Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Bernardo, Gabriel Pereira; Bernardo, Lorena Pereira; Barbosa, Maria Mirelle Ferreira Leite; Nascimento, Tarcia Januário do; Queiroz, Nathália Lindsay Pereira de; Pezzi, L.H.A; Araúlo, Sérgio de; Batista, Hermes Melo Teixeira

doi:10.14295/aimj.v3i5.50

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Previous studies reported the use of digital games as a tool for active teaching and learning in health education (Andrews et al, 1992; Ellis & Hannigan, 1986; Payne & Rowberg, 1984). Since then, new digital games termed “serious” have been developed and utilized by students and health care professionals in the areas of Nursing, Pharmacy, and Medicine (Bernardo et al, 2018; Boada et al, 2018; Gallegos et al, 2017; Kleinert et al, 2015; Lam et al, 2019; Lee et al, 2018; Malhotra et al, 2017; Sera & Wheeler, 2017; Verkuyl et al, 2016). Serious games are games that are used in the teaching-learning processes or training, with the main purpose being to educate rather than to entertain (Baptista & Oliveira, 2018; Fonseca et al, 2014; Rodriguez et al, 2014; Serrano-Laguna et al, 2017; Tandogan & Orhan, 2007).…”

Section: Introductionmentioning

confidence: 99%

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

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Section: Introductionmentioning

confidence: 99%

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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Results of the Use of a Simulator for Training in Anesthesia and Regional Analgesia Guided by Ultrasound

et al. 2019

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Practice in simulators as a means of acquiring skills

Randazzo,

Teragni

2023

Gamification and Augmented Reality

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Background Although Simulation applied to teaching in health sciences can date back to the mid-18th century, "The traditional teaching method is gradually being put aside and new modalities such as realistic simulation come to add qualities to the teaching processes and learning in important areas of the health sciences, “During the last decade, in Argentina, the use of simulation-based methodology for the teaching of specific and generic skills has generated a lot of enthusiasm and is increasingly used in a variety of disciplines and specialties within medical education, While there is increasing evidence to support its efficacy, only a few studies have provided a solid foundation for change in clinical practice; The objective of this work is to collect data from students such as graduates who have used or not medical simulators and demonstrate the differences in technical skills and their perception in terms of psychological safety when performing procedures on a real patient. Material and methods: A cross-sectional observational study of a retrospective, descriptive and correlational nature was carried out, based on a closed survey of students and doctors who have been trained in simulators or not, and to demonstrate their results when facing a real patient. 100 people and the results of the same were reflected in dynamic tables in Excel format and word cloud based on Mentimeter. Results: The research results indicate that public university students (55% of the sample) and private university (73.3% of the sample) have access to simulator training in multiple areas, although in both cases they report having little activity. with them, being the percentage of 65.6% and 66% respectively, the respondents state that they feel unsafe when performing the procedure on the patient regardless of the degree of activity with which they were trained with them, the most prevalent emotion is fear, if well the use of simulation is perceived as very satisfactory. Conclusion: In objective terms, the sample analyzed does not show statistically significant differences between those trained in activity with simulators in comparison with those who did carry out simulated practices, in both groups feelings of insecurity and fear are manifested when performing procedures on the patient, although the The perception of the respondents shows adherence to the use of simulation in their learning process, we believe that the activity in the simulator can be beneficial for learning by being able to put into practice any procedure while safeguarding patient safety

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Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Cited by 3 publications

References 25 publications

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Results of the Use of a Simulator for Training in Anesthesia and Regional Analgesia Guided by Ultrasound

Practice in simulators as a means of acquiring skills

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