Challenges to the implementation of in situ simulation at HEMS bases: a qualitative study of facilitators’ expectations and strategies

Bredmose, Per P.; Østergaard, Doris; Sollid, Stephen J. M.

doi:10.1186/s41077-021-00193-x

Cited by 3 publications

(5 citation statements)

References 28 publications

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“…This could have been exacerbated by the relative inexperience in delivering simulation-based teaching. This is in agreement with findings, describing the experiences of more senior staff, who are new simulation facilitators [ 31 , 32 ]. Another reason for the SF’s feelings of inadequacy could have been the ‘fear of being wrong’.…”

Section: Discussionsupporting

confidence: 93%

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

et al. 2022

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Introduction Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops. Methods Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course. Results A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills. Conclusion This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

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Section: Discussionsupporting

confidence: 93%

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

et al. 2022

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“…SBTT reduces stress and promotes team coping strategies, which is beneficial in clinical practice for the personnel, and contributes to patient safety [49]. Implementing this knowledge in clinical practice may be challenging [51]; however, the participants encountered colleagues who inspired others with NTS and this could be a contribution to implementation.…”

Section: Interprofessional In Situ Sbtt Motivates Learning and Improv...mentioning

confidence: 99%

“…Time constraints in clinical practice could be a challenge for the facilitator since each phase is time-consuming. Timing and planning are key factors in implementing in situ SBTT [51], and the participants emphasized the presence of an educated facilitator who could use his or her competence for time management. Although there was a need for more internal discussions within the anaesthesia team, the participants highlighted the necessity of interprofessional insight to improve the teamwork, in line with Gittell et al 's 'improving healthcare through relationships' [53].…”

Section: Interprofessional In Situ Sbtt Motivates Learning and Improv...mentioning

confidence: 99%

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In situ simulation-based team training and its significance for transfer of learning to clinical practice—A qualitative focus group interview study of anaesthesia personnel

et al. 2023

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Background Anaesthesia personnel are an integral part of an interprofessional operating room-team; hence, team-based training in non-technical skills (NTS) are important in preventing adverse events. Quite a few studies have been done on interprofessional in situ simulation-based team training (SBTT). However, research on anaesthesia personnel’s experiences and the significance for transfer of learning to clinical practice is limited. The aim of this study is to explore anaesthesia personnel’s experience from interprofessional in situ SBTT in NTS and its significance for transfer of learning to clinical practice. Methods Follow-up focus group interviews with anaesthesia personnel, who had taken part in interprofessional in situ SBTT were conducted. A qualitative inductive content analysis was performed. Results Anaesthesia personnel experienced that interprofessional in situ SBTT motivated transfer of learning and provided the opportunity to be aware of own practice regarding NTS and teamwork. One main category, ‘interprofessional in situ SBTT as a contributor to enhance anaesthesia practice’ and three generic categories, ‘interprofessional in situ SBTT motivates learning and improves NTS’, ‘realism in SBTT is important for learning outcome’, and ‘SBTT increases the awareness of teamwork’ illustrated their experiences. Conclusions Participants in the interprofessional in situ SBTT gained experiences in coping with emotions and demanding situations, which could be significant for transfer of learning essential for clinical practice. Herein communication and decision-making were highlighted as important learning objectives. Furthermore, participants emphasized the importance of realism and fidelity and debriefing in the learning design.

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“…Simulation provides a flexible environment for education through scheduled deliberate practice, the application of knowledge in a controlled environment, and a focus on patient safety [7]. However, the challenges include cost, scheduling, and the need for facilitation [8]. Despite the benefits of simulation training and the desire from pre-hospital providers to implement more of it, previous needs assessment highlighted issues regarding scheduling extra training during off-duty hours [9].…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality Simulation in Pediatric Resuscitation for Pre-hospital Providers

Tunc,

Caglar,

Ackley

et al. 2024

Cureus

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This technical report explored the feasibility and utility of virtual reality (VR) pediatric resuscitation simulations for pre-hospital providers during their scheduled shifts. To our knowledge, neither the pediatric resuscitation VR simulation nor the feasibility of in situ, on-shift training with VR had been previously evaluated in pre-hospital providers. VR headset was available at an urban city fire station for 10 days where a total of 60 pre-hospital providers were scheduled to work. Providers were made aware of the VR module but no formal demonstration was done. There were no facilitators. Participants filled out an anonymous retrospective pre-and post-survey using a five-point Likert scale, rating their confidence from "not confident" to "very confident" in recognizing and managing pediatric emergencies. We found that VR simulation for pediatric resuscitation was a feasible training tool to use in situ as 63% of the providers were able to use it on shift. Furthermore, self-reported confidence increased after the training where responses of "very confident" increased from 20% to 30% for emergency medical technicians and 55% to 63% for paramedics.

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Challenges to the implementation of in situ simulation at HEMS bases: a qualitative study of facilitators’ expectations and strategies

Cited by 3 publications

References 28 publications

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

In situ simulation-based team training and its significance for transfer of learning to clinical practice—A qualitative focus group interview study of anaesthesia personnel

Virtual Reality Simulation in Pediatric Resuscitation for Pre-hospital Providers

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