Contextual information influences diagnosis accuracy and decision making in simulated emergency medicine emergencies

Abstract

Contextual information influences diagnosis accuracy and decision making in simulated emergency medicine emergencies http://researchonline.ljmu.ac.uk/3579/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Creating new realities in healthcare: the status of simulation-based training as a patient safety improvement strategy

“…A recent multicentre study of paediatric resuscitation replicates previous findings that the physical fidelity of the simulator does not have a direct impact on outcomes 26. However, in this issue, McRobert et al 27 show that the presence or absence of contextual information within an emergency medicine SBT crisis scenario impacts the diagnostic accuracy of physicians. This change in contextual information is a manipulation of cognitive or functional fidelity.…”

Effect of expertise on diagnosis accuracy, non-technical skills and thought processes during simulated high-fidelity anaesthetist scenarios

“…Verbal statements were coded based on categories developed and previously used by McRobert et al 22 to monitor thought processes of participants during emergency medicine simulated scenarios. To ensure logical validity and remove the individual bias of the researcher a panel of anaesthetists (N=3), medical educators (N=2) and researchers (N=2) reviewed the sample of statements from the simulated scenarios that had been assigned to the coding categories 25 26.…”

Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory

“…The low-context scenarios had information withheld while the high-context scenarios had all the information scripted and available. Novice learners performed poorly in diagnostic accuracy in situations where limited information was available to them, whereas experts performed well 43. Although an opportunity for reflection was created, the learner's working memory seemed to be overwhelmed by the extraneous load of the experience, and performance was sacrificed.…”