Advances in simulation (London, England)最新文献

{"title":"Theoretical background of the game design element \"chatbot\" in serious games for medical education.","authors":"Alexandra Aster, Arietta Lotz, Tobias Raupach","doi":"10.1186/s41077-025-00341-7","DOIUrl":"10.1186/s41077-025-00341-7","url":null,"abstract":"<p><strong>Background: </strong>The use of virtual patients enables learning medical history taking in a safe environment without endangering patients' safety. The use of a chatbot embedded in serious games provides one way to interact with virtual patients. In this sense, the chatbot can be understood as a game design element, whose implementation should be theory driven and evidence based. Since not all game design elements are already connected to theories, this study aimed to evaluate whether the game design element chatbot addresses the need for autonomy rooted in the self-determination theory.</p><p><strong>Method: </strong>A cross-sectional study was conducted to compare two distinct chat systems integrated in serious games with one system being an open chatbot and the other system being a constrained chat system. Two randomized groups of medical students at a German medical school played one of two serious games each representing an emergency ward. The data collected included both objective data in terms of students' question entries and subjective data on perceived autonomy.</p><p><strong>Results: </strong>Students using the open chatbot generally asked significantly more questions and diagnosed significantly more patient cases correctly compared to students using a constrained chat system. However, they also asked more questions not directly related to the specific patient case. Subjective autonomy did not significantly differ between both chat systems.</p><p><strong>Conclusion: </strong>The results suggest that an open chatbot encourages students' free exploration. Increased exploration aligns with the need for autonomy, as students experience freedom of choice during the activity in terms of posing their own questions. Nevertheless, the students did not necessarily interpret the opportunity to explore freely as autonomy since their subjectively experienced autonomy did not differ between both systems.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"10"},"PeriodicalIF":2.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the role of self-led debriefings within simulation-based education: time to challenge the status quo?","authors":"Prashant Kumar, Neil Malcolm Harrison, Katy McAleer, Ibraaheem Khan, Susan Geraldine Somerville","doi":"10.1186/s41077-025-00342-6","DOIUrl":"10.1186/s41077-025-00342-6","url":null,"abstract":"<p><strong>Background: </strong>The notion that debriefing quality is highly reliant on the skills and expertise of the facilitator is being increasingly challenged. There is therefore emerging interest in self-led debriefings (SLDs), whereby following a simulated learning event, individuals or groups of learners conduct a debriefing amongst themselves, without the immediate presence of a trained facilitator. The interest in this approach to debriefing is multifactorial but is, in part, driven by a desire to reduce costs associated with resource-intensive faculty presence. The debate regarding the role of SLDs in simulation-based education (SBE) therefore has important implications for the simulation community.</p><p><strong>Main body: </strong>We comprehensively explore the role of SLDs by contextualising their application across the spectrum of SBE, both in terms of contrasting simulation factors, namely (i) simulation modality, (ii) debriefing forum, and (iii) debriefing adjuncts, as well as different learner characteristics, namely (i) learners' previous simulation experience, (ii) learner numbers, and (iii) learners' professional and cultural backgrounds. These factors inherently shape the conduct and format of SLDs, and thus impact their effectiveness in influencing learning. We have synthesised and critically analysed the available literature to illuminate this discussion.</p><p><strong>Conclusions: </strong>The current evidence suggests that SLDs can, in the right circumstances, form part of an effective debriefing strategy and support learners to reach appropriate levels of critical self-reflection and learning. Careful consideration and due diligence must go into the design and implementation of SLDs to augment the advantages of this debriefing format, such as enhancing flexibility and learner autonomy, whilst mitigating potential risks, such as reinforcing errors and biases or causing psychological harm. In situations where resources for facilitator-led debriefings (FLDs) are limited, simulation educators should recognise SLDs as a potential avenue to explore in their local contexts. By leveraging the strengths of both formats, balancing learner autonomy and expert guidance, a combined SLD and FLD approach may yet prove to be the optimal debriefing strategy to maximise learning. Whilst more research is needed to deepen our understanding of the nuances of SLDs to assess their true applicability across the spectrum of SBE, the time may now have arrived to consider challenging the status quo.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"9"},"PeriodicalIF":2.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11895349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of simulation-based education among nursing and midwifery students in Tanzania: a qualitative study.","authors":"Rosemary M Malya, Michael J Mahande, Kristin H Urstad, Jane J Rogathi, Bodil Bø","doi":"10.1186/s41077-025-00339-1","DOIUrl":"10.1186/s41077-025-00339-1","url":null,"abstract":"<p><strong>Background: </strong>While many nursing programs in developed countries have implemented simulation-based education as a pedagogic method of teaching, implementation of simulation in developing countries like Tanzania is rare. Traditional methods of auditorium lectures are widely conducted in low-income nursing and midwifery education institutions. Such pedagogy provides students with theoretical knowledge yet with limited hands-on exposure for clinical skills, which might affect the professional integration of students and quality care delivery. This study explored perceptions of simulation-based education among diploma nursing students and midwifery students in one of the urban nursing schools in Tanzania.</p><p><strong>Method: </strong>An exploratory qualitative study design was employed. Thirty-four nursing and midwifery students who had experience with simulation-based education were selected purposively to participate in focus group interviews. Data was collected in July 2023. Data analysis was conducted based on Graneheim and Lundman's content analysis approach.</p><p><strong>Results: </strong>Two major themes emerged from the analysis: (1) Strengthened confidence through practice in a safe teaching environment. This theme included three sub-themes: (i) Increased overall confidence, (ii) reduced fear through practice in a safe environment, and (iii) enhanced knowledge and skills in procedures and equipment. The second theme was as follows: (2) Enhanced critical thinking and reasoning in debriefing and included two sub-themes: (i) Integrating theory into practice, (ii) communication in neonatal emergency management.</p><p><strong>Conclusion: </strong>Nursing and midwifery students perceived simulation-based education as an effective method to prepare for clinical practice and quality neonatal care. Introducing simulation-based education in nursing education may benefit students' learning and strengthen the sustainability of skilled healthcare providers in low-income contexts where resources are scarce. Further research is needed to assess whether students can transfer knowledge into clinical skills practice.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"8"},"PeriodicalIF":2.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11889790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the potential of virtual reality in nursing education: learner's insights and future directions.","authors":"Frode Johansen, Helge Toft, Odd Rune Stalheim, Maria Løvsletten","doi":"10.1186/s41077-025-00337-3","DOIUrl":"10.1186/s41077-025-00337-3","url":null,"abstract":"<p><strong>Aim/objective: </strong>This study aims to explore the perceptions of nursing students on virtual reality (VR) technology, focusing on its utility, relevance, user-friendliness, and potential for broader integration into nursing education and other educational domains.</p><p><strong>Background: </strong>VR is increasingly utilized in education, providing immersive and interactive learning experiences. Despite its potential, there are concerns regarding its practical application and alignment with educational objectives across various disciplines.</p><p><strong>Design: </strong>The study employed an exploratory descriptive design using focus group interviews to gather qualitative data from nursing students.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted with 15 nursing students across three focus groups. The discussions centered on their experiences with VR in medication management training, focusing on perceived utility, user-friendliness, and motivation for future use. Data were analyzed using thematic analysis to identify key themes and insights relevant to educational technology adoption.</p><p><strong>Results: </strong>Students acknowledged VR's potential for providing a safe and enhanced learning environment. They appreciated the opportunity to practice without real-world consequences but expressed concerns about technical complexity, lack of user-friendliness, and the absence of realistic clinical scenarios. The need for better alignment of VR content with actual educational needs and more user-friendly interfaces was emphasized.</p><p><strong>Conclusion: </strong>The findings highlight the importance of aligning VR technology with the specific needs and learning objectives of students in various educational settings. Continuous dialogue with end-users is crucial for enhancing the educational effectiveness of VR. This study provides valuable insights for educators and developers to refine VR applications, contributing to the development of solutions that meet practical and educational requirements across different disciplines.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"7"},"PeriodicalIF":2.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11884159/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143569010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physiological team dynamics explored: physiological synchrony in medical simulation training.","authors":"Rafael Wespi, Andrea N Neher, Tanja Birrenbach, Stefan K Schauber, Marie Ottilie Frenkel, Helmut Schrom-Feiertag, Thomas C Sauter, Juliane E Kämmer","doi":"10.1186/s41077-025-00335-5","DOIUrl":"10.1186/s41077-025-00335-5","url":null,"abstract":"<p><strong>Introduction: </strong>For researchers and medical simulation trainers, measuring team dynamics is vital for providing targeted feedback that can lead to improved patient outcomes. It is also valuable for research, such as investigating which dynamics benefit team performance. Traditional assessment methods, such as questionnaires and observations, are often subjective and static, lacking the ability to capture team dynamics. To address these shortcomings, this study explores the use of physiological synchrony (PS) measured through electrocardiogram (ECG) data to evaluate team dynamics automated and in high-resolution.</p><p><strong>Methods: </strong>A multicentre observational field study was conducted involving 214 medical first responders during mixed reality (MR) mass casualty training sessions. Participants were equipped with electrocardiogram (ECG) sensors and MR gear. The study measured dyadic PS using heart rate (HR), root mean square of successive differences (RMSSD), and standard deviation of NN intervals (SDNN). Data were collected at high frequency and analysed using dynamic time warping (dtw) to assess fluctuations in PS.</p><p><strong>Results: </strong>Findings indicate that PS varies significantly by task nature, with higher synchrony during cooperative tasks compared to baseline. Different ECG metrics offered unique insights into team dynamics. Proximity and scenario conditions influenced PS, with closer teamwork leading to higher PS. Smaller sampling intervals (e.g. 5 s) provided a detailed view of PS fluctuations over time.</p><p><strong>Discussion: </strong>The results demonstrate the potential of PS as an indicator of team performance and cohesion. High-resolution monitoring provides detailed insights into team dynamics, offering high-resolution feedback that traditional methods cannot provide. The integration of physiological measures into training programmes can enhance team performance by providing objective, high-resolution data.</p><p><strong>Conclusion: </strong>This study shows that PS, measured by ECG data, is sensitive to medical team activities, offering insights into team dynamics. Different ECG metrics highlight various aspects of team performance, and high-resolution monitoring captures detailed dynamics. Further research is needed to validate these findings across diverse scenarios. This approach could improve training methodologies, resulting in better-prepared medical teams and improved patient care outcomes.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"5"},"PeriodicalIF":2.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11871673/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143537848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neonatal resuscitation skills acquisition among healthcare providers after Helping Babies Breathe simulation training using improved tools across two regions in Tanzania.","authors":"Florence Salvatory Kalabamu, Vickfarajaeli Daudi, Robert Moshiro, Benjamin Kamala, Paschal Mdoe, Dunstan Bishanga, Hege Ersdal, Rose Mpembeni","doi":"10.1186/s41077-025-00338-2","DOIUrl":"https://doi.org/10.1186/s41077-025-00338-2","url":null,"abstract":"<p><strong>Introduction: </strong>Neonatal mortality is high in middle- and low-income countries, including Tanzania. Most of these deaths are preventable and linked to suboptimal quality of care. In this study, we assessed neonatal resuscitation skills acquisition after a 1-day Helping Babies Breathe (HBB) simulation training using improved tools and associated factors among healthcare providers in 12 facilities in Tanzania.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among healthcare providers working in the labor wards in selected health facilities. The training was conducted in situ using the HBB second edition curriculum with improved simulation tools (Neonatalie Live simulator, NeoBeat heart rate meter, and Upright resuscitator). After training, skills acquisition was evaluated using Objectively Structured Clinical Evaluation. Participants who scored an average of 75% or above were considered passing. Descriptive statistics were used to determine the proportion of staff who passed the evaluation by different demographic categories. One-way analysis of variance was used to compare mean scores among demographic categories. Factors associated with neonatal resuscitation skills acquisition were analyzed using modified Poisson regression.</p><p><strong>Results: </strong>A total of 481 participants were enrolled in the study. Among these, 420 (87.3%) passed the skills evaluation on the first attempt. The overall mean skills score was 92.4%. In bivariable analysis, health facility level, region, age, and experience working in the labor ward were associated with passing skills evaluation on the first attempt. However, after controlling other variables in a multivariable model, none of the factors showed a statistically significant association.</p><p><strong>Conclusion: </strong>In-situ, HBB simulation training using improved training tools effectively imparts neonatal resuscitation skills among healthcare providers. Participants learned skills similarly regardless of their different demographic characteristics, including level of education and working experience. Due to its potential to impart skills, frequent simulation training using improved tools may be considered for scaling up in other health facilities.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"6"},"PeriodicalIF":2.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143537614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What can simulation educators learn from the reluctant participant? An exploration of the factors influencing engagement amongst adult learners participating in paediatric simulation training.","authors":"Laura Newhouse, Ngaire Polwart","doi":"10.1186/s41077-025-00331-9","DOIUrl":"10.1186/s41077-025-00331-9","url":null,"abstract":"<p><strong>Background: </strong>Simulation educators are typically passionate advocates for simulation as a training modality; however, we frequently encounter participants who do not share our enthusiasm. The voice of the highly engaged participant is well publicised; however, the experience of those who do not readily engage in simulation has not been extensively studied and may offer valuable insights for educators. This qualitative study will explore factors which influence learner engagement in paediatric simulation training, informing the practice and approach of simulation educators to optimise learning experiences.</p><p><strong>Methods: </strong>We conducted a reflexive thematic analysis of 12 semi-structured interviews with medical and nursing professionals from a large paediatric teaching hospital in New Zealand who self-identified as reluctant participants in simulation-based education. Interviews explored factors which have influenced their engagement in simulation-based education over the course of their careers.</p><p><strong>Results: </strong>Three overarching themes were developed which describe the factors influencing adult-learner engagement in simulation-based education. The first, participant anxiety, explores the participants' narratives related to anxiety before, during and even following simulation which can impact on their ability to engage in current and subsequent simulation-based education. The second, protective behaviours, relates to the defensive mechanisms employed by participants in response to vulnerability experienced during simulation activities. The third theme, perception of the facilitator, examines the impact of simulation facilitator characteristics and behaviours on learner engagement.</p><p><strong>Conclusions: </strong>These narratives highlighted that regular simulation activities with transparent learning objectives in which facilitators demonstrate vulnerability and adopt a co-learner attitude act to reduce participant anxiety. Emergent defensive behaviours, particularly \"group shielding\", interfere with collective learner engagement and should be both recognised and addressed by facilitators. Finally, there are potential discrepancies in the perceptions of facilitators and learners regarding what constitutes psychologically safe education environments. A collaborative and iterative approach to simulation-based education design may act to improve psychological safety for reluctant participants.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"4"},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11823216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Combining forces to improve simulation-based practices for Emergency Preparedness and Disaster Responses.","authors":"Guillaume Alinier, Linda Sonesson","doi":"10.1186/s41077-025-00330-w","DOIUrl":"10.1186/s41077-025-00330-w","url":null,"abstract":"","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"3"},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11817816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When is synthetic sufficient? Ethical considerations and alternatives in simulation-based ultrasound education.","authors":"Andrea J Doyle, Claire M Condron","doi":"10.1186/s41077-024-00327-x","DOIUrl":"10.1186/s41077-024-00327-x","url":null,"abstract":"<p><p>Simulation-based education (SBE) has become an integral part of training in health professions education, offering a safe environment for learners to acquire and refine clinical skills. As a non-ionising imaging modality, ultrasound is a domain of health professions education that is particularly supported by SBE. Central to many simulation programs is the use of animal models, tissues, or body parts to replicate human anatomy and physiology. However, along with its educational benefits, the use of animals in SBE generates a considerable amount of waste, raising important environmental and ethical concerns. Although research indicates that animal models yield comparable educational outcomes to synthetic models, animal models continue to be preferred in surgical and medical training. In response to these challenges, the principles of Replacement, Reduction, and Refinement (the 3Rs) have emerged as guiding standards to minimise the impact of animal use in research and education. Furthermore, synthetic models align with 3R principles, addressing ethical and environmental issues by reducing animal dependence and waste generation. Synthetic models offer key educational benefits over animal models by closely mimicking human anatomy and pathophysiology, providing consistent and anatomically accurate training. Unlike animal models, they eliminate variability in tissue properties, ensuring standardised and reliable experiences. Moreover, synthetic models can simulate specific pathologies, enabling targeted learning that may be difficult with animal tissue. Resistance related to clinical relevance and preference for animal-based SBE is a persisting challenge that might be overcome through the development of clinically and anatomically relevant tissue-mimicking materials, like those previously developed for other applications such as quality assurance phantoms in diagnostic imaging. The involvement of knowledge or end-user engagement, along with evidence-based design solutions, is crucial to catalyse a paradigm shift in a discipline deeply entrenched in tradition. The combined expertise, skills, and perspectives of medical professionals, educators, academic researchers, and industry specialists could collaboratively develop alternative methods to simulate live animal scenarios, replacing and reducing animal tissue dependence in SBE.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"2"},"PeriodicalIF":2.8,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11730140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To intubate or to resuscitate: the effect of simulation-based training on advanced airway management during simulated paediatric resuscitations.","authors":"C Donath, A Leonhardt, T Stibane, S Weber, N Mand","doi":"10.1186/s41077-024-00326-y","DOIUrl":"https://doi.org/10.1186/s41077-024-00326-y","url":null,"abstract":"<p><strong>Background: </strong>We aimed to measure the effect of a 2-day structured paediatric simulation-based training (SBT) on basic and advanced airway management during simulated paediatric resuscitations.</p><p><strong>Methods: </strong>Standardised paediatric high-fidelity SBT was conducted in 12 of the 15 children's hospitals in Hesse, Germany. Before and after the SBT the study participants took part in two study scenarios (PRE and POST scenario), which were recorded using an audio-video system. Airway management was assessed using a performance evaluation checklist. Time to initiate ventilation, frequency, and timing of endotracheal intubation (ETI), and its influence on other life support interventions were assessed. Differences in airway management between hospitals with and without a PICU were evaluated.</p><p><strong>Results: </strong>Two hundred twenty-nine participants formed 58 interprofessional resuscitation teams. All teams recognised apnoea in their simulated patients and initiated ventilation during the scenarios. Time to recognition of apnoea and time to initiation of ventilation did not improve significantly after SBT, but teams were significantly more likely to select appropriately sized airway equipment. ETI was attempted in 55% PRE and 40% POST scenarios (p=0.1). The duration of the entire ETI process was significantly shorter in the POST scenarios. Chest compressions (CC) were frequently discontinued during ETI attempts, which improved after SBT (PRE 73% vs. POST 43%, p = 0.035). Adequate resumption of CC after completion of intubation was also significantly more frequent in the POST scenarios (46% vs. 74%, p = 0.048). During ETI attempts, CC were more likely to be adequately continued in teams from hospitals with a PICU (PRE scenarios: PICU 20% vs. NON-PICU 36%; POST scenarios: PICU 79%, NON-PICU 22%; p < 0.01).</p><p><strong>Conclusions: </strong>Our data suggest an association between airway management complexity and basic life support measures. Although the frequency of ETI was not significantly reduced after a 2-day SBT intervention, the duration of advanced airway management was shortened thus reducing no-ventilation time which led to fewer interruptions in chest compressions during simulated paediatric resuscitations. SBT may be adapted to the participants' workplace to maximize its effect and improve the overall performance in paediatric resuscitation.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"1"},"PeriodicalIF":2.8,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11705721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142959871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}