The First Research Consensus Summit of the Society for Simulation In Healthcare

Dieckmann, Peter; Phero, James C.; Issenberg, S. Barry; Kardong-Edgren, Suzie; Østergaard, Doris; Ringsted, Charlotte

doi:10.1097/sih.0b013e31822238fc

Cited by 60 publications

(41 citation statements)

References 27 publications

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“…In 2011, the Society in Europe for Simulation Applied to Medicine (SESAM) and the Society for Simulation in Healthcare (SSH) organized an Utstein-style meeting with the goal of setting a research agenda for SBHE (Dieckmann et al 2011). Research questions were categorized into three main themes: instructional design, outcomes measurement, and translational research ).…”

Section: Opportunities For Researchmentioning

confidence: 99%

Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

et al. 2013

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Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and a focus on patient safety have led to a new paradigm of education in healthcare that increasingly involves technology and innovative ways to provide a standardized curriculum. A robust body of literature is growing, seeking to answer the question of how best to use simulation in healthcare education. Building on the groundwork of the Best Evidence in Medical Education (BEME) Guide on the features of simulators that lead to effective learning, this current Guide provides practical guidance to aid educators in effectively using simulation for training. It is a selective review to describe best practices and illustrative case studies. This Guide is the second part of a two-part AMEE Guide on simulation in healthcare education. The first Guide focuses on building a simulation program, and discusses more operational topics such as types of simulators, simulation center structure and set-up, fidelity management, and scenario engineering, as well as faculty preparation. This Guide will focus on the educational principles that lead to effective learning, and include topics such as feedback and debriefing, deliberate practice, and curriculum integration - all central to simulation efficacy. The important subjects of mastery learning, range of difficulty, capturing clinical variation, and individualized learning are also examined. Finally, we discuss approaches to team training and suggest future directions. Each section follows a framework of background and definition, its importance to effective use of simulation, practical points with examples, and challenges generally encountered. Simulation-based healthcare education has great potential for use throughout the healthcare education continuum, from undergraduate to continuing education. It can also be used to train a variety of healthcare providers in different disciplines from novices to experts. This Guide aims to equip healthcare educators with the tools to use this learning modality to its full capability.

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Section: Opportunities For Researchmentioning

confidence: 99%

Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

et al. 2013

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“…Notwithstanding these findings, there is limited research specifying the ‘active ingredients’ that optimise simulation training outcomes . Thus, it is not surprising that instructional design has emerged as a top priority for future research in the field . Studies grounded in established theories of instruction have been advocated to advance this line of inquiry …”

Section: Introductionmentioning

confidence: 99%

Measuring cognitive load: performance, mental effort and simulation task complexity

et al. 2015

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Both secondary task performance and mental effort ratings are sensitive to changes in intrinsic load among novices engaged in simulation-based learning. These measures can be used to track cognitive load during skills training. Mental effort ratings are also sensitive to small differences in intrinsic load arising from variations in the physical complexity of a simulation task. The complementary nature of these subjective and objective measures suggests their combined use is advantageous in simulation instructional design research.

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“…The simulation components we incorporated into our curriculum were based on validated methodologies but the need for more rigorous research is widely acknowledged. 71,72 In addition, although we tested several tools and technologies during in situ simulations, this activity took place before vendor instructions and demonstrations of new equipment. Similarly, not all supplies were in place.…”

Section: Resultsmentioning

confidence: 99%

Simulation for Operational Readiness in a New Freestanding Emergency Department

et al. 2016

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Summary StatementSimulation in multiple contexts over the course of a 10-week period served as a core learning strategy to orient experienced clinicians before opening a large new urban freestanding emergency department. To ensure technical and procedural skills of all team members, who would provide care without on-site recourse to specialty backup, we designed a comprehensive interprofessional curriculum to verify and regularize a wide range of competencies and best practices for all clinicians. Formulated under the rubric of systems integration, simulation activities aimed to instill a shared culture of patient safety among the entire cohort of 43 experienced emergency physicians, physician assistants, nurses, and patient technicians, most newly hired to the health system, who had never before worked together. Methods throughout the preoperational term included predominantly hands-on skills review, high-fidelity simulation, and simulation with standardized patients. We also used simulation during instruction in disaster preparedness, sexual assault forensics, and community outreach. Our program culminated with 2 days of in-situ simulation deployed in simultaneous and overlapping timeframes to challenge system response capabilities, resilience, and flexibility; this work revealed latent safety threats, lapses in communication, issues of intake procedure and patient flow, and the persistence of inapt or inapplicable mental models in responding to clinical emergencies.

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The First Research Consensus Summit of the Society for Simulation In Healthcare

Abstract: The Summit was successful in taking a snapshot of the state of the science. Future summits might explore these topics further, monitor progress, and address new topics.

Cited by 60 publications

References 27 publications

Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

Measuring cognitive load: performance, mental effort and simulation task complexity

Simulation for Operational Readiness in a New Freestanding Emergency Department

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