High fidelity trainee simulation to improve trainer performance

Lyon-Maris, Johnny; Scallan, Samantha

doi:10.1111/j.1743-498x.2011.00504.x

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…Novel interventions included a pilot of evaluation site visits after an FD course, which allowed participants to show evidence of their behavior change through use of trainees, 21 actors 24 to simulate trainees with academic challenges, peer observation of teaching, 26 and an intervention using abstract paintings and narratives to foster reflective capacity in family physicians. 95 Studies highlighted added barriers to FD for PGME teachers, including clinical productivity expectations that may interfere with their education roles.…”

Section: Resultsmentioning

confidence: 99%

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

Philibert

Konopasek

Riddle

2019

Journal of Graduate Medical Education

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Background With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. Objective We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. Methods We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. Results A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/ or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. Conclusions The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.

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Section: Resultsmentioning

confidence: 99%

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

Philibert

Konopasek

Riddle

2019

Journal of Graduate Medical Education

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“…There has been a great deal written on the use of simulated patients in health education. Its efficacy in health care circles and the importance of training for actors in simulation learning has been acknowledged by a range of academics (Rethans et al 2012;Lyon-Maris & Scallan 2012;Mavis et al 2006;Wilson 2000;Hardoff & Schonmann 2001;Wilson 2000). However, a review of the literature has found almost no information on specific preparation processes for actors in simulation learning.…”

Section: The Acting 4 Health Projectmentioning

confidence: 99%

Acting for health: Effective actor preparation for health-care simulations

Loth

Andersen

Mitchell

2015

Applied Theatre Research

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training and physical theatre. Jo is an Executive Member of the Australasian Drama Studies Association. Patrea Andersen is an Associate Professor in Nursing at USC and member of the Council of Deans of Nursing and Midwifery Australia & New Zealand Simulation Advisory Group. Her research interests include: simulation, reflective practice, competence and professional issues impacting on the preparation and development of health professionals. Dr Patrick Mitchell has been an artistic director, show director and performer with theatre companies and arts organisations throughout Australia. He presently works as a Senior Lecturer in Creative Arts and Entertainment at TAFE Queensland. In 2013 Patrick completed a PhD that explored the nature of the theatre and performance ecology on the Gold Coast of Australia.

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“…Current trends in laryngology, phonosurgery, speech‐language pathology, respiratory physical therapy, and related educational programs focus on bringing clinical features, such as laryngoscopic examinations and computerized voice and speech analyses, into undergraduate and graduate classrooms. A number of resources specific to this purpose have been designed and developed, ranging from dissection stations to more sophisticated settings containing computerized components, such as interactive programs, online classes, imaging and audio stations, virtual models, robot‐mannequins, and virtual reality simulators, the latter of which are mainly useful in specialties within high‐risk performance environments (Dailey et al,2004; Scalese et al,2008; Gordon et al,2010; Premkumar et al,2010; Tam,2010; Brown et al,2012; Lyon‐Maris and Scallan,2012; Tanzawa et al,2012). Advantages from such resources extend beyond the learning process itself and reach into outcomes‐based educational models, which were originally developed as a response to the recent shift in focus toward an evidenced assurance of learning, mastery, and competence of health professionals in clinical and/or surgical assessments (Scalese et al,2008; Okuda et al,2009).…”

Section: Introductionmentioning

confidence: 99%

Laryngeal support device enhances the learning of laryngeal anatomy and voice physiology

Curcio¹,

Behlau²,

Barros³

et al. 2012

Anatomical Sciences Ed

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Multidisciplinary cooperation in health care requires a solid knowledge in the basic sciences for a common ground of communication. In speech pathology, these fundamentals improve the accuracy of descriptive diagnoses and support the development of new therapeutic techniques and strategies. The aim of this study is to briefly discuss the benefits of hands‐on education on laryngeal anatomy and voice physiology in Brazilian graduate programs in speech pathology, as well as to describe a simple prototype that can be used as a useful educational tool for this purpose. The laryngeal anatomic support device was designed to provide a vertical frame to hold human or mammalian larynges with no preservation treatment, with the goal of allowing good visualization of the vocal folds during artificial phonation. The device was designed to provide the user the ability to manipulate the soft and cartilaginous structures of the larynx with near‐natural biomechanical properties. The description of the project is detailed to allow the reproduction of this simple and inexpensive device. It may be used as an experimental feature in a variety of settings, from high‐school programs to experimental research methods, and may suit a wide array of different educational models. Anat Sci Educ. © 2012 American Association of Anatomists.

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High fidelity trainee simulation to improve trainer performance

Abstract: By using actors, the scenarios can be played up or down in order to challenge participants and maximise their learning. More research is needed to develop this approach further in other medical education contexts.

Cited by 5 publications

References 9 publications

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

Acting for health: Effective actor preparation for health-care simulations

Laryngeal support device enhances the learning of laryngeal anatomy and voice physiology

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