End-User Evaluations of a Personal Computer-Based Pediatric Advanced Life Support Simulator

Ventre, Kathleen M.; Collingridge, David; DeCarlo, Deborah

doi:10.1097/sih.0b013e318207241e

Cited by 13 publications

(6 citation statements)

References 25 publications

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“…The perceptions of the survey respondents presented here support these findings. Furthermore, instructional videos have been shown to be effective in teaching clinical skills like bedside procedures or resuscitation algorithms, either provided in classic fashion (Braslow et al, 1997;Carrero et al, 2009;Lenchus et al, 2011;Todd et al, 1998), or interactively embedded in virtual environments (de Vries and Handley, 2007;Lehmann et al, 2015;Ventre et al, 2011). As the participants in this survey underlined, constructive alignment with corresponding teaching activities is the key to successful implementation of learning activities (Biggs and Tang, 2007).…”

Section: Findings and Implications For Educational Practicementioning

confidence: 89%

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Lehmann

Seitz

Bosse

et al. 2016

Annals of Anatomy - Anatomischer Anzeiger

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Section: Findings and Implications For Educational Practicementioning

confidence: 89%

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Lehmann

Seitz

Bosse

et al. 2016

Annals of Anatomy - Anatomischer Anzeiger

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“…Although they reported that some of the skill outcomes were suboptimal, the training was not blended with hands-on training as presented here, which led to increased improvements compared with using the computer simulator alone. Furthermore, as reported by Ventre et al, such approaches might fill a gap in continuing medical education [ 20 ]. Procedural skill performance was rated as objectively as possible to discriminate procedural learning effects.…”

Section: Discussionmentioning

confidence: 99%

“…Lehmann et al reported recently that VPs combined with skills laboratory training are perceived by both trainees and trainers as an effective approach to train undergraduates in PBLS, leading to an efficient use of training time [ 17 ]. A few other reports have already suggested positive effects of VPs and comparable simulators regarding knowledge and procedural skill acquisition used for different kinds of life support courses [ 18 - 20 ].…”

Section: Introductionmentioning

confidence: 99%

Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial

Lehmann¹,

Thiessen²,

Frick³

et al. 2015

J Med Internet Res

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BackgroundE-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.ObjectiveThis study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.MethodsA total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants’ self-assessments were recorded in all three measurements.ResultsProcedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.ConclusionsTraining with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

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“…The ability of these methods to improve participants’ medical knowledge and technical skills, such as on cardiopulmonary resuscitation (CPR) performance, is comparable to that of tutor-led discussions. In postgraduate training, VP-like computer-based simulators seem to fill a curricular gap because they offer continuous refreshers of important resuscitation algorithms to large numbers of healthcare professionals [26]. …”

Section: Introductionmentioning

confidence: 99%

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

et al. 2013

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BackgroundCurrently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training.MethodsFifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews.ResultsFrom the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time.ConclusionThe overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training.

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End-User Evaluations of a Personal Computer-Based Pediatric Advanced Life Support Simulator

Cited by 13 publications

References 25 publications

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

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