View in EDS

Pupillometry as a Tool to Study Expertise in Medicine

Saved in:
Bibliographic Details
Title: Pupillometry as a Tool to Study Expertise in Medicine
Language: English
Authors: Szulewski, Adam, Kelton, Danielle, Howes, Daniel
Source: Frontline Learning Research. 2017 5(3):53-63.
Availability: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Peer Reviewed: Y
Page Count: 11
Publication Date: 2017
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Descriptors: Expertise, Medicine, Eye Movements, Diagnostic Tests, Cognitive Ability, Task Analysis, Novices, Evidence, Medical Research, Physicians, Surgery, Anesthesiology, Statistical Analysis, Accuracy, Light, Equipment, Costs, Evaluation Methods, Physiology, Human Body
ISSN: 2295-3159
Abstract: Background: Pupillometry has been studied as a physiological marker for quantifying cognitive load since the early 1960s. It has been established that small changes in pupillary size can provide an index of the cognitive load of an individual as he/she performs a mental task. The utility of pupillometry as a measure of expertise is less well established, although recent research in the fields of education, medicine and psychology indicates that differences in pupillary size during domain-specific tasks allows differentiation between experts and novices in appropriately designed experiments. Purpose: The goal of this review is to explore the existing body of evidence for the use of pupillometry as a measure of expertise and to identify its strengths and constraints within the context of expertise research in the medical sciences. Results: Pupillometry is a robust metric that allows researchers to better understand cognitive load in medical practitioners with varying levels of expertise. In medical expertise research, it has been used to study surgeons, anesthetists and emergency physicians. Its strengths include its ability to provide quantitative and objective outputs, to be measured unobtrusively with new technology and to be precisely computed as cognitive load changes over the course of completion of a task. Constraints associated with this methodology include its potential inaccuracy with changes in ambient light and pupillary accommodation as well as the need for relatively expensive equipment. Conclusion: With recent technological advances, pupillometry has become a simple and robust method for quantifying physiological changes attributable to cognitive load and is increasingly being utilized in medical education. It can be used as a reliable marker of cognitive load and has been shown to differentiate levels of expertise in medical practitioners.
Abstractor: As Provided
Number of References: 33
Entry Date: 2017
Accession Number: EJ1148400
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1148400
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1148400
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pupillometry as a Tool to Study Expertise in Medicine
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Szulewski%2C+Adam%22">Szulewski, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Kelton%2C+Danielle%22">Kelton, Danielle</searchLink><br /><searchLink fieldCode="AR" term="%22Howes%2C+Daniel%22">Howes, Daniel</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Frontline+Learning+Research%22"><i>Frontline Learning Research</i></searchLink>. 2017 5(3):53-63.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Medicine%22">Medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Research%22">Medical Research</searchLink><br /><searchLink fieldCode="DE" term="%22Physicians%22">Physicians</searchLink><br /><searchLink fieldCode="DE" term="%22Surgery%22">Surgery</searchLink><br /><searchLink fieldCode="DE" term="%22Anesthesiology%22">Anesthesiology</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Light%22">Light</searchLink><br /><searchLink fieldCode="DE" term="%22Equipment%22">Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Costs%22">Costs</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2295-3159
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Pupillometry has been studied as a physiological marker for quantifying cognitive load since the early 1960s. It has been established that small changes in pupillary size can provide an index of the cognitive load of an individual as he/she performs a mental task. The utility of pupillometry as a measure of expertise is less well established, although recent research in the fields of education, medicine and psychology indicates that differences in pupillary size during domain-specific tasks allows differentiation between experts and novices in appropriately designed experiments. Purpose: The goal of this review is to explore the existing body of evidence for the use of pupillometry as a measure of expertise and to identify its strengths and constraints within the context of expertise research in the medical sciences. Results: Pupillometry is a robust metric that allows researchers to better understand cognitive load in medical practitioners with varying levels of expertise. In medical expertise research, it has been used to study surgeons, anesthetists and emergency physicians. Its strengths include its ability to provide quantitative and objective outputs, to be measured unobtrusively with new technology and to be precisely computed as cognitive load changes over the course of completion of a task. Constraints associated with this methodology include its potential inaccuracy with changes in ambient light and pupillary accommodation as well as the need for relatively expensive equipment. Conclusion: With recent technological advances, pupillometry has become a simple and robust method for quantifying physiological changes attributable to cognitive load and is increasingly being utilized in medical education. It can be used as a reliable marker of cognitive load and has been shown to differentiate levels of expertise in medical practitioners.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 33
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1148400
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1148400
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 53
    Subjects:
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Medicine
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Novices
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Medical Research
        Type: general
      – SubjectFull: Physicians
        Type: general
      – SubjectFull: Surgery
        Type: general
      – SubjectFull: Anesthesiology
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Light
        Type: general
      – SubjectFull: Equipment
        Type: general
      – SubjectFull: Costs
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Human Body
        Type: general
    Titles:
      – TitleFull: Pupillometry as a Tool to Study Expertise in Medicine
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Szulewski, Adam
      – PersonEntity:
          Name:
            NameFull: Kelton, Danielle
      – PersonEntity:
          Name:
            NameFull: Howes, Daniel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-electronic
              Value: 2295-3159
          Numbering:
            – Type: volume
              Value: 5
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Frontline Learning Research
              Type: main
ResultId 1