Simulation in Healthcare-Journal of the Society for Simulation in Healthcare最新文献

{"title":"Assessing the Efficacy and Impact of Using a Simulation-Based Approach for Rapid Critical Care Capacity Development at Scale.","authors":"Mareeha Zaki, Aimen Mehmood, Huba Atiq, Tahir Munir, Muhammad Ali Asghar, Haroon Khan, Amber Sabeen, Masooma Aqeel, Muhammad Faisal Khan, Muhammad Sohaib, Iffat Khanum, Talha Shahzad, Faheem Shaikh, Ghufran Adnan, Sadaf Hanif, Rubina Barolia, Mehtab Jaffer, Shirin Rahim, Nasreen Rafiq, Zulekha Saleem, Ali Azim Daudpota, Kiran Sami, Ammarah Ghayas, Mohammad Moizul Hassan, Feroza Nazir, Sara Shakil, Syed Kashif Amin, Zainab Samad, Adil Haider, Asad Latif","doi":"10.1097/SIH.0000000000000869","DOIUrl":"10.1097/SIH.0000000000000869","url":null,"abstract":"<p><strong>Summary statement: </strong>In response to the increased COVID-19 cases and staff limitations, the need to enhance critical care capacity was identified by the Aga Khan University Hospital (AKUH). We designed and delivered a series of in-person simulation-based workshops to rapidly upskill healthcare workers in Pakistan. The primary objective of our workshops was to train healthcare workers across various medical fields to serve as supplemental intensive care unit staff if needed. A total of 19 in-person workshops were organized, targeting physicians, nurses, and allied health workers from across Pakistan. Using high-fidelity medical simulation technology, these workshops provided hands-on exposure and addressed specific learning objectives such as diagnosis and management of COVID-19 patients, shock, arrythmias, respiratory failure, oxygen titration and noninvasive ventilation, mechanical ventilation, critical care pharmacy, interpretation of arterial blood gases, code simulation, prone positioning, central line placement, and video laryngoscopy.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"124-132"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Standardized Learners in the Acquisition of Teaching Skills Among Residents.","authors":"Sandra Jaramillo-Rincón, Aldo Beltran-Perez, María A Nieto, Ricardo A Peña-Silva, Juliana Galán-Giraldo","doi":"10.1097/SIH.0000000000000872","DOIUrl":"10.1097/SIH.0000000000000872","url":null,"abstract":"<p><strong>Background: </strong>Clinical residents play a crucial role in educating other healthcare professionals; however, formal training programs to develop teaching skills remain limited. This study evaluated the effectiveness of a \"residents as teachers\" course incorporating standardized learners (SLs) to enhance teaching competencies among clinical residents.</p><p><strong>Methods: </strong>A single group pre-post intervention study was conducted with 38 second-year residents participating in the course between 2020 and 2023. Residents completed pre- and post-course assessments based on teaching entrustable professional activities (TEPAs). In addition, 26 residents completed a survey evaluating their perceptions of using SLs as a teaching and evaluation tool.</p><p><strong>Results: </strong>Residents in the 2023 study group showed notable improvements in most teaching competencies after the course. Median scores increased significantly in TEPA 01, 02, 03, 05, 06, and 08 ( P < 0.05), while no significant changes were observed in TEPA 07, and a decrease was noted in TEPA 04. Boxplot analysis indicated not only performance gains but also greater consistency among residents after training. In addition, 92% of participants rated SLs as highly useful for developing teaching skills, supporting their use across various educational contexts such as student engagement, classroom teaching, and feedback delivery.</p><p><strong>Conclusions: </strong>Integrating SLs into resident training programs offers a highly accepted and effective strategy to strengthen teaching competencies and boost resident confidence in educational roles. Future studies should explore the long-term impact of SL-based training on residents' teaching practices and student learning outcomes.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"83-90"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the Gap: Structured Simulation-Based Pulmonary Ultrasound Training for Internal Medicine Residents.","authors":"Daniel H Cathalifaud Zilleruelo, Tomás A Cerda Gaete, Javier I Ortiz Orrego, Carlos E Basaure Verdejo, Rodrigo Nieto Grez, Eduardo F Abbott","doi":"10.1097/SIH.0000000000000923","DOIUrl":"10.1097/SIH.0000000000000923","url":null,"abstract":"<p><strong>Background: </strong>Point-of-care ultrasound (POCUS) is an essential tool in the practice of internal medicine (IM) and is increasingly integrated into clinical practice for immediate bedside diagnosis and management decisions. However, there is a gap in the training of IM specialists in the effective utilization of POCUS.</p><p><strong>Methods: </strong>This study evaluates the impact of a theoretical-practical pulmonary POCUS course on first-year IM residents compared with third-year residents without formal training, using a quasi-experimental, nonequivalent control group study. Implemented at Pontificia Universidad Católica de Chile, the course comprised online theoretical classes and practical sessions using a portable ultrasound device. Performance was assessed via theoretical and practical tests before and after the course.</p><p><strong>Results: </strong>Results demonstrated significant improvement in the skills and knowledge of first-year residents following the course, with overall performance increasing from 43% to 86%. In contrast, third-year residents exhibited similar performance to first-year residents before course assessments, emphasizing the need for structured POCUS training in residency curricula. In addition, residents reported improved self-perceived skills and a greater appreciation for the utility of lung ultrasound (LUS) after training.</p><p><strong>Conclusions: </strong>This study highlights the effectiveness of structured POCUS training in enhancing residents' skills and knowledge and provides a potential approach for incorporating POCUS teaching into the IM residency program curriculum.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"101-105"},"PeriodicalIF":2.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147272485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstracts Presented at the 24th Annual International Meeting on Simulation in Healthcare, January 20-24, 2024, San Diego, CA: Erratum.","authors":"","doi":"10.1097/SIH.0000000000000800","DOIUrl":"10.1097/SIH.0000000000000800","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e4"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141451950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of the Effect of Various Teaching Strategies on Medical Students' Skills, Attitudes, and Comfort During Gynecological Examinations: A Randomized Controlled Trial.","authors":"Luciano Fernandes Loures, Alessandra Lamas Granero Lucchetti, Sabrine Teixeira Ferraz Grünewald, Oscarina da Silva Ezequiel, Giancarlo Lucchetti","doi":"10.1097/SIH.0000000000000917","DOIUrl":"10.1097/SIH.0000000000000917","url":null,"abstract":"<p><strong>Introduction: </strong>Few studies have evaluated the stress-related factors experienced by medical students during gynecological examination training or the effectiveness of different teaching strategies involving real patients. This study aims to assess the impact of 3 distinct instructional approaches, each incorporating a commercially available pelvic examination simulator, on medical students' clinical skills, attitudes, and comfort levels when performing gynecological examinations.</p><p><strong>Methods: </strong>A total of 138 clerkship students received a commercially available pelvic examination simulator and were randomly assigned to the following interventions: reading a handout (reading), watching a video of pelvic examination on a pelvic model (model video), or watching a video of patient experience with pelvic examinations (testimonial video). Skill performance, measures of fear/anxiety/comfort, and overall satisfaction were assessed during both simulated and real patient encounters to evaluate the impact of each teaching modality.</p><p><strong>Results: </strong>Mixed analysis of variance revealed statistically significant differences in all dependent variables for time (all P < 0.001) and for the time × group interaction on the Fear of Pelvic Examination Scale (F-PEXS) for discomfort ( P = 0.038). Post hoc analyses between subjects in the real-life environment revealed higher total F-PEXS ( P = 0.034) and F-PEXS discomfort ( P = 0.009) scores for the model video compared with reading and higher scores for the testimonial video compared with reading on the pelvic examination checklist ( P = 0.034).</p><p><strong>Conclusions: </strong>Despite good acquisition of skills, the model video group demonstrated greater fear of performing pelvic examinations. By contrast, the reading group exhibited the lowest acquisition of skills, but lower levels of fear. The testimonial video group exhibited good acquisition of skills and low fear levels. These findings support the ongoing discussion and potential implementation of brief, targeted educational strategies for teaching pelvic examination techniques.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"106-115"},"PeriodicalIF":2.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146259751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Frameworks: An Interpretive Description of Engaging in Debriefer Feedback Conversations.","authors":"Heather C Epp, Amanda G Egert, Jasica K Munday, Joyce C S Law, Ho-Sup Robert Kim","doi":"10.1097/SIH.0000000000000887","DOIUrl":"10.1097/SIH.0000000000000887","url":null,"abstract":"<p><strong>Introduction: </strong>Effective simulation debriefing fosters reflective practice and enhanced learning outcomes. Although various debriefing frameworks and debriefer competency evaluation tools exist, less is known about the experience of giving and receiving debriefer feedback. The aims of this study were to explore simulation facilitators' perspectives of engaging in debriefer feedback conversations and to identify factors influencing the acceptance or rejection of the feedback.</p><p><strong>Methods: </strong>A qualitative interpretive description approach, informed by action research, was used. Focus groups were conducted with 27 faculty participants to capture their experience of giving and receiving debriefer feedback. Thematic analysis was conducted to identify key patterns in faculty perceptions of the debriefer feedback conversations.</p><p><strong>Results: </strong>The following 4 themes captured faculty perspectives of effective debriefer feedback: (1) establishing and maintaining a relational culture, (2) embracing a growth mindset, (3) creating a safe space for self-reflection, and (4) remaining objective and goal oriented. Faculty valued feedback for self-reflection and professional development, emphasizing the importance of trust, respect, and psychological safety. A strong relational culture, growth mindset, and safe environment enabled feedback givers and receivers to engage meaningfully with constructive feedback, lean into practical objectives, and remain future focused.</p><p><strong>Conclusions: </strong>Effective debriefer feedback extends beyond structured frameworks and competency tools; it also depends on relational culture and implementation processes. When situated within a supportive and collegial environment and delivered via an integrated approach that prioritizes relationships and a growth mindset, debriefer feedback can be a valuable strategy for faculty development.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"75-82"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Framework for Integrating Students From Communication Sciences and Disorders Into Simulation-Enhanced Interprofessional Education.","authors":"Richard I Zraick, Carol C Dudding","doi":"10.1097/SIH.0000000000000882","DOIUrl":"10.1097/SIH.0000000000000882","url":null,"abstract":"<p><strong>Summary statement: </strong>This article provides a framework for simulation educators to integrate students from Communication Sciences and Disorders (CSD) into simulation-enhanced interprofessional education (Sim-IPE). Despite their essential contributions to managing communication, hearing, and swallowing disorders, CSD students remain underrepresented in interprofessional simulations. Drawing on current literature and guided by a 4-step integration framework, the article outlines practical strategies for inclusive scenario design, role clarity, interprofessional reflection, and program refinement. It highlights the educational and clinical value of CSD participation, addresses common implementation barriers, and offers tailored assessment approaches for simulation-based contexts. This work aims to advance more inclusive, realistic, and collaborative simulation experiences that better prepare health care teams to meet complex patient needs.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"133-138"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial Intelligence and the Simulationists: More Iterations Needed: Erratum.","authors":"","doi":"10.1097/SIH.0000000000000828","DOIUrl":"10.1097/SIH.0000000000000828","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e6"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations: A Phenomenographic Study: Erratum.","authors":"Laura A Killam, Gerlese S Åkerlind, Mercedes Lock, Pilar Camargo-Plazas, Marian Luctkar-Flude","doi":"10.1097/SIH.0000000000000849","DOIUrl":"10.1097/SIH.0000000000000849","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e7"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulation Process, Outcomes, and What I Failed to See.","authors":"Anders Lund Schram","doi":"10.1097/SIH.0000000000000912","DOIUrl":"10.1097/SIH.0000000000000912","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"139-140"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}