{"id":2423,"date":"2024-05-03T15:22:30","date_gmt":"2024-05-03T15:22:30","guid":{"rendered":"https:\/\/labs.cs.queensu.ca\/perklab\/members\/eric-moult\/"},"modified":"2024-05-03T15:22:30","modified_gmt":"2024-05-03T15:22:30","slug":"eric-moult","status":"publish","type":"qsc_member","link":"https:\/\/labs.cs.queensu.ca\/perklab\/members\/eric-moult\/","title":{"rendered":"Eric Moult"},"content":{"rendered":"
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Eric Moult<\/h1>\n<\/div>\n
Undergraduate Student<\/div>\n
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Queen’s University<\/div>\n
Member from 2010<\/em> to present<\/em><\/div>\n
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\n\tEric was undergraduate research assistant in the Perk Lab between 2011 and 2013. Since September 2013 he has been in the Harvard-MIT joint doctoral program.
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Yeo, Caitlin T; Ungi, Tamas; Leung, Regina; Moult, Eric; Sargent, Derek; McGraw, Robert; Fichtinger, Gabor<\/p>

Augmented reality assistance in training needle insertions of different levels of difficulty<\/a> Journal Article<\/span> <\/p>

In: <\/span>vol. 10576, <\/span>pp. 266-271, <\/span>2018<\/span>.<\/p>

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

@article{fichtinger2018k,
\r\ntitle = {Augmented reality assistance in training needle insertions of different levels of difficulty},
\r\nauthor = {Caitlin T Yeo and Tamas Ungi and Regina Leung and Eric Moult and Derek Sargent and Robert McGraw and Gabor Fichtinger},
\r\nurl = {https:\/\/www.spiedigitallibrary.org\/conference-proceedings-of-spie\/10576\/1057614\/Augmented-reality-assistance-in-training-needle-insertions-of-different-levels\/10.1117\/12.2293575.short},
\r\nyear  = {2018},
\r\ndate = {2018-01-01},
\r\nvolume = {10576},
\r\npages = {266-271},
\r\npublisher = {SPIE},
\r\nabstract = {PURPOSE 
\r\nVirtual reality and simulation training improve skill acquisition by allowing trainees the opportunity to deliberately practice procedures in a safe environment. The purpose of this study was to find if there was a difference in the amount of improvement the Perk Tutor, an augmented reality training tool, provided depending on the complexity of the procedure. 
\r\nMETHODS 
\r\nWe conducted two sets of spinal procedure experiments with different levels of complexity with regards to instrument handling and mental reconstruction \u2013 the lumbar puncture and the facet joint injection. In both experiments subjects were randomized into two groups, Control or Perk Tutor. They were guided through a tutorial, given practice attempts with or without Perk Tutor, followed by testing without Perk Tutor augmentation. 
\r\nRESULTS 
\r\nThe Perk Tutor significantly improved trainee outcomes in the facet joint experiment, while the Perk Tutor \u2026},
\r\nkeywords = {},
\r\npubstate = {published},
\r\ntppubtype = {article}
\r\n}
\r\n<\/pre><\/div>
Close<\/a><\/p><\/div>
PURPOSE 
\r\nVirtual reality and simulation training improve skill acquisition by allowing trainees the opportunity to deliberately practice procedures in a safe environment. The purpose of this study was to find if there was a difference in the amount of improvement the Perk Tutor, an augmented reality training tool, provided depending on the complexity of the procedure. 
\r\nMETHODS 
\r\nWe conducted two sets of spinal procedure experiments with different levels of complexity with regards to instrument handling and mental reconstruction \u2013 the lumbar puncture and the facet joint injection. In both experiments subjects were randomized into two groups, Control or Perk Tutor. They were guided through a tutorial, given practice attempts with or without Perk Tutor, followed by testing without Perk Tutor augmentation. 
\r\nRESULTS 
\r\nThe Perk Tutor significantly improved trainee outcomes in the facet joint experiment, while the Perk Tutor \u2026<\/div>
Close<\/a><\/p><\/div>