Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learning objectives

Hofmann, Riikka; Curran, Sara; Dickens, Siobhan

doi:10.1016/j.stueduc.2021.101093

Cited by 14 publications

(20 citation statements)

References 53 publications

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“…Moreover, the lack of ACRM training in formal Italian academic curricula results in a heterogeneous offer of NTS education among Italian academic hospitals, making it difficult to establish the potential source of bias that arises from the work environment. The need for alignment of curricula learning objectives of NTS has been highlighted by a recent review that shows the actual lack of consistent definition and operationalisation of NTS in medical education 20 . Also, we did not consider potential discrepancies on the perceived usefulness of NTS linked to learners' affective, cognitive and psychological dimensions.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing anesthesiologistsperceived usefulness of ACRM (Anaesthesia Crisis Resources Management) key points after a combined ACLS (AHA)-ACRM simulation training

Biasi¹,

Maddalena²,

Vergallo³

et al. 2022

Acta Anaest Belg

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Background: The factors that may contribute to learners’ perception about the usefulness of Anaesthesia Crisis Resource Management (ACRM) key points are little known. Objectives: We investigated the link between demographic factors and the effect of an ACRM simulation training on anaesthesiologists’ perceived value of ACRM key points. Design: A prospective pre- and post-test survey from December 2017 to December 2019 of 111 anaesthesiologists involved into a combined ACRM-ACLS course in a simulation centre. Methods: Before and after the course participants were asked to indicate which were, in their opinion, the 5 ACRM key points most relevant for managing an anaesthetic emergency. No taxonomy tool of the 15 ACRM key points was used for teaching purposes. Main outcome measures: Pre-/post-course differences in participants’ subjective choices were connected by logistic regression analysis with demographic factors which included age, gender, years of work as anaesthesiologist, the amount of updating exposure, and familiarity with ACRM. Results: In median participants (47 M/64 F) had an age of 42 years (IQR 34-55 years), and 10 years working experience as anaesthesiologists (IQR 4-20 years). Around 20% of them had never heard of ACRM prior to this course. Communication was selected by up to 75% of participants without pre-/post-course differences. Although the other 4 ACRM points remained heterogeneously selected even after the course, we observed post-course vs pre-course increase in the selection rate of the ACRM points that address leadership, correct distribution of workload and utilization of all available resources. Among participants’ characteristics, the lack of familiarity with ACRM was the only significant predictor of the number of pre- to post-course changes in ACRM key points selection (OR=3.03, CI 95% 1.04 -9.09; p=0.0418). Conclusions: The familiarity with ACRM should be considered when planning ACRM training, especially in cases where the ACRM training is not yet part of a formal education in anaesthesia.

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Section: Discussionmentioning

confidence: 99%

Factors influencing anesthesiologistsperceived usefulness of ACRM (Anaesthesia Crisis Resources Management) key points after a combined ACLS (AHA)-ACRM simulation training

Biasi¹,

Maddalena²,

Vergallo³

et al. 2022

Acta Anaest Belg

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“…Clinical simulations in medicine are used to practice routine and extreme techniques in a protocol manner, as well as to gain non-technical skills (Goolsarran et al, 2018). In medical simulations, learners perform a task involving a binary outcome of either success or failure; hence, in medicine, simulations are also used to test and evaluate learners' performance and knowledge (Hofmann et al, 2021). The clinical simulation in teacher education, however, mainly focuses on soft skills used in routine conflictual situations.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Thus, in the fields of medicine and nursing, many comprehensive and validated scales have been developed; some are used to assess the various simulation outcomes (Franklin et al, 2014), others examine attitudes regarding the simulation experience (Sigalet et al, 2012;Pinar et al, 2014), and yet others measure participants' satisfaction with the use of simulations (Chernikova et al, 2020). There is also abundant literature evaluating these simulation scales (Hofmann et al, 2021).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The simulation technique was developed in the military and medical fields and the outcomes of SBL have been comprehensively documented in the literature, using a variety of research scales (Hofmann et al, 2021). However, in the field of teacher education, the development of simulations began only two decades ago (Kaufman and Ireland, 2016;Theelen et al, 2019) consequently, the outcomes of SBL in this field have yet to be addressed.…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of a scale to measure the simulation-based learning outcomes in teacher education

2023

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IntroductionSimulation-based learning (SBL) is gradually being integrated into the field of teacher education. However, beyond specific content acquisition, comprehensive knowledge of SBL outcomes is limited. This research aimed to systematically develop a scale to measure SBL outcomes in teacher education.MethodsA mixed-methods sequential exploratory design was implemented, to develop the Simulation-based Learning Outcomes in Teacher Education (SLOTE) scale. Data were collected in two phases: a qualitative (N = 518) phase followed by a quantitative (N = 370) phase.ResultsThe qualitative analysis revealed three overarching themes: communication skills, collaborative-learning-related insights, and emotional self-awareness. The scale items were prepared based on key quotes from the qualitative data. To define, quantify, and validate learning outcomes of SBL in teacher education, EFA and CFA were used to test the relationship among 29 items of the scale.DiscussionThe study provides a theoretical conceptualization of SBL’s multifaceted learning outcomes in teacher education. These findings allow for a better understanding of the observers’ role in SBL, suggesting that enacting the simulation is not inherently more emotionally demanding and, consequently, participants in both roles are apt to benefit equally from the experiential learning afforded by the SBL process. Theoretical and practical implications of using SBL in teacher education are discussed.

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“…Scenario-based simulation (SBS) is an experiential learning method, in which students assess a patient, respond to a given situation, and evaluate potential outcomes. SBS includes a script prepared by the teacher depicting the clinical situation and context and emphasising both non-technical and technical learning objectives [1,2]. Such simulations promote healthcare students' in-depth learning by providing them with realistic opportunities for practising clinical skills and critical reasoning [3,4], communication and cooperation [5,6].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

Marja¹,

Marja²,

Suvi³

2022

J Nurs Pract

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Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learning objectives

Cited by 14 publications

References 53 publications

Factors influencing anesthesiologistsperceived usefulness of ACRM (Anaesthesia Crisis Resources Management) key points after a combined ACLS (AHA)-ACRM simulation training

Factors influencing anesthesiologistsperceived usefulness of ACRM (Anaesthesia Crisis Resources Management) key points after a combined ACLS (AHA)-ACRM simulation training

Development and validation of a scale to measure the simulation-based learning outcomes in teacher education

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

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