The Steinberg Centre for Simulation and Interactive Learning at McGill University

Mueller, Carmen L.; Cyr, Geneviève; Bank, Ilana; Bhanji, Farhan; Birnbaum, Laura; Boillat, Miriam; Bolduc, Marie-Ève; Chankowsky, Jeffrey; Constantin, Evelyn; Cummings, Beth-Ann; Fisher, Rachel; Legault, Philippe; Marchand, N Hugo; Monton, Luis; Rudkin, Teresa; Sabsabi, Bayane; Soilis, Niki; Zigman, Daniel; Aggarwal, Rajesh

doi:10.1016/j.jsurg.2017.05.022

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…Standardised patients were then trained; an advantage of using the Steinberg Simulation Centre was that the standardised patients were professional actors skilled at preparing and standardising their performances, using a standard training process managed by simulation centre staff. 40 A testing day was then held as suggested by Colman et al, 39 with run-throughs of patient scenarios, a walk-through of the simulation space and a review of all training documents prepared for the testing day. The testing days were then held, with standardised patient and staff debriefings occurring each day, as suggested by Colman et al, 39 and this was then followed by data analysis and the creation of manuscripts for publication.…”

Section: Description Of Tool Development and Decision To Use Simulation Centre Testingmentioning

confidence: 99%

Using a simulation centre to evaluate preliminary acceptability and impact of an artificial intelligence-powered clinical decision support system for depression treatment on the physician–patient interaction

et al. 2021

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Background Recently, artificial intelligence-powered devices have been put forward as potentially powerful tools for the improvement of mental healthcare. An important question is how these devices impact the physician-patient interaction. Aims Aifred is an artificial intelligence-powered clinical decision support system (CDSS) for the treatment of major depression. Here, we explore the use of a simulation centre environment in evaluating the usability of Aifred, particularly its impact on the physician–patient interaction. Method Twenty psychiatry and family medicine attending staff and residents were recruited to complete a 2.5-h study at a clinical interaction simulation centre with standardised patients. Each physician had the option of using the CDSS to inform their treatment choice in three 10-min clinical scenarios with standardised patients portraying mild, moderate and severe episodes of major depression. Feasibility and acceptability data were collected through self-report questionnaires, scenario observations, interviews and standardised patient feedback. Results All 20 participants completed the study. Initial results indicate that the tool was acceptable to clinicians and feasible for use during clinical encounters. Clinicians indicated a willingness to use the tool in real clinical practice, a significant degree of trust in the system's predictions to assist with treatment selection, and reported that the tool helped increase patient understanding of and trust in treatment. The simulation environment allowed for the evaluation of the tool's impact on the physician–patient interaction. Conclusions The simulation centre allowed for direct observations of clinician use and impact of the tool on the clinician–patient interaction before clinical studies. It may therefore offer a useful and important environment in the early testing of new technological tools. The present results will inform further tool development and clinician training materials.

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Section: Description Of Tool Development and Decision To Use Simulation Centre Testingmentioning

confidence: 99%

Using a simulation centre to evaluate preliminary acceptability and impact of an artificial intelligence-powered clinical decision support system for depression treatment on the physician–patient interaction

et al. 2021

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“…Entre os estudos norteamericanos foram identificados 6 (CLARK et al, 2015;GILLEN et al, 2016;HORTON;GIBSON;CURINGTON, 2021;LUCAS et al, 2020;THOMAS;CALDERON;STRATTON, 2022;PEETERS MJ et al, 2017). Foram encontrados também estudo um canadense (MUELLER et al, 2017) e um norueguês (REIME et al, 2016).…”

Section: Materiais E Métodosunclassified

A Segurança Do Paciente Na Formação Interprofissional Em Saúde: Uma Revisão Integrativa

Silva,

Grigoletto,

Silveira

et al. 2023

Rev. Contemp.

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Introdução: a segurança do paciente, tem como objetivo central reduzir, mitigar e eliminar os riscos, erros e danos relacionados à saúde. A incorporação da Educação Interprofissional, vem sendo uma das estratégias e ferramentas utilizadas para atender as demandas de Recursos Humanos em Saúde no Brasil e no mundo para fomentar a segurança do paciente. Objetivos: avaliar na literatura às evidencias científicas sobre as atividades didáticas com estudantes na área da saúde visando a segurança do paciente no contexto da educação interprofissional. Métodos: Revisão Integrativa de Literatura, seguindo os preceitos do Joanna Briggs Institute, sem intervalo temporal e de restrição de idiomas, nas bases de dados Medical Literature Analysis and Retrieval System Online - MEDLINE, por meio do buscador PUBMED e Sci Verse Scopus (SCOPUS) bem como nas bibliotecas/coleções: Biblioteca Virtual de Saúde (BVS), Science Direct Elsevier (SCIENCE DIRECT), Literatura Latino- Americana e do Caribe em Ciências da Saúde (LILACS) e na COCRHANE LIBRARY. Resultados: Foram encontrados 175 estudos e desses atenderam aos critérios de inclusão e exclusão 17 artigos. Foi identificado o uso de metodologias educacionais como simulações clínicas, programas de treinamentos, workshop, cursos, grupos focais e diário reflexivo para realizar o ensino da segurança do paciente com a formação interprofissional. Conclusão: As evidências encontradas demonstraram que promover a segurança do paciente na perspectiva da equipe interprofissional entre os estudantes, são práticas exitosas e contemporâneas.

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“…Healthcare education has transitioned from conventional apprenticeship-based to a more simulation-focused model of teaching. [1][2][3][4][5][6][7] This more recent model allows healthcare learners to freely learn from mistakes and apply theoretical knowledge before treating patients in real-life. [1][2][3][4][5][6][7] Simulations can occur either in-person or virtually.…”

Section: Introductionmentioning

confidence: 99%

“…[1][2][3][4][5][6][7] This more recent model allows healthcare learners to freely learn from mistakes and apply theoretical knowledge before treating patients in real-life. [1][2][3][4][5][6][7] Simulations can occur either in-person or virtually. 1,8 Inperson simulations involve role-playing individuals (eg, standardized patient actors) and manikins.…”

Section: Introductionmentioning

confidence: 99%

Findings Favor Haptics Feedback in Virtual Simulation Surgical Education: An Updated Systematic and Scoping Review

Azher,

Mills,

et al. 2024

Surg Innov

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Background Virtual simulations (VSs) enhance clinical competencies and skills. However, a previous systematic review of 9 RCT studies highlighted a paucity of literature on the effects of haptic feedback in surgical VSs. An updated systematic and scoping review was conducted to encompass more studies and a broader range of study methodologies. Methods A systematic literature search was conducted on July 31, 2023, in MEDLINE, Embase, and Cochrane. English language studies comparing haptic vs non-haptic conditions and using VSs were included. Studies were evaluated and reported using PRISMA-ScR guidelines. Results Out of 2782 initial studies, 51 were included in the review. Most studies used RCT (21) or crossover (23) methodologies with medical residents, students, and attending physicians. Most used post-intervention metrics, while some used pre- and post-intervention metrics. Overall, 34 performance results from studies favored haptics, 3 favored non-haptics, and the rest showed mixed or equal results. Conclusion This updated review highlights the diverse application of haptic technology in surgical VSs. Haptics generally enhances performance, complements traditional teaching methods, and offers personalized learning with adequate simulator validation. However, a sparsity of orienting to the simulator, pre-/post-study designs, and small sample sizes poses concerns with the validity of the results. We underscore the urgent need for standardized protocols, large-scale studies, and nuanced understanding of haptic feedback integration. We also accentuate the significance of simulator validation, personalized learning potential, and the need for researcher, educator, and manufacturer collaboration. This review is a guidepost for navigating the complexities and advancements in haptic-enhanced surgical VSs.

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The Steinberg Centre for Simulation and Interactive Learning at McGill University

Cited by 5 publications

References 1 publication

Using a simulation centre to evaluate preliminary acceptability and impact of an artificial intelligence-powered clinical decision support system for depression treatment on the physician–patient interaction

Using a simulation centre to evaluate preliminary acceptability and impact of an artificial intelligence-powered clinical decision support system for depression treatment on the physician–patient interaction

A Segurança Do Paciente Na Formação Interprofissional Em Saúde: Uma Revisão Integrativa

Findings Favor Haptics Feedback in Virtual Simulation Surgical Education: An Updated Systematic and Scoping Review

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