Development and Implementation of Video-Recorded Simulation Scenarios to Facilitate Case-Based Learning Discussions for Medical Students' Virtual Anesthesiology Clerkship

Nguyen, Wendy; Fromer, Ilana R.; Remskar, Mojca; Zupfer, Elena

doi:10.15766/mep_2374-8265.11306

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…Practice partners (clinicians working in practice) were involved in the course development with faculty in eight studies [29, 32, 37, 41, 44, 48, 50, 55] and students were involved in four. Three studies developed a needs assessment from student surveys [34, 43, 52]. None involved service users.…”

Section: Resultsmentioning

confidence: 99%

“…Frameworks such as ADDIE (analysis, design, development, implementation, and evaluation), ensure that there is structure to the process, and stakeholder needs are met [30]. Existing curricula [54–55], or processes such as Kern’s 6-step model for curricular development could be used [43, 45, 46, 50, 52]. If framed within existing standards [40, 49], VSPs can align with specified learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

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Virtual Simulated Placements in Healthcare Education: A scoping review

Samson,

Gilbey,

Taylor

et al. 2023

Preprint

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IntroductionA virtual simulated placement (VSP) is a computer-generated version of a practice placement. COVID-19 drove increased adoption of virtual technology in clinical education. Accordingly, the number of VSP publications increased from 2020. This review aims to determine the scope of this literature to inform future research questions.ObjectiveAssess the range and types of evidence related to VSPs across the healthcare professions.Inclusion criteriaStudies that focussed on healthcare students participating in VSPs. Hybrid, augmented reality (AR) and mixed reality (MR) placements were excluded.MethodsFourteen databases were searched, limited to English, and dated from 1stJanuary 2020. Supplementary searches were employed, and an updated search was conducted on 9thJuly 2023. Themes were synthesised using the PAGER framework to highlight patterns, advances, gaps, evidence for practice and research recommendations.ResultsTwenty-eight papers were reviewed. All VSPs were designed in response to pandemic restrictions. Students were primarily from medicine and nursing. Few publications were from developing nations. There was limited stakeholder involvement in the VSP designs and a lack of robust research designs, consistent outcome measures, conceptual underpinnings, and immersive technologies. Despite this, promising trends for student experience, knowledge, communication, and critical thinking skills using VSPs have emerged.ConclusionThis review maps the VSP evidence across medicine, nursing, midwifery and allied health. Before a systematic review is feasible across healthcare, allied health and midwifery research require greater representation. Based on the highlighted gaps, other areas for future research are suggested.WHAT IS ALREADY KNOWN ON THIS TOPICDigital placements in undergraduate nursing and medicine have been studied in one existing systematic review, providing evidence that learning outcomes for knowledge and practice were equivalent to traditional placements.VSPs are a subset of digital placements that are computer-generated. With the increasing trend towards VSPs, an updated scoping review across a wider range of professions was justified.WHAT THIS STUDY ADDSScoping the literature on VSPs across healthcare for undergraduate and postgraduate students, provides a map across professions, specialities, countries, designs, content, and outcomes.HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE OR POLICYGaps in allied health and midwifery VSP research highlight populations of focus. Future VSPs should consider Interprofessional Education (IPE) and resource sharing with developing countries. The benefits of immersive technologies are yet to be considered, and improvements to VSP design and research methodology are recommended.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Virtual Simulated Placements in Healthcare Education: A scoping review

Samson,

Gilbey,

Taylor

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…While scenariobased simulations can be used when time and personnel constraints are not a concern [51,52], the combination of simulation training and virtual simulations can improve the time and cost-effectiveness of education/training. However, the adoption of virtual simulation education/ training platforms requires careful consideration of technological and platform-related issues [44,[53][54][55]. On the other hand, the discussion method focuses on developing trainees' problem-solving skills and analytical judgment, but it demands a high level of trainer experience and skill [54].…”

Section: Country Of Published Work [Reference List Id]mentioning

confidence: 99%

The impact of education/training on nurses caring for patients with stroke: a scoping review

Zhao,

Xu,

et al. 2024

BMC Nurs

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Background Stroke survivors have complex needs that necessitate the expertise and skill of well-trained healthcare professionals to provide effective rehabilitation and long-term support. Limited knowledge exists regarding the availability of specialized education and training programs specifically designed for nurses caring for stroke patients. Aim This review aims to assess the content and methods of training for nurses caring for stroke patients, examine its impact on both nurses and patients, and identify key facilitators and barriers to its implementation. Methods We conducted a comprehensive scoping review by reviewing multiple databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Embase, Web of Science, Scopus, ProQuest Dissertations and Theses, Google Scholar, and Cochrane databases. Data extraction and narrative synthesis were performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. Results Seventeen articles were included in this review. We found that education/training not only enhanced patients' self-care abilities, nursing outcomes, and satisfaction, but also had a positive impact on the knowledge, skills, and practices of nurses. The obstacles to education/training included feasibility and cost-effectiveness, while the driving factors were management support and participation, professional education/training, and controlled environment creation. Conclusions This review highlights the crucial role of education/training in enhancing stroke care provided by nurses. Effective education/training integrates various educational methods and management support to overcome implementation barriers and optimize clinical practice benefits. These findings indicate the necessity of universal and consistent stroke education/training for nurses to further improve patient outcomes in stroke care.

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“…These students’ understanding of anesthesiology only was limited in the medical school of surgery introduction to anesthesiology part, and training time in department of anesthesiology was short in domestic hospitals (no more than two months). There were many problems in the process of teaching, such as students’ lack of purpose, enthusiasm and initiative, also teachers’ lack of enthusiasm and guidance, even strict training rules and evaluation plans ( 3 , 4 ). Therefore, compared with the traditional teaching by PowerPoint (PPT) and auxiliary skills operation, it is particularly important to stimulate these students’ interest and active their initiative in learning non-professional knowledge.…”

Section: Introductionmentioning

confidence: 99%

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial

Zhao,

Zhang,

et al. 2024

Front. Med.

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ObjectiveTo explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology.Trial designThe randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University.MethodsAll selected residents were randomly divided into the traditional teaching group (Group T) and the online to offline teaching group (Group O) by the random number table method. Traditional teaching mode was used in Group T, while the online to offline teaching mode was used in Group O. The training period lasted for two months. At the end of the training, theoretical and clinical skills were assessed for all residents, and students’ satisfaction scores on teaching were investigated from the aspects of teaching mode, stimulating learning interest, improving learning process and teaching satisfaction. The teaching efficiency was compared and analyzed in the two groups.ResultsIn total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis. Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O (82.2 ± 8.1 vs. 91.3 ± 7.6; 85.1 ± 4.7 vs. 93.3 ± 5.4 and 83.4 ± 6.4 vs. 92.1 ± 6.7, respectively, p < 0.01). Compared with Group T, scores on teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O (81.1 ± 6.9 vs. 93.7 ± 5.2; 83.6 ± 5.8 vs. 91.6 ± 6.4; 82.4 ± 5.3 vs. 90.9 ± 4.8 and 82.1 ± 5.9 vs. 92.1 ± 5.5, respectively, p < 0.01).ConclusionThe online to offline teaching mode can improve the level of professional theory and clinical skill operation, and teaching satisfaction of the non-anesthesiology residents in department of anesthesiology, thus improving the teaching effectiveness.

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Development and Implementation of Video-Recorded Simulation Scenarios to Facilitate Case-Based Learning Discussions for Medical Students' Virtual Anesthesiology Clerkship

Cited by 4 publications

References 19 publications

Virtual Simulated Placements in Healthcare Education: A scoping review

Virtual Simulated Placements in Healthcare Education: A scoping review

The impact of education/training on nurses caring for patients with stroke: a scoping review

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial

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