Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified training indicated that all the participants in the experimental group were satisfied with the gamified training course.

Introduction: Musculoskeletal problems are the common complaints of patients refer to internal medicine clinics and the pain is the most important of them. There are different physiotherapy methods for reduction of pain and action potential simulation therapy (APS therapy) is one of newest methods. The aim of this study was to determine reduction of pain with APS therapy. Materials & Methods: In 47 patients with different musculoskeletal pain APS therapy performed in 6 days each for 16 minutes and with current of 0.7-1.2 mA. Pain (VAS), Global functional status (ACR) and relief of pain (VAS) before and after study compared.Results: APS therapy reduced pain (p<0.001) and increased Global functional status (p<0.001) and increased relief of pain (p<0.005) but there was not any correlation between this reduction of pain with APS therapy and educational status and past history of physiotherapy and duration of illness in these patients.Conclusion: APS therapy is a useful physiotherapy modality for reduction of pain in musculoskeletal problems.

Background: To compare simulation-based teaching (SIM), lecture-based teaching (LEC), and teaching using animal tissue (ANT) in terms of student’ s satisfaction, knowledge gain and learning efficiency. Method: All the students who attended the courses organized by the CSTC from 1 st Jan 2013 to 31 st Dec 2015 were enrolled in the study. Data were collected using a questionnaire delivered at the end of the course. The questionnaire contained 15 questions using a ten-point Likert scale to rate the students’ satisfaction of the course and also the competence before and after the course. Result: 5024 questionnaires were collected with a response rate of 67%. Students demonstrate a higher post-courses score in SIM, LEC, and ANT (P<0. 001). However, neither one course performed better than the others. Student satisfaction was similar among the three courses. When specifically asked to compare the teaching effectiveness of SIM or ANT with LEC, our study showed that the answer is positive with median score of 8 for both. Conclusion: SIM, LEC, and ANT courses are effective teaching modalities. They are equally acceptable for student with similar satisfaction. When compared with LEC courses, students perceived that SIM or ANT courses were more effective in learning.

Introduction: Simulation is an educational technology that facilitates learning and improves learner’ s performance. The aim of this study was to introduce simulation-based clinical training in operating room. Methods: In this review article, the keywords “ simulation, training, clinical education, operating room training, and simulation in operating room” were used to find Persian and English articles published from 2000-2018 andin the databases of Science Direct, Google scholar, PubMed, SID, and Magiran. Articles related to introduction and application of simulation-based training in operating room were selected and reviewed. Results: Forty-Two articles had addressed the history and importance of using simulation in clinical education, their development methods, types of simulators used in the operating room and importance and types of models designed to evaluate the simulation methods. Examples of these simulations included lowfidelity physical simulators, web-based educational tools, computer-based video training, virtual learning environment systems, learning management systems, laparoscopic surgery such as “ McGill Inanimate System” for training and evaluation of laparoscopic skills, simulation-based surgical methods, and realistic computer-controlled mannequins such as “ Sim Man 3G” . Conclusion: A wide variety of simulators and models can be used for designing, implementation and evaluation of operating room training. Many of the existing challenges can be overcome with proper planning and educational institutions can develop and expand simulation-based trainings in operating room by understanding the educational potential of this method.

Two case studies are performed in this study; one with 4-dof robotic system, the other 6-dof industrial robot arm. Both robot arms are actually operated in Mechatronics Laboratory, Gaziantep University. Different motion trajectories are designed, and implemented for training, medical tasks and surgical operations base. Simulations are built by using VR Toolbox in Matlab. Virtual reality environment is achieved through Simulink with real time examples. The motions and trajectories necessary for training and surgical applications are directly seen. This enables the surgeons training with many benefits; greater control during tasks reduced training periods, possibility of error free tasks for example.