Scripta+ :: Universidad Panamericana

Now showing 1 - 2 of 2

Some of the metrics are blocked by your
consent settings
Transforming Surgical Training With AI Techniques for Training, Assessment, and Evaluation: Scoping Review
(JMIR Publications Inc., 2025)
Escobar Castillejos, David
;
Barrera Ánimas, Ari Yair
;
Noguez, Julieta
;
Magana, Alejandra J.
;
Benes, Bedrich
Background: Artificial intelligence (AI) has introduced novel opportunities for assessment and evaluation in surgical training, offering potential improvements that could surpass traditional educational methods. Objective: This scoping review examines the integration of AI in surgical training, assessment, and evaluation, aiming to determine how AI technologies can enhance trainees’ learning paths and performance by incorporating data-driven insights and predictive analytics. In addition, this review examines the current state and applications of AI algorithms in this field, identifying potential areas for future research. Methods: Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, the PubMed, Scopus, and Web of Science were searched for studies published between January 2020 and March 18, 2024. Eligibility criteria included English-language full-text articles that investigated the application of AI in surgical training, assessment, or evaluation; non-English texts, reviews, preprints, and studies not addressing AI in surgical education were excluded. After duplicate removal and screening, 56 studies were included in the analysis. Data were structured by categorizing studies according to surgical procedure, AI technique, and training setup. Results were synthesized narratively and summarized in frequency tables. Results: From 1400 initial records, 56 studies met the inclusion criteria. Most were journal articles (84%, 47/56), with the remainder being conference papers (16%, 9/56). AI was most frequently applied in minimally invasive surgery (27%, 15/56), neurosurgery (20%, 11/56), and laparoscopy (16%, 9/56). Common techniques included machine learning (20%, 11/56), clustering (14%, 8/56), deep learning (11%, 6/56), convolutional neural networks (11%, 6/56), and support vector machines (11%, 6/56). Training setups were dominated by simulation platforms (33%, 19/56) and box trainers (24%, 13/56), followed by surgical video analysis (16%, 9/56), and robotic systems such as the da Vinci platform (13%, 7/56). Across studies, AI-enhanced training environments provided automated skill assessment, personalized feedback, and adaptive learning trajectories, with several reporting improvements in trainees’ learning curves and technical proficiency. However, heterogeneity in study design and outcome measures limited comparability, and algorithmic transparency was often lacking. Conclusions: The application of AI in surgical training demonstrates the potential to enhance skill acquisition and support more efficient, personalized, and adaptive learning pathways. Despite encouraging findings, several limitations exist, including small sample sizes, the lack of standardized evaluation metrics, and insufficient external validation of AI models. Future studies should aim to clarify AI methodologies, improve reproducibility, and develop scalable, simulation-based solutions aligned with global education goals. ©The authors ©JMIR Publications Inc.
Some of the metrics are blocked by your
consent settings
Designing a gamified approach for digital design education aligned with Education 4.0
(Frontiers Media SA, 2024)
Cal y Mayor-Peña, Francisco
;
Barrera Ánimas, Ari Yair
;
Escobar-Castillejos, Daisy
;
Noguez, Julieta
;
Escobar Castillejos, David
Introduction: Gamification integrates game-like elements, such as points, badges, and leaderboards, into the educational process. This study examines the influence of a gamified approach on improving graphic design education. By implementing this methodology, we aim to create a more dynamic learning environment that could lead to better academic outcomes. Methods: A quasi-experimental design was employed to compare students' average grades and academic achievements using the gamified technique with those taught using conventional methods. Thirty-two students participated in the study, with these students enrolled in three different terms. Data collection involved tracking students' grades, participation, and completion rates of gamified activities. Results: Participants in the August—December 2023 semester (Experimental 2 group) who experienced the gamified approach with the proposed platform showed significant improvement, with a p-value of 0.033, compared to those in the August—December 2022 semester (Control group), which used only conventional approaches. Furthermore, better learning outcomes were obtained when the Experimental 2 group was compared with the January-May 2023 semester (Experimental 1 group), which used only the gamification methodology (p-value = 0.025). Additionally, out of 15 students in the Experimental 2 group, 10 achieved certification in Adobe Illustrator and 13 in Photoshop, suggesting that gamification elements applied through a digital platform can improve academic performance and enhance students' practical skills and readiness for professional challenges in graphic design. Discussion: Results indicate that the gamified methodology can improve learning outcomes. Nevertheless, the proposed approach also has limitations and areas for improvement. Manual data capture, integration with external tools, the amount of teachers applying the approach, and the sample size of participants are limitations of the study that could have affected the accuracy of the results. Future work will focus on developing a proprietary platform that integrates course content and automates the tracking system to improve efficiency and accuracy. Moreover, a subsequent study will include a larger sample of students and professors to validate the present study's findings. ©The authors ©Frontiers Media SA ©Frontiers in Education.
15

CRIS

Browse

Filters

Settings

Sort By

Results per page

Search Results