Simulation in clinical teaching and learning

Weller, Jennifer; Nestel, Debra; Marshall, Stuart; Brooks, Peter; Conn, Jennifer

doi:10.5694/mja10.11474

Cited by 253 publications

(250 citation statements)

References 70 publications

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“…13 When carefully developed, such learning and teaching environments can provide students with basic skills within the safety of the simulated environment, which support students' successful transition from university to the clinical setting. 14,15 Moreover, simulated learning environments improve efficiency with large student numbers, enhance knowledge transfer to practical situations, and impact patient safety, all with a high degree of rigor. 14,16 The use of a simulated environment changes the teaching method from direct instruction, or lecture, to that of productive failure, or a hybrid approach, in which students are able to directly experience the task and, as a result of frequency and format of feedback, are able to learn from their mistakes in a safe environment.…”

Section: Introductionmentioning

confidence: 99%

“…14,15 Moreover, simulated learning environments improve efficiency with large student numbers, enhance knowledge transfer to practical situations, and impact patient safety, all with a high degree of rigor. 14,16 The use of a simulated environment changes the teaching method from direct instruction, or lecture, to that of productive failure, or a hybrid approach, in which students are able to directly experience the task and, as a result of frequency and format of feedback, are able to learn from their mistakes in a safe environment. 17,18 Dispensing errors in pharmacy are potentially life threatening.…”

Section: Introductionmentioning

confidence: 99%

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A Simulated Learning Environment for Teaching Medicine Dispensing Skills

McDowell

Styles

Sewell

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

McDowell

Styles

Sewell

et al. 2016

American Journal of Pharmaceutical Education

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“…Based on the findings of this study and related simulation literature, the next step should be to teach PoCUS choreography in HFS. Existing evidence of improved team performance 20,21 and resuscitation 22,23 supports the use of simulation interventions for the integration of resuscitative PoCUS.…”

Section: Secondary Outcomesmentioning

confidence: 97%

Ultrasound during Critical Care Simulation: A Randomized Crossover Study

Olszynski¹,

Harris

Renihan

et al. 2015

CJEM

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Objectives: We sought to compare two ultrasound simulation interventions used during critical care simulation. The primary outcome was trainee and instructor preference for either intervention. Secondary outcomes included the identification of strengths and weaknesses of each intervention as well as overall merits of ultrasound simulation during high-fidelity, critical care simulation. The populations of interest included emergency medicine trainees and physicians.Methods: This was a randomized crossover study with two ultrasound simulation interventions. 25 trainees and eight emergency physician instructors participated in criticalcare simulation sessions. Instructors were involved in session debriefing and feedback. Pre-and post-intervention responses were analyzed for statistically significant differences using t test analyses. Qualitative data underwent thematic analysis and triangulation. Results: Both trainees and instructors deemed ultrasound simulation valuable by allowing trainees to demonstrate knowledge of indications, correct image interpretation, and clinical integration (p < 0.05). Trainees described increased motivation to develop and use ultrasound skills. The edus2 was the preferred intervention, as it enabled functional fidelity and the integration of ultrasound into resuscitation choreography. Instructors preferred the edus2, as it facilitated better assessment of trainees' skills, thus influencing feedback. Conclusions: These findings support the use of ultrasound simulation during critical care simulations. The increased functional fidelity associated with edus2 suggests that it is the preferred intervention. Further study of the impact on clinical performance is warranted. RÉSUMÉObjectifs: L'étude visait à comparer deux interventions échographiques simulées, dans le cadre de séances de formation en soins intensifs. Le principal critère d'évaluation consistait à déterminer la préférence des stagiaires et celle des instructeurs pour l'une ou l'autre des interventions. Les critères d'évaluation secondaires comprenaient les points forts et les points faibles de chacune des interventions ainsi que les avantages généraux de la simulation d'échographie dans le cadre de séances de formation réaliste en soins intensifs. La population concernée se composait de stagiaires en médecine d'urgence et d'urgentologues. Méthode: Il s'agit d'une étude croisée, à répartition aléatoire, qui comptait deux interventions échographiques simulées. Vingt-cinq stagiaires et huit urgentologues instructeurs ont participé aux séances de simulation en soins intensifs. Les instructeurs étaient chargés des séances de compte rendu et de la rétroaction des stagiaires. Il y a eu analyse des réponses recueillies avant et après les interventions afin de dégager des écarts statistiquement significatifs à l'aide d'analyses fondées sur le test t. Quant aux données qualitatives, elles ont été soumises à une analyse thématique, puis à la triangulation. Résultats: Tant les stagiaires que les instructeurs ont jugé intéressante ...

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“…If the curricula are artificially adapted to include simulation encounters, it can promote negative learning. 41 Poorly designed simulation scenarios and inadequate instruction may encourage shortcuts, such as omitting patient consent and safety procedures, or it may promote unnatural rather than genuine communication skills. 41 Moreover, although simulation is widely used for teamwork training, the full integration of surgical, anesthetic, nursing and other key members of a healthcare team (e.g.…”

Section: Current Challengesmentioning

confidence: 99%

Biomedical Simulation: Evolution, Concepts, Challenges and Future Trends

et al. 2016

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RESUMOA simulação biomédica é uma ferramenta educativa para a formação nas ciências da saúde, com aplicação nos vários níveis de ensino. Proporciona experiências ativas e sistemáticas de aprendizagem com o treino de conhecimentos, habilidades e atitudes, de forma segura, pedagogicamente orientada e eficiente. Neste contexto, a simulação biomédica proporciona habilidades e experiência que facilitam a transferência de competências cognitivas, psicomotoras e de comunicação, mudando assim o comportamento e atitudes, aumentando, em última instância, a segurança do doente. Para além do impacto sobre o desempenho individual e de equipa, a simulação proporciona o ambiente ideal para o estudo de falhas organizacionais e teste de melhorias nos desempenhos dos sistemas. Nas últimas décadas, a simulação na área da saúde cresceu lentamente, mas de forma constante, com um amadurecimento significativo nos últimos 10 anos. A comunidade de simulação deve continuar a liderar o estabelecimento de standards nesta área, assim como o desenvolvimento de estratégicas e políticas para assegurar a sua implementação coordenada e custo-efetiva, no aumento da segurança do doente. Este artigo apresenta os movimentos evolutivos da simulação biomédica, incluindo uma revisão das iniciativas portuguesas e programas nacionais. Para nivelar o conhecimento e padronizar a terminologia, são apresentados conceitos básicos, mas essenciais, da simulação clínica, juntamente com algumas considerações sobre avaliação, validação e fiabilidade. As seções finais discutem os desafios atuais e as iniciativas e estratégias futuras, cruciais para a integração de programas de simulação no movimento global de promoção da segurança do paciente. Palavras-chave: Competência Clínica; Educação Médica/métodos; Portugal; Segurança do Doente; Simulação por Computador; Simulação de Doente; Treino por Simulação. ABSTRACTBiomedical simulation is an effective educational complement for healthcare training, both at undergraduate and postgraduate level. It enables knowledge, skills and attitudes to be acquired in a safe, educationally orientated and efficient manner. In this context, simulation provides skills and experience that facilitate the transfer of cognitive, psychomotor and proper communication competences, thus changing behavior and attitudes, and ultimately improving patient safety. Beyond the impact on individual and team performance, simulation provides an opportunity to study organizational failures and improve system performance. Over the last decades, simulation in healthcare had a slow but steady growth, with a visible maturation in the last ten years. The simulation community must continue to provide the core leadership in developing standards. There is a need for strategies and policy development to ensure its coordinated and cost-effective implementation, applied to patient safety. This paper reviews the evolutionary movements of biomedical simulation, including a review of the Portuguese initiatives and nationwide programs. For leveling knowledge and standar...

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Simulation in clinical teaching and learning

Cited by 253 publications

References 70 publications

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

Ultrasound during Critical Care Simulation: A Randomized Crossover Study

Biomedical Simulation: Evolution, Concepts, Challenges and Future Trends

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