Advances in simulation (London, England)最新文献

{"title":"Association of SP Educators (ASPE) Physical Examination Teaching Associate (PETA) Standards of Best Practice (SOBP).","authors":"Holly Hopkins, Tim Webster, Karen Lewis, Cathy M Smith, Marsha E Yelen","doi":"10.1186/s41077-025-00373-z","DOIUrl":"10.1186/s41077-025-00373-z","url":null,"abstract":"<p><p>Physical Examination Teaching Associates (PETAs) instruct healthcare professional learners to perform accurate and respectful physical examinations. PETAs are trained to teach physical examination techniques to learners in a standardized manner while providing ongoing feedback to the learner based on the PETA's experience receiving the examination with their own body. While PETAs fall under the broad umbrella of standardized/simulated patient/participant (SP) methodology, their distinct role necessitates specific Standards of Best Practice (SOBP) tailored to PETA programs. To address this need, the Association of SP Educators (ASPE) used the Delphi process, involving thirteen PETA methodology experts from four countries. The five Domains of the ASPE SOBP as well as the accompanying Principles and Practices were revised to align with the needs of PETA programs. There were modifications to terms and content to reflect the unique scope of PETA practice. The ASPE PETA SOBP is designed for programs where PETAs are involved in formative instructional sessions with learners. As with the prior ASPE SOBP, this aspirational document provides flexibility to adapt to diverse program contexts and will continue to evolve.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"11 1","pages":"12"},"PeriodicalIF":3.6,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12922199/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229935","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":"Design, delivery, implementation, and evaluation of simulated clinical placements: a scoping review and evidence and gap map of the current state of evidence.","authors":"Danielle Pollock, Charles Marley, Grace Holland, Sabira Hasanoff, Matthew Tieu, Adam Montagu, Jenniffer Paguio, Raju Kanakula, Carrie Price, Zachary Munn, Ellen Davies","doi":"10.1186/s41077-026-00420-3","DOIUrl":"10.1186/s41077-026-00420-3","url":null,"abstract":"<p><p>BACKGROUND: Clinical placements allow health professions students to apply theoretical knowledge in clinical settings. For various economical, practical, and preferential reasons, some programs and institutions have trialled and established simulated clinical placements. This scoping review examines the evidence on the design, delivery, implementation, and evaluation of simulated clinical placements. METHODS: We conducted a scoping review using JBI methods and reported according to the PRISMA-ScR. PubMed (NCBI), Embase (Embase.com), and CINAHL (EBSCO), PsycINFO (EBSCO) were searched. Reviewers screened title and abstracts and full-texts articles to assess for eligibility. Data were extracted and analysed with descriptive statistics and qualitative content analysis. Evidence and gap maps were developed to visualise the analysed data. RESULTS: There were 131 documents included in this scoping review. Nursing (n = 77; 58.8%), physiotherapy (n = 10; 7.6%), and radiography (n = 9; 7.6%) were the most common fields where simulated clinical placements were trialled and established. Most studies originated the USA (n = 58; 44.3%), followed by Australia (n = 22; 16%), and the UK (n = 15; 11.5%). SCPs were experienced in-person (n = 57), or online (n = 46), with 18 documents reporting both in-person and online options. The percentage of replaced traditional clinical placement time most often ranged from between 0 and 50%, with seven documents reporting a replacement of between 76 and 100%. Several theoretical and conceptual frameworks were identified as being foundational in the establishment of simulated clinical placements. Learning outcomes, student outcomes, assessment types, regulatory and accreditation determinations and guidelines, resources (capital, human, technological, and student), costs and strengths, barriers, limitations and facilitators attributed to simulated clinical placements were identified. CONCLUSION: Simulated clinical placements are increasingly established to capitalise on the opportunities and affordances they offer to health professions students, particularly when traditional placements become less feasible. Given the acceleration of placements that are being undertaken in simulated rather than traditional health care services, it is likely they will continue to be established well into the future. There are significant opportunities to shape learner experiences and performance through how we use simulation techniques in simulated clinical placements for the purpose of building student readiness for practice as health professionals. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067688/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222220","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":"Connecting data science and translational simulation.","authors":"Victoria Brazil","doi":"10.1186/s41077-026-00410-5","DOIUrl":"10.1186/s41077-026-00410-5","url":null,"abstract":"<p><p>Translational simulation is designed to explore and improve healthcare systems and performance. But this potential can only be realised if simulation activities generate actionable insights, using methods that are efficient and cost effective. Robust data strategies are required, embracing established quality‑improvement (QI) frameworks and the recent applications of artificial intelligence. Data collection, analysis and presentation are the primary functions of simulation for quality improvement. This requires translational simulation practitioners to adopt disciplined application of data science, if their diagnostic and interventional simulations are to be translated into tangible gains in healthcare quality and safety.This article is presented in three parts. First, I review contemporary data science principles in QI and emerging capabilities for data capture, synthesis, and tailored dissemination of findings. Second, I illustrate these principles through case vignettes drawn from the literature. Third, I synthesise these lessons to extend Nickson’s Input–Process–Output model, offering guidance for data strategy development for translational simulation initiatives. By integrating a rigorous data orientation into the foundational IPO schema, I argue that translational simulation can better realise its potential.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"11 1","pages":"10"},"PeriodicalIF":3.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12910913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215092","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":"Implementation and utilization of Physical Examination Teaching Associate (PETA) programs: a scoping review.","authors":"Holly Hopkins, Karen Lewis, Cathy M Smith, Marsha E Yelen","doi":"10.1186/s41077-026-00416-z","DOIUrl":"10.1186/s41077-026-00416-z","url":null,"abstract":"<p><p>BACKGROUND: Physical Examination Teaching Associates (PETAs) are individuals trained to instruct health professional learners regarding the technical and communication skills to conduct physical examinations. PETAs refer to their body to instruct and provide feedback in a supportive, non-threatening environment. Such programs are highly rated by learners and support learner outcomes, but implementation and utilization characteristics vary widely. This scoping review aims to review the literature addressing (1) the broad outcomes of PETA programs, (2) the utilization of PETA programs to instruct, and (3) the implementation of Domains of the ASPE SOBP and ASPE GTA/MUTA SOBP within PETA programs. METHODS: PubMed, CINAHL, ERIC, PsycINFO, and Sociological Abstracts were searched to identify all publications addressing the administration of PETA programs and/or engagement of PETAs in instructional sessions. Studies were charted in tandem using an iterative process aligned with the PRISMA Extension for Scoping Reviews. The scoping review protocol was registered prospectively. RESULTS: Thirty-four studies were identified. Most articles were from the United States and highlighted positive PETA program-level outcomes and learner outcomes. PETAs most frequently instructed individuals or groups of four second-year medical students learning the musculoskeletal examination. Half of the articles discussed engaging with PETAs with stable pre-existing pathology. Nearly all addressed some information related to the Domains of the ASPE SOBP and/or ASPE GTA/MUTA SOBP. Only two articles referred to the individual(s) engaging in the PETA role as a PETA. CONCLUSION: PETA programs have published positive outcomes for over 45 years. This scoping review reports on the available evidence highlighting the program structure and instructional patterns represented in the literature and the importance of consistent terminology and role description, alignment with publication standards, and implementation of the relevant ASPE SOBP. REGISTRATION: https://osf.io/rj5wp/ . </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":"13"},"PeriodicalIF":3.6,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12922200/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146159360","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":"The delicate dance of debriefing: exploring how behavioural marker systems influence the socio-emotional dynamics of simulation practice.","authors":"Victoria Ruth Tallentire, Scott McColgan-Smith, Fiona Stewart, Seonaid McIntyre, Samantha Eve Smith","doi":"10.1186/s41077-026-00411-4","DOIUrl":"10.1186/s41077-026-00411-4","url":null,"abstract":"<p><p>BACKGROUND: Debriefing is central to simulation-based education and has been described as both a form of feedback and a broader relational process. While behavioural marker systems (BMS) to assess behavioural (non-technical) skills have been developed to enhance feedback transparency, little is known about how their use shapes the emotional and social dynamics of debriefing. Drawing on feedback literacy and educational alliance frameworks, this study explored how behavioural marker systems influence the emotional and social aspects of debriefing within healthcare simulation. METHODS: This constructivist study involved trainee pharmacists and facilitators participating in a national simulation program in Scotland. Participants used the Pharmacists’ Behavioural Skills BMS, then reflected within online semi-structured interviews. Transcripts were analysed using template analysis. Initial coding was informed by feedback literacy and educational alliance frameworks and refined iteratively through team discussion. The metaphor of dance was used to capture nuance and provide relatable examples of the relational and affective dimensions of practice. RESULTS: Ten trainee pharmacists and six facilitators participated. Five interrelated themes were identified: emotional vulnerability (the first tentative steps); clarity of expectations (trusting the choreography); identity work (the dancer in the mirror); peer critique (dancing in sync); agency and ownership (leading the dance). The behavioural marker system supported learning by depersonalising critique, legitimising peer feedback and enhancing trust through transparency. It also affirmed professional identity and fostered learner agency by making feedback specific and actionable. However, risks were identified when the tool was applied inconsistently, perceived as inauthentic or used in ways that emphasised negative descriptors. CONCLUSIONS: Within simulation, behavioural marker systems are not sterile scaffolds but dynamic social instruments that shape the relational and emotional conditions of debriefing. When applied sensitively, they can depersonalise feedback and strengthen the educational alliance, supporting learners to take ownership of their development. Used rigidly or inconsistently, they risk damaging trust and fragile professional identities. Facilitators should introduce such tools as developmental guides, explicitly aligning them to professional practice and balancing structure with responsiveness to learners’ emotional and relational needs. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12973708/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146133662","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":"How facilitators use healthcare students' mistakes to promote reflections and discussions during simulation debriefings.","authors":"Wenche Lervik, Mads Solberg, Astrid Camilla Wiig, Helen Berg","doi":"10.1186/s41077-026-00412-3","DOIUrl":"10.1186/s41077-026-00412-3","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based training is increasingly used in healthcare education. It allows students to practice in realistic environments using high-fidelity patient simulators and to engage with complex or rare diagnoses without risking harm to real patients. During the debriefing phase, students and facilitators reflect on actions taken and discuss what went well and what could be improved in future simulation sessions. To engage in productive reflection, students must be aware of their mistakes and performance gaps. Although the literature emphasizes the importance of providing both positive and corrective feedback, many facilitators struggle to deliver negative feedback due to concerns about hurting students' feelings or damaging their relationships. This study explores how facilitators use nursing students' mistakes to prompt reflection and discussion during healthcare simulation debriefings.</p><p><strong>Method: </strong>This was a qualitative video-supported observational study. 17 facilitators and 89 students from three universities in Norway participated in mandatory simulation-based training in their second year of education. The framework of Heath, Hindmarsh, and Luff (2010) inspired video analysis. The units of data consisted of verbal utterances, bodily conduct, gaze, and facial expressions, as noted through observations of participants' turns at talk. We complemented this by using thematic analysis inspired by Braun & Clarke of selected video transcripts to support and deepen the analysis.</p><p><strong>Results: </strong>The facilitators who elicited the most reflections and discussions among the students during debriefings consistently employed five communication elements: inquiries, positive feedback, hints and cues, suppressions, and summarizing.</p><p><strong>Conclusion: </strong>The main findings provide new insights into facilitators' actions when eliciting student reflections and discussions. Many structured debriefing frameworks today include inquiries, positive feedback, and hints and cues. This analysis identified additional communication elements not previously recognized in the debriefing literature, namely suppressions and the use of summaries. Few studies have examined the facilitators' actions during debriefings to elicit student reflection and discussion, particularly through naturalistic observation of real-world practice. Further research is needed to expand our understanding of these interactional dynamics and the situated strategies employed by facilitators.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12964741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127715","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":"Midwives' experiences with simulation-based education for postpartum hemorrhage management: a qualitative study.","authors":"Ayşe Nur Ataş, Hilal Gizem Dalgıç, Yasemin Erkal Aksoy, Sema Dereli Yılmaz","doi":"10.1186/s41077-026-00415-0","DOIUrl":"10.1186/s41077-026-00415-0","url":null,"abstract":"<p><strong>Objectives: </strong>To determine the experience of midwives in a master's program undertaking simulation-based education for postpartum hemorrhage management.</p><p><strong>Methods: </strong>This is a qualitative study using a descriptive phenomenological approach. The study was conducted at Selçuk University, Selçuk Simulation Center between December 15-16, 2022. Purposive sampling was used to recruit 15 midwives who were students in a master's program. Simulation-based education for postpartum hemorrhage management was applied with scenarios. Data were collected using a semi-structured interview with midwives using an in-depth bilateral interview technique. All interviews were transcribed into an electronic text file.</p><p><strong>Results: </strong>According to the midwives' views on the simulation-based education experience, four main themes were developed: simulation experience, awareness formation, emotional effects, and the effects of the team members.</p><p><strong>Conclusions: </strong>Midwives described that simulation-based education in postpartum hemorrhage management increased their awareness and confidence, provided valuable experiential learning, elicited emotional responses such as stress and happiness, and fostered collaboration among team members.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12955313/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108559","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":"Do they practise what we teach? A mixed-methods investigation into learning transfer of the maternity team approach in maternity emergencies.","authors":"Razia Sharif, Yoriko Kikkawa, Sharon Clipperton, Sarah Janssens","doi":"10.1186/s41077-026-00414-1","DOIUrl":"10.1186/s41077-026-00414-1","url":null,"abstract":"<p><p>BACKGROUND: Simulation-based training is widely used to improve teamwork in maternity emergencies. However, evidence of learning transfer into clinical practice remains inconsistent. The Maternity Team Approach (MTA)—a structured framework comprising of leadership, role allocation, systematic assessment, and structured recaps—was introduced in a maternity emergency training program at a quaternary tertiary hospital in Australia. This study explored whether the MTA is applied during real-life maternity emergencies and barriers and enablers to its translation in clinical practice. METHODS: A mixed-methods design involving focus groups, interviews, and live clinical observations. Sixty-two maternity clinicians (midwives, obstetricians, and students) participated in eight focus groups and four interviews. Clinical observations of fifty-four live maternity emergencies were conducted by trained raters using an MTA compliance tool. Qualitative data were analysed thematically and triangulated with observational findings. RESULTS: Participants reported that while the MTA was perceived as useful and beneficial for coordination, communication, and patient experience,however, its application in practice was inconsistent. Structured recaps were most used, while explicit role allocation was less frequently observed. Five key themes influenced MTA uptake: leadership, team culture, team composition, nature of the emergency, and practice norms. Observational data confirmed partial application of MTA elements in clinical settings, particularly in emergencies involving large, unfamiliar, or ad hoc teams. CONCLUSIONS: Despite high perceived value of the MTA, learning transfer into clinical practice is variable and context dependent. Effective leadership, supportive culture, consistent team composition, and alignment between training and real-world conditions are critical enablers. To optimise transfer, maternity emergency training programs should incorporate contextually adaptive strategies and post-training support mechanisms. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12930706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094815","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":"Generative AI in simulation debriefings: an exploratory study using the Team-FIRST framework and qualitative feedback from simulation experts and learners.","authors":"David W Tscholl, Max Ebensperger, Arend RahrischRahrisch, Helius Wang, Hubert Heckel, Max Thomasius, Alexander Kaserer, Bastian Grande, Julia C Seelandt, Michaela Kolbe","doi":"10.1186/s41077-026-00407-0","DOIUrl":"10.1186/s41077-026-00407-0","url":null,"abstract":"<p><strong>Background: </strong>Effective debriefings in simulation-based education require accurate observation of team interactions, yet facilitators face challenges due to cognitive load, observer bias, and the complexity of team dynamics. Generative artificial intelligence (AI) tools offer a potential means to support this process by analyzing verbal communication and providing structured feedback. This study explored how AI tools can contribute to teamwork observation and debriefing in immersive medical simulations.</p><p><strong>Methods: </strong>We conducted a qualitative, exploratory study using thematic analysis of simulation participants' and debriefers' experiences with AI-generated teamwork reports. Forty-one participants (anesthesia nurses, residents, and attendings) participated in immersive scenarios at the University Hospital Zurich simulation center. Verbal interactions were transcribed with AI-assisted speech recognition and analyzed using two large language model-based systems (Isaac and ChatGPT-4o) guided by a prompt based on the Team-FIRST framework. Structured reports were generated for each scenario and reviewed by four simulation experts. Semi-structured interviews captured learners' perspectives on being observed by AI tools.</p><p><strong>Results: </strong>A total of 26 AI-generated reports and 27 learner interviews were analyzed. Experts valued the detailed transcripts and illustrative quotes, which supported structured feedback and captured observations that might otherwise be missed. Limitations included inaccuracies in categorization, misattribution of speakers, overly generalized interpretations, and the absence of contextual or nonverbal information. Learners expressed openness and optimism about AI's potential benefits: efficiency, objectivity, and enhanced perception, while also raising concerns about transparency, data protection, interpretation errors, and risks of overreliance. Both groups emphasized the necessity of human oversight.</p><p><strong>Conclusion: </strong>Generative AI tools can complement simulation debriefings by structuring communication data and highlighting teamwork patterns, supporting reflective practice. Current limitations highlight the need for multimodal approaches, refined prompting strategies, and integration with expert facilitation to ensure AI functions as a support tool rather than a replacement in simulation-based education.</p><p><strong>Trial registration: </strong>BASEC ID: Req-2024-01642.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12924402/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087277","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":"Competency of novice anesthesia residents in performing trans thoracic echocardiography following a structured problem-based hands-on course using a trans thoracic echocardiography simulator versus video-based training: a randomized controlled assessor-blinded trial.","authors":"Bharat Yalla, Manpreet Kaur, Abhishek Nagarajappa, Rashmi Ramachandran, Vimi Rewari, Thilaka Muthiah, Bikash Ranjan Ray, Arshad Ayub","doi":"10.1186/s41077-026-00406-1","DOIUrl":"10.1186/s41077-026-00406-1","url":null,"abstract":"<p><p>BACKGROUND: Trans-thoracic echocardiography (TTE) improves the diagnostic skills of anesthesia trainees during the perioperative period. We compared performance between two educational intervention, simulation-based hands-on training and video-based training as measured by a novel TTE Competency Score (TCS). METHODS: Fifty novice anesthesia residents were randomized into an intervention group-I (received simulation-based training) and a control group-C (received video-based training). Both groups underwent evaluations of their knowledge and skills on live volunteers or ICU patients using TCS right after the training and again six months thereafter. An independent sample t-test was employed to compare TCS between the groups, while a paired t-test was used to assess intragroup TCS at the baseline, after training, and six months post-training. RESULTS: The two groups had no significant difference in the pre-test assessment scores. Immediately following the training session, Group I exhibited a significantly higher TCS compared to Group C (25.2 ± 2.7 and 22.4 ± 2.5, p = 0.01). Compared to the I-group, the C-group made more attempts to achieve competence. Group I exhibited higher confidence levels both immediately and six months later. After a six-month follow-up, the TCS scores in both groups were lower than the scores recorded immediately. CONCLUSION: This study demonstrates that a structured, problem-based simulator course improved immediate TCS and 6-month confidence compared with video-based training. However, a decline in TCS in both groups over time highlights the need for periodic refreshers within six months to improve retention. TRIAL REGISTRATION: CTRI [CTRI/2021/07/034684]. </p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":" ","pages":"11"},"PeriodicalIF":3.6,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12911289/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044433","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}