Trauma Assessment Training with a Patient Simulator: A Prospective, Randomized Study

Lee, Seong K.; Pardo, Manuel; Gaba, David M.; Sowb, Yasser A.; Dicker, Rochelle; Straus, Erica M; Khaw, Linda; Morabito, Diane; Krummel, Thomas M.; Knudson, M. Margaret

doi:10.1097/01.ta.0000035092.83759.29

Cited by 106 publications

(58 citation statements)

References 23 publications

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“…Patient SIM has spread from anesthesiology to other disciplines such as internal medicine, pediatrics, neonatology, radiology, trauma, nursing, emergency medical services/disaster medicine, and emergency medicine (EM) (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18). Although SIM-based training makes intuitive sense and has shown benefit in other fields such as aviation, the evidence to support its effectiveness in medicine is limited.…”

Section: Introductionmentioning

confidence: 99%

Prospective Randomized Crossover Study of Simulation vs. Didactics for Teaching Medical Students the Assessment and Management of Critically Ill Patients

McCoy

Menchine

Anderson

et al. 2011

The Journal of Emergency Medicine

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Section: Introductionmentioning

confidence: 99%

Prospective Randomized Crossover Study of Simulation vs. Didactics for Teaching Medical Students the Assessment and Management of Critically Ill Patients

McCoy

Menchine

Anderson

et al. 2011

The Journal of Emergency Medicine

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“…In simulation, more than in any other field, this has been a persistent problem in the discussions and publications on simulation training and education. The actual tool that is the patient simulator is often considered an educational method, even though it might be used in widely different educational experiences, for example to reproduce an encounter with a patient (Lee et al 2003;Hassan & Sloan 2006), to simulate an adverse event in a dynamic environment (Kobayashi et al 2006), or to facilitate training in a single technique (Monti et al 1998).…”

Section: Practice Pointsmentioning

confidence: 99%

Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection

Chiniara

Cole²,

Brisbin³

et al. 2012

Medical Teacher

182

140

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Background: Simulation in healthcare lacks a dedicated framework and supporting taxonomy for instructional design (ID) to assist educators in creating appropriate simulation learning experiences. Aims: This article aims to fill the identified gap. It provides a conceptual framework for ID of healthcare simulation. Methods: The work is based on published literature and authors' experience with simulation-based education. Results: The framework for ID itself presents four progressive levels describing the educational intervention. Medium is the mode of delivery of instruction. Simulation modality is the broad description of the simulation experience and includes four modalities (computer-based simulation, simulated patient (SP), simulated clinical immersion, and procedural simulation) in addition to mixed, hybrid simulations. Instructional method describes the techniques used for learning. Presentation describes the detailed characteristics of the intervention. The choice of simulation as a learning medium is based on a matrix of simulation relating acuity (severity) to opportunity (frequency) of events, with a corresponding zone of simulation. An accompanying chart assists in the selection of appropriate media and simulation modalities based on learning outcomes. Conclusion: This framework should help educators incorporate simulation in their ID efforts. It also provides a taxonomy to streamline future research and ID efforts in simulation.

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“…It allows for optimizing the interplay of people, tasks and organizational conditions (Small et al 1999;Rall & Dieckmann 2005b;Dieckmann 2009). Simulation might be used to train, for example, the management of specific situations, like caring for trauma cases (Lee et al 2003;Barsuk et al 2005) or the handling of difficult airway situations (Good 2003;Rosenstock et al 2004). Simulation might also be used for training principles of crisis resource management (CRM) (Reznek et al 2003;Rall & Gaba 2005a) or generic cognitive abilities (Bond et al 2004;St Pierre et al 2008).…”

Section: Introductionmentioning

confidence: 99%

The art and science of debriefing in simulation: Ideal and practice

et al. 2009

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Objectives: Describing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants. Methods: Study 1 -Electronic questionnaire on the relevance of different roles of the medical teacher for debriefing (facilitator, role model, information provider, assessor, planner, resource developer) sent to simulation centre leaders. Study 2 -Observation study using a paper-and-pencil tool to code interactions during debriefings in simulation courses for CRM for content (medical vs. CRM-oriented) and type (question vs. utterance). Results: Study 1 -The different roles were seen as equally important for both course types with the exception of 'information provider' which was seen as more relevant for medical courses. Study 2 -There were different interaction patterns during debriefings: line -involving mostly the instructor and one course participant, triangle -instructor and two participants, faninstructor and all participants in a dyadic form and net -all participants and the instructor with cross references. Conclusion: What simulation centre heads think is important for the role mix of simulation instructors is (at least partly) not reflected in debriefing practice.

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Trauma Assessment Training with a Patient Simulator: A Prospective, Randomized Study

Abstract: Use of a patient simulator to introduce trauma assessment training is feasible and compares favorably to training in a moulage setting. Continued research in this area of physician education is warranted.

Cited by 106 publications

References 23 publications

Prospective Randomized Crossover Study of Simulation vs. Didactics for Teaching Medical Students the Assessment and Management of Critically Ill Patients

Prospective Randomized Crossover Study of Simulation vs. Didactics for Teaching Medical Students the Assessment and Management of Critically Ill Patients

Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection

The art and science of debriefing in simulation: Ideal and practice

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