Future directions for simulation in healthcare: A critical review

Maestre, Jose M.; Rojo, Elena; del Moral, Ignacio

doi:10.1016/j.jhqr.2023.12.003

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…Additionally, this positive correlation is stronger when compared to traditional learning methods and it remains consistent over time. As a result, there has been an exponential rise in the development, application, and general awareness of simulation use in the healthcare community over the last two decades (Maestre et al 2024).…”

Section: High-quality Medical and Healthcare Education-the Basis For ...mentioning

confidence: 99%

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

Slavinska,

Palkova,

Grigoroviča

et al. 2024

Laws

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The quality of healthcare varies significantly from one country to another. This variation can be attributed to several factors, including the level of healthcare professionals’ professionalism, which is closely linked to the quality of their education. Medical and healthcare education is unique in its need for students to learn and practice various clinical skills, algorithms, and behaviours for clinical situations. However, it is challenging to ensure these educational experiences do not compromise the quality of healthcare and patient safety. A simulation-based educational (SBE) approach offers a solution to these challenges. However, despite the widespread adoption of the SBE approach in medical and healthcare education curricula; its recognition for its high value among students, educators, and healthcare professionals; and evidence showing its positive impact on reducing risks to both patients and healthcare professionals, there is still an absence of a standardized approach and guidelines for integrating simulations, which includes determining when, how, and to what ex-tent they should be implemented. Currently, there is no regulation on the need for SBE integration in medical and healthcare curricula. However, the framework of this article, based on the results of the analysis of the legal framework, which includes a set of laws, regulations, principles, and standards set by various government, administrations, and authoritative institutions, will determine the fundamental aspects of the integration of the SBE approach that justify and argue the need to (1) incorporate simulation-based education across all levels of medical and healthcare education programs and (2) adhere to certain standards when integrating the SBE approach into medical and healthcare programs. This is an area that needs to be developed with the involvement of legal, health, and education experts.

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Section: High-quality Medical and Healthcare Education-the Basis For ...mentioning

confidence: 99%

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

Slavinska,

Palkova,

Grigoroviča

et al. 2024

Laws

View full text Add to dashboard Cite

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Perception of Simulation Culture Readiness Among Healthcare Personnel at a Medical City in Saudi Arabia

Almotairy,

Alharbi,

Nahari

et al. 2024

Sim Healthcare

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Introduction Research in Saudi Arabia concerning health organizations' readiness to use simulation in healthcare personnel training is insufficient. Therefore, this study explored simulation readiness culture and identified associations between simulation readiness culture and healthcare personnel characteristics at a medical city in the western region of Saudi Arabia. Methods This cross-sectional study used convenience sampling and the Simulation Culture Organizational Readiness Survey (SCORS), a 36-item questionnaire, to collect data from healthcare personnel working at 3 hospitals and 5 primary care centers at a medical city in the western region of Saudi Arabia. A total of 209 healthcare personnel participated in the study. Results The mean total SCORS score was 120.53 (standard deviation ±28.32). Men had significantly higher Readiness for Culture Change and Time, Personnel, and Resource Readiness subscale scores, as well as SCORS total score. Participants with undergraduate degrees had significantly higher Defined Need and Support for Change subscale scores. In the multiple regression analysis, sex and being certified in simulation statistically significantly predicted the SCORS total score and Readiness for Culture Change subscale score, whereas being certified in simulation alone only statistically significantly predicted the Defined Need and Support for Change subscale score. Conclusions Simulation culture readiness showed great potential to integrate simulation in healthcare personnel training. The variation in simulation culture readiness based on demographic characteristics warrants further evaluation and consideration by clinical leaders to better optimize the outcomes of healthcare personnel training.

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Future directions for simulation in healthcare: A critical review

Cited by 2 publications

References 28 publications

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

Perception of Simulation Culture Readiness Among Healthcare Personnel at a Medical City in Saudi Arabia

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