, current literature shows partly contradictory results, which is due to the diversity of the hardware used, manual assembly tasks as well as methodological approaches to investigate the effects of mixed reality-based training.
METHODS: Following the methodological approach of a scoping review, we selected 24 articles according to predefined criteria and analyzed them concerning five key aspects: (1) the needs in the industry for mixed reality-based training, (2) the actual use and classification of mixed reality technologies, (3) defined measures for evaluating the outcomes of mixed reality-based training, (4) findings on objectively measured performance and subjective evaluations, as well as (5) identified research gaps.
RESULTS: Regarding the improvement of performance and effectiveness through mixed reality-based training, promising results were found particularly for augmented reality-based training, while virtual reality-based training is mostly-but not consistently-as good as traditional training.
CONCLUSIONS: Mixed reality-based training is still not consistently better, but mostly at least as good as traditional training. However, depending on the use case and technology used, the training outcomes in terms of assembly performance and subjective evaluations show promising results of mixed reality-based training.

UNASSIGNED: Simulation instructor training courses are infrequent in low-resource countries. PediSTARS India organisation has been conducting a Training of Trainers (TOT) workshop annually since 2014 and has trained 380 instructors in the last 6 years. The objective of this study is to evaluate this workshop using the basic Kirkpatrick model with a blended evaluation approach.
UNASSIGNED: A qualitative study design was used with purposive sampling from the 2018 workshop cohort. An initial online questionnaire gathered demographic and professional profile of participants. Semistructured interviews with those who consented explored their perceptions about the workshop and their experiences using simulation for training at their workplaces. The analysis was done based on a deductive research approach around the framework of the first three levels of the Kirkpatrick model.
UNASSIGNED: A total of 11 in-depth interviews were conducted. Participants reported long-term retention, translation and positive impact of the knowledge and skills gained at the TOT workshop. The results achieved saturation and underwent respondent validation.
UNASSIGNED: This study provides evidence to support simulation faculty training workshops as an effective educational intervention in promoting simulation-related workplace-based education and training among health practitioners and that follow-up activity may be useful in some cases. This is the first study of its kind in a low-resource setting, and supports similar simulation instructor training in these settings and provides a blueprint for such training. Follow-up studies are required to evaluate the longer term impact of this simulation instructor training.