Simulation and learning in healthcare: moving the field forward

Sevdalis, Nick

doi:10.1136/bmjstel-2014-000003

Cited by 9 publications

(10 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our results support Sevdalis’4 assertion that simulation studies tend to present self-report data showing satisfaction with the simulation-based training session (Descriptive, 54.4%) or simple comparative studies (Justification, 36.3%). The high percentage of descriptive studies may reflect the continued expansion of simulation within healthcare, whereby new Centres wish to disseminate the details of their establishment, their range of simulation-based training programmes and current research interests.…”

Section: Discussionsupporting

confidence: 88%

“…Within a collaborative community, the sharing of theory-rich studies can inform future innovative research to advance simulation-based education so that we achieve the goal of ‘moving the field forward.’4…”

Section: Discussionmentioning

confidence: 99%

“…Sevdalis,4 in the inaugural editorial for BMJ Simulation & Technology Enhanced Learning ( BMJ STEL ), articulated a need to move away from studies presenting self-report data from small numbers of attendees towards a deeper theoretical and practical understanding of effective simulation-based training within health and social care. Without this theoretical understanding, practice in medical education will remain anecdotal and perpetuate traditional and historical learning pedagogies, and reduce approaches likely to lead to learning.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Classifying simulation-based studies using the description, justification and clarification framework: a review of simulation conference abstracts

2017

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Classifying simulation-based studies using the description, justification and clarification framework: a review of simulation conference abstracts

2017

View full text Add to dashboard Cite

show abstract

“…Description of innovation To facilitate delivery of in-situ simulation throughout the hospital, (clinical areas in separate buildings), we decided to devise a mobile solution to minimise cost and set up time while maximising learning opportunities. Weinstock et al 1 highlighted the usefulness of a self-contained mobile cart in their paediatric unit. We have thus developed the bespoke SPRinT trolley enabling delivery of in-situ simulations to multiple sites throughout the hospital.…”

mentioning

confidence: 99%

0185 From novel simulation to integrated simulation technology – a successful collaboration with the hull emergency department

Riby

Smith

Townend

2015

Technical Innovations/Tech Room Topics

View full text Add to dashboard Cite

Background/contextIn 2013 as part of the development of a new Emergency Department in Hull and East Yorkshire Hospitals NHS Trust, ED staff, the planning team and the HILS Tech Team collaborated for a logistical in-situ simulation in a mock-up of the proposed new resus bays to see if room dimensions, equipment layout and space were accurate before the build commenced.Description of innovation/topicThe HILS tech team have collaborated closely with the ED team with the development of the new ED in Hull through a series of in-situ simulations before, during and after the opening of the new emergency department.These in-situ simulations helped robustly test logistics in various areas, equipment location, stocking and multi-disciplinary teamwork.Managing to secure dedicated space in the new ED build for simulation training meant the tech team had a huge input with the planning team for the location of technical equipment and ports to ensure the best possible learning environment.Having the opportunity to lead on the procurement of simulation equipment and input into the design of technical aspects of the rooms is a positive for the tech team.Improvements/outcomesED now has dual purpose areas for simulation training and clinical practice both in the adult and paediatrics areas.ED has dedicated equipment such as HD video recording and viewing room with large screen for live scenario viewing and playback for debriefs.A regular in-situ program within ED which help promote a learning culture within the hospital.The tech team having experience on working on and at times leading on aspects of a multi million pound project.Take home messagesThe impact of simulation and its technology can spread beyond clinical education. Using it in relation to new builds can be invaluable.

show abstract

“…Background Patient dissatisfaction with information given and the attitude of staff generates the greatest number of written complaints to the NHS each year. 1 Research has shown the importance of communication in the doctor-patient relationship and patient satisfaction. 2 Communication skills are traditionally taught by role-play but this can be considered too artificial.…”

mentioning

confidence: 99%

0037 Classifying simulation-based research using the description, justification and clarification framework

Church

Graham

2015

Research Paper Oral Presentations

View full text Add to dashboard Cite

BackgroundIn the first editorial of the BMJ Simulation and Technology Enhanced Learning journal (BMJ STEL) Sevdalis1 stressed the need to progress from basic evaluation studies to those that seek to understand when and how simulation-based interventions work. Simulation-based research needs to be grounded in conceptual frameworks that link individual studies in a meaningful way2 (and use educational theory in study design. Cook et al .3 called for medical education to make greater use of theory and conceptual frameworks in producing research that asks “How and why does it work?” They proposed a framework to classify the purpose of medical education research and applied it to studies published in leading educational journals. The three categories are:Description – What was done? Single group with post-test evaluation.Justification – Did it work? Control group with pre- and post- assessment.Clarification – How and why did it work? Tests a conceptual framework.MethodologyUsing this framework all abstracts published in the BMJ STEL supplement from the ASPiH Annual Conference 20144 were reviewed separately by the authors prior to a joint discussion where abstracts were assigned to one of the three categories.Results205 abstracts were reviewed and classified. Overall there were 118 (57.6%) description, 79 (38.5%) justification and 8 (3.9%) clarification studies.Conclusions and recommendationsCook et al. (2008) reported 16% description, 72% justification and 12% clarification studies in education journals published in 2003/4. Using this framework to classify abstracts from future ASPiH conferences may encourage simulation-based research to undertake more clarification studies and make use of conceptual frameworks to ask the “How and Why?” questions that will keep the field of simulation-based research moving forward.ReferencesSevdalis N. (2014, November 5). Simulation and learning in healthcare: moving the field forward. Retrieved April 15, 2015, from BMJ Simulation and Technology Enhanced Learning: Issenberg SB, Ringsted C, Østergaard D, Dieckmann P. Setting a research agenda for simulation-based healthcare education. Simulat Healthcare. 2011:155–167Cook DA, Bordage G, Schmidt HG. Description, justification and clarification: a framework for classifying the purposes of research in medical education. Med Educ. 2008:128–133Association for Simulated Practice in Healthcare. Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. BMJ STEL. 2014:A1–A88

show abstract

Simulation and learning in healthcare: moving the field forward

Cited by 9 publications

References 5 publications

Classifying simulation-based studies using the description, justification and clarification framework: a review of simulation conference abstracts

Classifying simulation-based studies using the description, justification and clarification framework: a review of simulation conference abstracts

0185 From novel simulation to integrated simulation technology – a successful collaboration with the hull emergency department

0037 Classifying simulation-based research using the description, justification and clarification framework

Contact Info

Product

Resources

About