Advances in simulation (London, England)最新文献

{"title":"The Debriefing Assessment in Real Time (DART) tool for simulation-based medical education.","authors":"Kaushik Baliga,&nbsp;Louis P Halamek,&nbsp;Sandra Warburton,&nbsp;Divya Mathias,&nbsp;Nicole K Yamada,&nbsp;Janene H Fuerch,&nbsp;Andrew Coggins","doi":"10.1186/s41077-023-00248-1","DOIUrl":"https://doi.org/10.1186/s41077-023-00248-1","url":null,"abstract":"<p><strong>Background: </strong>Debriefing is crucial for enhancing learning following healthcare simulation. Various validated tools have been shown to have contextual value for assessing debriefers. The Debriefing Assessment in Real Time (DART) tool may offer an alternative or additional assessment of conversational dynamics during debriefings.</p><p><strong>Methods: </strong>This is a multi-method international study investigating reliability and validity. Enrolled raters (n = 12) were active simulation educators. Following tool training, the raters were asked to score a mixed sample of debriefings. Descriptive statistics are recorded, with coefficient of variation (CV%) and Cronbach's α used to estimate reliability. Raters returned a detailed reflective survey following their contribution. Kane's framework was used to construct validity arguments.</p><p><strong>Results: </strong>The 8 debriefings (μ = 15.4 min (SD 2.7)) included 45 interdisciplinary learners at various levels of training. Reliability (mean CV%) for key components was as follows: instructor questions μ = 14.7%, instructor statements μ = 34.1%, and trainee responses μ = 29.0%. Cronbach α ranged from 0.852 to 0.978 across the debriefings. Post-experience responses suggested that DARTs can highlight suboptimal practices including unqualified lecturing by debriefers.</p><p><strong>Conclusion: </strong>The DART demonstrated acceptable reliability and may have a limited role in assessment of healthcare simulation debriefing. Inherent complexity and emergent properties of debriefing practice should be accounted for when using this tool.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"9"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9129157","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":"Simulation device for shoulder reductions: overview of prototyping, testing, and design instructions.","authors":"Sorab Taneja,&nbsp;Will Tenpas,&nbsp;Mehul Jain,&nbsp;Peter Alfonsi,&nbsp;Abhinav Ratagiri,&nbsp;Ann Saterbak,&nbsp;Jason Theiling","doi":"10.1186/s41077-023-00246-3","DOIUrl":"https://doi.org/10.1186/s41077-023-00246-3","url":null,"abstract":"<p><strong>Background: </strong>Shoulder dislocations are common occurrences, yet there are few simulation devices to train medical personnel on how to reduce these dislocations. Reductions require a familiarity with the shoulder and a nuanced motion against strong muscle tension. The goal of this work is to describe the design of an easily replicated, low-cost simulator for training shoulder reductions.</p><p><strong>Materials and methods: </strong>An iterative, stepwise engineering design process was used to design and implement ReducTrain. A needs analysis with clinical experts led to the selection of the traction-countertraction and external rotation methods as educationally relevant techniques to include. A set of design requirements and acceptance criteria was established that considered durability, assembly time, and cost. An iterative prototyping development process was used to meet the acceptance criteria. Testing protocols for each design requirement are also presented. Step-by-step instructions are provided to allow the replication of ReducTrain from easily sourced materials, including plywood, resistance bands, dowels, and various fasteners, as well as a 3D-printed shoulder model, whose printable file is included at a link in the Additional file 1: Appendix.</p><p><strong>Results: </strong>A description of the final model is given. The total cost for all materials for one ReducTrain model is under US $200, and it takes about 3 h and 20 min to assemble. Based on repetitive testing, the device should not see any noticeable changes in durability after 1000 uses but may exhibit some changes in resistance band strength after 2000 uses.</p><p><strong>Discussion: </strong>The ReducTrain device fills a gap in emergency medicine and orthopedic simulation. Its wide variety of uses points to its utility in several instructional formats. With the rise of makerspaces and public workshops, the construction of the device can be easily completed. While the device has some limitations, its robust design allows for simple upkeep and a customizable training experience.</p><p><strong>Conclusion: </strong>A simplified anatomical design allows for the ReducTrain model to serve as a viable training device for shoulder reductions.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9999631/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9144831","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":"Effect of repeat refresher courses on neonatal resuscitation skill decay: an experimental comparative study of in-person and video-based simulation training.","authors":"Julia M McCaw,&nbsp;Sarah E Gardner Yelton,&nbsp;Sean A Tackett,&nbsp;Rainier M L L Rapal,&nbsp;Arianne N Gamalinda,&nbsp;Amelia Arellano-Reyles,&nbsp;Genevieve D Tupas,&nbsp;Ces Derecho,&nbsp;Fides Ababon,&nbsp;Jill Edwardson,&nbsp;Nicole A Shilkofski","doi":"10.1186/s41077-023-00244-5","DOIUrl":"https://doi.org/10.1186/s41077-023-00244-5","url":null,"abstract":"<p><p>Neonatal deaths are a major contributor to global under-5-year-old mortality. Training birth attendants can improve perinatal outcomes, but skills may fade over time. In this pilot study, we assessed skill decay of nursing students after remote video versus in-person resuscitation training in a low-resource setting. Filipino nursing students (n = 49) underwent traditional, in-person simulation-based Helping Babies Breathe (HBB) training in Mindanao, Philippines. Participants were then assigned to receive refresher training at 2-month intervals either in-person or via tele-simulation beginning at 2 months, 4 months, or 6 months after initial training. A knowledge examination and practical examination, also known as objective structured clinical examination B in the HBB curriculum, were administered before retraining to assess knowledge and skill retention at time of scheduled follow-up. Time to initiation of bag-mask ventilation (BMV) in seconds during simulated birth asphyxia was the primary outcome. Skill decay was evident at first follow-up, with average time to BMV increasing from 56.9 (range 15-87) s at initial post-training to 83.8 (range 32-128) s at 2 months and 90.2 (range 51-180) s at 4 months. At second follow-up of the 2-month group, students showed improved pre-training time to BMV (average 70.4; range 46-97 s). No statistical difference was observed between in-person and video-trained students in time to BMV. Because of COVID-19 restrictions, the 6-month follow-up was not completed. We conclude that remote video refresher training is a reasonable alternative to traditional in-person HBB training. Our study also suggests that refreshers may be needed more frequently than every 2 months to mitigate skill decay. Additional studies are necessary to assess the longitudinal impact of tele-simulation on clinical outcomes.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9959951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9676349","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":"Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer.","authors":"Jimmy Frerejean,&nbsp;Jeroen J G van Merriënboer,&nbsp;Claire Condron,&nbsp;Ulrich Strauch,&nbsp;Walter Eppich","doi":"10.1186/s41077-023-00242-7","DOIUrl":"https://doi.org/10.1186/s41077-023-00242-7","url":null,"abstract":"<p><strong>Background: </strong>Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance.</p><p><strong>Recommendations: </strong>This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities.</p><p><strong>Conclusions: </strong>More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9951482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10786475","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":"Correction: Immediate faculty feedback using debriefing timing data and conversational diagrams.","authors":"Andrew Coggins,&nbsp;Sun Song Hong,&nbsp;Kaushik Baliga,&nbsp;Louis P Halamek","doi":"10.1186/s41077-023-00247-2","DOIUrl":"https://doi.org/10.1186/s41077-023-00247-2","url":null,"abstract":"","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9960694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10778382","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":"Gamification of the National Institutes of Health Stroke Scale (NIHSS) for simulation training-a feasibility study.","authors":"Astrid Karina V Harring,&nbsp;Jo Røislien,&nbsp;Karianne Larsen,&nbsp;Mona Guterud,&nbsp;Helge Fagerheim Bugge,&nbsp;Else Charlotte Sandset,&nbsp;Dorte V Kristensen,&nbsp;Maren Ranhoff Hov","doi":"10.1186/s41077-023-00245-4","DOIUrl":"https://doi.org/10.1186/s41077-023-00245-4","url":null,"abstract":"<p><strong>Background: </strong>Training prehospital personnel in identifying patients with acute stroke is key to providing rapid treatment. This study aimed to investigate whether game-based digital simulation training is a feasible alternative to standard in-person simulation training.</p><p><strong>Methods: </strong>Second-year paramedic bachelor students at Oslo Metropolitan University in Norway were invited to participate in a study to compare game-based digital simulation (intervention) to standard in-person training (control). For 2 months, students were encouraged to practice the NIHSS, and both groups logged their simulations. Then, they performed a clinical proficiency test, and their results were assessed using a Bland-Altman plot with corresponding 95% limits of agreement (LoA).</p><p><strong>Results: </strong>Fifty students participated in the study. Individuals in the game group (n = 23) spent an average (SD) of 42:36 min (36) on gaming and performed 14.4 (13) simulations on average, whereas the control group (n = 27) spent 9:28 min (8) simulating and performed 2.5 (1) simulations. Comparing time variables collected during the intervention period, the mean time for each simulated assessment was significantly shorter in the game group (2:57 min vs. 3:50 min, p = 0.004). In the final clinical proficiency test, the mean difference from the true NIHSS score was 0.64 (LoA: - 1.38 to 2.67) in the game group and 0.69 (LoA: - 1.65 to 3.02) in the control group.</p><p><strong>Conclusion: </strong>Game-based digital simulation training is a feasible alternative to standard in-person simulation training to acquire competence in NIHSS assessment. Gamification seemed to give an incentive to simulate considerably more and to perform the assessment faster, with equal accuracy.</p><p><strong>Trial registration: </strong>The study was approved by the Norwegian Centre for Research Data (reference no. 543238).</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9945669/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10822553","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":"Leading change in practice: how \"longitudinal prebriefing\" nurtures and sustains in situ simulation programs.","authors":"Susan Eller,&nbsp;Jenny Rudolph,&nbsp;Stephanie Barwick,&nbsp;Sarah Janssens,&nbsp;Komal Bajaj","doi":"10.1186/s41077-023-00243-6","DOIUrl":"https://doi.org/10.1186/s41077-023-00243-6","url":null,"abstract":"<p><p>In situ simulation (ISS) programs deliver patient safety benefits to healthcare systems, however, face many challenges in both implementation and sustainability. Prebriefing is conducted immediately prior to a simulation activity to enhance engagement with the learning activity, but is not sufficient to embed and sustain an ISS program. Longer-term and broader change leadership is required to engage colleagues, secure time and resources, and sustain an in situ simulation program. No framework currently exists to describe this process for ISS programs. This manuscript presents a framework derived from the analysis of three successful ISS program implementations across different hospital systems. We describe eight change leadership steps adapted from Kotter's change management theory, used to sustainably implement the ISS programs analyzed. These steps include the following: (1) identifying goals of key stakeholders, (2) engaging a multi-professional team, (3) creating a shared vision, (4) communicating the vision effectively, (5) energizing participants and enabling program participation, (6) identifying and celebrating early success, (7) closing the loop on early program successes, and (8) embedding simulation in organizational culture and operations. We describe this process as a \"longitudinal prebrief,\" a framework which provides a step-by-step guide to engage colleagues and sustain successful implementation of ISS.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9862849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9130948","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":"Teaching nursing management of diabetic ketoacidosis: a description of the development of a virtual patient simulation.","authors":"Fatimazahra Mahou,&nbsp;Saloua Elamari,&nbsp;Adesina Afeez Sulaiman,&nbsp;Oumnia Bouaddi,&nbsp;Omaima Changuiti,&nbsp;Mohammed Mouhaoui,&nbsp;Asmae Khattabi","doi":"10.1186/s41077-022-00241-0","DOIUrl":"https://doi.org/10.1186/s41077-022-00241-0","url":null,"abstract":"","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9831878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10520538","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":"Embracing multiple stakeholders' perspectives in defining competent simulation facilitators' characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia.","authors":"Margrethe Duch Christensen,&nbsp;Doris Østergaard,&nbsp;Søren Stagelund,&nbsp;Leonie Watterson,&nbsp;Hyun Soo Chung,&nbsp;Peter Dieckmann","doi":"10.1186/s41077-022-00240-1","DOIUrl":"https://doi.org/10.1186/s41077-022-00240-1","url":null,"abstract":"","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"8 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9830838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10524828","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":"Simulation-based summative assessment in healthcare: an overview of key principles for practice.","authors":"Clément Buléon,&nbsp;Laurent Mattatia,&nbsp;Rebecca D Minehart,&nbsp;Jenny W Rudolph,&nbsp;Fernande J Lois,&nbsp;Erwan Guillouet,&nbsp;Anne-Laure Philippon,&nbsp;Olivier Brissaud,&nbsp;Antoine Lefevre-Scelles,&nbsp;Dan Benhamou,&nbsp;François Lecomte,&nbsp;The SoFraSimS Assessment With Simulation Group,&nbsp;Anne Bellot,&nbsp;Isabelle Crublé,&nbsp;Guillaume Philippot,&nbsp;Thierry Vanderlinden,&nbsp;Sébastien Batrancourt,&nbsp;Claire Boithias-Guerot,&nbsp;Jean Bréaud,&nbsp;Philine de Vries,&nbsp;Louis Sibert,&nbsp;Thierry Sécheresse,&nbsp;Virginie Boulant,&nbsp;Louis Delamarre,&nbsp;Laurent Grillet,&nbsp;Marianne Jund,&nbsp;Christophe Mathurin,&nbsp;Jacques Berthod,&nbsp;Blaise Debien,&nbsp;Olivier Gacia,&nbsp;Guillaume Der Sahakian,&nbsp;Sylvain Boet,&nbsp;Denis Oriot,&nbsp;Jean-Michel Chabot","doi":"10.1186/s41077-022-00238-9","DOIUrl":"https://doi.org/10.1186/s41077-022-00238-9","url":null,"abstract":"<p><strong>Background: </strong>Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base proving its utility for training in a formative context. Advancing to the next step, \"the use of simulation for summative assessment\" requires rigorous and evidence-based development because any summative assessment is high stakes for participants, trainers, and programs. The first step of this process is to identify the baseline from which we can start.</p><p><strong>Methods: </strong>First, using a modified nominal group technique, a task force of 34 panelists defined topics to clarify the why, how, what, when, and who for using simulation-based summative assessment (SBSA). Second, each topic was explored by a group of panelists based on state-of-the-art literature reviews technique with a snowball method to identify further references. Our goal was to identify current knowledge and potential recommendations for future directions. Results were cross-checked among groups and reviewed by an independent expert committee.</p><p><strong>Results: </strong>Seven topics were selected by the task force: \"What can be assessed in simulation?\", \"Assessment tools for SBSA\", \"Consequences of undergoing the SBSA process\", \"Scenarios for SBSA\", \"Debriefing, video, and research for SBSA\", \"Trainers for SBSA\", and \"Implementation of SBSA in healthcare\". Together, these seven explorations provide an overview of what is known and can be done with relative certainty, and what is unknown and probably needs further investigation. Based on this work, we highlighted the trustworthiness of different summative assessment-related conclusions, the remaining important problems and questions, and their consequences for participants and institutions of how SBSA is conducted.</p><p><strong>Conclusion: </strong>Our results identified among the seven topics one area with robust evidence in the literature (\"What can be assessed in simulation?\"), three areas with evidence that require guidance by expert opinion (\"Assessment tools for SBSA\", \"Scenarios for SBSA\", \"Implementation of SBSA in healthcare\"), and three areas with weak or emerging evidence (\"Consequences of undergoing the SBSA process\", \"Debriefing for SBSA\", \"Trainers for SBSA\"). Using SBSA holds much promise, with increasing demand for this application. Due to the important stakes involved, it must be rigorously conducted and supervised. Guidelines for good practice should be formalized to help with conduct and implementation. We believe this baseline can direct future investigation and the development of guidelines.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"7 1","pages":"42"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9795938/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10819099","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}