Just watching is not enough: Fostering simulation-based learning with collaboration scripts

Zottmann, Jan; Dieckmann, Peter; Taraszow, Tatjana; Rall, Marcus; Fischer, Frank

doi:10.3205/zma001181

Cited by 12 publications

(4 citation statements)

References 28 publications

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“…Scripts have been shown to positively support simulation-based learning 18. Therefore, for all roles, that is, physician, observer and parent, we created scripts for a consultation with the parent of a child with osteogenesis imperfecta.…”

Section: Methodsmentioning

confidence: 99%

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

et al. 2022

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ObjectiveIn medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students’ awareness of the relevance, we integrated communication skills training into biochemistry education. No studies before have examined the difference between peer and standardised patient (SP) role plays where students explain the biochemical background of a disease in patient-centred language. Therefore, we evaluated whether students’ self-perceived competency in Canadian Medical Education Directives for Specialists (CanMEDS) roles and their opinion of the quality of role play differ if the layperson is played by peers or SPs.MethodsWe randomly assigned medical students in a preclinical semester to one of the two groups. The groups used predefined scripts to role play a physician–parent consultation with either a peer (peer group) or an SP (SP group) in the parent role. Students then assessed the activity’s effects on their competency in CanMEDS roles and motivation and the relevance of the role play. To determine whether students achieved biochemistry learning goals, we evaluated results of a biochemistry exam.ResultsStudents’ self-perceived competency improved in both groups. The SP group rated their competency in the roles ‘Scholar’ and ‘Professional’ significantly higher than the peer group did. The peer group rated their competency in the role of ‘Medical Expert’ significantly higher if they played the role of the parent rather than physician or observer. The SP group agreed more that they were motivated by the role play and wanted to receive more role play-based teaching. The SP group perceived the role play as being realistic and rated the feedback discussion as more beneficial. The examination results were the same in both groups.ConclusionWe showed that role plays in a biochemistry seminar improve students’ self-perceived competency. The use of SPs has some advantages, such as being more realistic.

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Section: Methodsmentioning

confidence: 99%

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

et al. 2022

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“…They may gradually become internalized as learners act in accordance with the script content ( 26 ). While only few empirical studies are available to date regarding the use of collaboration scripts in a medical context [e.g., ( 27 , 28 )], the consideration of internal collaboration scripts of health professionals in the context of IPE and IPC is promising to support the development and application of collaboration knowledge.…”

Section: Developing a Conceptual Framework For Analyzing And Fosterin...mentioning

confidence: 99%

“…Both educational research in general and research in health professionals’ education in particular have shown that additional instructional support is needed for learning from challenging problems in complex learning scenarios ( 18 , 28 , 35 , 36 ). FINCA therefore suggests various support measures in the context of teaching and learning as important variables that may influence or moderate the observable collaborative activities.…”

Section: Structural Components Of Fincamentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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The health care system in Germany and in many other countries is facing fundamental challenges due to demographic change, which require new integrated care concepts and a revision of the collaboration between health care professions in everyday clinical practice. Internationally, several competency framework models have been proposed, but a framework that explicitly conceptualizes collaborative activities to improve interprofessional problem-solving competency in health care is still missing. Such a framework should define contextual, person-related, process-related, and outcome-related variables relevant to interprofessional problem solving in health care. Against this background, we present a conceptual framework to improve interprofessional collaboration in health education and care (FINCA) developed with scientific consideration of empirical data and various theoretical references. FINCA reflects an interprofessional learning and interaction process involving two persons from different health care professions and with different individual learning prerequisites. These two initially identify a problem that is likely to require interprofessional collaboration at some point. FINCA acknowledges the context of interprofessional learning, teaching, and working as well as its action-modifying context factors. We follow the reasoning that individual learning prerequisites interact with the teaching context during learning activities. At the heart of FINCA are observable collaborative activities (information sharing and grounding; negotiating; regulating; executing interprofessional activities; maintaining communication) that can be used to assess individuals’ cognitive and social skills. Eventually, the framework envisages an assessment of the outcomes of interprofessional education and collaboration. The proposed conceptual framework provides the basis for analysis and empirical testing of the components and variables it describes and their interactions across studies, educational interventions, and action-modifying contexts. FINCA further provides the basis for fostering the teaching and learning of interprofessional problem-solving skills in various health care settings. It can support faculty and curriculum developers to systematize the implementation and improvement of interprofessional teaching and learning opportunities. From a practical perspective, FINCA can help to better align curricula for different health professions in the future. In principle, we also see potential for transferability of the framework to other areas where different professions collaborate.

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“…However, full-scale trainings are expensive and time-consuming. Physicians and medical students hence do not actively participate in such trainings regularly and instead spend much time observing peers acting in the simulation (Zottmann et al, 2018). In order to learn complex competences and cognitive skills such as collaborative diagnostic competences, it is necessary that learners practice repeatedly, that they focus on subtasks that are particularly difficult to master (i.e., deliberate practice), and that they reflect on their actions and cognition.…”

Section: Introductionmentioning

confidence: 99%

Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment

Radkowitsch

Sailer

Fischer³

et al. 2022

Learning to Diagnose With Simulations

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In their daily practice, physicians with different professional backgrounds often diagnose a patient’s problem collaboratively. In those situations, physicians not only need to be able to diagnose individually, but also need additional collaborative competences such as information sharing and negotiation skills (Liu et al., 2015), which can influence the quality of the diagnostic outcome (Tschan et al., 2009). We introduce the CDR model, a process model for collaborative diagnostic reasoning processes by diagnosticians with different knowledge backgrounds. Building on this model, we develop a simulation in order to assess and facilitate collaborative diagnostic competences among advanced medical students. In the document-based simulation, learners sequentially diagnose five patients by inspecting a health record for symptoms. Then, learners request a radiological diagnostic procedure from a simulated radiologist. By interacting with the simulated radiologist, the learners elicit more evidence for their hypotheses. Finally, learners are asked to integrate all information and suggest a final diagnosis.

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Just watching is not enough: Fostering simulation-based learning with collaboration scripts

Cited by 12 publications

References 28 publications

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment

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