A Novel Simulation Technician Laboratory Design: Results of a Survey-Based Study

Ahmed, Rami; Hughes, Patrick G.; Friedl, Ed; Figueroa, Fabiana Ortiz; Brito, Jose R. Cepeda; Frey, Jennifer A.; Birmingham, Lauren E.; Atkinson, S.

doi:10.7759/cureus.534

Cited by 4 publications

(4 citation statements)

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“…For example, HSTs must commonly troubleshoot simulator hardware, software, and mechanics. To achieve this, the HST would usually conduct a root cause analysis using a diagnostic process flow, and finally repair on-site if possible 18 . Therefore, an HST who solves problems competently and resourcefully will demonstrate the capability to resolve issues as they arise with minimal disruption to educational activities.…”

Section: Discussionmentioning

confidence: 99%

“…To achieve this, the HST would usually conduct a root cause analysis using a diagnostic process flow, and finally repair on-site if possible. 18 Therefore, an HST who solves problems competently and resourcefully will demonstrate the capability to resolve issues as they arise with minimal disruption to educational activities. Furthermore, they proactively identify and repair defects at an early stage, preventing expensive equipment repair costs or replacements.…”

Section: Discussionmentioning

confidence: 99%

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A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

et al. 2022

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Introduction: Health care simulation technicians (HSTs), also referred to as simulation operations specialists, are essential to the delivery of simulation-based education. The HST role draws on a broad range of knowledge, skills, and attitude competencies. However, because of the neoteric nature of the HST role and the ambiguity surrounding the core responsibilities of the position, it has proved difficult to identify the competencies required to perform this role successfully. This study aims to identify the knowledge, skills, and attitude competencies required by HSTs. Methods: A mixed methods approach was used in this study. Data were collected from (1) online searches of HST job descriptions and (2) semistructured interviews about the competencies required by HSTs with 10 HSTs, 10 health care simulation educators, and 10 health care simulation center managers/director. The data from the job descriptions and interviews were analyzed using thematic analysis, using a framework method to guide the coding. Results: A total of 59 competencies were identified from the job descriptions and 65 competencies from the interviews. This analysis resulted in the identification of 9 competency domains: 3 knowledge domains (technical, clinical, and pedagogic), 4 skills domains (resourcefulness, pedagogic, team, and technical), and 2 attitudes domains (professional and "can-do" mentality). Conclusions: The identification of the competencies required by HSTs will support the selection of candidates with the attributes that will allow them to be successful in this role and guide continuous professional development opportunities for current and future HSTs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

et al. 2022

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“…6 Many more recent studies support Okuda et al's findings that residents benefit from simulation training. [7][8][9][10][11] In a meta-study examining all the research concerning the effectiveness of simulation-based education (SBE) up to 2013, Cook et al 12 found that going back to 1973, research supports that simulation is an effective educational technique. Cook et al 12 identify 432 studies that have been published that identify the favorable outcomes of SBE compared with no simulation-based interventions at all.…”

Section: Literature Reviewmentioning

confidence: 99%

Conflicting intra-departmental views on the importance of simulation in general surgery

Lang¹,

Hoover²,

Hunsinger³

et al. 2020

J Surg Simul

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Background: Although the technology has improved over the years, simulation is not used as widely in general surgery resident education as it is in other medical specialties. The aim of this study was to examine what general surgery residents and general surgeons like and do not like about simulation-based education. Methods: Unstructured focus groups were conducted at a moderate-sized general surgery residency program involving three groups of residents (interns, mid-levels, and chiefs) and two groups of attending physicians (n = 27). In each of the groups, respondents were asked to articulate their views concerning the importance of simulation training. A qualitative analysis of the data was performed. Results: The attending physicians perceive the value of the simulation lab to be less effective than the operating room in terms of teaching surgical skills. In general, they see being part of an actual surgery to be more beneficial than working in a simulated environment. Conversely, the residents perceive simulation labs to be hands-on and educational, and as a low-stress environment to develop their surgical skills. Conclusions: This study demonstrates that faculty and residents have different views concerning the importance of surgical simulation. It also suggests that residents are in a bind. Many of them seek to be more involved in actual surgeries but feel that active learning in the simulation lab is more beneficial than passive learning in the operating room.

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“…Fellows typically learn these technical skills in an apprenticeship-style approach through informal training and guidance by experienced simulation technology specialists. Importantly, many established centers with fellowships are staffed with certified simulation experts-CHSOS ® (Certified Healthcare Simulation Operations Specialist) and CHSE ® (Certified Healthcare Simulation Educator)-who are qualified to teach this skill set [12][13][14][15][16].…”

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confidence: 99%

Development of a simulation technical competence curriculum for medical simulation fellows

et al. 2022

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Background and needs Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows. Curriculum design The current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern’s six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing. Program evaluation Fellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations. Conclusions The development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills.

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A Novel Simulation Technician Laboratory Design: Results of a Survey-Based Study

Cited by 4 publications

References 1 publication

A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

Conflicting intra-departmental views on the importance of simulation in general surgery

Development of a simulation technical competence curriculum for medical simulation fellows

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