Towards meaningful simulation-based learning with medical students and junior physicians

Keskitalo, Tuulikki; Ruokamo, Heli; Gaba, David M.

doi:10.3109/0142159x.2013.853116

Cited by 31 publications

(27 citation statements)

References 42 publications

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“…Simulation-Based Learning (SBL) has been implemented in a variety of medical disciplines [ 102 , 103 ], with recent evidence of its role in NTS training [ [104] , [105] , [106] , [107] , [108] , [109] ]. Despite its sparse use in the selected studies, evaluating its time advantages and high fidelity, we consider SBL a fundamental part for all future NTS interventions [ 103 , 110 , 111 ]. Also, we appraise the increasing use of feedback from SP noted in our study.…”

Section: Discussionmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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Section: Discussionmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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“…Learning is evidenced by the outcome and competencies gained within the specific field (Keskitalo et al, 2010;Poikela et al, 2013). Keskitalo et al (2010), Poikela et al (2013) and Keskitalo et al (2014) agree that meaningful simulation based learning entails a comprehensive list of attributes, including being reflective in nature. …”

Section: Literature Reviewmentioning

confidence: 94%

“…Studying is called training as the students are being trained in the skills and knowledge of the particular discipline. Fourteen characteristics of meaningful learning are used to describe the training within the model, such as; experiential, experimental, emotional, socio-constructive, collaborative, active, responsible, reflective, critical, competence-based, contextual, goal-oriented, self-directed and individual (Keskitalo, Ruokamo, & Gaba, 2014;Keskitalo et al, 2010;Poikela, Ruokamo, & Keskitalo, 2013). Learning is evidenced by the outcome and competencies gained within the specific field (Keskitalo et al, 2010;Poikela et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Increasing the impact of a business simulation: The role of reflection

Hughes

Scholtz

2015

The International Journal of Management Education

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“…computer-based simulation ranges from fairly simple multimedia programs to virtual reality simulations with haptic feedback, allowing medical skills to be taught in a risk free, controllable environment (Bradley 2006;Keskitalo et al 2013).…”

Section: Practice Pointsmentioning

confidence: 99%

How we avoid patient shortage with an integrated analysis of learning objectives and clinical data during development of undergraduate medical curricula

et al. 2014

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Access to patients is a crucial factor for student-centred medical education. However, increasing numbers of students, teacher shortage, a patient spectrum consisting of rarer diseases, and quicker discharges limit this necessary access, and therefore pose a challenge for curriculum designers. The herein presented algorithm improves access to patients in four steps by using routinely available electronic patient data already during curriculum development. Step I: Learning objectives are mapped to appropriate ICD-10 (International Statistical Classification of Diseases) codes. Step II: It is determined which learning opportunities need to be considered first for patient allocation in order to maximise overall benefit. Step III: Hospital's departments with the highest expertise on respective learning objectives are assessed and selected for teaching. Step IV: Patients of the chosen department that present the best match for a given learning opportunity are assigned to participation. This integrated analysis of learning objectives and existing clinical data during curriculum development is a well-structured method to maximise access to patients. Furthermore, this algorithm identifies learning objectives of a curriculum that do not correspond well to the spectrum of patients of the respective teaching hospital and which should therefore be taught in learning formats without patient contact.

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Towards meaningful simulation-based learning with medical students and junior physicians

Abstract: In running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported.

Cited by 31 publications

References 42 publications

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Increasing the impact of a business simulation: The role of reflection

How we avoid patient shortage with an integrated analysis of learning objectives and clinical data during development of undergraduate medical curricula

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