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Sreedharan JK, Gopalakrishnan GK, Jose AM, Albalawi IA, Alkhathami MG, Satheesan KN, Alnasser M, AlEnezi M, Alqahtani AS. Simulation-Based Teaching and Learning in Respiratory Care Education: A Narrative Review. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:473-486. [PMID: 38826695 PMCID: PMC11144405 DOI: 10.2147/amep.s464629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2024] [Accepted: 05/23/2024] [Indexed: 06/04/2024]
Abstract
Simulation-based pedagogy has become an essential aspect of healthcare education. However, there is a significant gap in the literature regarding the application of simulation-based modalities in respiratory care education. This review aims to address this gap by providing insight into the theory and current uses of simulation, its effectiveness in respiratory care education, and strategies to enhance faculty development. The study utilizes a narrative synthesis approach to review relevant literature and provide a comprehensive understanding of the topic. The research involved comprehensive searches of electronic databases, including PubMed and Google Scholar, to identify relevant literature, encompassing original articles, reviews, and other pertinent content, focusing on simulation-based teaching and learning in respiratory care education published between 1990 and 2022. Findings suggest that simulation-based education is an effective tool for improving respiratory care education and can enhance the clinical skills of learners. The study concludes by discussing the future of simulation in respiratory care education and the potential benefits it may offer.
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Affiliation(s)
- Jithin K Sreedharan
- Department of Respiratory Therapy, College of Health Sciences, University of Doha for Science and Technology, Doha, Qatar
| | | | - Ann Mary Jose
- Department of Respiratory Care, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Ibrahim Ahmad Albalawi
- Advanced Centre for Clinical Simulation, Assistant Vice Dean of Academic Affairs, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Saudi Arabia
| | - Mohammed Ghaithan Alkhathami
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Saudi Arabia
| | - Keerthi N Satheesan
- Department of Respiratory Care, Royal Medical Services College of Nursing and Health Sciences, Manama, Bahrain
| | - Musallam Alnasser
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Saudi Arabia
| | - Meshal AlEnezi
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Saudi Arabia
| | - Abdullah S Alqahtani
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Dammam, Saudi Arabia
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Mossenson AI, Livingston PL, Tuyishime E, Brown JA. Assessing Healthcare Simulation Facilitation: A Scoping Review of Available Tools, Validity Evidence, and Context Suitability for Faculty Development in Low-Resource Settings. Simul Healthc 2024:01266021-990000000-00121. [PMID: 38595205 DOI: 10.1097/sih.0000000000000796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024]
Abstract
SUMMARY STATEMENT Assessment tools support simulation facilitation skill development by guiding practice, structuring feedback, and promoting reflective learning among educators. This scoping review followed a systematic process to identify facilitation assessment tools used in postlicensure healthcare simulation. Secondary objectives included mapping of the validity evidence to support their use and a critical appraisal of their suitability for simulation faculty development in low-resource settings. Database searching, gray literature searching, and stakeholder engagement identified 11,568 sources for screening, of which 72 met criteria for full text review. Thirty sources met inclusion; 16 unique tools were identified. Tools exclusively originated from simulation practice in high-resource settings and predominantly focused on debriefing. Many tools have limited validity evidence supporting their use. In particular, the validity evidence supporting the extrapolation and implications of assessment is lacking. No current tool has high context suitability for use in low-resource settings.
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Affiliation(s)
- Adam I Mossenson
- From the SJOG Midland Public and Private Hospitals (A.I.M., J.A.B.), Perth, Australia; Dalhousie University (A.I.M., P.L.L.), Halifax, Canada; Curtin Medical School, Curtin University, Perth, Australia (A.I.M.); University of Rwanda College of Medicine and Health Sciences (E.T.), Kigali, Rwanda; Curtin School of Nursing (J.A.B.), Curtin University, Perth, Australia ; and Western Australian Group for Evidence Informed Healthcare Practice: A JBI Centre of Excellence (J.A.B.), Perth, Australia
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O'Dowd AT, McEvoy NL, Read C, O'Keeffe D, Curley GF. Twelve tips for developing and implementing an effective critical care simulation programme. MEDICAL TEACHER 2024:1-6. [PMID: 38588719 DOI: 10.1080/0142159x.2024.2331055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 03/12/2024] [Indexed: 04/10/2024]
Abstract
Simulation training in healthcare settings has become a valuable training tool. It provides an ideal formative assessment for interdisciplinary teaching. It provides a high fidelity and highly immersive environment where healthcare staff and students can practice developing their skills in a safe and controlled manner. Simulation training allows staff to practice skills that better prepare them for clinical emergencies, therefore possibly optimising clinical care. While the benefits of simulation education are well understood, establishing a programme for use by critical care staff is complex. Complexities include the highly specialised scenarios that are not typically encountered in non-critical care areas, as well as the need for advanced monitoring equipment, ventilation equipment etc. These 12 tips are intended to assist healthcare educators in navigating the complexities in the establishment of a critical care simulation programme, providing advice on selecting target audiences, learning outcomes, creating a critical care simulation environment and recommendations on evaluation and development of the programme.
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Affiliation(s)
- Aidan T O'Dowd
- Department of Anaesthesia and Critical Care, Royal College of Surgeons in Ireland, University of Medicine and Health Sciences, Dublin, Ireland
| | - Natalie L McEvoy
- Department of Anaesthesia and Critical Care, Royal College of Surgeons in Ireland, University of Medicine and Health Sciences, Dublin, Ireland
| | | | - Dara O'Keeffe
- Department of Surgical Affairs, Royal College of Surgeons in Ireland, University of Medicine and Health Sciences, Dublin, Ireland
| | - Gerard F Curley
- Department of Anaesthesia and Critical Care, Royal College of Surgeons in Ireland, University of Medicine and Health Sciences, Dublin, Ireland
- Beaumont Hospital, Dublin, Ireland
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Duff JP, Morse KJ, Seelandt J, Gross IT, Lydston M, Sargeant J, Dieckmann P, Allen JA, Rudolph JW, Kolbe M. Debriefing Methods for Simulation in Healthcare: A Systematic Review. Simul Healthc 2024; 19:S112-S121. [PMID: 38240623 DOI: 10.1097/sih.0000000000000765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
ABSTRACT Debriefing is a critical component in most simulation experiences. With the growing number of debriefing concepts, approaches, and tools, we need to understand how to debrief most effectively because there is little empiric evidence to guide us in their use. This systematic review explores the current literature on debriefing in healthcare simulation education to understand the evidence behind practice and clarify gaps in the literature. The PICO question for this review was defined as "In healthcare providers [P], does the use of one debriefing or feedback intervention [I], compared to a different debriefing or feedback intervention [C], improve educational and clinical outcomes [O] in simulation-based education?" We included 70 studies in our final review and found that our current debriefing strategies, frameworks, and techniques are not based on robust empirical evidence. Based on this, we highlight future research needs.
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Affiliation(s)
- Jonathan P Duff
- From the Department of Pediatrics (J.P.D.), University of Alberta. Edmonton, Canada; College of Nursing and Health Professions (K.J.M.), Drexel University, Philadelphia, PA; Simulation Centre (J.S., M.K.), University Hospital, Zurich, Switzerland; Department of Pediatrics, Section of Emergency Medicine (I.T.G.), Yale University School of Medicine, New Haven, CT; Treadwell Virtual Library (M.L.), Massachusetts General Hospital, Boston, MA; Faculty of Medicine (J.S.), Dalhousie University, Halifax, Canada; Copenhagen Academy for Medical Education and Simulation (CAMES) (P.D.), Herlev, Denmark; Department of Quality and Health Technology (P.D.), University of Stavanger, Stavanger, Norway; Department of Public Health (P.D.), University of Copenhagen, Denmark; Department of Family and Preventive Medicine (J.A.A.), University of Utah, Salt Lake City, UT; Center for Medical Simulation (J.W.R.), Boston, MA; and ETH Zurich (M.K.), Zurich, Switzerland
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Brazil V, Purdy E, El Kheir A, Szabo RA. Faculty development for translational simulation: a qualitative study of current practice. Adv Simul (Lond) 2023; 8:25. [PMID: 37919820 PMCID: PMC10621189 DOI: 10.1186/s41077-023-00265-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 10/13/2023] [Indexed: 11/04/2023] Open
Abstract
BACKGROUND Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. METHODS We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. RESULTS Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) 'home-grown', informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. CONCLUSION Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.
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Affiliation(s)
- Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
| | - Eve Purdy
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - Alexander El Kheir
- Emergency Department, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
| | - Rebecca A Szabo
- Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
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Bradley CS, Johnson BK, Woda A, Hansen J, Loomis A, Dreifuerst KT. The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency. Nurs Educ Perspect 2023; 44:E33-E38. [PMID: 37493400 DOI: 10.1097/01.nep.0000000000001163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/27/2023]
Abstract
AIM This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing. BACKGROUND Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes. METHOD Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points. RESULTS Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed. CONCLUSION The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.
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Affiliation(s)
- Cynthia Sherraden Bradley
- About the Authors Cynthia Sherraden Bradley, PhD, RN, CNE, CHSE, ANEF, is assistant professor and director of simulation, University of Minnesota School of Nursing, Minneapolis, Minnesota. Brandon Kyle Johnson, PhD, RN, CHSE, is associate professor and associate dean for simulation, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas. Aimee Woda, PhD, RN, BC, is associate professor, Marquette University College of Nursing, Milwaukee, Wisconsin. Jamie Hansen, PhD, RN, CNE, is a clinical professor, Carroll University College of Health Sciences, Waukesha, Wisconsin. Ann Loomis, PhD, RN, CNEcl, is a clinical assistant professor, Purdue University School of Nursing, West Lafayette, Indiana. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, FAAN, is professor and director, PhD Program, Marquette University College of Nursing. This research was supported by a National League for Nursing Research Grant. For more information, contact Dr. Bradley at
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Davies E, Montagu A, Brazil V. Recommendations for embedding simulation in health services. Adv Simul (Lond) 2023; 8:23. [PMID: 37798755 PMCID: PMC10557368 DOI: 10.1186/s41077-023-00262-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 09/15/2023] [Indexed: 10/07/2023] Open
Abstract
Aspirations to achieve quality and safety goals in health services through simulation have led to significant investments in simulation equipment, space and faculty. However, the optimal governance and operational models through which these resources are expertly applied in health services are not known. There is growing evidence supporting 'service' models for simulation. In these models, simulation activities are co-designed and delivered by a team of simulation experts in partnership with health service units, specifically targeting quality and safety goals. Embedded simulation specialist teams working within these programs offer benefits not fully captured by traditional models of health education or by traditional systems for quality and safety.In this article, we explore broad and specific recommendations for establishing a simulation consultancy service within an Australian metropolitan health service. We base these recommendations on a review of current Australian practice and healthcare simulation literature, and on a specific example within a large outer metropolitan health service. The broad domains discussed include (1) governance and leadership; (2) human resources; (3) principles and planning; (4) operationalise and evaluate and (5) look to the future.The recommendations recognise that healthcare simulation is moving beyond solely addressing individual learning outcomes. The value of simulation addressing organisation and system objectives through various simulation modalities is increasingly being explored and demonstrating value. There is a growing demand for translational simulation in these contexts, and a consequent requirement for organisations to consider how simulation services can be successfully operationalised. Recommendations included in this paper are discussed and described with the intent of facilitating a deeper appreciation of the complexities associated with, and opportunities afforded by, a well-integrated simulation service.
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Affiliation(s)
- Ellen Davies
- Adelaide Health Simulation, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, SA, Australia.
| | - Adam Montagu
- Adelaide Health Simulation, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, SA, Australia
| | - Victoria Brazil
- Translational Simulation Collaborative, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
- Gold Coast Health Simulation Service, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
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Woda A, Bradley CS, Johnson BK, Hansen J, Loomis A, Pena S, Singh M, Dreifuerst KT. Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback. Nurse Educ 2023; 48:254-259. [PMID: 37000866 DOI: 10.1097/nne.0000000000001405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
BACKGROUND Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. PURPOSE The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). METHODS Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). RESULTS Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. CONCLUSION The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML.
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Affiliation(s)
- Aimee Woda
- Associate Professor (Dr Woda), Assistant Professor (Dr Pena), Research Associate Professor (Dr Singh), and Professor and Director PhD Program (Dr Dreifuerst), College of Nursing, Marquette University, Milwaukee, Wisconsin; Assistant Professor and Director of Simulation (Dr Bradley), School of Nursing, University of Minnesota, Minneapolis; Associate Professor and Associate Dean for Simulation (Dr Johnson), Texas Tech University Health Sciences Center, Lubbock; Clinical Professor (Dr Hansen), Carroll University, Waukesha, Wisconsin; and Clinical Assistant Professor (Dr Loomis), School of Nursing, Purdue University, West Lafayette, Indiana
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Chen TH, Bentley SK, Nadir N, Beattie LK, Lei C, Hock SM, Munzer BW, Moadel T, Paetow G, Young A, Stapleton SN. Workshop in Simulation Debriefing for Educators in Medicine: Creation, implementation, and evaluation of a debriefing curriculum for novice simulation educators. AEM EDUCATION AND TRAINING 2023; 7:S58-S67. [PMID: 37383836 PMCID: PMC10294213 DOI: 10.1002/aet2.10869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 01/17/2023] [Indexed: 06/30/2023]
Abstract
Objectives Debriefing is an integral component of simulation education, and effective debriefing education is required to maintain effective simulation programs. However, many educators report financial and logistical barriers to accessing formal debriefing training. Due to limited educator development opportunities, simulation program leaders are often compelled to utilize educators with insufficient debriefing training, which can limit the impact of simulation-based education. To address these concerns, the SAEM Simulation Academy Debriefing Workgroup authored the Workshop in Simulation Debriefing for Educators in Medicine (WiSDEM), a freely available, concise, and ready-to-deploy debriefing curriculum with a target audience of novice educators without formal debriefing training. In this study, we describe the development, initial implementation, and evaluation of the WiSDEM curriculum. Methods The Debriefing Workgroup iteratively developed the WiSDEM curriculum by expert consensus. The targeted level of content expertise was introductory. The curriculum's educational impact was assessed by surveying participants on their impressions of the curriculum and their confidence and self-efficacy in mastery of the material. Additionally, facilitators of the WiSDEM curriculum were surveyed on its content, usefulness, and future applicability. Results The WiSDEM curriculum was deployed during the SAEM 2022 Annual Meeting as a didactic presentation. Thirty-nine of 44 participants completed the participant survey, and four of four facilitators completed the facilitator survey. Participant and facilitator feedback on the curriculum content was positive. Additionally, participants agreed that the WiSDEM curriculum improved their confidence and self-efficacy in future debriefing. All surveyed facilitators agreed that they would recommend the curriculum to others. Conclusions The WiSDEM curriculum was effective at introducing basic debriefing principles to novice educators without formal debriefing training. Facilitators felt that the educational materials would be useful for providing debriefing training at other institutions. Consensus-driven, ready-to-deploy debriefing training materials such as the WiSDEM curriculum can address common barriers to developing basic debriefing proficiency in educators.
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Affiliation(s)
| | | | - Nur‐Ain Nadir
- Kaiser Permanente Central ValleyModestoCaliforniaUSA
| | - Lars K. Beattie
- University of Florida College of MedicineGainesvilleFloridaUSA
| | - Charles Lei
- Vanderbilt University Medical CenterNashvilleTennesseeUSA
| | - Sara M. Hock
- Rush University Medical CenterChicagoIllinoisUSA
| | | | - Tiffany Moadel
- Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellManhassetNew YorkUSA
| | - Glenn Paetow
- Hennepin County Medical CenterMinneapolisMinnesotaUSA
| | - Amanda Young
- University of Arkansas for Medical SciencesLittle RockArkansasUSA
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Pannekoeke L, Knudsen SAS, Kambe M, Vae KJU, Dahl H. Ongoing training and peer feedback in simulation-based learning for local faculty development: A participation action research study. NURSE EDUCATION TODAY 2023; 124:105768. [PMID: 36881948 DOI: 10.1016/j.nedt.2023.105768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 01/20/2023] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Simulation-based learning (SBL) is often used in healthcare education. Professional development has been identified as crucial to the success of SBL. Effective, high-quality SBL requires facilitators who are multiskilled and have a range of SBL-related knowledge, skills and attitudes, which require time and practice to acquire. However, investment in facilitators' competence is often limited, particularly at smaller institutions without an associated simulation centre. OBJECTIVES The purpose of this study is to describe how a smaller university college with limited resources and limited facilitation experience has initiated continuing professional development and how this continuing professional development has contributed to maintaining and developing SBL facilitators' competence. METHOD Participatory action research has been used to improve the practice of SBL facilitators at a university college in Norway. The evaluations and reflections of 10 facilitators engaged in professional development and 44 national simulation conference participants have been analysed by way of Vaismoradi's qualitative content analysis. RESULTS A culture of participation and engagement and a clear professional development structure are both of crucial importance in the implementation and maintenance of continuing professional development in SBL. When these are present, not only does facilitation become more transparent, but facilitators become more aware of their own strengths and weaknesses, manage to address these and perceive an improvement in their confidence and competence. CONCLUSIONS Facilitators at smaller institutions without an associated simulation centre can improve their competence and confidence in SBL beyond the initial course, despite the absence of experienced mentors. The results indicate the importance of engaging in ongoing training and self-reflection based on peer feedback, the facilitators' own experience and up-to-date literature. Implementing and maintaining professional development at smaller institutions requires a clear structure, clear expectations and a culture of participation and development.
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Affiliation(s)
- Lotte Pannekoeke
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Siv Anita Stakkestad Knudsen
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Marianne Kambe
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Karen Johanne Ugland Vae
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Hellen Dahl
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
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Kolbe M, Grande B, Lehmann-Willenbrock N, Seelandt JC. Helping healthcare teams to debrief effectively: associations of debriefers' actions and participants' reflections during team debriefings. BMJ Qual Saf 2023; 32:160-172. [PMID: 35902231 DOI: 10.1136/bmjqs-2021-014393] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 06/21/2022] [Indexed: 11/04/2022]
Abstract
BACKGROUND Debriefings help teams learn quickly and treat patients safely. However, many clinicians and educators report to struggle with leading debriefings. Little empirical knowledge on optimal debriefing processes is available. The aim of the study was to evaluate the potential of specific types of debriefer communication to trigger participants' reflection in debriefings. METHODS In this prospective observational, microanalytic interaction analysis study, we observed clinicians while they participated in healthcare team debriefings following three high-risk anaesthetic scenarios during simulation-based team training. Using the video-recorded debriefings and INTERACT coding software, we applied timed, event-based coding with DE-CODE, a coding scheme for assessing debriefing interactions. We used lag sequential analysis to explore the relationship between what debriefers and participants said. We hypothesised that combining advocacy (ie, stating an observation followed by an opinion) with an open-ended question would be associated with participants' verbalisation of a mental model as a particular form of reflection. RESULTS The 50 debriefings with overall 114 participants had a mean duration of 49.35 min (SD=8.89 min) and included 18 486 behavioural transitions. We detected significant behavioural linkages from debriefers' observation to debriefers' opinion (z=9.85, p<0.001), from opinion to debriefers' open-ended question (z=9.52, p<0.001) and from open-ended question to participants' mental model (z=7.41, p<0.001), supporting our hypothesis. Furthermore, participants shared mental models after debriefers paraphrased their statements and asked specific questions but not after debriefers appreciated their actions without asking any follow-up questions. Participants also triggered reflection among themselves, particularly by sharing personal anecdotes. CONCLUSION When debriefers pair their observations and opinions with open-ended questions, paraphrase participants' statements and ask specific questions, they help participants reflect during debriefings.
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Affiliation(s)
- Michaela Kolbe
- Simulation Centre, University Hospital Zurich, Zurich, Switzerland .,ETH Zürich, Zurich, Switzerland
| | - Bastian Grande
- Simulation Centre, University Hospital Zurich, Zurich, Switzerland.,Institute of Anesthesiology, University Hospital Zurich, Zurich, Switzerland
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Tannenbaum SI, Greilich PE. The debrief imperative: building teaming competencies and team effectiveness. BMJ Qual Saf 2023; 32:125-128. [PMID: 36323510 DOI: 10.1136/bmjqs-2022-015259] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/15/2022] [Indexed: 11/06/2022]
Affiliation(s)
| | - Philip E Greilich
- Department of Anesthesiology and Pain Management, The University of Texas Southwestern Medical Center, Dallas, Texas, USA
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Christensen MD, Østergaard D, Stagelund S, Watterson L, Chung HS, Dieckmann P. Embracing multiple stakeholders' perspectives in defining competent simulation facilitators' characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia. Adv Simul (Lond) 2023; 8:1. [PMID: 36624547 PMCID: PMC9830838 DOI: 10.1186/s41077-022-00240-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Accepted: 12/10/2022] [Indexed: 06/17/2023] Open
Abstract
Abstract
Background
Simulation-based learning (SBL), used for achieving various learning goals, is spreading around the world. However, it is still open, to what extend SBL needs to be adapted to local cultures. This study aimed to explore how various stakeholder groups perceive what constitutes a competent simulation facilitator across three different countries.
Methods
We conducted an interview study with learners, facilitators, and facilitator trainers. Semi-structured interviews with 75 participants underwent content analysis. Participants were recruited from Denmark, Korea, and Australia. Interviews focused on characteristics of simulation faculty, as well as educational behaviours. Interviews were audio-recorded, translated to English, transcribed, and content analysed by inductively developing codes using the Nvivo software. In the first coding round, each interview was treated separately. In the analysis round, the individual codes between countries and stakeholder groups were compared to identify similarities and differences.
Results
Our study shows high demands for the simulation facilitator role. A competent simulation facilitator should possess the following characteristics: (1) subject matter expertise, (2) personal approach and traits, (3) self-awareness and reflection, and (4) communication skills. Educational behaviours comprised (1) supporting a safe learning environment, 2) working goal-oriented with the course, (3) engaging before the course with preparation, (4) leading scenarios, and (5) facilitating debriefings. Comparative analysis showed similar wishes towards simulation facilitators from the different stakeholders in different countries, though the same terms might mean different details in the various settings.
Conclusions
These findings offer guidance for learning needs analysis and the establishment of faculty development programmes. The study also shows that the personal characteristics are an important aspect of the facilitator role above and beyond displaying educational behaviours.
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Affiliation(s)
- Margrethe Duch Christensen
- Copenhagen Academy for Medical Education and Simulation (CAMES), Copenhagen, Denmark
- Department of Anaesthesiology, Nordsjællands Hospital, Hillerød, Denmark
| | - Doris Østergaard
- Copenhagen Academy for Medical Education and Simulation (CAMES), Copenhagen, Denmark
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
| | - Søren Stagelund
- Department of Emergency Medicine, University Hospital of North Norway, Tromsø, Norway
| | | | - Hyun Soo Chung
- Department of Emergency Medicine, Yonsei University College of Medicine Korea, Seoul, South Korea
| | - Peter Dieckmann
- Copenhagen Academy for Medical Education and Simulation (CAMES), Copenhagen, Denmark.
- Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway.
- Institute for Public Health, Copenhagen University, Copenhagen, Denmark.
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Mallory LA, Doughty CB, Davis KI, Cheng A, Calhoun AW, Auerbach MA, Duff JP, Kessler DO. A Decade Later-Progress and Next Steps for Pediatric Simulation Research. Simul Healthc 2022; 17:366-376. [PMID: 34570084 DOI: 10.1097/sih.0000000000000611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
SUMMARY STATEMENT A decade ago, at the time of formation of the International Network for Pediatric Simulation-based Innovation, Research, and Education, the group embarked on a consensus building exercise. The goal was to forecast the facilitators and barriers to growth and maturity of science in the field of pediatric simulation-based research. This exercise produced 6 domains critical to progress in the field: (1) prioritization, (2) research methodology and outcomes, (3) academic collaboration, (4) integration/implementation/sustainability, (5) technology, and (6) resources/support/advocacy. This article reflects on and summarizes a decade of progress in the field of pediatric simulation research and suggests next steps in each domain as we look forward, including lessons learned by our collaborative grass roots network that can be used to accelerate research efforts in other domains within healthcare simulation science.
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Affiliation(s)
- Leah A Mallory
- From the Tufts University School of Medicine (L.A.M.), Boston, MA; Department of Medical Education (L.A.M.), The Hannaford Center for Simulation, Innovation and Education; Section of Hospital Medicine (L.A.M.), Department of Pediatrics, The Barbara Bush Children's Hospital at Maine Medical Center, Portland, ME; Section of Emergency Medicine (C.B.D.), Department of Pediatrics, Baylor College of Medicine; Simulation Center (C.B.D.), Texas Children's Hospital, Pediatric Emergency Medicine, Baylor College of Medicine; Section of Critical Care Medicine (K.I.D.), Department of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, Houston, TX; Departments of Pediatrics and Emergency Medicine (A.C.), University of Calgary, Calgary, Canada; Division of Pediatric Critical Care (A.W.C.), University of Louisville School of Medicine and Norton Children's Hospital, Louisville, KY; Section of Emergency Medicine (M.A.A.), Yale University School of Medicine, New Haven, CT; Division of Critical Care (J.P.D.), University of Alberta, Alberta, Canada; and Columbia University Vagelos College of Physicians and Surgeons (D.O.K.), New York, NY
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de Melo BCP, Falbo AR, Souza ES, Muijtjens AMM, Van Merriënboer JJG, Van der Vleuten CPM. The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal. Adv Simul (Lond) 2022; 7:30. [PMID: 36153603 PMCID: PMC9509554 DOI: 10.1186/s41077-022-00228-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Accepted: 09/09/2022] [Indexed: 11/10/2022] Open
Abstract
Background Systematic reviews on simulation training effectiveness have pointed to the need to adhere to evidence-based instructional design (ID) guidelines. ID guidelines derive from sound cognitive theories and aim to optimize complex learning (integration of knowledge, skills, and attitudes) and learning transfer (application of acquired knowledge and skills in the workplace). The purpose of this study was to explore adherence to ID guidelines in simulation training programs for dealing with postpartum hemorrhage (PPH), a high-risk situation and the leading cause of maternal mortality worldwide. Methods A total of 40 raters analyzed simulation training programs as described in 32 articles. The articles were divided into four subsets of seven articles and one subset of four articles. Each subset was judged by seven to ten raters on adherence to ID guidelines. The 5-point Likert score rating scale was based on Merrill’s First Principles of Instruction and included items relating to key ID features categorized into five subscales: authenticity, activation of prior knowledge, demonstration, application, and integration/transfer. The authors searched for articles published in English between January 2007 and March 2017 in PubMed, Eric, and Google Scholar and calculated the mean Likert-scale score, per subscale, and interrater reliability (IRR). Results The mean Likert-scale scores calculated for all subscales were < 3.00. For the number of raters used to judge the papers in this study (varying between 7 and 10), the IRR was found to be excellent for the authenticity and integration/transfer subscales, good-to-excellent for the activation of prior knowledge and application subscales, and fair-to-good for the demonstration subscale. Conclusion The results demonstrate a paucity of the description of adherence to evidence-based ID guidelines in current simulation trainings for a high-risk situation such as PPH. Supplementary Information The online version contains supplementary material available at 10.1186/s41077-022-00228-x.
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PRE-scripted debriefing for Paediatric simulation Associated with Resuscitation EDucation (PREPARED): A multicentre, cluster randomised controlled trial. Resusc Plus 2022; 11:100291. [PMID: 36017059 PMCID: PMC9396392 DOI: 10.1016/j.resplu.2022.100291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Revised: 07/29/2022] [Accepted: 08/03/2022] [Indexed: 11/21/2022] Open
Abstract
Aim Scripted debriefing tools may improve the performance of novices debriefing in resuscitation courses, but this has not previously been measured. The aim of this study was to determine the impact of a script on the quality of debriefs in a statewide paediatric resuscitation course. Methods This cluster-randomised controlled trial compared scripted debriefing (intervention) versus non-scripted debriefing (control) for participants in a paediatric resuscitation course. The trial was conducted across participating sites in Queensland, Australia, from November 2017 to February 2020. Debriefing quality was measured using the Observational Structured Assessment of Debriefing (OSAD) tool. The OSAD tool rates 8 domains that comprise the elements of an ideal debrief. OSAD scores between scripted and non-scripted groups were compared, overall and after stratification by debriefer experience and site size. Results Seventy debriefings occurred across 19 sites (intervention, n = 34, control n = 36). There was a statistically significant increase in total OSAD scores in the scripted group, compared to non-scripted (mean difference (MD) = 3.5, 95% confidence interval (CI) 0.7–6.2, p = 0.01). The categories of ‘reflection’ and ‘analysis’ had the greatest difference in OSAD scores in the scripted group (MD = 0.8, 95%CI 0.2–1.3, p = 0.005; MD = 0.6, 95%CI 0.2–1.0, p = 0.007). After stratification, overall OSAD scores improved for novices (MD = 4.1, 95%CI 0.5–7.7, p = 0.03) and large centres (MD = 5.2, 95%CI 1.1–9.2, p = 0.01). Conclusion Providing debriefing scripts to faculty facilitating simulated paediatric resuscitation scenarios improved the quality of debriefing, especially for novices and those at large sites. The development and provision of debriefing scripts for large-scale paediatric resuscitation courses should be considered.
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O'Rourke J, Brown M, Elias ME, Podolej GS, Cardell A, Golden A, Gurevich-Gal R, Roszczynialski KN, Tayeb B, Wong N. A Scoping Literature Review of Simulation Training Program Curriculum Standards. Simul Healthc 2022; 17:264-269. [PMID: 34468420 DOI: 10.1097/sih.0000000000000606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Simulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare as well as the International Nursing Association for Clinical Simulation and Learning. Despite growth of domestic and international training programs, there is a lack of consensus regarding curriculum standards. Our aim was to identify core curricular components of comprehensive simulation training programs. A scoping literature review of all relevant publications from 2000 to 2020 was conducted using a 6-step design. A team of 10 multidisciplinary, international simulation educators independently reviewed all citations with discrepancies resolved by third-person review. Of the initial 320 identified unique publications, a total of 15 articles were included, all published within the last 6 years. Four themes were identified: domains (n = 6), competencies (n = 3), objectives (n = 8), and other characteristics (n = 3). The findings support a greater understanding of the core curricular content across simulation training programs to support standardization.
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Affiliation(s)
- Jenny O'Rourke
- From the Marcella Niehoff School of Nursing (J.O.), Loyola University Chicago, Chicago, IL; University of Alabama at Birmingham (M.B.), Birmingham, AL; VA Pittsburgh Healthcare System (M.E.E.), Pittsburgh, PA; University of Illinois College of Medicine at Peoria (G.S.P.), Peoria, IL; Maimonides Medical Center (A.C.), Brooklyn, NY; FIU Herbert Wertheim College of Medicine (A.G.), Miami, FL; Emergency Department (R.G.-G.), Soroka University Medical Centre, Beersheva, Israel; Department of Emergency Medicine (K.N.R.), Stanford University School of Medicine, Stanford, CA; Providence VA Medical Center (B.T.), Providence, RI; Anesthesiology and Critical Care Department (B.T.), King Abdulaziz University, Jeddah, Saudi Arabia; Stanford University (N.W.), Stanford, CA; and Veterans Health Administration (VHA) Simulation Learning, Education and Research Network (SimLEARN) (N.W.), Washington, DC
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Bradley CS, Dreifuerst KT, Loomis A, Johnson BK, Woda A, Hansen J. Implications of the Dunning-Kruger Effect: Finding Balance between Subjective and Objective Assessment in Debriefing Professional Development. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Woda A, Hansen J, Thomas Dreifuerst K, Johnson BK, Loomis A, Nolan C, Bradley CS. Debriefing for Meaningful Learning: Implementing a Train-the-Trainer Program for Debriefers. J Contin Educ Nurs 2022; 53:321-327. [PMID: 35858149 DOI: 10.3928/00220124-20220603-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Debriefing for Meaningful Learning (DML) is a method of debriefing grounded in the theory of reflection used following a simulation or clinical learning experience to engage participants in an interactive dialogue aimed at examining and evaluating their thinking and decision-making processes. With increasing adoption of DML worldwide, a sustainable training program for nurse educators is needed. Attending conferences and workshops that provide training is challenging for many nurse educators because of time and cost constraints. One promising solution is the train-the-trainer (TTT) model. In this article, the development and implementation of a TTT model of DML debriefer training, adaptable to both academic and clinical nursing professional development, is described. [J Contin Educ Nurs. 2022;53(7):321-327.].
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Tayeb B, Dobiesz V, Pozner CN. Developing Consensus on Simulation Fellowship Requirements on the Path to Accreditation Council of Graduate Medical Education Accreditation. Simul Healthc 2022; 17:141-148. [PMID: 34319271 DOI: 10.1097/sih.0000000000000594] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
INTRODUCTION Nonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation. METHODS Core curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion. RESULTS Fourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20. CONCLUSIONS Using a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.
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Affiliation(s)
- Baraa Tayeb
- From the Department of Anesthesiology and Critical Care (B.T.), King Abdulaziz University Faculty of Medicine; Clinical Skills and Simulation Center (B.T.), King Abdulaziz University; King Abdulaziz University Hospital (B.T.), Jeddah, Saudi Arabia; Department of Emergency Medicine (V.D., C.N.P.), Harvard Medical School; and Neil and Elise Wallace STRATUS Center for Medical Simulation (V.D., C.N.P.), Brigham and Women's Hospital, Boston, MA
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Roh YS, Issenberg SB. Effects of a tiered competence-based simulation educator development program. Nurse Educ Pract 2022; 59:103300. [DOI: 10.1016/j.nepr.2022.103300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 11/30/2021] [Accepted: 01/12/2022] [Indexed: 11/25/2022]
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Sumera A, Henderson H, Ballard I. 71 Step by Step: A Three-Step Approach to Faculty Development. Simul Healthc 2021. [DOI: 10.54531/yvzm5555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The Clinical Skills and Simulation Centre (CSSC) at Edge Hill University (EHU) was opened in September 2019 to enhance and standardize simulation-based education across all programmes in the Faculty of Health, Social Care and Medicine. Before the CSSC opened, academic staff had not received any formal guidance in using simulation-based education. With the impact of the pandemic, a three-step blended simulation faculty development approach was created to assist and support faculty in their understanding and in the delivery of simulation The aim of the study was to enhance, encourage and standardize the use of simulation-based education through the delivery of a three-step faculty development programme.The following are the three-step approach to faculty development:
The introduction of simulation sessions is specifically designed and focussed on the newly appointed academic faculty and is embedded in the staff induction programme.Writing simulation scenarios, drop-in sessions are run once a month and are available to all academics from the faculty. They focus on designing and writing simulation scenarios.Shadowing and feedback. At this stage, faculty are offered support during their simulation session. The experienced simulation facilitator leads the first part of the event with the faculty member running the second part supported by the facilitator observing and providing feedback after the session.The evaluative methods included two approaches, quantitative incorporating Likert questionnaires, for evaluations, and qualitative focus groups, for faculty. Approximately 1700 student and faculty evaluations were obtained, and seven faculty members participated in the focus groups. These were obtained and conducted between June 2020 and August 2021.Evaluations are obtained from students and from faculty who are involved in the sessions. In addition, ethical approval has been obtained to carry out focus groups to identify the challenges and benefits that faculty have found in delivering simulation. Feedback from the evaluations and the focus groups were very positive. Examples include:The simulation team have been extremely supportive and always are. It makes my role so much easier and I appreciate all their hard work.We had 450 students over a fortnight, everyone worked so hard and were very supportive, especially to staff who had not facilitated simulation for some time.Data from June 2020 to August 2021The session:
Was beneficial for my learning, 87.74%Archived the learning outcomes, 91.37%Did the session meet your expectations? 87.32%We will continue to offer a blended approach and, from August 2021, a 1-day simulation facilitation programme will be offered to potential adjunct clinical faculty.
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The Missing Link: Cognitive Apprenticeship as a Mentorship Framework for Simulation Facilitator Development. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.06.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Rossler K, Molloy MA, Pastva AM, Brown M, Xavier N. Healthcare Simulation Standards of Best PracticeTM Simulation-Enhanced Interprofessional Education. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.015] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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McNutt R, Tews M, Kleinheksel AJ. Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model. MEDICAL SCIENCE EDUCATOR 2021; 31:1141-1148. [PMID: 34457957 PMCID: PMC8368893 DOI: 10.1007/s40670-021-01290-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/02/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Debriefing is necessary for effective simulation education. The PEARLS (Promoting Excellence and Reflective Learning in Simulations) is a scripted debriefing model that incorporates debriefing best practices. It was hypothesized that student simulation performance might impact facilitator adherence to the PEARLS debriefing model. There are no published findings on the effect of student performance on debriefer behavior. METHODS Third-year medical students participated in a video-recorded, formative simulation to treat a high-fidelity mannequin for an asthma exacerbation. A faculty debriefer trained in the PEARLS model evaluated student performance with a standardized rubric and conducted a recorded debriefing. Debriefing recordings were analyzed for debriefer adherence to the PEARLS model. Debriefers were assigned a debriefing score (DS) from 0 to 13; 13 was perfect adherence to the model. Definitive intervention (DI) for asthma exacerbation was defined as bronchodilator therapy. Critical actions were as follows: a focused history, heart/lung exam, giving oxygen, and giving a bronchodilator. RESULTS Mean DS for the debriefers of students who provided DI was 8.57; 9.14 for those students who did not (P = 0.25). Mean DS for debriefers of students who completed all critical actions was 8.68; 8.52 for those students who did not (P = 0.62). Analysis of elapsed time to DI showed no relationship between the time DI was provided and DS. CONCLUSIONS Student performance had no impact on debriefer performance, suggesting the PEARLS model is an effective aid for debriefers, regardless of learner performance. These findings suggest student performance may not bias facilitators' ability to conduct quality debriefings.
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Affiliation(s)
- Richard McNutt
- Department of Emergency Medicine, Medical College of Georgia at Augusta University, 1120 15th Street, AF 1018, 30912 Augusta, Georgia
| | - Matthew Tews
- Department of Emergency Medicine, Medical College of Georgia at Augusta University, 1120 15th Street, AF 1018, 30912 Augusta, Georgia
| | - A. J. Kleinheksel
- Department of Medicine, Medical College of Georgia at Augusta University, Augusta, Georgia
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Bathish MA, Lee D, Seng JS. Transition to a faculty-led partnership model of simulation education in a Baccalaureate Nursing Program. J Prof Nurs 2021; 37:534-540. [PMID: 34016311 DOI: 10.1016/j.profnurs.2021.02.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Indexed: 11/25/2022]
Affiliation(s)
- Melissa A Bathish
- University of Michigan School of Nursing, 426 North Ingalls Room 4402 SNB, Ann Arbor, MI 48109, United States of America.
| | - Deborah Lee
- University of Michigan School of Nursing, United States of America
| | - Julia S Seng
- University of Michigan School of Nursing, United States of America
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Brar G, Lambert S, Huang S, Dang R, Chan TM. Using Observation to Determine Teachable Moments Within a Serious Game: A GridlockED as Medical Education (GAME) Study. AEM EDUCATION AND TRAINING 2021; 5:e10456. [PMID: 33796804 PMCID: PMC7995925 DOI: 10.1002/aet2.10456] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 03/01/2020] [Accepted: 04/10/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The use of serious games as an educational tool may be an effective strategy to improve knowledge and skill among health care trainees. GridlockED is a serious board game designed to simulate a shift in the emergency department (ED) that incorporates concepts such as prioritization in a multipatient environment and stewardship of finite resources. Serious games can present concepts to learners that are not easily accessible through other teaching methods. GridlockED was designed to demonstrate the principles behind ED flow and how to prioritize in a complex multipatient environment. The objective of this study was to identify teaching points to which learners are exposed while playing the GridlockED game. METHODS We conducted a prospective, observational study from May to August 2017. Practicing emergency physicians, residents, and nurses were recruited as participants to play GridlockED. Participants were instructed on how to play the game and then engaged in playing GridlockED, during which their gameplay was video recorded. The videos of the play sessions were qualitatively analyzed using an interpretive description technique. All teaching points explicitly stated by players or implicitly observed by researchers were recorded. RESULTS Teaching points were identified in the GridlockED play sessions centered around the concepts of patient prioritization and staff placement. Major themes present in gameplay, as well as deviations from reality and frequent misconceptions about emergency care, were also identified. CONCLUSION Observations of experienced ED practitioners reveal that the GridlockED board game creates opportunities for engaging medical learners in systems-level teaching. Our findings will help create the basis for future education modules, but further study is required to ensure that junior trainees actually learn when playing the game.
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Seelandt JC, Walker K, Kolbe M. "A debriefer must be neutral" and other debriefing myths: a systemic inquiry-based qualitative study of taken-for-granted beliefs about clinical post-event debriefing. Adv Simul (Lond) 2021; 6:7. [PMID: 33663598 PMCID: PMC7931165 DOI: 10.1186/s41077-021-00161-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 02/15/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The goal of this study was to identify taken-for-granted beliefs and assumptions about use, costs, and facilitation of post-event debriefing. These myths prevent the ubiquitous uptake of post-event debriefing in clinical units, and therefore the identification of process, teamwork, and latent safety threats that lead to medical error. By naming these false barriers and assumptions, the authors believe that clinical event debriefing can be implemented more broadly. METHODS We interviewed an international sample of 37 clinicians, educators, scholars, researchers, and healthcare administrators from hospitals, universities, and healthcare organizations in Western Europe and the USA, who had a broad range of debriefing experience. We adopted a systemic-constructivist approach that aimed at exploring in-depth assumptions about debriefing beyond obvious constraints such as time and logistics and focused on interpersonal relationships within organizations. Using circular questions, we intended to uncover new and tacit knowledge about barriers and facilitators of regular clinical debriefings. All interviews were transcribed and analyzed following a comprehensive process of inductive open coding. RESULTS In total, 1508.62 min of interviews (25 h, 9 min, and 2 s) were analyzed, and 1591 answers were categorized. Many implicit debriefing theories reflected current scientific evidence, particularly with respect to debriefing value and topics, the complexity and difficulty of facilitation, the importance of structuring the debriefing and engaging in reflective practice to advance debriefing skills. We also identified four debriefing myths which may prevent post-event debriefing from being implemented in clinical units. CONCLUSION The debriefing myths include (1) debriefing only when disaster strikes, (2) debriefing is a luxury, (3) senior clinicians should determine debriefing content, and (4) debriefers must be neutral and nonjudgmental. These myths offer valuable insights into why current debriefing practices are ad hoc and not embedded into daily unit practices. They may help ignite a renewed momentum into the implementation of post-event debriefing in clinical settings.
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Affiliation(s)
- Julia Carolin Seelandt
- Simulation Center, University Hospital Zurich, Rämistrasse 100, 8091 Zürich, Switzerland
| | - Katie Walker
- New York City, Health + Hospitals Simulation Center, 1400 Pelham Parkway South, Building 4, 2nd Floor, Bronx, NY 10461 USA
| | - Michaela Kolbe
- Simulation Center, University Hospital Zurich, Rämistrasse 100, 8091 Zürich, Switzerland
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Watts PI, Hallmark BF, Beroz S. Professional Development for Simulation Education. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:201-221. [PMID: 33431643 DOI: 10.1891/0739-6686.39.201] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Professional development in simulation methodologies is essential for implementation of quality, consistent, simulation-based experiences. Evidence demonstrates that participation in comprehensive training positively impacts learner outcomes. There are many benefits to professional development, however, challenges exist requiring thoughtful planning, administrative buy-in, and fiscal support. While there are no established guidelines, the literature provides an ongoing consensus related to overall concepts and strategies for training in simulation. We describe a continuum of growth for simulationists, ranging from novice/advanced beginner, competent/proficient, to expert. As a novice, one must conduct a self-assessment of current strengths and create a development plan to advance simulation skills and knowledge. A simulationist should use evidenced-base guidelines, mentorship, and feedback to inform simulation practices. They should be knowledgeable of the standards of best practice, modalities, simulation design, learning theories, and professional integrity. Simulationists must seek ongoing advancement through certification, scholarship, and lifelong learning. This chapter describes the continuum of education and methodologies for the development of simulationists.
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Watts PI, Peterson T, Brown M, Peterson DT, White T, Epps C, White ML. Faculty Reflections on Effective Strategies Utilized to Implement Simulation-Enhanced IPE for Future Health Care Providers. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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Sheshadri V, Wasserman I, Peters AW, Santhirapala V, Mitra S, Sandler S, Svensson E, Ljungman D, George R, Ambepu A, Krishnan J, Kataria R, Afshar S, Meara JG, Galea JT, Weinstock P, Roussin C, Taylor M, Menon N, McClain CD. Simulation capacity building in rural Indian hospitals: a 1-year follow-up
qualitative analysis. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 7:140-145. [DOI: 10.1136/bmjstel-2019-000577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/08/2020] [Indexed: 11/03/2022]
Abstract
Introduction
The benefits of simulation-based medical training are well described. The
most effective way to plant and scale simulation training in rural locations
remains undescribed. We sought to plant simulation training programmes for
anaesthesia emergencies in two rural Indian hospitals.
Methods
Two Indian consultant anaesthetists without experience in medical
simulation underwent a 3-day course at the Boston Children’s Hospital’s (BCH)
Simulator Program. They returned to their institutions and launched simulation
programmes with an airway manikin and mock patient monitor. The 1-year
experience was evaluated using individual, in-depth interviews of simulation
facilitators. Three staff members (responsible for facilitating medical
simulations over the prior year) at two rural hospitals in India were
interviewed. None attended the BCH training; instead, they received on-the-job
training from the BCH-trained, consultant anaesthetist colleagues.
Results
Successes included organisational adoption of simulation training with
exercises 1 year after the initial BCH-training, increased interdisciplinary
teamwork and improved clinical competency in managing emergencies. Barriers to
effective, local implementation of simulation programmes fell into three
categories: time required to run simulations, fixed and rigid roles, and
variable resources. Thematic improvement requests were for standardised
resources to help train simulation facilitators and demonstrate to participants
a well-run simulation, in addition to context-sensitive scenarios.
Conclusion
An in-person training of simulation facilitators to promote medical
simulation programmes in rural hospitals produced ongoing simulation programmes
1 year later. In order to make these programmes sustainable, however, increased
investment in developing simulation facilitators is required. In particular,
simulation facilitators must be prepared to formally train other simulation
facilitators, too.
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Developing facilitator competence in scenario-based medical simulation: Presentation and evaluation of a train the trainer course in Bergen, Norway. Nurse Educ Pract 2020; 47:102840. [DOI: 10.1016/j.nepr.2020.102840] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 06/07/2020] [Accepted: 07/09/2020] [Indexed: 11/24/2022]
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Ambardekar AP, Newell A, Blassius K, Waldrop WB, Young DA. Medical simulation utilization among pediatric anesthesiology fellowship programs. Paediatr Anaesth 2020; 30:823-832. [PMID: 32335993 DOI: 10.1111/pan.13895] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2019] [Revised: 04/15/2020] [Accepted: 04/18/2020] [Indexed: 01/05/2023]
Abstract
BACKGROUND Simulation-based education is a mainstay in education of pediatric anesthesiology trainees. Despite the known benefits, there is variability in its use and availability among various pediatric anesthesiology fellowship programs. AIM The primary aim was to understand the current state of simulation-based education among pediatric anesthesiology fellowship programs and define barriers that impede the development of an effective simulation program. METHODS This survey-based, observational study of simulation activities within United States-based pediatric anesthesiology fellowship programs was approved by the Institutional Review Boards (IRB) of the authors' institutions. A 35-question survey was developed in an iterative manner by simulation educators (AA, WW, DY) and a statistician familiar with survey-based research (AN) using research electronic data capture (REDCap) for tool development and data collation. Descriptive and thematic analyses were performed on the quantitative and qualitative responses in the survey, respectively, and were stratified with small, medium, and large fellowship programs. RESULTS Forty-five of 60 (75%) fellowship programs responded to the survey. The presence of a dedicated simulation program director and number of simulation instructors was positively associated with the size of program and years in operation. Dedicated simulation support was variable across programs and was usually present within the larger programs. A positive association also existed for educational activities among all programs mostly based on size of program and years in operation. Protected time was the most commonly cited barrier to having a comprehensive and sustainable simulation program. There was general agreement for establishing a standardized and shared curriculum among fellowship programs. Approximately 70% of simulation programs had no formal simulation instructor training requirement. CONCLUSIONS Simulation-based curricula are broadly offered by many fellowship programs. Improved collaboration locally, regionally, and nationally may improve educational opportunities for fellowship programs, particularly the small ones. These efforts may begin with the development of a standardized curriculum and formal instructor training programs.
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Affiliation(s)
- Aditee P Ambardekar
- Department of Anesthesiology and Pain Management, University of Texas Southwestern Medical School, Dallas, TX, USA
| | - Alana Newell
- Center for Educational Outreach, Baylor College of Medicine, Houston, TX, USA
| | - Kim Blassius
- Scope Anesthesia of North Carolina, Raleigh, NC, USA
| | - William B Waldrop
- Department of Anesthesiology, Perioperative and Pain Medicine, Texas Children's Hospital, Baylor College of Medicine, Houston, TX, USA
| | - David A Young
- Department of Anesthesiology, Perioperative and Pain Medicine, Texas Children's Hospital, Baylor College of Medicine, Houston, TX, USA
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Haase KK, Crannage EF, Orlando PL, Lee M, Martello JL, Stamm PL, Wargo KA, Kiser KL, Fleischman ME. Pharmacy practice faculty and preceptor development. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1233] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | | | - Mary Lee
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | | | | | - Kurt A. Wargo
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | - Katie L. Kiser
- American College of Clinical Pharmacy; Lenexa Kansas USA
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Abstract
INTRODUCTION The quality of healthcare simulation learning relies heavily on effective debriefers. Traditional methods of faculty development in debriefing lack a structured approach to achieve expertise via graduated and reflective practice. METHODS The Simulation Learning, Education and Research Network (SimLEARN) developed DebriefLive, a virtual teaching environment, bringing together faculty and participant debriefers from across the Veterans Health Administration. Recorded simulation sessions were viewed followed by the opportunity for participant debriefers to debrief virtual learners. Participant debriefers were then provided structured and objective debriefings of the debriefings with the added opportunity for immediate practice. Program evaluation data for the pilot sessions were collected via electronic survey including a mix of Likert scale questions as well as short answer responses. RESULTS On a 7-point Likert scale, participant debriefers (n = 15) rated the content as effective (mean = 6.67, SD = 0.47) and appropriate to their level (mean = 6.47, SD = 0.47). The technology of video-based scenarios (mean = 6.6, SD = 0.61), followed by avatar-based debriefing sessions (mean = 6.6, SD = 0.8), was felt to be accurate and appropriate. All participants would agree or strongly agree with recommending this training program to colleagues. CONCLUSIONS Simulation instructors and fellows across the spectrum of the Veterans Health Administration found the innovative computer-based faculty development program DebriefLive acceptable as well as effective in increasing self-efficacy in debriefing. DebriefLive is an innovative and potentially disruptive tool, combining best practices in simulation theory and virtual technologies, for the training and assessment of debriefers.
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Abstract
STATEMENT Formal training for educators who use simulation-based education (SBE) is required by standards of best practice, simulation guidelines, regulatory, and accrediting bodies. Training efforts to establish educator competency for SBE are being offered. However, a systematic review of this body of literature has yet to be conducted. The purpose of this integrative review was to appraise formal training efforts of educators who use SBE. The aims were to summarize the training topics, describe the structure of training programs, and explore evaluation methods of educators. The New World Kirkpatrick Model guided the review. A PRISMA search approach yielded 2007 citations of which 38 met inclusion criteria. Analysis supports a formalized training process that uses a combination of didactic material, time for repetitive practice, and ongoing feedback with longitudinal and scaffolded delivery approaches. An identified gap in the literature is threshold levels for determining competency of educators. Recommendations for planning simulation training programs are provided.
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Association of the Number of a Simulation Faculty With the Implementation of Simulation-Based Education. Simul Healthc 2020; 14:223-227. [PMID: 30969268 DOI: 10.1097/sih.0000000000000360] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
INTRODUCTION Although the implementation of simulation-based education (SBE) is essential for emergency medicine residency programs (EMRPs), little is known about the factors associated with its degree of SBE implementation in EMRPs. Therefore, this study aimed to investigate factors associated with SBE implementation in EMRPs. We hypothesized that the number of the simulation faculty was associated with the degree of SBE implementation. METHODS We conducted a multicenter, cross-sectional survey on SBE implementation in emergency medicine resident education, in accredited EMRPs in the Greater Tokyo area, Japan. Survey question themes included institutional characteristics and the status of simulation education in them. For analyzing factors associated with SBE implementation, we defined EMRPs with a robust SBE implementation as those having an annual simulation time exceeding 10 hours. RESULTS The survey response rate was 73% (115/158). Of the EMRPs that responded, 32% reported that their annual simulation time was more than 10 hours. In the unadjusted analysis, possession of a simulator in the emergency department was significantly associated with nonrobust SBE implementation, but the number of the simulation faculty was significantly associated. On adjusting for possession of a simulator in the emergency department, presence of simulation curriculum, and presence of simulation-based formative or comprehensive assessment, we observed an association of robust SBE implementation with a number of the simulation faculty (unit odds ratio = 1.33; 95% confidence interval = 1.10-1.60). CONCLUSIONS To our knowledge, this is the first Japanese study to demonstrate that the number of the simulation faculty at a program is independently associated with a robust SBE implementation.
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Waxman KT, Nichols AA, Shum C, Forsey L. Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2018-0067. [PMID: 31863693 DOI: 10.1515/ijnes-2018-0067] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 08/15/2019] [Indexed: 11/15/2022]
Abstract
Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.
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Affiliation(s)
- K T Waxman
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Amy A Nichols
- Nursing, University of California Davis Betty Irene Moore School of Nursing, 2570 48th Street suite 3700, Sacramento, Sacramento, CA95817-2200, USA
| | - Cynthia Shum
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Lynn Forsey
- Director, Hospital Quality Institute Sacramento Ca, Sacramento, CA, USA
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Stephenson E, Poore J, Byrne BJ, Dwyer J, Ebert D, Hasty G, Schroedle K, Turner J, Cooper D. Interprofessional Educator Development Course for Simulation. J Contin Educ Nurs 2019; 50:463-468. [DOI: 10.3928/00220124-20190917-08] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Accepted: 06/10/2019] [Indexed: 11/20/2022]
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Peddle M. Participant perceptions of virtual simulation to develop non-technical skills in health professionals. J Res Nurs 2019; 24:167-180. [PMID: 34394522 DOI: 10.1177/1744987119835873] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background Research has identified that virtual simulations may be effective in developing non-technical skills including communication, teamwork and decision making. However, little is known about how participants perceive learning non-technical skills via engagement in virtual simulation. Aims The aim of this research was to investigate participant perceptions and the learning experiences when engaging in virtual simulations focused on developing non-technical skills. Method A descriptive exploratory approach was used. An online voluntary survey collected qualitative extended responses from participants after each virtual simulation. Ethics approval was obtained for the research and guidelines adhered to throughout the study. Results A total of 675 responses were obtained. Participants perceive that engaging with the virtual simulation made them aware of non-technical skills including communication, teamwork, decision making, critical thinking and problem solving, and, to a lesser extent, situational awareness. Additional categories of learning, clinical practice and limitations were identified. Conclusions Engaging in virtual simulation can develop awareness of non-technical skills, as well as confidence and vigilance in practice and mindfulness of a person-centred approach to healthcare. Engaging in virtual simulation may support change in the professional performance of the participants through role modelling and learning through error.
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Affiliation(s)
- Monica Peddle
- Lecturer in Nursing, School of Nursing and Midwifery, La Trobe University, Australia
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Roh YS, Kim M, Issenberg SB. Perceived Competence and Training Priorities of Korean Nursing Simulation Instructors. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2018.08.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Fraser KL, Meguerdichian MJ, Haws JT, Grant VJ, Bajaj K, Cheng A. Cognitive Load Theory for debriefing simulations: implications for faculty development. Adv Simul (Lond) 2018; 3:28. [PMID: 30619626 PMCID: PMC6310924 DOI: 10.1186/s41077-018-0086-1] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2018] [Accepted: 11/22/2018] [Indexed: 11/10/2022] Open
Abstract
The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer's attention that can contribute to a high mental workload, which may adversely affect debriefer performance and consequently learner outcomes. In this paper, we conceptualize the debriefer as a learner of debriefing skills and we discuss Cognitive Load Theory to categorize the many potential mental loads that can affect the faculty debriefer as learner. We then discuss mitigation strategies that can be considered by faculty development programmes to enhance professional development of debriefing staff.
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Affiliation(s)
- Kristin L. Fraser
- Department of Medicine, Cumming School of Medicine, University of Calgary, 7007 14 St SW, Calgary, Alberta T2V 1P9 Canada
| | - Michael J. Meguerdichian
- Department of Emergency Medicine, NYC Health + Hospitals/Harlem Simulation Center, Columbia University School of Medicine, New York, USA
| | - Jolene T. Haws
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Vincent J. Grant
- Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Komal Bajaj
- New York City Health and Hospitals Simulation Center, New York, USA
| | - Adam Cheng
- Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada
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Gardner AK, Gee D, Ahmed RA. Entrustable Professional Activities (EPAs) for Simulation Leaders: The Time Has Come. JOURNAL OF SURGICAL EDUCATION 2018; 75:1137-1139. [PMID: 29653840 DOI: 10.1016/j.jsurg.2018.03.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Revised: 02/08/2018] [Accepted: 03/18/2018] [Indexed: 06/08/2023]
Affiliation(s)
- Aimee K Gardner
- School of Health Professions, Department of Surgery, Baylor College of Medicine, Houston, Texas.
| | - Denise Gee
- Department of Surgery, Mass General Hospital, Boston, Massachusetts
| | - Rami A Ahmed
- Department of Emergency Medicine, Summa Akron City Hospital, Akron, Ohio
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Cheng A, Calhoun A, Topps D, Adler MD, Ellaway R. Using the METRICS model for defining routes to scholarship in healthcare simulation. MEDICAL TEACHER 2018; 40:652-660. [PMID: 29720011 DOI: 10.1080/0142159x.2018.1465184] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
INTRODUCTION In this paper, we explored the utility and value of the METRICS model for modeling scholarship in healthcare simulation by: (1) describing the distribution of articles in four healthcare simulation journals across the seven areas of METRICS scholarship; and (2) appraising patterns of scholarship expressed in three programs of simulation scholarship and reflecting on how these patterns potentially influence the pursuit of future scholarly activities. METHODS Two raters reviewed abstracts of papers published between January 2015 and August 2017 in four healthcare simulation journals and coded them using METRICS. Descriptive statistics were calculated for scholarship type and distribution across journals. Twenty-eight articles from three scholars were reviewed, with patterns of scholarship within articles mapped to METRICS. Descriptive synthesis was constructed through discussion between two reviewers. RESULTS A total of 432 articles from four journals were reviewed. The three most commonly published areas of scholarship were: 32.2% (139/432) evaluation, 18.8% (81/432) innovation, and 15.3% (66/432) conceptual. The METRICS model was able to represent different kinds of scholarship expressed in all of the papers reviewed and across programs of research. Reflecting on patterns of scholarship within their scholarly programs was helpful for research in planning future directions. CONCLUSIONS The METRICS model for scholarship can describe a wide range of patterns of simulation scholarship within individual articles, programs of research, or across journals.
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Affiliation(s)
- Adam Cheng
- a KidSIM Simulation Program, Department of Pediatrics , Alberta Children's Hospital, University of Calgary , Calgary , Canada
| | - Aaron Calhoun
- b Department of Pediatrics , University of Louisville , Louisville , KY , USA
| | - David Topps
- c Department of Family Medicine and Office of Health and Medical Education Scholarship (OHMES) , University of Calgary , Calgary , Canada
| | - Mark D Adler
- d Department of Pediatrics and Medical Education , Feinberg School of Medicine, Northwestern University , Chicago , IL , USA
| | - Rachel Ellaway
- e Department of Community Health Sciences and Office of Health and Medical Education Scholarship (OHMES) , University of Calgary , Calgary , Canada
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Tipping the Scales: Prioritizing Mentorship and Support in Simulation Faculty Development. Simul Healthc 2018; 13:72. [PMID: 29346224 DOI: 10.1097/sih.0000000000000275] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Greenwood KC, Ewell SB. Faculty development through simulation-based education in physical therapist education. Adv Simul (Lond) 2018; 3:1. [PMID: 29450027 PMCID: PMC5806295 DOI: 10.1186/s41077-017-0060-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Accepted: 12/27/2017] [Indexed: 12/17/2022] Open
Abstract
BACKGROUND The use of simulation-based education (SBE) in health professions, such as physical therapy, requires faculty to expand their teaching practice and development. The impact of this teaching on the individual faculty member, and how their teaching process changes or develops, is not fully understood. The purpose of this study was to explore individual physical therapist faculty members' experience with SBE and how those experiences may have transformed their teaching practice to answer the research questions: How do physical therapist faculty develop through including SBE and are there commonalities among educators? METHODS An interpretive phenomenological analysis approach was used with a small sample of subjects who participated in three individual semi-structured interviews. Interview questions were created through the lens of transformative learning theory to allow faculty transformations to be uncovered. A two-step thematic coding process was conducted across participants to identify commonalities of faculty experiences with SBE in physical therapist education. Credibility and trustworthiness were achieved through member checking and expert external review. Thematic findings were validated with transcript excerpts and research field notes. RESULTS Eight physical therapist faculty members (25% male) with a range of 3 to 16 years of incorporating SBE shared their individual experiences. Four common themes related to faculty development were identified across the participants. Themes identified are the following: faculty strengthen their professional identity as physical therapists, faculty are affected by their introduction and training with simulation, faculty develop their interprofessional education through SBE, and faculty experiences with SBE facilitate professional growth. CONCLUSION Physical therapist educators had similarities in their experiences with SBE that transformed their teaching practice and professional development. This study provides insight into what physical therapist faculty may experience when adopting SBE.
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Affiliation(s)
- Kristin Curry Greenwood
- Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, 360 Huntington Avenue, 301M RB, Boston, MA 02115 USA
| | - Sara B. Ewell
- Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, 360 Huntington Avenue, 301M RB, Boston, MA 02115 USA
- College of Professional Studies, Northeastern University, Boston, MA 02115 USA
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