Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial

Kerr, Brendan; Hawkins, Trisha Lee-Ann; Herman, Robert J.; Barnes, Sue; Kaufmann, Stephanie; Fraser, Kristin

doi:10.3402/meo.v18i0.21312

Cited by 17 publications

(16 citation statements)

References 39 publications

(39 reference statements)

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“…In our study, each group experienced one high-fidelity simulation and one case-based discussion, and as a single intervention, case-based discussion did not appear to be more effective. Similar results were shown when a one-time simulation-based workshop was compared with a case-based workshop for continuing medical education for internal medicine faculty and resident physicians 26 . However, integrating multiple simulations into a curriculum appears to have a measurable effect on knowledge gain 10 .…”

Section: Discussionsupporting

confidence: 70%

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

Couto¹,

Farhat²,

Geis³

et al. 2015

Clinics

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OBJECTIVE:To compare high-fidelity simulation with case-based discussion for teaching medical students about pediatric emergencies, as assessed by a knowledge post-test, a knowledge retention test and a survey of satisfaction with the method.METHODS:This was a non-randomized controlled study using a crossover design for the methods, as well as multiple-choice questionnaire tests and a satisfaction survey. Final-year medical students were allocated into two groups: group 1 participated in an anaphylaxis simulation and a discussion of a supraventricular tachycardia case, and conversely, group 2 participated in a discussion of an anaphylaxis case and a supraventricular tachycardia simulation. Students were tested on each theme at the end of their rotation (post-test) and 4–6 months later (retention test).RESULTS:Most students (108, or 66.3%) completed all of the tests. The mean scores for simulation versus case-based discussion were respectively 43.6% versus 46.6% for the anaphylaxis pre-test (p=0.42), 63.5% versus 67.8% for the post-test (p=0.13) and 61.5% versus 65.5% for the retention test (p=0.19). Additionally, the mean scores were respectively 33.9% versus 31.6% for the supraventricular tachycardia pre-test (p=0.44), 42.5% versus 47.7% for the post-test (p=0.09) and 41.5% versus 39.5% for the retention test (p=0.47). For both themes, there was improvement between the pre-test and the post-test (p<0.05), and no significant difference was observed between the post-test and the retention test (p>0.05). Moreover, the satisfaction survey revealed a preference for simulation (p<0.001).CONCLUSION:As a single intervention, simulation is not significantly different from case-based discussion in terms of acquisition and retention of knowledge but is superior in terms of student satisfaction.

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Section: Discussionsupporting

confidence: 70%

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

Couto¹,

Farhat²,

Geis³

et al. 2015

Clinics

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“…The concept of the Dress Rehearsals derived from combining the techniques of simulation-based training with the framework of the Interactive Sociotechnical Analysis (ISTA) model (Harrison, Koppel, & Bar-Lev, 2007). In the healthcare setting, simulation-based training is an organized, interactive, and educational tool used in medical training (Brown & Overly, 2016; Kerr et al, 2013). There is mounting evidence to support the role of simulation-based training in preparing hospital staff to work efficiently as a team (Bender, Shields, & Kennally, 2010; Brown & Overly, 2016; Cicero et al, 2012; Sauter et al, 2016; Ventre et al, 2014; Weaver, Salas, & King, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using Interdisciplinary Dress Rehearsal Events to Ensure Staff Readiness When Opening a New Healthcare Facility

Aguilera¹,

Dickey²,

Guzman³

2019

HERD

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Objective: This nonresearch article describes best practices of using the simulation-based Dress Rehearsal method to prepare staff to move into a new hospital or a new space in an existing facility and to ensure the new facility is ready for use. The authors introduce a modified version of the interactive sociotechnical analysis (ISTA) model to serve as the academic foundation for the Dress Rehearsal concept. Background: Healthcare organizations that build new medical facilities must ensure the space is ready to use and that all staff, who will deliver and support patient care, are sufficiently trained. Currently, no standardized approach exists to prepare staff on an interdisciplinary level, to work in their new environment. There are multiple articles highlighting a single hospital or department using simulations before opening, but there is a lack of literature from an aggregate perspective. Method: The Dress Rehearsal method is examined by drawing from the author’s combined experience of conducting and evaluating hundreds of Dress Rehearsals across North America. Best practices to plan, prepare, and execute events will be reviewed. Results: Evaluations collected after each event present a positive impact related to staff feeling prepared to provide safe care in the new environment, with increased satisfaction after subsequent Dress Rehearsals. Conclusions: A standardized approach to ensure staff feel confident and safe to move into their new healthcare environment should be a top priority for healthcare leadership. The Dress Rehearsal method is a substantive strategy that supports building and staff readiness for opening day and beyond.

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“…The training centers that use realistic models with medical simulation systems began to set up around the world [ 24 ]. Simulation trainings done with using computer-based mannequin showed superior outcomes in comfort in patient management but also long-term effects of simulation-based education had to be clarified [ 25 ].…”

Section: Discussionmentioning

confidence: 99%

Computer-based simulation training in emergency medicine designed in the light of malpractice cases

et al. 2014

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BackgroundUsing computer-based simulation systems in medical education is becoming more and more common. Although the benefits of practicing with these systems in medical education have been demonstrated, advantages of using computer-based simulation in emergency medicine education are less validated. The aim of the present study was to assess the success rates of final year medical students in doing emergency medical treatment and evaluating the effectiveness of computer-based simulation training in improving final year medical students’ knowledge.MethodsTwenty four Students trained with computer-based simulation and completed at least 4 hours of simulation-based education between the dates Feb 1, 2010 - May 1, 2010. Also a control group (traditionally trained, n =24) was chosen. After the end of training, students completed an examination about 5 randomized medical simulation cases.ResultsIn 5 cases, an average of 3.9 correct medical approaches carried out by computer-based simulation trained students, an average of 2.8 correct medical approaches carried out by traditionally trained group (t = 3.90, p < 0.005). We found that the success of students trained with simulation training in cases which required complicated medical approach, was statistically higher than the ones who didn’t take simulation training (p ≤ 0.05).ConclusionsComputer-based simulation training would be significantly effective in learning of medical treatment algorithms. We thought that these programs can improve the success rate of students especially in doing adequate medical approach to complex emergency cases.

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Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial

Cited by 17 publications

References 39 publications

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

Using Interdisciplinary Dress Rehearsal Events to Ensure Staff Readiness When Opening a New Healthcare Facility

Computer-based simulation training in emergency medicine designed in the light of malpractice cases

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