Development of a Mobile Tele-Simulation Unit Prototype for Training of Rural and Remote Emergency Health Care Providers

Jewer, Jennifer; Dubrowski, Adam; Hoover, Kristopher; Smith, Andrew; Parsons, Michael H.

doi:10.24251/hicss.2018.367

Cited by 2 publications

(6 citation statements)

References 31 publications

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“…Both the trainees and the mentor would have similar simulation supplies and setup to enable efficient demonstration and instruction (Figures 3 and 4). Studies by Jewer et al provide more information on the MTU [18,21].…”

Section: Methodsmentioning

confidence: 99%

Evaluation of a Mobile Telesimulation Unit to Train Rural and Remote Practitioners on High-Acuity Low-Occurrence Procedures: Pilot Randomized Controlled Trial

Jewer¹,

Parsons²,

Dunne³

et al. 2019

J Med Internet Res

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Background The provision of acute medical care in rural and remote areas presents unique challenges for practitioners. Therefore, a tailored approach to training providers would prove beneficial. Although simulation-based medical education (SBME) has been shown to be effective, access to such training can be difficult and costly in rural and remote areas. Objective The aim of this study was to evaluate the educational efficacy of simulation-based training of an acute care procedure delivered remotely, using a portable, self-contained unit outfitted with off-the-shelf and low-cost telecommunications equipment (mobile telesimulation unit, MTU), versus the traditional face-to-face approach. A conceptual framework based on a combination of Kirkpatrick’s Learning Evaluation Model and Miller’s Clinical Assessment Framework was used. Methods A written procedural skills test was used to assess Miller’s learning level— knows —at 3 points in time: preinstruction, immediately postinstruction, and 1 week later. To assess procedural performance (shows how), participants were video recorded performing chest tube insertion before and after hands-on supervised training. A modified Objective Structured Assessment of Technical Skills (OSATS) checklist and a Global Rating Scale (GRS) of operative performance were used by a blinded rater to assess participants’ performance. Kirkpatrick’s reaction was measured through subject completion of a survey on satisfaction with the learning experiences and an evaluation of training. Results A total of 69 medical students participated in the study. Students were randomly assigned to 1 of the following 3 groups: comparison (25/69, 36%), intervention (23/69, 33%), or control (21/69, 31%). For knows, as expected, no significant differences were found between the groups on written knowledge (posttest, P=.13). For shows how, no significant differences were found between the comparison and intervention groups on the procedural skills learning outcomes immediately after the training (OSATS checklist and GRS, P=1.00). However, significant differences were found for the control versus comparison groups (OSATS checklist, P<.001; GRS, P=.02) and the control versus intervention groups (OSATS checklist, P<.001; GRS, P=.01) on the pre- and postprocedural performance. For reaction, there were no statistically significant differences between the intervention and comparison groups on the satisfaction with learning items (P=.65 and P=.79) or the evaluation of the training (P=.79, P=.45, and P=.31). Conclusions Our results demonstrate that simulation-based training delivered remotely, applying our MTU concept, can be an effective way to teach procedural skills. Participants trained remotely in the MTU had comparable learning outcomes (shows how) to those trained face-to-face. Both groups received statistically significant higher procedural performance scores than those in the control group. Participants in both instruction groups were equally satisfied with their learning and training (reaction). We believe that mobile telesimulation could be an effective way of providing expert mentorship and overcoming a number of barriers to delivering SBME in rural and remote locations.

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Section: Methodsmentioning

confidence: 99%

Evaluation of a Mobile Telesimulation Unit to Train Rural and Remote Practitioners on High-Acuity Low-Occurrence Procedures: Pilot Randomized Controlled Trial

Jewer¹,

Parsons²,

Dunne³

et al. 2019

J Med Internet Res

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“…Of the initially found 2,673 articles, 1927(72%) were selected for further investigation after evaluating their titles and abstracts. Subsequently, 134(7%) articles qualified for full-text assessment, and after a thorough evaluation, 18(13.4%) fully relevant articles were shortlisted (Figure 1) 14 and the relevant data was summarised (Table) 1,2,4,6,[15][16][17][18][19][20][21][22][23][24][25][26][27][28] .…”

Section: Resultsmentioning

confidence: 99%

“…The second theme identified was the experience of MHSU learners. Of the 12(63.2%) publications that touched the theme, there were 6(50%) original research publications 1,4,6,15,17,20 , 5(41.7%) conference proceedings 23,25 , and 1(8.3%) commentary/reflection. 26 Learner satisfaction with the extent to which MHSU provided effective learning: A high level of participant satisfaction was reported.…”

Section: Learner's Experiencementioning

confidence: 99%

“…The third theme identified was challenges and recommendations. Of the 6(33.3%) studies that touched the theme, 3(50%) were original papers 1,15,17 , 1 was a book chapter 21 , a conference abstract 24 , and a reflection. 26. Funding: The first category under the theme was funding challenges.…”

Section: Challenges and Recommendationsmentioning

confidence: 99%

“…Healthcare professionals (HCPs) working and living in remote and rural areas have fewer opportunities to maintain their skills and knowledge compared to their city-dwelling peers, and within a short period of limited practice, their clinical skills deteriorate [1][2][3] . Simulationbased education (SBE), although it can be expensive, is an effective solution to tackle the issue of skill decay.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mobile healthcare simulation units: a narrative review

Docherty,

Rajani,

Shahpur

et al. 2023

J Pak Med Assoc

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For healthcare professionals working and living in geographical isolation, there are few opportunities to maintain skills and knowledge, and to update theselves with recent advances in care compared to their city-dwelling peers. It is known that within a short period and limited practice, clinical skills erode. A mobile healthcare simulation unit provides high-quality, technologically-enhanced, convenient, and affordable training for healthcare professionals under expert supervision in any remote setting. The current narrative review was planned to summarise the outcomes and challenges related to developing and effectively utilising mobile healthcare simulation units as experienced globally. A literature search was performed on PubMed, Google Scholar and Cochrane databases for relevant articles published between 2000 and 2020, which resulted in 19 articles that were shortlisted and three major themes. ---Continue

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Development of a Mobile Tele-Simulation Unit Prototype for Training of Rural and Remote Emergency Health Care Providers

Cited by 2 publications

References 31 publications

Evaluation of a Mobile Telesimulation Unit to Train Rural and Remote Practitioners on High-Acuity Low-Occurrence Procedures: Pilot Randomized Controlled Trial

Evaluation of a Mobile Telesimulation Unit to Train Rural and Remote Practitioners on High-Acuity Low-Occurrence Procedures: Pilot Randomized Controlled Trial

Mobile healthcare simulation units: a narrative review

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