Adoption and integration of simulation-based learning technologies into the curriculum of a UK Undergraduate Education Programme

Issenberg, S. Barry; Pringle, Stuart D.; Harden, Ronald M.; Khogali, Shihab E. O.; Gordon, Michael S.

doi:10.1046/j.1365-2923.37.s1.10.x

Cited by 57 publications

(34 citation statements)

References 17 publications

(16 reference statements)

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“…3,6,[11][12][13][14][15] Anesthesia has been and remains among the leading specialties in the field, and the number of anesthesia simulation centres worldwide is increasing exponentially. 1 The University of Toronto has over a decade of experience with simulation based education.…”

Section: Discussionmentioning

confidence: 99%

Barriers to use of simulation-based education

Savoldelli

Naik

Hamstra

et al. 2005

Can J Anesth/J Can Anesth

131

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Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not been well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education and impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites equipped with high-fidelity patient simulators. Methods: A 40-question survey of experiences, perceptions, motivations and perceived barriers to simulation-based education, was distributed to 154 anesthesiologists attending a departmental conference. Data were analyzed using descriptive statistics and associations between responses were assessed using either the Chi-Square statistic or a one-way analysis of variance. Results:The rate of response was 58%. Residents had experienced simulation-based education (96%) more often than staff (58%) and fellows (36%), (P < 0.001 respectively). Residents had also attended more simulation sessions than staff and fellows (mean 2.8 vs 1.05 and 1.04, P < 0.001 respectively). Residents and fellows found simulation-based education more relevant for their training than staff (88% vs 65%, P < 0.05). Eighty-one percent of the respondents identified at least one significant barrier that prevents or limits them from attending simulator sessions. Staff anesthesiologists perceived multiple barriers and identified 'time' and 'financial issues' as significant barriers. Conclusion:Anesthesiologists' level of training influences their attitudes towards and their perceptions of simulation-based education. This survey has identified perceived barriers that may limit a wider utilization of simulation. These results may be used to implement targeted actions such as course design, incentives, and information strategies, which could improve access and future use of simulation. Objectif Résultats : Le taux de réponses a été de 58 %. Les résidents avaient plus d'expérience de la simulation (96 %) que les spéciali-stes (58 %) et les boursiers (36 %), (P < 0,001 respectivement). Les résidents avaient aussi assisté à plus de sessions de simulation

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Section: Discussionmentioning

confidence: 99%

Barriers to use of simulation-based education

Savoldelli

Naik

Hamstra

et al. 2005

Can J Anesth/J Can Anesth

131

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“…Although logical, there is little evidence in the literature to support the broad applicability of these recommendations. Other authors have reported on their successful CAI integration experiences (Issenberg, Pringle, Harden, Khogali, & Gordon, 2003;Leong, Baldwin, & Adelman, 2003;Reeves, Aschenbrenner, Wordinger, Roque, & Sheedlo, 2004), but many questions remain for educators considering adding CAI to their course. We are aware of no publications that compare integration strategies or that study integration in differing settings, nor are there reports on the level of effort course directors should expect to commit to integrate a CAI program and to maintain it as a part of their course.…”

Section: Computer-assisted Instruction In Clinical Educationmentioning

confidence: 99%

Computer-Assisted Instruction in Clinical Education: a Roadmap to Increasing CAI Implementation

Berman¹,

Fall

Maloney

et al. 2006

Adv in Health Sci Educ

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This reflection is based on the premise that clinical education can be improved by more widespread use of computer-assisted instruction (CAI) and that a roadmap will enable more medical educators to begin using CAI. The rationale for CAI use includes many of its inherent features such as incorporation of multimedia and interactivity yet the use of CAI remains limited, apparently because educators are not convinced about the role for CAI. Barriers to CAI use are discussed including misinterpretation of the literature for CAI effectiveness; a disconnect between CAI developers and the educators who make decisions about CAI use; and the paucity of knowledge regarding how to integrate CAI effectively into clinical education. Specific roles for CAI in undergraduate and graduate medical education can include improving uniformity of instruction, providing documentation of exposure or competence, improving the learners' educational experience or outcomes, and assessment that is matched to learning. Funding for CAI remains an important barrier but the authors believe that this will be overcome when use of CAI becomes more widespread.

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“…54 Simulation tools include computer-based systems, 55,56 manikins 57 and biometric body parts for practice of invasive procedures, 58 and actors playing the role of patients to provide both training and assessment. 59 Patient simulation is used to some extent in virtually all Australian curricula.…”

Section: Flinders Universitymentioning

confidence: 99%