{"id":2394,"date":"2024-03-09T16:29:28","date_gmt":"2024-03-09T16:29:28","guid":{"rendered":"https:\/\/labs.cs.queensu.ca\/perklab\/members\/zsuzsanna-keri\/"},"modified":"2024-03-09T16:29:28","modified_gmt":"2024-03-09T16:29:28","slug":"zsuzsanna-keri","status":"publish","type":"qsc_member","link":"https:\/\/labs.cs.queensu.ca\/perklab\/members\/zsuzsanna-keri\/","title":{"rendered":"Zsuzsanna Keri"},"content":{"rendered":"
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Zsuzsanna Keri<\/h1>\n<\/div>\n
Postdoctoral Fellow<\/div>\n
School of Computing<\/div>\n
Queen’s University<\/div>\n
Member from 2013<\/em> to 2018<\/em><\/div>\n
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\n\tZsuzsanna Keri received MD degree in 2001 from the University of Szeged, Hungary. She completed her residency training in Internal Medicine at the 1st Department of Internal Medicine, University of Szeged and received board certification in 2006. She studied Health Information Management at St. Lawrence College, Kingston, Ontario and earned an Academic Award upon graduation in 2012. She has over 5 years experience in clinical practice, including regular shifts in emergency medicine. Her research interest is needle-based intervention training.
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McGraw, Robert; Chaplin, Tim; Rocca, Nicole; Rang, Louise; Jaeger, Melanie; Holden, Matthew; Keri, Zsuzsanna; Fichtinger, Gabor<\/p>

Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough<\/a> Journal Article<\/span> <\/p>

In: <\/span>Canadian Journal of Emergency Medicine, <\/span>vol. 21, <\/span>iss. 1, <\/span>pp. 141-148, <\/span>2019<\/span>.<\/p>

Abstract<\/a><\/span> | Links<\/a><\/span> | BibTeX<\/a><\/span><\/p>

@article{fichtinger2019g,
\r\ntitle = {Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough},
\r\nauthor = {Robert McGraw and Tim Chaplin and Nicole Rocca and Louise Rang and Melanie Jaeger and Matthew Holden and Zsuzsanna Keri and Gabor Fichtinger},
\r\nurl = {https:\/\/www.cambridge.org\/core\/journals\/canadian-journal-of-emergency-medicine\/article\/cognitive-load-theory-as-a-framework-for-simulationbased-ultrasoundguided-internal-jugular-catheterization-training-once-is-not-enough\/BFC336D769F3B938B265759C5BED0491},
\r\nyear  = {2019},
\r\ndate = {2019-01-01},
\r\njournal = {Canadian Journal of Emergency Medicine},
\r\nvolume = {21},
\r\nissue = {1},
\r\npages = {141-148},
\r\npublisher = {Cambridge University Press},
\r\nabstract = {ObjectiveThe main objective of this study was to use the principles of cognitive load theory to design a curriculum that incorporates a progressive part practice approach to teaching ultrasound-guided (USG) internal jugular catheterization (IJC) to novices. A secondary objective was to compare the technical proficiency of residents trained using this curriculum with the technical proficiency of residents trained with the current local standard of a single simulation session.MethodsThe experimental group included 16 residents who attended three 2-hour sessions of progressive part practice in a simulation lab. The control group included 46 residents who attended the current local standard of a single 2-hour simulation session just prior to their intensive care unit rotation. Technical proficiency was assessed using hand motion analysis and time to procedure completion.ResultsAfter three sessions, median scores for right \u2026},
\r\nkeywords = {},
\r\npubstate = {published},
\r\ntppubtype = {article}
\r\n}
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ObjectiveThe main objective of this study was to use the principles of cognitive load theory to design a curriculum that incorporates a progressive part practice approach to teaching ultrasound-guided (USG) internal jugular catheterization (IJC) to novices. A secondary objective was to compare the technical proficiency of residents trained using this curriculum with the technical proficiency of residents trained with the current local standard of a single simulation session.MethodsThe experimental group included 16 residents who attended three 2-hour sessions of progressive part practice in a simulation lab. The control group included 46 residents who attended the current local standard of a single 2-hour simulation session just prior to their intensive care unit rotation. Technical proficiency was assessed using hand motion analysis and time to procedure completion.ResultsAfter three sessions, median scores for right \u2026<\/div>
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