The Impact of Preoperative Adaptive Training on Postoperative Outcomes in Lumbar Spine Fusion Surgery for Lumbar Disc Herniation: A Retrospective Analysis

Purpose

Lumbar disc herniation, often treated with surgical decompression when conservative measures fail, presents challenges due to prolonged prone positioning in surgeries. This retrospective study evaluates the benefits of preoperative adaptive training to mitigate post-surgical physiological changes.

Patients and Methods

A review of medical records from June 2021 to March 2023 identified 170 patients unresponsive to conservative treatments. Grouped into adaptive training and control groups based on historical data, the former had undergone exercises to prepare for surgery and postoperative changes. Vital signs and VAS scores were extracted from patient records to assess training impact.

Results

The adaptive training group demonstrated stabilized vital signs intraoperatively, with a notable improvement in surgical exposure compared to the control group. However, there were no significant differences in operative time or blood loss between the groups. Additionally, postoperative VAS scores showed no significant improvement in the adaptive training group at follow-up intervals of 14 days, 1 month, and 3 months post-operation, compared to the control group.

Conclusion

Our study reveals that preoperative adaptive training stabilizes intraoperative blood pressure fluctuations in lumbar disc herniation surgeries. However, this stabilization does not significantly impact long-term postoperative pain management. This highlights the need for further research to explore comprehensive strategies that effectively combine preoperative training with postoperative care.

Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial

BACKGROUND

A common yet untested assumption of cognitive training in children is that activities should be adaptive, with difficulty adjusted to the individual's performance in order to maximize improvements on untrained tasks (known as transfer). Working memory training provides the ideal testbed to systematically examine this assumption as it is one of the most widely studied domains in the cognitive training literature, and is critical for children's learning, including following instructions and reasoning.

OBJECTIVE

This trial aimed to examine children's outcomes of working memory training using adaptive, self-select (child selects difficulty level), and stepwise (difficulty level increases incrementally) approaches to setting the difficulty of training activities compared to an active control condition immediately and 6-month postintervention. While the aim is exploratory, we hypothesized that children allocated to a working memory training condition would show greater improvements: (1) on near transfer measures compared to intermediate and far transfer measures and (2) immediately postintervention compared to 6-month postintervention.

METHODS

This double-blinded, active-controlled, parallel-group randomized trial aimed to recruit 128 children aged 7 to 11 years from 1 metropolitan primary school in Melbourne, Australia. Following baseline testing, children were randomized into 1 of 4 conditions: adaptive, self-select, or stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in class over 2 consecutive weeks (10 × 20-minute sessions). The working memory training comprised 2 training activities with processing demands similar to daily activities: backward span and following instructions. The control comprised creative activities. Pre- and postintervention, children completed a set of working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices (far transfer) to determine training outcomes, as well as motivation questionnaires to determine if motivations toward learning and the intervention were similar across conditions. Caregivers completed the ADHD-Rating Scale-5 to measure their child's attention (far transfer). Statistical analysis will include traditional null hypothesis significance testing and Bayesian methods to quantify evidence for both the null and alternative hypotheses.

RESULTS

Data collection concluded in December 2022. Data are currently being processed and analyzed.

CONCLUSIONS

This trial will determine whether the adaptive approach to setting the difficulty of training activities maximizes cognitive training outcomes for children. This trial has several strengths: it adopts best practices for cognitive training studies (design, methods, and analysis plan); uses a range of measures to detect discrete levels of transfer; has a 6-month postintervention assessment; is appropriately powered; and uses an experimental working memory training intervention based on our current understanding of the cognitive mechanisms of training. Findings will inform future research and design of cognitive training interventions and highlight the value of the evidence-based principles of cognitive training.

TRIAL REGISTRATION

Australian New Zealand Clinical Trials Registry, ACTRN12621000990820; https://www.anzctr.org.au/ACTRN12621000990820.aspx.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

DERR1-10.2196/47496.

Adaptive Syllable Training Improves Phoneme Identification in Older Listeners with and without Hearing Loss

Acoustic-phonetic speech training mitigates confusion between consonants and improves phoneme identification in noise. A novel training paradigm addressed two principles of perceptual learning. First, training benefits are often specific to the trained material; therefore, stimulus variability was reduced by training small sets of phonetically similar consonant-vowel-consonant syllables. Second, the training is most efficient at an optimal difficulty level; accordingly, the noise level was adapted to the participant's competency. Fifty-two adults aged between sixty and ninety years with normal hearing or moderate hearing loss participated in five training sessions within two weeks. Training sets of phonetically similar syllables contained voiced and voiceless stop and fricative consonants, as well as voiced nasals and liquids. Listeners identified consonants at the onset or the coda syllable position by matching the syllables with their orthographic equivalent within a closed set of three alternative symbols. The noise level was adjusted in a staircase procedure. Pre-post-training benefits were quantified as increased accuracy and a decrease in the required signal-to-noise ratio (SNR) and analyzed with regard to the stimulus sets and the participant's hearing abilities. The adaptive training was feasible for older adults with various degrees of hearing loss. Normal-hearing listeners performed with high accuracy at lower SNR after the training. Participants with hearing loss improved consonant accuracy but still required a high SNR. Phoneme identification improved for all stimulus sets. However, syllables within a set required noticeably different SNRs. Most significant gains occurred for voiced and voiceless stop and (af)fricative consonants. The training was beneficial for difficult consonants, but the easiest to identify consonants improved most prominently. The training enabled older listeners with different capabilities to train and improve at an individual 'edge of competence'.

Stress-Adaptive Training: An Adaptive Psychomotor Training According to Stress Measured by Grip Force

Current training methods show advances in simulation technologies; however, most of them fail to account for changes in the physical or mental state of the trainee. An innovative training method, adaptive to the trainee's stress levels as measured by grip force, is described and inspected. It is compared with two standard training methods that ignore the trainee's state, either leaving the task's level of difficulty constant or increasing it over time. Fifty-two participants, divided into three test groups, performed a psychomotor training task. The performance level of the stress-adaptive group was higher than for both control groups, with a main effect of t = -2.12 (p = 0.039), while the training time was shorter than both control groups, with a main effect of t = 3.27 (p = 0.002). These results indicate that stress-adaptive training has the potential to improve training outcomes. Moreover, these results imply that grip force measurement has practical applications. Future studies may aid in the development of this training method and its outcomes.

A Cluster-Driven Adaptive Training Approach for Federated Learning

Federated learning (FL) is a promising collaborative learning approach in edge computing, reducing communication costs and addressing the data privacy concerns of traditional cloud-based training. Owing to this, diverse studies have been conducted to distribute FL into industry. However, there still remain the practical issues of FL to be solved (e.g., handling non-IID data and stragglers) for an actual implementation of FL. To address these issues, in this paper, we propose a cluster-driven adaptive training approach (CATA-Fed) to enhance the performance of FL training in a practical environment. CATA-Fed employs adaptive training during the local model updates to enhance the efficiency of training, reducing the waste of time and resources due to the presence of the stragglers and also provides a straggler mitigating scheme, which can reduce the workload of straggling clients. In addition to this, CATA-Fed clusters the clients considering the data size and selects the training participants within a cluster to reduce the magnitude differences of local gradients collected in the global model update under a statistical heterogeneous condition (e.g., non-IID data). During this client selection process, a proportional fair scheduling is employed for securing the data diversity as well as balancing the load of clients. We conduct extensive experiments using three benchmark datasets (MNIST, Fashion-MNIST, and CIFAR-10), and the results show that CATA-Fed outperforms the previous FL schemes (FedAVG, FedProx, and TiFL) with regard to the training speed and test accuracy under the diverse FL conditions.

fNIRS-based adaptive visuomotor task improves sensorimotor cortical activation

OBJECTIVE

Investigating how to promote the functional activation of the central sensorimotor system is an important goal in the neurorehabilitation research domain. We aim to validate the effectiveness of facilitating cortical excitability using a closed-loop visuomotor task, in which the task difficulty is adaptively adjusted based on an individual's sensorimotor cortical activation.

APPROACH

We developed a novel visuomotor task, in which subjects moved a handle of a haptic device along a specific path while exerting a constant force against a virtual surface under visual feedback. The difficulty levels of the task were adapted with the aim of increasing the activation of sensorimotor areas, measured non-invasively by functional near-infrared spectroscopy. The changes in brain activation of the bilateral prefrontal cortex, sensorimotor cortex, and the occipital cortex obtained during the adaptive visuomotor task (adaptive group), were compared to the brain activation pattern elicited by the same duration of task with random difficulties in a control group.

MAIN RESULTS

During one intervention session, the adaptive group showed significantly increased activation in the bilateral sensorimotor cortex, also enhanced effective connectivity between the prefrontal and sensorimotor areas compared to the control group.

SIGNIFICANCE

Our findings demonstrated that the fNIRS-based adaptive visuomotor task with high ecological validity can facilitate the neural activity in sensorimotor areas and thus has the potential to improve hand motor functions.

Neuroadaptive Training via fNIRS in Flight Simulators

Training to master a new skill often takes a lot of time, effort, and financial resources, particularly when the desired skill is complex, time sensitive, or high pressure where lives may be at risk. Professions such as aircraft pilots, surgeons, and other mission-critical operators that fall under this umbrella require extensive domain-specific dedicated training to enable learners to meet real-world demands. In this study, we describe a novel neuroadaptive training protocol to enhance learning speed and efficiency using a neuroimaging-based cognitive workload measurement system in a flight simulator. We used functional near-infrared spectroscopy (fNIRS), which is a wearable, mobile, non-invasive neuroimaging modality that can capture localized hemodynamic response and has been used extensively to monitor the anterior prefrontal cortex to estimate cognitive workload. The training protocol included four sessions over 2 weeks and utilized realistic piloting tasks with up to nine levels of difficulty. Learners started at the lowest level and their progress adapted based on either behavioral performance and fNIRS measures combined (neuroadaptive) or performance measures alone (control). Participants in the neuroadaptive group were found to have significantly more efficient training, reaching higher levels of difficulty or significantly improved performance depending on the task, and showing consistent patterns of hemodynamic-derived workload in the dorsolateral prefrontal cortex. The results of this study suggest that a neuroadaptive personalized training protocol using non-invasive neuroimaging is able to enhance learning of new tasks. Finally, we outline here potential avenues for further optimization of this fNIRS based neuroadaptive training approach. As fNIRS mobile neuroimaging is becoming more practical and accessible, the approaches developed here can be applied in the real world in scale.

Modernizing Training in Psychotherapy Competencies With Adaptive Learning Systems: Proof of Concept

PURPOSE

This proof-of-concept study assessed the feasibility, acceptability, and effectiveness of an intelligent tutoring system (ITS) as a classroom adjunct to improve training bachelor of social work (BSW) students in client engagement strategies.

METHODS

We codeveloped the ITS with 11 undergraduate students and pilot tested it with six BSW students enrolled in a class on telephone-based cognitive behavioral therapy (tCBT). Student competencies in tCBT were assessed by expert review of role-plays. We also examined time spent using ITS and relation with competency.

RESULTS

The majority of students (81.8%) in Wave 1 and all of the students who submitted role-plays in Wave 2 passed the clinical skills role-play. Students advancing through the ITS more quickly had better tCBT competency ratings than those progressing more slowly.

DISCUSSION

One of the most challenging aspects of training is how to competently deliver evidence-based practices. ITS has the potential to streamline and scale such training.

Changing the Learning Curve in Novice Laparoscopists: Incorporating Direct Visualization into the Simulation Training Program

OBJECTIVE

A major challenge in laparoscopic surgery is the lack of depth perception. With the development and continued improvement of 3D video technology, the potential benefit of restoring 3D vision to laparoscopy has received substantial attention from the surgical community. Despite this, procedures conducted under 2D vision remain the standard of care, and trainees must become proficient in 2D laparoscopy. This study aims to determine whether incorporating 3D vision into a 2D laparoscopic simulation curriculum accelerates skill acquisition in novices.

DESIGN

Postgraduate year-1 surgical specialty residents (n = 15) at the Schulich School of Medicine and Dentistry, at Western University were randomized into 1 of 2 groups. The control group practiced the Fundamentals of Laparoscopic Surgery peg-transfer task to proficiency exclusively under standard 2D laparoscopy conditions. The experimental group first practiced peg transfer under 3D direct visualization, with direct visualization of the working field. Upon reaching proficiency, this group underwent a perceptual switch, changing to standard 2D laparoscopy conditions, and once again trained to proficiency.

RESULTS

Incorporating 3D direct visualization before training under standard 2D conditions significantly (p < 0.0.5) reduced the total training time to proficiency by 10.9 minutes or 32.4%. There was no difference in total number of repetitions to proficiency. Data were also used to generate learning curves for each respective training protocol.

CONCLUSIONS

An adaptive learning approach, which incorporates 3D direct visualization into a 2D laparoscopic simulation curriculum, accelerates skill acquisition. This is in contrast to previous work, possibly owing to the proficiency-based methodology employed, and has implications for resource savings in surgical training.

Evaluation of Speech-Perception Training for Hearing Aid Users: A Multisite Study in Progress

Following an overview of theoretical issues in speech-perception training and of previous efforts to enhance hearing aid use through training, a multisite study, designed to evaluate the efficacy of two types of computerized speech-perception training for adults who use hearing aids, is described. One training method focuses on the identification of 109 syllable constituents (45 onsets, 28 nuclei, and 36 codas) in quiet and in noise, and on the perception of words in sentences presented in various levels of noise. In a second type of training, participants listen to 6- to 7-minute narratives in noise and are asked several questions about each narrative. Two groups of listeners are trained, each using one of these types of training, performed in a laboratory setting. The training for both groups is preceded and followed by a series of speech-perception tests. Subjects listen in a sound field while wearing their hearing aids at their usual settings. The training continues over 15 to 20 visits, with subjects completing at least 30 hours of focused training with one of the two methods. The two types of training are described in detail, together with a summary of other perceptual and cognitive measures obtained from all participants.

Benefits of extending and adjusting the level of difficulty on computerized cognitive training for children with intellectual disabilities

Training on working memory (WM) improves attention and WM in children with attention-deficit hyperactivity disorder and memory impairments. However, for children with intellectual disabilities (ID), the results have been less encouraging. In this preliminary study it was hypothesized that children with ID would benefit from an extended amount of training and that the level of difficulty during training would affect the outcome. We included 21 children with mild or moderate ID aged 8–13 years. They went through between 37 and 50 training sessions with an adaptive computerized program on WM and non-verbal reasoning (NVR). The children were divided into two subgroups with different difficulty levels during training. The transfer to untrained cognitive tests was compared to the results of 22 children with ID training only 25 sessions, and to a control group. We found that the training group with the extended training program improved significantly on a block design task measuring NVR and on a WM task compared to the control group. There was also a significantly larger improvement on block design relative to the training group with the shorter training time. The children that received easier training tasks also improved significantly more on a verbal WM task compared to children with more demanding tasks. In conclusion, these preliminary data suggest that children with ID might benefit from cognitive training with longer training periods and less demanding tasks, compared to children without disabilities.