SIMBA: using Kolb’s learning theory in simulation-based learning to improve participants’ confidence

Davitadze, Meri; Ooi, Emma; Ng, Cai Ying; Zhou, Dengyi; Thomas, Lucretia; Hanania, Thia; Blaggan, Parisha; Evans, Nia; Chen, Wentin; Melson, Eka; Arlt, Wiebke; Kempegowda, Punith

doi:10.1186/s12909-022-03176-2

Cited by 24 publications

(11 citation statements)

References 35 publications

(16 reference statements)

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“…In contrast, multiple SIMBA sessions have been conducted to evaluate the model’s effectiveness and impact on improving competencies among LMICs. SIMBA, based on the Kolb’s Experiential Learning theory,27 addresses Kirkpatrick’s training evaluation model,14 28 which is described as ‘the worldwide standard for evaluating the effectiveness of training’ 29. Participants from both groups found SIMBA to be engaging and applicable to their clinical practice (Kirkpatrick’s model level 1).…”

Section: Discussionmentioning

confidence: 99%

“…Sixteen SIMBA sessions focusing on various medical specialties, including diabetes and endocrinology,6 acute medicine,3 women’s and reproductive health,2 gastroenterology,2 respiratory medicine,1 renal medicine1 and dermatology,1 have been hosted between May 2020 and October 2021. A detailed description of the SIMBA model has been previously published 14 15…”

Section: Methodsmentioning

confidence: 99%

“…Built on the concepts of Kolb's experiential learning theory and simulation gaming theory, SIMBA has allowed both doctors and medical students to improve their selfreported clinical competencies without compromising patient safety. [13][14][15][16][17] In this article, we explore the acceptance, strengths and weaknesses of the SIMBA model in HICs versus LMICs.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…The participants initially interact with moderators via WhatsApp to undergo simulation, followed by an interactive discussion led by experts on Zoom. Built on the concepts of Kolb’s experiential learning theory and simulation gaming theory, SIMBA has allowed both doctors and medical students to improve their self-reported clinical competencies without compromising patient safety 13–17. In this article, we explore the acceptance, strengths and weaknesses of the SIMBA model in HICs versus LMICs.…”

Section: Introductionmentioning

confidence: 99%

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Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study

et al. 2023

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ObjectivesTo compare the acceptance, strengths and limitations of Simulation via Instant Messaging-Birmingham Advance (SIMBA) in low/middle-income countries (LMICs) and high-income countries (HICs), on healthcare professionals’ professional development and learning.DesignCross-sectional study.SettingOnline (either mobile or computer/ laptop or both).Participants462 participants (LMICs: 29.7%, n=137 and HICs: 71.3%, n=325) were included.InterventionsSixteen SIMBA sessions were conducted between May 2020 and October 2021. Doctors-in-training solved anonymised real-life clinical scenarios over WhatsApp. Participants completed pre-SIMBA and post-SIMBA surveys.Primary and secondary outcome measuresOutcomes were identified using Kirkpatrick’s training evaluation model. LMIC and HIC participants’ reactions (level 1) and self-reported performance, perceptions and improvements in core competencies (level 2a) were compared using the χ2test. Content analysis of open-ended questions was performed.ResultsPostsession, there were no significant differences in application to practice (p=0.266), engagement (p=0.197) and overall session quality (p=0.101) between LMIC and HIC participants (level 1). Participants from HICs showed better knowledge of patient management (LMICs: 77.4% vs HICs: 86.5%; p=0.01), whereas participants from LMICs self-reported higher improvement in professionalism (LMICs: 41.6% vs HICs: 31.1%; p=0.02). There were no significant differences in improved clinical competency scores in patient care (p=0.28), systems-based practice (p=0.05), practice-based learning (p=0.15) and communication skills (p=0.22), between LMIC and HIC participants (level 2a). In content analysis, the major strengths of SIMBA over traditional methods were providing individualised, structured and engaging sessions.ConclusionsHealthcare professionals from both LMICs and HICs self-reported improvement in their clinical competencies, illustrating that SIMBA can produce equivalent teaching experiences. Furthermore, SIMBA’s virtual nature enables international accessibility and presents potential for global scalability. This model could steer future standardised global health education policy development in LMICs.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study

et al. 2023

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“…With the alliance of parents, the effects of formative assessment in children have a greater significant impact, but there were some difficulties for teachers and parents to engage in educational functions [19]. The importance of learning theory with the Kolb method helped in formative assessment so its implementation in learning sections of the health area improved the experiences, observations, conceptualizations and intention to implement formative knowledge and confidence of students [20].…”

Section: The Perspective's Analysis Of Formative Assessment With Univ...mentioning

confidence: 99%

The Perspective’s Analysis of Formative Assessment with University Students

Reynaga-Chávez,

Burga-Falla,

Huamán-Romaní

et al. 2023

TEM Journal

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Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.

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The impact of a prehospital simulation on medical students’ resourcefulness, personal growth initiative, and uncertainty tolerance

Cole,

Pearce,

Hildreth

et al. 2024

AEM Education and Training

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BackgroundEmergency medicine (EM) physicians often practice in dynamic, high‐stress, and uncertain settings with limited resources. Although simulation has been shown to enhance various aspects of student development, its impact on medical students' personal growth initiative, resourcefulness, and tolerance of uncertainty—crucial traits for managing future crises as emergency physicians—remain unclear. The purpose of this study, therefore, was to determine a high‐fidelity prehospital simulation's impact on medical students' resourcefulness, personal growth, and tolerance of uncertainty.MethodsWe surveyed 107 fourth‐year medical students before and after a multiday, high‐fidelity prehospital simulation. The survey included items from the Intolerance of Uncertainty Scale‐12 Item Form, the Personal Growth Initiative Scale, and the Resourcefulness Skills Scale. We compared students' pre‐ and post‐simulation responses to investigate any change in their uncertainty intolerance, personal growth initiative, and resourcefulness following simulation participation.ResultsStudents’ scores significantly increased following the simulation for both resourcefulness (t(106) = −6.89, p < 0.001, d = −0.67) and personal growth initiative (t(106) = −6.22, p < 0.001, d = −0.60). Effect size calculations suggest that participating in the simulation had a medium to large effect on participants’ resourcefulness and personal growth initiative. However, participants’ tolerance of uncertainty scores prior to and following the simulation did not significantly differ (t(106) = 1.66, p = 0.100, d = 0.16), indicating that the simulation had little effect on participants’ tolerance of uncertainty.ConclusionsOur results indicate that simulation is a promising educational tool for developing students' resourcefulness and personal growth initiative so they can navigate high‐stress, low‐resource environments. Follow‐on research is needed to determine how to leverage simulation to enhance students’ uncertainty tolerance in high‐stress, low‐resource environments.

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SIMBA: using Kolb’s learning theory in simulation-based learning to improve participants’ confidence

Cited by 24 publications

References 35 publications

Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study

Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study

The Perspective’s Analysis of Formative Assessment with University Students

The impact of a prehospital simulation on medical students’ resourcefulness, personal growth initiative, and uncertainty tolerance

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