Exploratory Randomized Controlled Trial of Hybrid Obstetric Simulation Training for Undergraduate Students

Siassakos, Dimitrios; Draycott, Timothy; O’Brien, Katherine; Kenyon, Charlotte; Bartlett, Chris; Fox, Robert

doi:10.1097/sih.0b013e3181d3ee0b

Cited by 56 publications

(27 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The SBL helps students identify their strengths and weaknesses and motivate them in learning as they build self-confidence in their clinical competency through simulated training. 8 Also, it has been reported 9 that the awareness of communication technique, 10 clinical decision making, and general health conditions 11,12 contribute to enhancing the capabilities of health professionals. The simulation-problem-based learning (S-PBL), which is a combined model of the two learning methods discussed previously, is widely applied in many academic fields including the study of nursing.…”

mentioning

confidence: 99%

Development and Evaluation of Simulation-Problem–Based Learning for Sex Education

Kim

Shin

2016

CIN: Computers, Informatics, Nursing

View full text Add to dashboard Cite

Nurses often encounter clients with sexual problems. A sexual problem is complicated and affects the quality of the client's life, and proper care requires the nurse to understand a variety of sex-related issues. Therefore, effective sex education for nursing students is necessary to prepare them for potential challenges from the client's sexual problems. In this study, we developed a simulation-problem-based sex education program for nursing students. The program immerses the students in a sex-related clinical situation to train them with nursing assessment, intervention skills, patient safety, patient privacy, and communication skills. To evaluate the effect of the program on the student's sexual knowledge and attitude, we provided the experimental group with simulation-problem-based sex education program along with traditional lectures, whereas the control group received only lectures. As a result, there were statistically significant differences in the improvement of knowledge (P < .05) and attitude (P < .05) of the two groups. The results show that the designed program effectively promotes nursing students' sexual knowledge and sexual attitude, and the simulation-problem-based learning is a practical and systematic approach to the sex education of nursing students.

show abstract

mentioning

confidence: 99%

Development and Evaluation of Simulation-Problem–Based Learning for Sex Education

Kim

Shin

2016

CIN: Computers, Informatics, Nursing

View full text Add to dashboard Cite

show abstract

“…Furthermore, our findings support the work of Kneebone et al 22 30 31 and Higham et al 17 who found that integrated models can effectively teach skills which are often taught separately. The use of hybrid simulation in an obstetric environment has been shown to improve procedural scores and clinical outcomes compared to didactic teaching alone,18 32 33 while bench model training for gynaecological procedural skills has been reported as reliable and valid 14 34. Despite numerous studies investigating the ethics and legality of intimate examinations and the recent highlighting of patient safety concerns by medical regulatory authorities,35 36 many of the students in our study were unaware of the potential assault charge for examining a woman without explicit consent.…”

Section: Discussionmentioning

confidence: 99%

“…Poor communication is a key factor in up to 70% of complaints and litigation cases 15 16. Hybrid simulation (combining a manikin with a patient actor) has been shown to be effective for practising skills which are usually taught separately (procedural and communication)17 and is superior to didactic lectures in obstetrics 18. Previous studies, however, have not compared hybrid models to training with manikins alone in the practice of pelvic (gynaecology) examinations and have relied on self-assessment rather than an objective external review of the students’ performance 18…”

Section: Introductionmentioning

confidence: 99%

Hybrid simulation compared to manikin alone in teaching pelvic examinations: a randomised control trial

Manley¹,

Edwards²,

Mears³

et al. 2016

BMJ STEL

Self Cite

View full text Add to dashboard Cite

IntroductionPerforming a pelvic examination is a core skill for all medical undergraduates. The use of hybrid simulation, manikin with patient actress, to attain technical and communication skills competencies and to improve the quality of care we offer women, has not been compared to other teaching methods before. Outcome measures were technical skills, communication skills and confidence in completing a pelvic examination.MethodsA cluster randomised control trial was conducted over an academic year. Forty-eight medical students who completed an 8-week obstetrics and gynaecology attachment were recruited. Clusters were randomly assigned for initial training on hybrid or manikin only models and attended an end of attachment Objective Structured Clinical Assessment.ResultsOutcome data were received for 43/48 students (89.5%). Following the objectively structured clinical examination, the hybrid trained cohort had higher technical scores (mean 23 (95% CI 20.1 to 25.8) vs 16.7 (CI 14.7 to 18.6); mean difference 6.3, CI 3.0 to 9.6) and communication skills scores (mean 22.6 (CI 21.2 to 23.8) vs 15.9 (CI 14.4 to 17.3); mean difference 6.7, CI 4.8 to 8.5) compared to the manikin only trained participants. Confidence in undertaking future pelvic examinations were similar in the control and intervention groups; (p=0.10, r=0.18).ConclusionsThis study demonstrates the value of hybrid simulation compared to manikins alone in improving the short-term acquisition of competence in simulated pelvic examinations at an undergraduate level. Future research should focus on whether hybrid models lead to long-term acquisition of skill and comparison of these models with other innovative methods such as clinical teaching associates.

show abstract

“…9,10 Scenario Content Validity First, because one of the objectives of the simulation centered on communication with the patient and patient-centered care, realistic patient communication cues were essential.…”

Section: Theory and Designmentioning

confidence: 99%

An In Situ Standardized Patient–Based Simulation to Train Postpartum Hemorrhage and Team Skills on a Labor and Delivery Unit

Fialkow

Adams

Carranza

et al. 2014

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare

View full text Add to dashboard Cite

Postpart um hemorrhage (PPH) is the leading cause of maternal mortality worldwide, contributing to approximately 140,000 deaths per year. 1 Because of readily available medical and surgical management, the number of deaths in the United States is low; nonetheless, PPH remains a leading cause of pregnancy-related morbidity and mortality. Early recognition of known risk factors for PPH and the use of third-stage intravenous oxytocin have been shown to significantly lower the incidence of PPH. 2Y4 Unfortunately, diagnosing clinically significant PPH is notoriously difficult because health care providers typically underestimate blood loss and, in pregnancy, signs of hypovolemia are also delayed. Appropriate management of PPH therefore typically requires an urgent interdisciplinary coordinated effort to safely administer a variety of medications and perform any necessary procedures to stop the patient's blood loss.In situ simulation of PPH is a particularly valuable process. First and foremost, it provides a platform for interdisciplinary team practice while maintaining the environmental and system factors present during actual patient care events. Second, it allows the entire interdisciplinary team to practice management of the PPH patient, including diagnosis, medical (nonoperative) management, and resuscitation of the acutely decompensating patient. Finally, the debriefing process allows for the (1) identification of gaps in knowledge and teamwork behaviors and (2) detection of environmental and system deficiencies before an actual adverse event. This article describes the development, content validation, and in situ implementation of a standardized patient-based, interdisciplinary PPH scenario. The training received expedited approval from the University of Washington Institutional Review Board. PARTICIPANTS/LEARNERSThis simulation involved nurses (n = 49), obstetrical residents (n = 19), obstetrical attending physicians (n = 9), anesthesiology residents (n = 3), and anesthesiology attending physicians (n = 5). Although teams can vary in size and still successfully complete the scenario, optimal team composition consists of 6 to 8 individuals with expertise from all 3 disciplines/specialties (nursing, obstetrics, and anesthesia.) A total of 83 learners at the University of Washington Medical Center Labor and Delivery (L&D) unit completed the scenario. SCENARIO DEVELOPMENT Needs Assessment and Learning ObjectivesA robust needs assessment is critical to the development of effective training programs. 5,6 Thus, scenario development began with a needs assessment for the University of Washington Medical Center L&D unit involving all 3 participating disciplines (nursing, obstetrics, and anesthesia). This process focused on the team training and team-level clinical objectives. Training-specific clinical knowledge and procedural skills were not the focus of the simulation and were therefore not a component of the needs assessment.

show abstract

Exploratory Randomized Controlled Trial of Hybrid Obstetric Simulation Training for Undergraduate Students

Abstract: High-fidelity simulation can be used to train and evaluate learning. The use of patient-actors during simulation improves students' communication skills. Future research should assess whether this translates into better communication with real patients.

Cited by 56 publications

References 21 publications

Development and Evaluation of Simulation-Problem–Based Learning for Sex Education

Development and Evaluation of Simulation-Problem–Based Learning for Sex Education

Hybrid simulation compared to manikin alone in teaching pelvic examinations: a randomised control trial

An In Situ Standardized Patient–Based Simulation to Train Postpartum Hemorrhage and Team Skills on a Labor and Delivery Unit

Contact Info

Product

Resources

About