Simulation: the power of what hurts

Turton, Daniel; Buchan, Kay; Hall-Jackson, Megan; Pelletier, Caroline

doi:10.1111/medu.13788

Cited by 4 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is important for medical educators, when remaining aware of the potential negative impact of such emotions, to also appreciate the potentially transformative learning opportunities that such experiences can evoke. Perhaps educators, rather than striving to avoid the possibility of negative emotions in their learners, might facilitate more effective SBE by acknowledging their presence and utilising their power …”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring transformative learning when developing medical students' non‐technical skills

et al. 2020

View full text Add to dashboard Cite

Context Non‐technical skills (NTS) training should be incorporated into medical students' education and simulation‐based approaches are often utilised to facilitate this. Such experiences have the potential to foster transformative learning by facilitating a reassessment of one's prior assumptions and a significant shift in one's outlook, referred to as the process of perspective transformation. The aim of this research was to explore how NTS training might facilitate transformative learning in final‐year medical students. Methods Following ethical approval, medical student volunteers from four medical schools (Aberdeen, Dundee, Edinburgh and Glasgow) participated in simulation sessions, were debriefed with an emphasis on NTS using a behavioural marker system and then took part in focus groups. Focus group discussions were semi‐structured and questions were based on the phases of perspective transformation identified by Jack Mezirow. Focus group discussions were audiorecorded, transcribed verbatim, anonymised and analysed using template analysis. Results A total of 33 medical students took part in five focus groups. There was evidence of the following stages of perspective transformation: Phase 2 (self‐examination with emotional disturbance, including fear, anxiety, guilt, shame and frustration); Phase 3 (critical assessment of assumptions, including the undervaluing of NTS, recognising that technical skills alone are insufficient, and recognising that it is possible to improve one’s NTS); Phase 5 (exploring options for new roles, relationships and actions), and Phase 6 (planning a course of action for future simulations, as a medical student and as a doctor). Conclusions This study deepens our understanding of how exposure to NTS training in simulation‐based education influences the learning of medical students and shows that such exposure can result in the cognitive phases of transformative learning. It provides us with valuable insights into medical students' perspectives on their learning of NTS at a pivotal stage in training and represents an interesting way of assessing the educational impact of such sessions.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Perhaps educators, rather than striving to avoid the possibility of negative emotions in their learners, might facilitate more effective SBE by acknowledging their presence and utilising their power. 48,53 Transformative learning involves social discourse and a recognition that others have also negotiated similar change (Phase 4).…”

Section: Discussionmentioning

confidence: 99%

Exploring transformative learning when developing medical students' non‐technical skills

et al. 2020

View full text Add to dashboard Cite

show abstract

“…It is interesting to observe that, among a group of health professionals working with older patients, the aging-simulation experience impacted feelings and knowledge. We hypothesize that the strong emotional power [28] of this educational device, contributed to change the representations of this group of professionals experienced in geriatrics.…”

Section: Discussionmentioning

confidence: 99%

Aging-simulation experience: impact on health professionals’ social representations

et al. 2020

View full text Add to dashboard Cite

Background: Health professionals working with older persons are not sufficiently aware of the sensory and functional difficulties experienced by older patients. Innovative educational activities, such as the aging-simulation experience, can facilitate this awareness. This study describes the effects of an aging-simulation experience on health professionals' representations towards age-related limitations. Methods: 306 health professionals, enrolled in university training in geriatrics/gerontology in the 2015-2016 and 2016-2017 academic years, experienced an aging-simulation session wearing a special suit according to a predefined scenario. Before and after the aging-simulation experience, participants completed free association tests, with the inductive words vision, hearing, movement, fine dexterity and balance. Semantic categories were created from participants' free evocations using a correspondence table manually produced in Excel 2013 for Windows (Microsoft Corporation, Redmond, Washington). Moreover, participants' opinions on difficulties experienced by older people in relation to age-related limitations were studied using Likert scale questions. Results: In total, 3060 free evocations were collected, and ten semantic categories were created. These categories were composed of participants' geriatric knowledge, about age-related limitations, and participants' feelings, about the experience of these limitations. These two aspects were impacted by the aging-simulation experience. Moreover, changes observed resulted in a better consideration of difficulties associated with age-related limitations. Conclusions: The aging-simulation experience is an effective educational tool to raise awareness among health professionals of age-related difficulties. This sensory activity allows health professionals to put themselves in the shoes of older patients and to feel age-related difficulties.

show abstract

“…The use of realistic simulation methodology has been offered in several learning scenarios in the United States and Europe, this strategy allows students to participate directly in the problematization of situations that require professional action and consequently the student to search for solutions to the problem presented 1,2 .…”

mentioning

confidence: 99%

“…During academic training, health professionals often perform procedures, be they ambulatory or surgical, without prior training. Therefore, it is common that, due to lack of practice and the influence of psychological factors, failures occur in the execution of these procedures 1,2,12,16,18 .…”

mentioning

confidence: 99%

Low Cost Simulator for Cardiopulmonary Resuscitation in Infants

Targino

Silva

Leitão

et al. 2021

jhgd

View full text Add to dashboard Cite

Introduction: The use of realistic simulation methodology is used in several learning scenarios, allowing students to participate directly in the problematization of situations that require immediate professional action. Objective: To develop, validate and validate a low cost simulator for cardiopulmonary resuscitation and resuscitation procedures in infants. Methods: An experimental study carried out with undergraduate students of the 1st year of the Nursing course at a higher education institution in the State of Paraíba, developed a simulator model with dimensions similar to an infant with low cost materials and made possible the use as a prototype for Basic Life Support training. The prototype was developed with the accessories for disengagement and cardiopulmonary resuscitation maneuvers. The data collection instrument was a questionnaire based on the American Hearth Association Basic Life Support guideline to enable and validate the Basic Life Support training instrument. Results: The low-cost prototype for Basic Life Support training was used as a learning object adequately and enabled the teaching-learning process as an accessible resource at low cost. Based on the questionnaire applied, we observed that there was an increase in the median number of correct answers and a reduction in the median of errors, which indicated an improvement in the acquisition of information and improvement in learning, observed through the test of Signal of Related Samples and the test of the Signs of Wilcoxon, (MA) and errors (ME), before and after training where it was found that there was an increase in MA and a reduction in ME with 5% significance (p <0.001). The frequencies of response modifications after training with the simulator were also studied by means of the two-tailed McNemar test where Q1, Q2, Q3, Q4, Q8, Q9, Q13 and Q15 questions showed significant changes (p <0, 05). Conclusion: A prototype was developed that simulated the training activity in Basic Life Support, which made it possible to carry out the procedures appropriately in positioning and simulation of cardiac resuscitation, mouth / nose ventilation, and tapping in the scapular region. Which allowed the validation of disengagement and resuscitation training as a low cost alternative for health education.

show abstract

Simulation: the power of what hurts

Abstract: While simulation provides an ideal opportunity for learners to learn from mistakes, they are commonly skirted over for fear of harming participants. The authors argue novel approaches are needed.

Cited by 4 publications

References 7 publications

Exploring transformative learning when developing medical students' non‐technical skills

Exploring transformative learning when developing medical students' non‐technical skills

Aging-simulation experience: impact on health professionals’ social representations

Low Cost Simulator for Cardiopulmonary Resuscitation in Infants

Contact Info

Product

Resources

About