Advances in simulation (London, England)最新文献

{"title":"Simulation-based education and sustainability: creating a bridge to action.","authors":"Katherine Mitchell, Robyn Canham, Katie Hughes, Victoria Ruth Tallentire","doi":"10.1186/s41077-025-00354-2","DOIUrl":"https://doi.org/10.1186/s41077-025-00354-2","url":null,"abstract":"<p><strong>Background: </strong>In light of growing environmental concerns, this article examines the often-overlooked environmental impact of simulation-based education (SBE) within healthcare. We position simulation professionals as agents for environmentally sustainable change and seek to empower achievable, meaningful, measurable action. As a high-value yet resource-intensive pedagogical tool, SBE frequently relies on energy-intensive technologies and single-use materials that contribute to carbon emissions and waste. This article explores the environmental impact of SBE, detailing how it contributes to the healthcare sector's impact on the triple planetary crisis; climate change, pollution, and biodiversity loss.</p><p><strong>Main messages: </strong>Within the simulation community, we have observed a high level of motivation to respond to the triple planetary crisis and make sustainable change. However, there is limited information available to simulation educators about practical changes that can be made. We have responded with an article that can help move from rhetoric to action, from inertia to empowerment. Understanding the environmental impact of simulation activities provides a useful starting point. We explain how to estimate a carbon footprint for SBE and how this relates to its wider environmental impact. Recognising the urgent need for change, we then present a comprehensive toolkit of practical strategies that can improve the environmental impact of SBE. Part one of our toolkit focuses on resource management, waste reduction and efficient session delivery. In part two, we highlight how principles of sustainable healthcare can be incorporated into scenario design and local strategy. This more holistic approach shows how SBE can be leveraged beyond immediate educational goals to foster sustainable practice in healthcare. We present evidence for our toolkit, detailing the principles and frameworks on which the suggestions are based. Additionally, we discuss how change can be measured and what risks educators should be aware of.</p><p><strong>Conclusion: </strong>By embedding sustainability into SBE, educators can not only mitigate their own environmental impact but also model sustainable healthcare practices for learners. Through these steps, the simulation community can play a pivotal role in addressing healthcare's environmental impact and contribute to a healthier planet.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"27"},"PeriodicalIF":2.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12060312/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143999118","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":"AI and inclusion in simulation education and leadership: a global cross-sectional evaluation of diversity.","authors":"Joana Berger-Estilita, Mia Gisselbaek, Arnout Devos, Albert Chan, Pier Luigi Ingrassia, Basak Ceyda Meco, Odmara L Barreto Chang, Georges L Savoldelli, Francisco Maio Matos, Peter Dieckmann, Doris Østergaard, Sarah Saxena","doi":"10.1186/s41077-025-00355-1","DOIUrl":"https://doi.org/10.1186/s41077-025-00355-1","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based medical education (SBME) is a critical training tool in healthcare, shaping learners' skills, professional identities, and inclusivity. Leadership demographics in SBME, including age, gender, race/ethnicity, and medical specialties, influence program design and learner outcomes. Artificial intelligence (AI) platforms increasingly generate demographic data, but their biases may perpetuate inequities in representation. This study evaluated the demographic profiles of simulation instructors and heads of simulation labs generated by three AI platforms-ChatGPT, Gemini, and Claude-across nine global locations.</p><p><strong>Methods: </strong>A global cross-sectional study was conducted over 5 days (November 2024). Standardized English prompts were used to generate demographic profiles of simulation instructors and heads of simulation labs from ChatGPT, Gemini, and Claude. Outputs included age, gender, race/ethnicity, and medical specialty data for 2014 instructors and 1880 lab heads. Statistical analyses included ANOVA for continuous variables and chi-square tests for categorical data, with Bonferroni corrections for multiple comparisons: P significant < 0.05.</p><p><strong>Results: </strong>Significant demographic differences were observed among AI platforms. Claude profiles depicted older heads of simulation labs (mean: 57 years) compared to instructors (mean: 41 years), while ChatGPT and Gemini showed smaller age gaps. Gender representation varied, with ChatGPT and Gemini generating balanced profiles, while Claude showed a male predominance (63.5%) among lab heads. ChatGPT and Gemini outputs reflected greater racial diversity, with up to 24.4% Black and 20.6% Hispanic/Latin representation, while Claude predominantly featured White profiles (47.8%). Specialty preferences also differed, with Claude favoring anesthesiology and surgery, whereas ChatGPT and Gemini offered broader interdisciplinary representation.</p><p><strong>Conclusions: </strong>AI-generated demographic profiles of SBME leadership reveal biases that may reinforce inequities in healthcare education. ChatGPT and Gemini demonstrated broader diversity in age, gender, and race, while Claude skewed towards older, White, and male profiles, particularly for leadership roles. Addressing these biases through ethical AI development, enhanced AI literacy, and promoting diverse leadership in SBME are essential to fostering equitable and inclusive training environments.</p><p><strong>Trial registration: </strong>Not applicable. This study exclusively used AI-generated synthetic data.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"26"},"PeriodicalIF":2.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12049791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051488","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":"Resilience-focused debriefing: addressing complexity in interprofessional simulation-based education-a design-based research study.","authors":"Torben Nordahl Amorøe, Hans Rystedt, Lena Oxelmark, Peter Dieckmann, Paulin Andréll","doi":"10.1186/s41077-025-00352-4","DOIUrl":"https://doi.org/10.1186/s41077-025-00352-4","url":null,"abstract":"<p><strong>Background: </strong>Healthcare students are taught teamwork and collaboration through interprofessional simulation-based education (IPSE). However, the complex nature of healthcare and the ability to react resiliently to the unexpected is usually not actively addressed. This study explores how complexity and resilience can be addressed in IPSE debriefing for pre-graduate healthcare students.</p><p><strong>Methods: </strong>A focus group of nine facilitators in an IPSE course for nursing and medical students was introduced to the characteristics of complex systems, Safety-II, solution-focused approach, and appreciative inquiry. In five iterations, the facilitators discussed how these theories and methods could be applied, tested, evaluated, and adjusted in debriefings supported by video clips of their own debriefings. Video recordings of debriefings (n = 56) and focus group interviews (n = 6) were collected. Focus group interviews were transcribed and reviewed to explore the basis for final recommendations.</p><p><strong>Results: </strong>Facilitators identified and tested 22 debriefing techniques that potentially could address complexity and resilience in IPSE. In total, 17 of the tested techniques were found to be able to make students aware of the complex nature of interprofessional teamwork and collaboration in acute dynamic healthcare situations, their existing capacities for resilience, potentially increasing their capacity for resilience.</p><p><strong>Conclusions: </strong>Learning needs around resilience and complexity could be addressed successfully in IPSE debriefings, but further studies are needed to assess the effect of resilience-focused debriefing techniques on teamwork in IPSE.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"25"},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12042428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143998909","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":"Learning better together? A scoping review of in-person interprofessional undergraduate simulation.","authors":"Brona Joyce, Davina Carr, Alison Smart, Dakota Armour, Gerard J Gormley","doi":"10.1186/s41077-025-00351-5","DOIUrl":"https://doi.org/10.1186/s41077-025-00351-5","url":null,"abstract":"<p><strong>Background: </strong>Given the increasing complexity of contemporary clinical practice, there has never been a more important time to provide interprofessional educational (IPE) activities across the learning continuum to develop collaborative practice. From the outset of health professional training, it is crucial that students not only develop their own professional skills but also gain an awareness of the capabilities of other healthcare professionals and how best to work collaboratively. Despite simulation being a common teaching modality in many undergraduate curricula, little is known about the range of interprofessional activities within these settings. Therefore, this study aims to address the following research question: What is known about undergraduate in-person (IP) simulation-based education (SBE)?</p><p><strong>Methods: </strong>We conducted a scoping literature review, adhering to the PRISMA-ScR extension guidelines, and used the Arksey and O'Malley framework. Our search covered three electronic databases: Web of Science (WOS), MEDLINE, and Embase. We utilised Covidence systematic review software to assist in screening articles. To support data charting, we developed a data extraction tool and employed both qualitative and quantitative techniques through numerical and thematic analysis to ensure a comprehensive representation of our data.</p><p><strong>Results: </strong>A total of 97 studies were included, with most publications originating from the USA, UK, and Australia. Two main themes emerged regarding the impact of IP SBE at an individual level: confidence and role identification. Several themes related to the impact on teams included knowledge of other professional roles/values, communication, and teamwork. The studies identified various barriers and enablers to simulation, particularly logistical barriers and financial challenges associated with complex technologically enabled simulation. Faculty collaboration and resources were reported as primary enablers in facilitating the delivery of simulation activities.</p><p><strong>Conclusions: </strong>The impact of IP-SBE on learners and interprofessional teams is predominantly positive, with reported benefits including increased confidence, enhanced role identification, and improved communication and teamwork skills. However, challenges such as logistical barriers and resource constraints highlight the need for collaborative faculty efforts and adequate infrastructure to support IP-SBE implementation. Despite the growing interest in IP-SBE, there remains a notable lack of standardised reporting on simulation design and debriefing processes in both teaching practice and research.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"24"},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12042576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051551","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":"Human factors and systems simulation methods to optimize peri-operative EHR design and implementation.","authors":"Mirette Dubé, Jonathan D Hron, Susan Biesbroek, Myrna Chan-MacRae, AEliot Shearer, Rocco Landi, Melanie Swenson, Daniel J Kats, Doreen White, Reilly Birmingham, Lauren Coogle, Jennifer Arnold","doi":"10.1186/s41077-025-00349-z","DOIUrl":"https://doi.org/10.1186/s41077-025-00349-z","url":null,"abstract":"<p><p>The increase in adoption of Electronic Health records (EHR) in healthcare can be overwhelming to users and pose hidden safety threats and inefficiencies if the system is not well aligned with workflows. This quality improvement study, facilitated from September 2023-April 2024, aimed to proactively test a new EHR using systems focused simulation and Human factors methods, prior to go-live, in a peri-operative children's hospital setting to improve safety, efficiency and usability of the EHR. The project was conducted at a large, academic, quaternary care children's hospital undergoing a transition from one EHR to another. Two cycles of usability testing followed by in situ simulations focused on testing the new EHR with interprofessional peri-operative team members prior to go live. Usability testing, using relevant clinical workflows, was completed over zoom using the EHR \"testing\" environment with individual care providers across multiple peri-operative roles. In situ simulations were facilitated in the actual peri-operative and Otolaryngology clinic spaces with full interprofessional teams. Qualitative data was collected and summarized through debriefing and recordings of the sessions. Human factors and patient safety principles were integrated throughout the recommendations. A total of 475 recommendations were made to improve the safety, efficiency, usability, and optimization of the EHR. The outcomes included a range of usability and system issues including latent safety threats and their impact on safe and quality patient care. There was a plethora of usability improvements, including some critical issues that were uncovered and mitigated prior to the go live date.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"23"},"PeriodicalIF":2.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020211/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144035608","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":"Artificial intelligence-assisted academic writing: recommendations for ethical use.","authors":"Adam Cheng, Aaron Calhoun, Gabriel Reedy","doi":"10.1186/s41077-025-00350-6","DOIUrl":"https://doi.org/10.1186/s41077-025-00350-6","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) tools have been selectively adopted across the academic community to help researchers complete tasks in a more efficient manner. The widespread release of the Chat Generative Pre-trained Transformer (ChatGPT) platform in 2022 has made these tools more accessible to scholars around the world. Despite their tremendous potential, studies have uncovered that large language model (LLM)-based generative AI tools have issues with plagiarism, AI hallucinations, and inaccurate or fabricated references. This raises legitimate concern about the utility, accuracy, and integrity of AI when used to write academic manuscripts. Currently, there is little clear guidance for healthcare simulation scholars outlining the ways that generative AI could be used to legitimately support the production of academic literature. In this paper, we discuss how widely available, LLM-powered generative AI tools (e.g. ChatGPT) can help in the academic writing process. We first explore how academic publishers are positioning the use of generative AI tools and then describe potential issues with using these tools in the academic writing process. Finally, we discuss three categories of specific ways generative AI tools can be used in an ethically sound manner and offer four key principles that can help guide researchers to produce high-quality research outputs with the highest of academic integrity.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"22"},"PeriodicalIF":2.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12007126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043552","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":"Open-access healthcare debriefing videos need to incorporate more Safety-II learnings.","authors":"Suzanne Bentley, Alexander Meshel, Komal Bajaj","doi":"10.1186/s41077-025-00345-3","DOIUrl":"https://doi.org/10.1186/s41077-025-00345-3","url":null,"abstract":"<p><strong>Background: </strong>Patient safety science and debriefing approaches have historically tended to focus most heavily on Safety-I or \"why things go wrong\" and learning from unfavorable performance, root cause of adverse outcomes, and improvement opportunities learned from failures. Consequently, rich opportunities for analysis and learning from \"why things go right,\" successful performance, and exploration of how systems succeed, adapt, and perform effectively regardless of outcome-Safety-II-are often underrepresented.</p><p><strong>Methods: </strong>Open-access videos of healthcare debriefing were sought by searching Google and YouTube via search terms \"healthcare debriefing,\" \"healthcare debrief,\" \"healthcare debriefing video,\" \"healthcare debrief video,\" \"healthcare debriefing example,\" \"healthcare debrief example,\" \"simulation debriefing,\" and \"simulation debrief.\" Additionally, a search of major professional organization websites was utilized. Included videos were reviewed to score all utterances on the following: (1) phase of debriefing; (2) question or statement; (3) by facilitator or participant; (4) if utterance was neutral, related to positive performance/ \"what went well\" or negative performance/\"what could be improved\"; (5) if facilitator utterance was general or a follow-up, reflective utterance building upon previous discussion; (6) if participant utterances were general or specific reflective, insight offering comments; (7) all facilitator follow-up/ specific reflective type utterances were further analyzed and coded as exploration into Safety-I (e.g., exploration of why error occurred) or Safety-II (e.g., adaptability, variation, reproducing success) concepts.</p><p><strong>Results: </strong>A review of open-access video examples of healthcare debriefing demonstrates disproportionate emphasis on Safety-I and highlights the opportunity for open-access examples of healthcare debriefing to include additional language and techniques that promote and role model inclusion of Safety-II discussion.</p><p><strong>Conclusions: </strong>While there is always room for improvement and we must all strive to do the best we can, we are missing a major opportunity to build resilience by Safety-II exploration into analyzing why things go positively. Those designing such instructional videos should intentionally include debriefing focused on both Safety-I and Safety-II aspects of performance, regardless of outcome, as they are both important, complimentary, and result in a more holistic understanding of improvement opportunities and success. Future study on the impact of Safety-II debriefing should focus on context-specific promotion of quality and patient safety, as well as impact on participant wellbeing and overall safety culture.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"21"},"PeriodicalIF":2.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11995573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144050833","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":"Did we create brave spaces? A realist evaluation report on simulation-based faculty development workshop in equity, diversity, inclusivity, and Indigenous reconciliation.","authors":"X Catherine Tong, Sonaina Chopra, Hannah Jordan, Matthew Sibbald, Aaron Geekie-Sousa, Sandra Monteiro","doi":"10.1186/s41077-025-00346-2","DOIUrl":"10.1186/s41077-025-00346-2","url":null,"abstract":"<p><strong>Background: </strong>Creating Brave Spaces (CBS) workshops are designed by an interprofessional team of health professions educators to empower faculty members to disrupt microaggressions in the clinical teaching environment using simulation-based education design, where actors were trained to portray sources of microaggressions.</p><p><strong>Methods: </strong>The CBS team delivered eleven workshops addressing five categories of biases in various contexts during 2020-2024 engaging hundreds of participants. The team recruited participants to conduct semi-structured interviews. Records from team meetings and facilitator focus groups were collected and reviewed. The dataset was subjected to thematic analysis focusing on the participants' experience in the workshop. Themes were presented in Context-Mechanism-Outcome statements informed by the realist evaluation framework. Subsequently, the results were verified with participants.</p><p><strong>Results: </strong>Nine participants volunteered to be interviewed 2 to 12 weeks after attending the workshop. The interview scripts, totaling about 60,000 words, provided a rich picture of faculty members' backgrounds and experiences. Thematic analysis yielded the following results. Simulation-based education design empowered faculty members to overcome barriers and progress in their skills. During the immersive experience, participants benefited from a rare opportunity to practice aligning their values with their actions. Those who experienced microaggressions as victims or passive bystanders in their past experienced heightened emotions. Faculty members agreed that disrupting microaggressions is an important part of their work. They navigated the tension between \"calling in\" the source of the microaggression, being mindful of power dynamics in the simulated cases, and \"calling out\" the harm of microaggressions by holding the source accountable. Some recounted successes in managing subsequent incidences of microaggressions in their clinical teaching environment. The results were validated by a member-checking process, and further supported by recorded conversations during team meetings and facilitator focus groups.</p><p><strong>Conclusions: </strong>Health sciences institutions' stated strategic goals in inclusive excellence, although widely accepted by faculty members, are challenging to operationalize in the moment of a microaggression. Participants practiced this skill using simulation-based education design and reported significant and positive impacts.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"20"},"PeriodicalIF":2.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11972530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789396","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":"Innovative approaches to pericardiocentesis training: a comparative study of 3D-printed and virtual reality simulation models.","authors":"Alberto Rubio-López, Rodrigo García-Carmona, Laura Zarandieta-Román, Alejandro Rubio-Navas, Ángel González-Pinto, Pablo Cardinal-Fernández","doi":"10.1186/s41077-025-00348-0","DOIUrl":"10.1186/s41077-025-00348-0","url":null,"abstract":"<p><strong>Background: </strong>Training in invasive procedures like pericardiocentesis is a critical component of medical education but poses significant challenges due to its complexity and infrequent clinical application. Pericardiocentesis is an invasive procedure used to remove excess pericardial fluid from the pericardial sac, typically performed to relieve cardiac tamponade. It requires precise anatomical knowledge, ultrasound guidance, and dexterous needle placement to minimize complications. Simulation-based training, particularly with innovative technologies such as 3D printing and virtual reality (VR), offers accessible and cost-effective solutions. This study compared the effectiveness of 3D-printed mannequins and VR simulations in pericardiocentesis training, focusing on learning outcomes, stress responses, and cognitive load.</p><p><strong>Methods: </strong>Thirty-five final-year medical students participated in this quasi-experimental study, receiving training with both models in separate sessions under the supervision of two experienced instructors. Learning outcomes were evaluated using the objective structured clinical examination (OSCE), while stress responses were assessed via heart rate variability (HRV), a measure of fluctuations in heart rate that reflect stress levels. Perceived cognitive load was measured with the NASA Task Load Index (NASA-TLX). Wilcoxon signed-rank and Friedman tests were used for statistical analysis.</p><p><strong>Results: </strong>The 3D-printed mannequin outperformed VR in tasks requiring fine motor skills, such as material handling and drainage placement (Z = - 2.56, p < 0.05; Z = - 2.34, p < 0.05). VR training, however, was associated with lower mental demand and effort (Z = - 2.147, p < 0.05; Z = - 2.356, p < 0.05). Biometric analysis indicated higher stress levels during mannequin-based training (SD1/SD2, chi-square = 14.157, p < 0.01), reflecting its closer replication of real-life clinical conditions.</p><p><strong>Conclusions: </strong>Both 3D-printed mannequins and VR simulations serve as effective tools for pericardiocentesis training, each offering unique advantages. The 3D-printed mannequin supports tactile skill acquisition, while VR enhances cognitive engagement in a low-stress environment. A hybrid approach-beginning with VR and progressing to 3D-printed models-maximizes training outcomes, particularly in resource-limited settings, where affordable simulation tools can improve access to medical education.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"19"},"PeriodicalIF":2.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11971860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789408","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":"Extended reality and computer-based simulation for teaching situational awareness in undergraduate health professions education: a scoping review.","authors":"Mehak Chandanani, Anita Laidlaw, Craig Brown","doi":"10.1186/s41077-025-00343-5","DOIUrl":"10.1186/s41077-025-00343-5","url":null,"abstract":"<p><strong>Introduction: </strong>With the rapid evolution of healthcare environments, effective and accessible experiential learning has become an integral part of health education. Virtual reality (VR) poses the advantage of providing users with a virtual, immersive experience, to allow them to interact with elements of a simulated environment. This scoping review aims to evaluate the use of virtual reality (VR)-based simulation for the training of situational awareness (SA) and decision-making (DM) for undergraduate healthcare education.</p><p><strong>Methods: </strong>A search was carried out across eight databases, namely: MEDLINE, Embase + Embase Classic, Scopus, Google Scholar, PubMed, CINAHL, ERIC, and PsycINFO. Studies evaluating the use of VR and its extended interfaces (i.e., augmented reality (AR) and mixed reality (MR)) for training SA and DM in undergraduate healthcare education were included.</p><p><strong>Results: </strong>Of 3932 studies retrieved from the database search, 35 studies were included within the review. VR-based interventions were used across a range of healthcare profession trainees, including nursing, medical, paramedical, midwifery, and healthcare assistant students. Seventeen studies used screen-based VR interventions, and 16 studies used head-mounted devices (HMD). One study used both screen-based and HMD interventions and one further augmented reality. Twenty-nine studies assessed the role of the intervention in DM training, and 6 studies assessed its role in SA training. Eighteen studies used validated assessment tools, and 17 studies used educational theories to underpin their learning techniques.</p><p><strong>Conclusions: </strong>The role of VR in training of SA and DM for healthcare professions has been well recognized, as demonstrated by the increasing number of studies. There is need for consensus of reporting for such studies to ensure a high-quality body of evidence with standardized outcome assessment.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"18"},"PeriodicalIF":2.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11963705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775069","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}