High-fidelity simulation in post-graduate training and assessment: an Irish perspective

Langdon, Miriam; Cunningham, A. J.

doi:10.1007/s11845-007-0074-2

Cited by 7 publications

(3 citation statements)

References 24 publications

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“…Briefly, it is reasonable to believe that simulators can foster nurses' leadership skills, in the same way that it supports other teamwork abilities (Shapiro et al, 2011), and nurses could use simulation as a test bed in which to explore new clinical models. Next, as with baccalaureate education, integrating simulators in postgraduate nursing curricula may help overcome barriers to throughput (e.g., Langdon & Cunningham, 2007), and relaxing bottlenecks at the undergraduate level (by incorporating simulation there) may also have the secondary effect of providing more candidates for doctoral studies. Finally, simulation-based assessment (perhaps worked into lifelong learning programs) could facilitate the collection of standardized skill across the nursing industry, thereby supporting workforce data collection.…”

Section: (2 5 7 8) Other Recommendationsmentioning

confidence: 99%

Human–Systems Integration, Simulation, and the Nursing Shortage

Schatz¹,

Marraffino²,

Allen

et al. 2013

Proceedings of the International Symposium on Human Factors and

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In this paper, we briefly outline the many contributing factors to the nursing shortage and corresponding theory–practice gap. We then present initial research on addressing these shortfalls. In contrast to other treatments of this issue (e.g., Institute of Medicine [IOM], 2011), we specifically emphasize how advancements in medical simulation and its systematic integration could contribute to a solution. Additionally, we emphasize the importance of Human–Systems Integration processes for this course of action.

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Section: (2 5 7 8) Other Recommendationsmentioning

confidence: 99%

Human–Systems Integration, Simulation, and the Nursing Shortage

Schatz¹,

Marraffino²,

Allen

et al. 2013

Proceedings of the International Symposium on Human Factors and

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show abstract

“…Based on various simulation modalities, and a host of clinical presentations, most studies indicate that participants thought that the exercises were realistic and pedagogically useful with respect to clinical training and competency assessment. 119,120 Berkenstadt et al, 91 based on simulations incorporated in the Israeli Board Examination in anesthesiology, reported that those exposed to this form of assessment preferred it to the traditional oral examination. Given that trainees need to demonstrate specific skills, Savoldelli et al 92 also supported the use of simulations as an adjunct to the oral examination for senior anesthesia residents.…”

Section: Assessing the Reliability Of Test Scoresmentioning

confidence: 99%

Simulation-based Assessment in Anesthesiology

2010

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Simulations have taken a central role in the education and assessment of medical students, residents, and practicing physicians. The introduction of simulation-based assessments in anesthesiology, especially those used to establish various competencies, has demanded fairly rigorous studies concerning the psychometric properties of the scores. Most important, major efforts have been directed at identifying, and addressing, potential threats to the validity of simulation-based assessment scores. As a result, organizations that wish to incorporate simulation-based assessments into their evaluation practices can access information regarding effective test development practices, the selection of appropriate metrics, the minimization of measurement errors, and test score validation processes. The purpose of this article is to provide a broad overview of the use of simulation for measuring physician skills and competencies. For simulations used in anesthesiology, studies that describe advances in scenario development, the development of scoring rubrics, and the validation of assessment results are synthesized. Based on the summary of relevant research, psychometric requirements for practical implementation of simulation-based assessments in anesthesiology are forwarded. As technology expands, and simulation-based education and evaluation takes on a larger role in patient safety initiatives, the groundbreaking work conducted to date can serve as a model for those individuals and organizations that are responsible for developing, scoring, or validating simulation-based education and assessment programs in anesthesiology.

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“…The use of an objective structured clinical examination (OSCE) or mannequin-based simulations for summative assessments has emerged for postgraduate practice and interprofessional training, and their feasibility and acceptability have been demonstrated [ 14 – 17 ]. However, it is still not routinely used for medical students in EM.…”

Section: Introductionmentioning

confidence: 99%

Medical students’ perception of simulation-based assessment in emergency and paediatric medicine: a focus group study

et al. 2021

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Background Although simulation-based assessment (SBA) is being implemented in numerous medical education systems, it is still rarely used for undergraduate medical students in France. Objective structured clinical examinations (OSCEs) will be integrated into the national medical curriculum in 2021. In 2016 and 2017, we created a mannequin SBA to validate medical students’ technical and psychometric skills during their emergency medicine and paediatric placements. The aim of our study was to determine medical students’ perceptions of SBA. Methods We followed the grounded theory framework to conduct a qualitative study. A total of 215 students participated in either a paediatric or an emergency medicine simulation-based course with a final assessment. Among the 215 participants, we randomly selected forty students to constitute the focus groups. In the end, 30 students were interviewed. Data were coded and analysed by two independent investigators within the activity theory framework. Results The analyses found four consensual themes. First, the students perceived that success in the SBA provided them with self-confidence and willingness to participate in their hospital placements (1). They considered SBA to have high face validity (2), and they reported changes in their practice after its implementation (3). Nevertheless, they found that SBA did not help with their final high-stakes assessments (4). They discussed three other themes without reaching consensus: stress, equity, and the structure of SBA. After an analysis with activity theory, we found that students’ perceptions of SBA underlined the contradictions between two systems of training: hospital and medical. We hypothesise that a specific role and place for SBA should be defined between these two activity systems. Conclusion The students perceived that SBA would increase self-confidence in their hospital placements and emphasise the general skills required in their future professional environment. However, they also reported that the assessment method might be biased and stressful. Our results concerning a preimplementation mannequin SBA and OSCE could provide valuable insight for new programme design and aid in improving existing programmes. Indeed, SBA seems to have a role and place between hospital placements and medical schools.

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High-fidelity simulation in post-graduate training and assessment: an Irish perspective

Abstract: This study demonstrates successful post-graduate course development in a simulation centre with narrow budgetary restrictions. In addition, it is the first to examine Irish anaesthetists', nurses' and dentists' attitudes towards full-scale simulation as an assessment tool.

Cited by 7 publications

References 24 publications

Human–Systems Integration, Simulation, and the Nursing Shortage

Human–Systems Integration, Simulation, and the Nursing Shortage

Simulation-based Assessment in Anesthesiology

Medical students’ perception of simulation-based assessment in emergency and paediatric medicine: a focus group study

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