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Hadjichristou C, Kokoti M, Bakopoulou A. Haptics in fixed prosthodontics and their role in dental education: A literature review. J Dent Educ 2024. [PMID: 38558060 DOI: 10.1002/jdd.13533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 02/26/2024] [Accepted: 03/14/2024] [Indexed: 04/04/2024]
Abstract
Technological progress leads to new advances in dental education. One of the applications involves the use of virtual and augmented reality as educational aids. The emerging question is to establish if and how these enhancements may prove beneficial to the overall student learning process. A review of recent literature was conducted with the aim of providing evidence for the development of relevant clinical guidelines. The proposed topic attempted to provide answers to the questions of (a) how participants perform when using haptic devices compared to traditional tooth preparation methods on typodonts, (b) how the use of simulators is perceived by both students and educators, and (c) what added value simulators may have in prosthetic dentistry training. The main findings of this study showed that participants expressed satisfaction with the educational experience, finding it both stimulating and very similar to the actual clinical environment. However, differences between haptic and conventional methods were also apparent. Haptics was a significant predictor of clinical crown performance. Significantly better results and shorter preparation times tended to increase with experience. In conclusion, self-directed learning appears to be beneficial in the clinical education that follows data-driven approach. At the pre-laboratory level, simulators may act as an initial familiarization instrument. At the preclinical level, they may aid in detecting students who require extra assistance, or to provide extra training hours for students lacking adequate competency to enter the clinical training phase.
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Affiliation(s)
| | - Maria Kokoti
- Department of Prosthodontics, School of Dentistry, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Athina Bakopoulou
- Department of Prosthodontics, School of Dentistry, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Clapper TC, Sewell TB, Shen W, Ching K, Solomon AB, Burns KP, Martin PB, Turetz ML, Crawford CV, Joyce CL, Landres IV, Rajwani K. Delivering bad or difficult news. An innovative simulation-based education approach to prepare interdisciplinary fellowships. J Commun Healthc 2024; 17:44-50. [PMID: 36951354 DOI: 10.1080/17538068.2023.2192578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/24/2023]
Abstract
BACKGROUND There is limited data on the effectiveness of training interventions to improve the delivery of bad news. METHODS This preliminary research included pre-post assessments and an open-ended survey to evaluate the effectiveness and perceived value of training on delivering bad news for 26 first- and second-year fellows from five adult and pediatric fellowship programs. RESULTS There was a significant increase in faculty assessment scores (34.5 vs. 41.0, respectively, Z = -3.661, p < 0.001) and Standardized Patient (SP) assessment scores (37.5 vs .44.5, respectively, Z = -2.244, p = 0.025). Fellows valued having a standard framework to aid in the delivery of bad news; receiving targeted feedback and having the opportunity to apply their skills in a subsequent case. CONCLUSIONS A one-hour, four-phase lesson plan that includes an individualized training approach and simulation do-overs can be effective and valuable for preparing fellows to deliver bad news.
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Affiliation(s)
- Timothy C Clapper
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Taylor B Sewell
- Division of Critical Care and Hospital Medicine, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, NY, USA
| | - Winifred Shen
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Kevin Ching
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Aliza B Solomon
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Kyle P Burns
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Paul B Martin
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Meredith L Turetz
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Carl V Crawford
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Christine L Joyce
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Inna V Landres
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
| | - Kapil Rajwani
- Weill Cornell Medical College, NewYork-Presbyterian, New York, NY, USA
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Roitman J, Haber J, Cipollina J, Feldman L, Fletcher J, Allen K, Crotty K, Kudlowitz D, Anderson M. Evaluation of a virtual interprofessional oral-systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education. J Dent Educ 2024. [PMID: 38400648 DOI: 10.1002/jdd.13498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 11/15/2023] [Accepted: 01/06/2024] [Indexed: 02/25/2024]
Abstract
PURPOSE The annual teaching oral-systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral-systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self-reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in-person TOSH (2019) to examine the equivalence of student outcomes of both the in-person and virtual programs. METHODS A pre- and post-test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self-reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. RESULTS Analysis of pre- and post-surveys demonstrated statistically significant improvement in students' self-rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in-person cohorts. Similar findings between the in-person and virtual cohorts indicated no statistically significant difference between the two formats. CONCLUSION These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.
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Affiliation(s)
- J Roitman
- Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, New York, USA
| | - J Haber
- NYU Rory Meyers College of Nursing
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Lawton AJ, Greco L, Airaldi R, Tulsky JA. Development of an Actor Rehearsal Guide for Communication Skills Courses. BMJ Support Palliat Care 2024:spcare-2023-004509. [PMID: 38195119 DOI: 10.1136/spcare-2023-004509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 12/11/2023] [Indexed: 01/11/2024]
Abstract
BACKGROUND Established models of serious illness communication training frequently include role play with simulated patient actors. Yet preparing for communication courses can feel challenging, as most faculty have minimal experience directing actors, and no literature exists to guide faculty in how to lead course rehearsals. METHODS A team of palliative care educators partnered with a seasoned acting teacher to design and implement a faculty guide for directing actors during communication course rehearsals. Their approach involved a series of brainstorming sessions, creation and piloting of a draft rehearsal guide and revisions based on actor and faculty feedback. RESULTS The actor rehearsal guide offers a stepwise approach to beginning a rehearsal, rehearsing a patient case, giving feedback to the actor and ensuring the actor responds appropriately to learners of varied skill levels. From early 2021 to late 2022, the team used the guide to prepare for 36 courses, which trained 446 clinicians. Faculty and actors noted that the guide fostered predictable and efficient rehearsals. CONCLUSIONS A novel actor rehearsal guide can support preparation for communication courses at a single institution. Next steps include disseminating the guide to other institutions and evaluating the guide's impact on faculty and actors' experience of rehearsals and learners' experience of training.
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Affiliation(s)
- Andrew J Lawton
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
- Harvard Medical School, Boston, Massachusetts, USA
| | - Lauren Greco
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA
| | - Remo Airaldi
- Theater, Dance, & Media, Harvard University, Cambridge, Massachusetts, USA
| | - James A Tulsky
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
- Harvard Medical School, Boston, Massachusetts, USA
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Ramírez-Durán MDV, Gutiérrez-Alonso C, Moreno-Casillas L, Del Río-Gutiérrez A, González-Cervantes S, Coronado-Vázquez V. An Educational Intervention to Explore and Overcome Nursing Students' Breastfeeding Barriers: A Mixed-Methods Quasi-experimental Study. J Perinat Neonatal Nurs 2024; 38:E3-E13. [PMID: 37319350 PMCID: PMC10807748 DOI: 10.1097/jpn.0000000000000742] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
BACKGROUND Nursing and midwifery students do not feel adequately prepared during their clinical training to support women who breastfeed, demanding more effective communication skills and knowledge. AIM The aim was to evaluate changes in students' breastfeeding knowledge. METHODS This was a mixed-methods quasi-experimental design. Forty students voluntarily participated. Using a 1:1 ratio, 2 groups were randomly created and completed the validated questionnaire ECoLaE (pre-post). The educational program consisted of focus groups, a clinical simulation, and a visit to the local breastfeeding association. FINDINGS The control group's posttest scores ranged from 6 to 20 (mean = 13.1, standard deviation [SD] = 3.0). The intervention group ranged from 12 to 20 (mean = 17.3, SD = 2.3). A Student's t test for independence samples was calculated ( P < .005, t = 4.5, median = 4.2). The intervention group had a mean difference of 10 points in improvement (mean =10.53, SD = 2.20, min = 7, max = 14), whereas the control group had a mean of 6 points (mean = 6.80, SD = 3.03, min = 3, max = 13). The multiple linear regression explained the intervention's effect. The regression model had statistical significance ( F = 4.87, P = 0.004), with an adjusted R2 = 0.31. The linear regression between the posttest scores and group variables after adjusting by age showed an increment of 4.1 points in the intervention posttest scores ( P < .005, 95% confidence interval [CI] = 2.1-6.1). CONCLUSIONS The educational program "Engage in breaking the barriers to breastfeeding" improved nursing students' knowledge.
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Affiliation(s)
| | | | - Luis Moreno-Casillas
- Department of Nursing, Catholic University “Santa Teresa de Jesús” Ávila, Avila, Spain
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Weingartner LA, Combs RM, Bohnert CA, Decker HR, Noonan EJ. Epistemic Peerhood as a Model To Improve Gender-Affirming Care in Medical Education. Teach Learn Med 2024; 36:89-98. [PMID: 36314249 DOI: 10.1080/10401334.2022.2137169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 09/20/2022] [Indexed: 06/16/2023]
Abstract
Issue: Inadequate training around gender-affirming care is a critical gap in health care and medical education that causes disparities and leads to injury for transgender, nonbinary, and other gender-diverse patients. In contrast to this widespread provider knowledge gap, gender-diverse patients bring critical knowledge from their own experiences to health care. Embracing varied epistemologies, or sources of knowledge, within medical education has the potential to enhance gender-affirming care by intentionally placing value on the lived experiences and emphasizing the credibility of gender-diverse patients. Evidence: In this article, the authors endorse a model of epistemic peerhood in which the embodied knowledge of gender-diverse patients and the authoritative knowledge of providers are each valued for their contribution to care. The authors reflect on experiences developing gender-affirming healthcare curricula and how medical education has not yet adequately addressed gender-diverse care without embracing community knowledge. Implications: The authors identify three vital areas to integrate epistemic peerhood in medical training to address gaps in gender-affirming care: (1) collaborative student training methods that reflect embodied knowledge in the absence of, or in addition to, clinical expertise on gender-affirming care; (2) sustainable partnerships between academic programs and gender-diverse communities that foster continuous engagement from collaborators with lived experience; and (3) broad community input about best practices for representing gender diversity in patient simulation. Embracing epistemic peerhood in each of these areas would result in broader gender-diverse community representation and leadership in medical education, which would ultimately strengthen gender-affirming healthcare training.
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Affiliation(s)
- Laura A Weingartner
- Undergraduate Medical Education, University of Louisville School of Medicine, Louisville, Kentucky, USA
| | - Ryan M Combs
- Health Promotion and Behavioral Sciences, University of Louisville School of Public Health and Information Sciences, Louisville, Kentucky, USA
| | - Carrie A Bohnert
- Undergraduate Medical Education, University of Louisville School of Medicine, Louisville, Kentucky, USA
| | - Hallie R Decker
- Health Promotion and Behavioral Sciences, University of Louisville School of Public Health and Information Sciences, Louisville, Kentucky, USA
| | - Emily J Noonan
- Undergraduate Medical Education, University of Louisville School of Medicine, Louisville, Kentucky, USA
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Hegde S, Hofman E, Dubagunta S, Awad D, Khan O, Eisaman K, Hossain I, Walker J, Sherman B, Kadakia Y, Najjar A, Park C. Implementation of a novel thoracostomy tube trainer with real-time feedback. Trauma Surg Acute Care Open 2023; 8:e001131. [PMID: 38115971 PMCID: PMC10729290 DOI: 10.1136/tsaco-2023-001131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 11/15/2023] [Indexed: 12/21/2023] Open
Abstract
Objectives Simulation-based training leads to improved clinical performance but may be influenced by quality and frequency of training. Within simulation training, chest tube insertion remains a challenge as one of the main pitfalls of insertion is a controlled pleural entry. This study evaluates the efficacy of a novel training model with real-time pressure monitoring, the average force to pleural entry in a model and the utility of audio and visual feedback. Methods This proprietary training model comprised a modified Kelly clamp device with three force sensors at the index finger (sensor 1) and two finger loops (sensors 2 and 3), and a manikin with a replaceable chest wall pad. Standard force values (Newtons (N)) were obtained by experts; expert data revealed that 3-5 s was an acceptable time range to complete the chest tube insertion. Participant level ranged from Post-graduate Year (PGY)-1 to PGY-6 with 13 total participants. Each individual was provided an introduction to the procedure and chest tube trainer. Force (N) and time (ms) measurements were obtained from entry through dermis to pleural space puncture. A significant pressure drop suggested puncturing through the chest wall (completion of the procedure). Results Force data were captured during each phase of the procedure-linear, plateau, and drop. Linear phase (~3000 ms) was from start of procedure to point of maximum force (<30 N). Plateau phase was from maximum force to just before a drop in pressure. Drop phase was a drop in pressure by 5+ N in a span of 150 ms signaling completion of procedure. All participants were able to complete the task successfully. Force for pleural entry ranged from 17 N to 30 N; time to pleural entry ranged from 7500 to 15 000 ms. There was variability in use of all three sensors. All participants used the index sensor, however there was variability in the use of the loop sensors depending on the handedness of the participant. Left-handed users relied more on sensors 1 and 3 while right-handed users relied more on sensors 1 and 2. Given this variability, only force measurements from sensor 1 were used for assessment. Conclusions This novel force-sensing chest tube trainer with continuous pressuring monitoring has a wide range of applications in simulation-based training of emergency surgical tasks. Next steps include evaluating its impact on accuracy and efficiency. Applications of real-time feedback measuring force are broad, including vascular access, trocar placement and other common procedures. Level of evidence Level IV, prospective study.
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Affiliation(s)
- Shruti Hegde
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
| | - Emily Hofman
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - Sruthi Dubagunta
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - Daniel Awad
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - Omar Khan
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - Kraigen Eisaman
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - Ifti Hossain
- Department of Engineering, The University of Texas at Dallas, Richardson, Texas, USA
| | - James Walker
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
| | - Bradley Sherman
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
| | - Yash Kadakia
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
| | - Alex Najjar
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
| | - Caroline Park
- Surgery, The University of Texas Southwestern Medical Center Medical School, Dallas, Texas, USA
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Singh A, Mills S. Peer feedback and evaluation in undergraduate dental learning. J Dent Educ 2023. [PMID: 37855204 DOI: 10.1002/jdd.13395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 10/03/2023] [Indexed: 10/20/2023]
Affiliation(s)
- Amrinderbir Singh
- College of Dentistry, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Sheryl Mills
- Academic Programs and Interprofessional Education, USask Health Sciences, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
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Bui DT, Barnett T, Hoang H, Chinthammit W. Usability of Augmented Reality Technology in Situational Telementorship for Managing Clinical Scenarios: Quasi-Experimental Study. JMIR Med Educ 2023; 9:e47228. [PMID: 37782533 PMCID: PMC10580139 DOI: 10.2196/47228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 07/24/2023] [Accepted: 08/10/2023] [Indexed: 10/03/2023]
Abstract
BACKGROUND Telementorship provides a way to maintain the professional skills of isolated rural health care workers. The incorporation of augmented reality (AR) technology into telementoring systems could be used to mentor health care professionals remotely under different clinical situations. OBJECTIVE This study aims to evaluate the usability of AR technology in telementorship for managing clinical scenarios in a simulation laboratory. METHODS This study used a quasi-experimental design. Experienced health professionals and novice health practitioners were recruited for the roles of mentors and mentees, respectively, and then trained in the use of the AR setup. In the experiment, each mentee wearing an AR headset was asked to respond to 4 different clinical scenarios: acute coronary syndrome (ACS), acute myocardial infarction (AMI), pneumonia severe reaction to antibiotics (PSRA), and hypoglycemic emergency (HE). Their mentor used a laptop to provide remote guidance, following the treatment protocols developed for each scenario. Rating scales were used to measure the AR's usability, mentorship effectiveness, and mentees' self-confidence and skill performance. RESULTS A total of 4 mentors and 15 mentees participated in this study. Mentors and mentees were positive about using the AR technology, despite some technical issues and the time required to become familiar with the technology. The positive experience of telementorship was highlighted (mean 4.8, SD 0.414 for mentees and mean of 4.25, SD 0.5 for mentors on the 5-point Likert scale). Mentees' confidence in managing each of the 4 scenarios improved after telementoring (P=.001 for the ACS, AMI, and PSRA scenarios and P=.002 for the HE scenario). Mentees' individual skill performance rates ranged from 98% in the ACS scenario to 97% in the AMI, PSRA, and HE scenarios. CONCLUSIONS This study provides evidence about the usability of AR technology in telementorship for managing clinical scenarios. The findings suggest the potential for this technology to be used to support health workers in real-world clinical environments and point to new directions of research.
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Affiliation(s)
- Dung T Bui
- Centre for Rural Health, School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, Australia
| | - Tony Barnett
- Centre for Rural Health, School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, Australia
| | - Ha Hoang
- Centre for Rural Health, School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, Australia
| | - Winyu Chinthammit
- Human Interface Technology Laboratory, School of Information and Communication Technology, College of Sciences and Engineering, University of Tasmania, Launceston, Australia
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Schuler N, Shepard L, Saxton A, Russo J, Johnston D, Saba P, Holler T, Smith A, Kulason S, Yee A, Ghazi A. Predicting Surgical Experience After Robotic Nerve-sparing Radical Prostatectomy Simulation Using a Machine Learning-based Multimodal Analysis of Objective Performance Metrics. Urol Pract 2023; 10:447-455. [PMID: 37347812 DOI: 10.1097/upj.0000000000000426] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 06/09/2023] [Indexed: 06/24/2023]
Abstract
INTRODUCTION Machine learning methods have emerged as objective tools to evaluate operative performance in urological procedures. Our objectives were to establish machine learning-based methods for predicting surgeon caseload for nerve-sparing robot-assisted radical prostatectomy using our validated hydrogel-based simulation platform and identify potential metrics of surgical expertise. METHODS Video, robotic kinematics, and force sensor data were collected from 35 board-certified urologists at the 2022 AUA conference. Video was annotated for surgical gestures. Objective performance indicators were derived from robotic system kinematic data. Force metrics were calculated from hydrogel model integrated sensors. Data were fitted to 3 supervised machine learning models-logistic regression, support vector machine, and k-nearest neighbors-which were used to predict procedure-specific learning curve proficiency. Recursive feature elimination was used to optimize the best performing model. RESULTS Logistic regression predicted caseload with the highest AUC score for 5/7 possible data combinations (force, 64%; objective performance indicators + gestures, 94%; objective performance indicators + force, 90%; gestures + force, 93%; objective performance indicators + gestures + force, 94%). Support vector machine predicted the highest AUC score for objective performance indicators (82%) and gestures (94%). Logistic regression with recursive feature elimination was the most effective model reaching 96% AUC in predicting case-specific experience. Most contributory features were identified across all model types. CONCLUSIONS We have created a machine learning-based algorithm utilizing a novel combination of objective performance indicators, gesture analysis, and integrated force metrics to predict surgical experience, capable of discriminating between surgeons with low or high robot-assisted radical prostatectomy caseload with 96% AUC in a standardized, simulation-based environment.
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Affiliation(s)
- Nathan Schuler
- Simulation Innovation Lab, Carnegie Center for Surgical Innovation, Johns Hopkins University, Baltimore, Maryland
| | - Lauren Shepard
- Simulation Innovation Lab, Carnegie Center for Surgical Innovation, Johns Hopkins University, Baltimore, Maryland
| | - Aaron Saxton
- Department of Urology, University of Rochester Medical Center, Rochester, New York
| | - Jillian Russo
- Department of Biomedical Engineering, Case Western Reserve University, Cleveland, Ohio
| | - Daniel Johnston
- University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Patrick Saba
- SUNY Upstate Medical University Norton College of Medicine, Syracuse, New York
| | - Tyler Holler
- Department of Urology, University of Rochester Medical Center, Rochester, New York
| | - Andrea Smith
- Data and Analytics, Intuitive Surgical, Inc, Peachtree Corners, Georgia
| | - Sue Kulason
- Data and Analytics, Intuitive Surgical, Inc, Peachtree Corners, Georgia
| | - Andrew Yee
- Data and Analytics, Intuitive Surgical, Inc, Peachtree Corners, Georgia
| | - Ahmed Ghazi
- Brady Urological Institute, Johns Hopkins University, Baltimore, Maryland
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Slaidina A, Ozolins K, Berzina S, Abeltins A. Patient-specific virtual simulation in the clinical training for prosthetic dentistry. Eur J Dent Educ 2023. [PMID: 37635419 DOI: 10.1111/eje.12949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 06/02/2023] [Accepted: 07/30/2023] [Indexed: 08/29/2023]
Abstract
INTRODUCTION Dental education always involves live patient treatment, and clinical training for each patient is different for students. Using an intraoral scanner and Simodont Dental Trainer, we can provide students with an opportunity to train on actual patient cases in a virtual environment before real preparation. This study aimed to develop, implement and test patient-specific virtual simulation training in prosthetic dentistry curriculum. MATERIALS AND METHODS Before the actual preparation, the students' patients were scanned using 3Shape intraoral scanner. Thereafter, the .stl file was uploaded to Simodont Dental Trainer (Nissin dental products) where all the scanned teeth were prepared virtually. The 'prepared' .stl file was downloaded and submitted to the teacher. Instruction manuals for virtual simulation patient-specific tasks were provided. The students were asked to voluntarily complete the survey, at the end of the course. RESULTS Forty-two 4th year students from the Faculty of Dentistry performed a patient-specific virtual simulation training task and completed a survey. The created training materials served as guidelines for students to perform all the steps on their own without teacher assistance, except in the final step, where the teacher evaluated the digital preparation. Students appreciated the amount of information provided regarding the technologies used and patient-specific tasks. Students admitted that the patient-specific task was more interesting than standard tasks. However, they were not satisfied with the technical performance of Simodont Dental Trainer or the reflection of reality. CONCLUSION Patient-specific virtual simulation can be accepted by students for training before actual teeth preparation in the clinic. However, technical improvements are required in this regard.
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Affiliation(s)
- Anda Slaidina
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Karlis Ozolins
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Sandra Berzina
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Conservative Dentistry and Oral Health, Riga Stradins University, Riga, Latvia
| | - Andris Abeltins
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Orthodontics, Riga Stradins University, Riga, Latvia
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Wong G, Kenny R, Hannam M, Colucci G. Is simulation useful in preparing doctors-to-be for patient death: A narrative review. J Educ Health Promot 2023; 12:240. [PMID: 37727433 PMCID: PMC10506752 DOI: 10.4103/jehp.jehp_1559_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 12/08/2022] [Indexed: 09/21/2023]
Abstract
Clinical and communication skills involved in managing patient death are essential for medical practitioners, yet these skills are often neglected in undergraduate medical education. We aim to review current reported evidence of simulation-based education on medical students' preparedness and performance toward patient death. A narrative review of the literature on simulation-based education for medical students on patient death was conducted. Data on study design, simulation dimension, evaluation tool, and outcome were collected and summarized. Eleven prospective studies were included for narrative review. Simulation modalities included mannequins, standardized patients, and online virtual reality. Heterogeneity in the evaluation tool of simulation-based education was demonstrated. Ninety percent of studies concluded positive outcome of simulation on improving medical students' preparedness in patient death. No negative or adverse learner reaction was reported. Simulation-based education may safely improve medical students' competence in handling patient death. Current data and evaluation tools of education outcomes are sparse and heterogeneous. Future research is encouraged to explore this under-researched topic, amid increasing interest in the use of simulation in medical education.
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Affiliation(s)
- Grace Wong
- Department of General Surgery, University Hospitals Sussex NHS Trust, UK
| | - Ross Kenny
- Department of General Surgery, University Hospitals Sussex NHS Trust, UK
| | | | - Gianluca Colucci
- Department of General Surgery, Consultant Colorectal Surgeon, Worthing Hospital, University Hospitals Sussex NHS Trust, UK
- Honorary Senior Clinical Lecturer, Brighton and Sussex Medical School, UK
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Kelley L, Broadfoot K, McCreight M, Wills A, Leonard C, Connelly B, Gilmartin H, Burke RE. Implementation and Evaluation of a Training Curriculum for Experienced Nurses in Care Coordination: The VA Rural Transitions Nurse Training Program. J Nurs Care Qual 2023; 38:286-292. [PMID: 36857291 PMCID: PMC10205654 DOI: 10.1097/ncq.0000000000000698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
Abstract
BACKGROUND High-quality transitional care at discharge is essential for improved patient outcomes. Registered nurses (RNs) play integral roles in transitions; however, few receive structured training. PURPOSE We sought to create, implement, and evaluate an evidence-informed nursing transitional care coordination curriculum, the Transitions Nurse Training Program (TNTP). METHODS We conceptualized the curriculum using adult learning theory and evaluated with the New World Kirkpatrick Model. Self-reported engagement, satisfaction, acquired knowledge, and confidence were assessed using surveys. Clinical and communication skills were evaluated by standardized patient assessment and behavior sustainment via observation 6 to 9 months posttraining. RESULTS RNs reported high degrees of engagement, satisfaction, knowledge, and confidence and achieved a mean score of 92% on clinical and communication skills. Posttraining observation revealed skill sustainment (mean score 98%). CONCLUSIONS Results suggest TNTP is effective for creating engagement, satisfaction, acquired and sustained knowledge, and confidence for RNs trained in transitional care.
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Affiliation(s)
- Lynette Kelley
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
- Geriatric Research Education and Clinical Center, VA Eastern Colorado Health Care System, Aurora CO, United States of America
| | - Kirsten Broadfoot
- University of Colorado School of Medicine, Center for Advancing Professional Excellence, University of Colorado Anschutz Medical Campus, Aurora CO, United States of America
| | - Marina McCreight
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
| | - Ashlea Wills
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
| | - Chelsea Leonard
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
- Division of Health Care Policy and Research, University of Colorado School of Medicine, Aurora CO, United States of America
| | - Brigid Connelly
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
| | - Heather Gilmartin
- Denver/Seattle Center of Innovation for Veteran-Centered and Value-Driven Care, VA Eastern Colorado Health Care System, Aurora CO, United States of America
- Health Systems, Management and Policy, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora CO, United States of America
| | - Robert E. Burke
- Center for Health Equity Research and Promotion (CHERP), Corporal Crescenz VA Medical Center, Philadelphia, PA, United States of America
- Division of General Internal Medicine, Department of Medicine, University of Pennsylvania Perelman School of Medicine Philadelphia PA, United States of America
- Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA
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14
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Sullivan GA, Harmon K, Gill-Wiehl GF, Kim S, Velasco JM, Chan EY, Schimpke SW. Measuring Impact of Simulation-Based Informed Consent Training on Surgical Intern's Long-Term Confidence. J Surg Educ 2023; 80:884-891. [PMID: 36967342 DOI: 10.1016/j.jsurg.2023.02.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 02/03/2023] [Accepted: 02/23/2023] [Indexed: 05/23/2023]
Abstract
OBJECTIVE Our objective was to evaluate the outcome of a training program on long-term confidence of interns and attending physicians. DESIGN In this prospective cohort study, general surgery interns underwent a training program on informed consent that involved didactics, standardized patient encounters, and supplemental procedure specific guides at the start of the academic year. At the end of the academic year, we surveyed interns from the classes of 2020 (trained) and 2019 (untrained) about their experience and confidence in obtaining an informed consent. Further, we queried attending physicians on their experience and confidence in the interns at the end of each academic year. SETTING Single academic general surgery residency program based at 2 urban tertiary hospitals. PARTICIPANTS General surgery interns including unmatched preliminary residents and categorical interns from general surgery, interventional radiology, and urology. RESULTS Twenty-four incoming interns participated in the training program. Intern confidence discussing operation benefits improved from a median score of 4 to 5 (p = 0.03), and total confidence improved from a median score of 15 to 17.5 (p = 0.08). There was no difference in median total confidence scores (15 vs. 17.5; p = 0.21) between classes. Attending physicians had similar median total confidence scores following intervention (10 vs. 11; p = 0.87). Intern satisfaction was 80% with the didactic session, and 90% with standardized patient encounters. Twenty percent of learners used the supplemental procedure specific guides. CONCLUSIONS Implementation of an intern targeted program on informed consent that incorporated didactics and standardized patient encounters was viewed as useful and may contribute to long-term improvements in confidence.
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Affiliation(s)
- Gwyneth A Sullivan
- Department of Surgery, Rush University Medical Center, Chicago, Illinois
| | - Kelly Harmon
- Department of Surgery, Rush University Medical Center, Chicago, Illinois
| | | | - Seungjun Kim
- Department of Surgery, Rush University Medical Center, Chicago, Illinois
| | - Jose M Velasco
- Department of Surgery, Rush University Medical Center, Chicago, Illinois
| | - Edie Y Chan
- Department of Surgery, Division of Abdominal Transplantation, Rush University Medical Center, Chicago, Illinois
| | - Scott W Schimpke
- Department of Surgery, Division of Bariatric and Minimally Invasive Surgery, Rush University Medical Center, Chicago, Illinois.
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Gharib AM, Peterson GM, Bindoff IK, Salahudeen MS. Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review. Pharmacy (Basel) 2023; 11:pharmacy11030086. [PMID: 37218968 DOI: 10.3390/pharmacy11030086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 05/11/2023] [Accepted: 05/12/2023] [Indexed: 05/24/2023] Open
Abstract
Computer-based simulation (CBS) is an interactive pedagogical training method that has seen increased interest, especially in recent years. There is some evidence that CBS in pharmacy education is not as widely adopted compared to other healthcare disciplines. Pharmacy education literature to date has not specifically discussed the potential barriers which may cause this uptake challenge. In this systematic narrative review, we attempted to explore and discuss potential barriers that may impact the integration of CBS in pharmacy practice education and provide our suggestions to overcome them. We searched five major databases and used the AACODS checklist for grey literature assessment. We identified 42 studies and four grey literature reports, published between 1 January 2000 and 31 August 2022, which met the inclusion criteria. Then, the specific approach of Braun and Clarke for thematic analysis was followed. The majority of the included articles were from Europe, North America, and Australasia. Although none of the included articles had a specific focus on barriers to implementation, thematic analysis was used to extract and discuss several potential barriers, such as resistance to change, cost, time, usability of software, meeting accreditation standards, motivating and engaging students, faculty experience, and curriculum constraints. Ad- dressing academic, process, and cultural barriers can be considered the first step in providing guidance for future implementation research for CBS in pharmacy education. The analysis suggests that to effectively overcome any possible barriers to implementing CBS, different stakeholders must engage in careful planning, collaboration, and investment in resources and training. The review indicates that additional research is required to offer evidence-based approach and strategies to prevent overwhelming or disengaging users from either learning or teaching process. It also guides further research into exploring potential barriers in different institutional cultures and regions.
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Affiliation(s)
- Ahmed M Gharib
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Gregory M Peterson
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Ivan K Bindoff
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Mohammed S Salahudeen
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
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Burford B, Grieg P, Kelleher M, Merriman C, Platt A, Richards E, Davidson N, Vance G. Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students. Health Sci Rep 2023; 6:e1237. [PMID: 37152225 PMCID: PMC10154877 DOI: 10.1002/hsr2.1237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 03/21/2023] [Accepted: 04/16/2023] [Indexed: 05/09/2023] Open
Abstract
Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing "psychological fidelity" as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.
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Affiliation(s)
- Bryan Burford
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Paul Grieg
- Nuffield Department of Clinical NeurosciencesUniversity of OxfordOxfordUK
| | - Mike Kelleher
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | - Clair Merriman
- Oxford Institute of Nursing, Midwifery, and Allied Health ResearchOxford Brookes UniversityOxfordUK
| | - Alan Platt
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | | | - Neil Davidson
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Gill Vance
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
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17
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Cabañero-Martínez MJ, Escribano S, Sánchez-Marco M, Juliá-Sanchis R. Effectiveness of a standardised patient simulation programme in undergraduate nursing students 6 months after implementation: A quasi-experimental study. Nurs Open 2023. [PMID: 37035933 DOI: 10.1002/nop2.1726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 03/03/2023] [Accepted: 03/05/2023] [Indexed: 04/11/2023] Open
Abstract
AIMS The objectives were to evaluate the effectiveness of a standardised patient simulation programme and to analyse to what extent the students transferred the skills covered in the simulation to clinical practice 6 months after the intervention. DESIGN A quasi-experimental study was carried out, with measurements taken pre-, post- and 6 months after the implementation of a standardised patient simulation programme in a single group. METHODS Eligible to participate were all final year nursing undergraduates during the 2020-2021 academic year. In total, 41 undergraduate nursing students took part in all stages of the study. It was measured attitude towards communication, self-efficacy, communication skills and resilience. The degree to which communication skills were used in the real setting was also assessed. RESULTS The students' scores for self-efficacy and perceived communication skills improved and were maintained after six months. Regarding to resilience, improvement was even evident six months following the intervention. In terms of the transfer to clinical practice, the students were making moderate to high use of the communication skills learned in the simulation.
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Affiliation(s)
- María José Cabañero-Martínez
- Nursing Department, Faculty of Health of Science (University of Alicante) and Institute for Health and Biomedical Research (ISABIAL), San Vicente del Raspeig, Spain
| | - Silvia Escribano
- Nursing Department, Faculty of Health of Science (University of Alicante) and Institute for Health and Biomedical Research (ISABIAL), San Vicente del Raspeig, Spain
| | - María Sánchez-Marco
- Nursing Department, Faculty of Health of Science, University of Alicante, San Vicente del Raspeig, Spain
| | - Rocío Juliá-Sanchis
- Nursing Department, Faculty of Health of Science (University of Alicante) and Institute for Health and Biomedical Research (ISABIAL), San Vicente del Raspeig, Spain
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18
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Tadinada A, Gul G, Godwin L, Al Sakka Y, Crain G, Stanford CM, Johnson J. Utilizing an organizational development framework as a road map for creating a technology-driven agile curriculum in predoctoral dental education. J Dent Educ 2023; 87:394-400. [PMID: 36398612 DOI: 10.1002/jdd.13131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 09/15/2022] [Accepted: 10/16/2022] [Indexed: 11/19/2022]
Abstract
The landscape of dental education is undergoing a paradigm shift from both the learner's and teacher's perspectives. Evolving technologies, including artificial intelligence, virtual reality, augmented reality, and mixed reality, are providing synergistic opportunities to create new and exciting educational platforms. The evolution of these platforms will likely play a significant role in dental education. This is especially true in the wake of calamities like the COVID-19 pandemic during which educational activities had to be shutdown or moved online. This experience demonstrated that it is prudent to develop curricula that are both agile and efficient via creating hybrid courses that provide effective learning experiences regardless of the mode of delivery. Although there is growing interest in incorporating technology into dental education, there are few examples of how to actually manage the implementation of technology into the curriculum. In this paper, we provide a road map for incorporating technology into the dental curriculum to create agility and discuss challenges and possible solutions.
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Affiliation(s)
- Aditya Tadinada
- Division of Oral and Maxillofacial Radiology, University of Connecticut Health Center, Farmington, Connecticut, USA
| | - Gulsun Gul
- Division of Medically Complex Patient Management, Department of Comprehensive Care, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Lauren Godwin
- Department of Restorative Dentistry, West Virginia University School of Dentistry, Morgantown, West Virginia, USA
| | | | - Geralyn Crain
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | | | - Jeffrey Johnson
- Department of Pediatric Dentistry, Louisiana State University School of Dentistry, New Orleans, Louisiana, USA
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Sansregret A, Garber A, Freire-Lizama T, Monton L, Mueller V, Papalia N, Ruiter PJA, Shore EM, Suri M. Consensus Statement No. 434: Simulation in Obstetrics and Gynaecology. J Obstet Gynaecol Can 2023; 45:214-226.e1. [PMID: 37055148 DOI: 10.1016/j.jogc.2023.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/15/2023]
Abstract
OBJECTIVE To provide a comprehensive and current overview of the evidence for the value of simulation for education, team training, patient safety, and quality improvement in obstetrics and gynaecology, to familiarize readers with principles to consider in developing a simulation program, and to provide tools and references for simulation advocates. TARGET POPULATION Providers working to improve health care for Canadian women and their families; patients and their families. OUTCOMES Simulation has been validated in the literature as contributing to positive outcomes in achieving learning objectives, maintaining individual and team competence, and enhancing patient safety. Simulation is a well-developed modality with established principles to maximize its utility and create a safe environment for simulation participants. Simulation is most effective when it involves interprofessional collaboration, institutional support, and regular repetition. BENEFITS, HARMS, AND COSTS This modality improves teamwork skills, patient outcomes, and health care spending. Upholding prescribed principles of psychological safety when implementing a simulation program minimizes harm to participants. However, simulation can be an expensive tool requiring human resources, equipment, and time. EVIDENCE Articles published between 2003 and 2022 were retrieved through searches of Medline and PubMed using the keywords "simulation" and "simulator." The search was limited to articles published in English and French. The articles were reviewed for their quality, relevance, and value by the SOGC Simulation Working Group. Expert opinion from relevant seminal books was also considered. VALIDATION METHODS The authors rated the quality of evidence and strength of recommendations using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. See online Appendix A (Tables A1 for definitions and A2 for interpretations of strong and conditional [weak] recommendations). INTENDED AUDIENCE All health care professionals working to improve Canadian women's health, and relevant stakeholders, including granting agencies, physician/nursing/midwifery colleges, accreditation bodies, academic centres, hospitals, and training programs. RECOMMENDATIONS
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Rajendran G, Mahalingam S, K A, G E, B N, Ayyan SM, Nathan B. The ABCDE (Avoid Shaming/Personal Opinions, Build a Rapport, Choose a Communication Approach, Develop a Debriefing Content, Ensure the Ergonomics of Debriefing) Approach: A Simplified Model for Debriefing During Simulation in Emergency Medicine. Cureus 2023; 15:e34569. [PMID: 36883075 PMCID: PMC9985545 DOI: 10.7759/cureus.34569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/02/2023] [Indexed: 02/05/2023] Open
Abstract
Several debriefing models have been described in the literature. However, all these debriefing models are designed in the general medical education format. Hence, for people involved in patient care and clinical teaching, sometimes it may become tedious and difficult to incorporate these models. In the following article, we describe a simplified model for debriefing using the well-known mnemonic ABCDE. The ABCDE approach is expanded as follows: A - Avoid Shaming/Personal Opinions, B - Build a Rapport, C - Choose a Communication Approach, D - Develop a Debriefing Content, and E - Ensure the Ergonomics of Debriefing. The unique thing about this model is that it provides a debriefing approach as a whole rather than only the delivery. It deals with human factors, educational factors, and ergonomics of debriefing, unlike other debriefing models. This approach can be used for debriefing by simulation educators in the field of emergency medicine and also by educators in other specialties.
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Affiliation(s)
- Gunaseelan Rajendran
- Emergency Medicine, Aarupadai Veedu Medical College and Hospital, Puducherry, IND
| | - Sasikumar Mahalingam
- Emergency Medicine, Aarupadai Veedu Medical College and Hospital, Puducherry, IND
| | - Aswin K
- Emergency Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND
| | - Ezhilkugan G
- Emergency Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND
| | - Nithya B
- Emergency Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND
| | - S Manu Ayyan
- Emergency Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND
| | - Balamurugan Nathan
- Emergency Medicine, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND
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Yuan Y, Liu Q, Yang S, He W. Four-Dimensional Superimposition Techniques to Compose Dental Dynamic Virtual Patients: A Systematic Review. J Funct Biomater 2023; 14:jfb14010033. [PMID: 36662080 PMCID: PMC9861356 DOI: 10.3390/jfb14010033] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/29/2022] [Accepted: 01/04/2023] [Indexed: 01/11/2023] Open
Abstract
Four-dimensional virtual patient is a simulation model integrating multiple dynamic data. This study aimed to review the techniques in virtual four-dimensional dental patients. Searches up to November 2022 were performed using the PubMed, Web of Science, and Cochrane Library databases. The studies included were based on the superimposition of two or more digital information types involving at least one dynamic technique. Methodological assessment of the risk of bias was performed according to the Joanna Briggs Institute Critical Appraisal Checklist. Methods, programs, information, registration techniques, applications, outcomes, and limitations of the virtual patients were analyzed. Twenty-seven full texts were reviewed, including 17 case reports, 10 non-randomized controlled experimental studies, 75 patients, and 3 phantoms. Few studies showed a low risk of bias. Dynamic data included real-time jaw motion, simulated jaw position, and dynamic facial information. Three to five types of information were integrated to create virtual patients based on diverse superimposition methods. Thirteen studies showed acceptable dynamic techniques/models/registration accuracy, whereas 14 studies only introduced the feasibility. The superimposition of stomatognathic data from different information collection devices is feasible for creating dynamic virtual patients. Further studies should focus on analyzing the accuracy of four-dimensional virtual patients and developing a comprehensive system.
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Affiliation(s)
- Ying Yuan
- Department of Orthodontics, Stomatological Hospital, Southern Medical University, Guangzhou 510280, China
| | - Qian Liu
- Center of Oral Implantology, Stomatological Hospital, Southern Medical University, Guangzhou 510280, China
| | - Shuo Yang
- Center of Oral Implantology, Stomatological Hospital, Southern Medical University, Guangzhou 510280, China
- Correspondence: (S.Y.); (W.H.); Tel.: +86-15-92033-2690 (S.Y.); +86-15-52109-6103 (W.H.)
| | - Wulin He
- Department of Orthodontics, Stomatological Hospital, Southern Medical University, Guangzhou 510280, China
- Correspondence: (S.Y.); (W.H.); Tel.: +86-15-92033-2690 (S.Y.); +86-15-52109-6103 (W.H.)
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Bessette N, Reade M, McGregor L, Berti J, Naokwegijig B, Maar M. Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle. J Med Educ Curric Dev 2023; 10:23821205231219430. [PMID: 38106516 PMCID: PMC10725153 DOI: 10.1177/23821205231219430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 11/22/2023] [Indexed: 12/19/2023]
Abstract
OBJECTIVES To explore the experiences of Indigenous patient actors who co-created and enacted Indigenous patient scenarios in collaboration with medical school faculty. We critically examine the structures and systems in a medical school that mediate cultural safety for Indigenous patient actors. The Truth and Reconciliation Commission of Canada has called on medical schools and healthcare institutions to help address the intergenerational harms inflicted on Indigenous people by the Indian residential school (IRS) system. Institutions are striving to incorporate cultural competency, conflict resolution, human rights, and anti-racism education into their curricula. However, the structural inequities within undergraduate, postgraduate, and continuing medical education practices must be identified and challenged to ensure that medical education is authentic and culturally safe for those involved in the development and delivery of the Indigenous health curriculum. To explore potential structural inequities in the co-creation process of simulated cultural communication scenarios (SCCS), the Indigenous animators at Debajehmujig Storytellers and collaborating faculty and professional staff at the Northern Ontario School of Medicine University (NOSM U) examined cultural safety in their curriculum design and delivery process. METHODS We utilized the qualitative Indigenous research methodology of the Learning Circle to deconstruct the co-creation process and to explore the experience of cultural safety from the Indigenous animators' perspective throughout the curriculum design and delivery process. RESULTS A framework for culturally safe co-creation practices with Indigenous people, rooted within Indigenous teachings of the Medicine Wheel, emerged from the qualitative data. CONCLUSIONS This framework has the potential to guide the practice of culturally safe co-creation of Indigenous patient simulations in medical education and healthcare workplace learning. While the Medicine Wheel teachings are held by specific Indigenous nations, we anticipate that the results and recommendations of this study will apply to Indigenous co-creators and academic medical educators internationally.
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Affiliation(s)
- Nicole Bessette
- Undergraduate Medical Education, Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Maurianne Reade
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Lorrilee McGregor
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Joahnna Berti
- Debajehmujig Theatre Group, Debajehmujig Creation Centre, Manitowaning, ON, Canada
| | - Bruce Naokwegijig
- Debajehmujig Theatre Group, Debajehmujig Creation Centre, Manitowaning, ON, Canada
| | - Marion Maar
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
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Yang SY, Kang MK. Efficacy Testing of a Multi-Access Metaverse-Based Early Onset Schizophrenia Nursing Simulation Program: A Quasi-Experimental Study. Int J Environ Res Public Health 2022; 20:449. [PMID: 36612770 PMCID: PMC9820020 DOI: 10.3390/ijerph20010449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
This study investigated the effects of a multi-access, metaverse-based early onset schizophrenia nursing simulation program based on Raskin and Rogers' person-centered therapy. The program's effectiveness was tested using a nonequivalent control group pre-test/post-test design. A quasi-experimental simulation study with both pre- and post-test designs was adopted. The experimental group (n = 29) used the simulation program, whereas the control group (n = 29) received only an online lecture on schizophrenia nursing. Changes in scores among experimental and control groups were compared using independent t-tests and analyses of covariance with PASW SPSS-WIN 27.0. Post-intervention, the knowledge regarding patients with early onset schizophrenia, critical thinking ability, and the ability to facilitate communication increased significantly in the experimental group compared with the control group. The nursing simulation program for children with early onset schizophrenia using a metaverse improved nursing students' knowledge, critical thinking ability, and ability to facilitate communication. This training method should be adapted without spatiotemporal constraints by partially supplementing clinical and simulation-based practice. In clinical nursing training, metaverse technical limitations should be identified, and training topics should be selected. Employing EduTech in a metaverse environment can provide clinical education to nurses in psychiatric wards and improve therapeutic communication with their psychiatric patients.
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Affiliation(s)
- Sun-Yi Yang
- College of Nursing, Medical Campus, Konyang University, 158, Gwanjeodong-ro, Seo-gu, Daejeon 35365, Republic of Korea
| | - Mi-Kyung Kang
- College of Nursing, Chungwoon University, 25 Daehak-gil, Hongseong-eup, Hongseong-gun 32244, Chungnam, Republic of Korea
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Yang SY. Impact of the COVID-19 Pandemic on Neonatal Nursing Practicum and Extended Reality Simulation Training Needs: A Descriptive and Cross-Sectional Study. Int J Environ Res Public Health 2022; 20:344. [PMID: 36612664 PMCID: PMC9819314 DOI: 10.3390/ijerph20010344] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 12/16/2022] [Accepted: 12/18/2022] [Indexed: 06/17/2023]
Abstract
This study investigated the neonatal intensive care unit (NICU) clinical practicum status during the COVID-19 pandemic and the need for extended reality (XR)-based training for neonatal care. A structured questionnaire was distributed to 132 prelicensing nursing students. Data were analyzed using importance-performance analysis and Borich needs analysis. Students wanted to use XR to learn about treating high-risk preterm infants. COVID-19 limited clinical training in NICUs, and most students preferred training in XR programs to improve their nursing competency for neonates. There is a large demand for nursing skills concerning high-risk newborns and hands-off training.
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Affiliation(s)
- Sun-Yi Yang
- College of Nursing, Daejeon Medical Campus, Konyang University, 158, Gwanjeodong-ro, Seo-gu, Daejeon 35365, Republic of Korea
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Saber M, Ebrahimi S, Farzane N, Shakeri A. Use of simulated patients for formative assessment of moral competence in medical students. J Educ Health Promot 2022; 11:330. [PMID: 36567988 PMCID: PMC9768714 DOI: 10.4103/jehp.jehp_1275_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Accepted: 01/02/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND During the course of their education, medical students must attain moral competence. The current study aims at designing a formative structured examination that would create the opportunity for learners to practice and interact with simulated patients under expert supervision. MATERIALS AND METHODS This article reports an experience in developing and implementation of a formative assessment of moral competence and the point of view of medical students. In this study, the formative structured examination of medical ethics for 80 medical students in 2 rounds with eight stations was designed. In each station, a scenario was proposed, and the opportunity was provided to the learners to interact with a simulated patient under the supervision of a medical ethics expert. Then, the learners would receive structured feedback in accordance with their performance. All learners expressed their experience in reflective writing, and their opinions were put under content analysis. RESULTS The content analysis of this reflective writing revealed three main categories, namely "Deeper understanding of ethical subjects," "Collaborative thinking and synergy with peers," and "Effective feedback of supervisors." CONCLUSION Within the framework of a formative structured examination of medical ethics, a safe space was created for interacting with simulated patients and practicing ethical reasoning, as well as dimensions of moral competence.
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Affiliation(s)
- Mahboobeh Saber
- Department of Medical Ethics, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sedighe Ebrahimi
- Department of Medical Ethics, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Neda Farzane
- Department of Medical Ethics, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Aliakbar Shakeri
- Department of Medical Ethics, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Pedrollo LFS, Silva AC, Zanetti ACG, Vedana KGG. Creation and validation of a high-fidelity simulation scenario for suicide postvention. Rev Lat Am Enfermagem 2022; 30:e3699. [PMID: 36287402 PMCID: PMC9580988 DOI: 10.1590/1518-8345.6034.3699] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 06/23/2022] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE to create and validate a high-fidelity simulation scenario about the initial support to suicide bereaved people. METHOD a methodological research study to create and validate a simulation scenario about postvention. Its creation was based on scientific recommendations, the validation process was carried out by experts, based on an instrument developed by the authors; the data were statistically analyzed using the Content Validity Index and Gwet concordance coefficient. RESULTS the scenario was created to provide initial support to suicide bereaved people in the Primary Health Care context. As learning objectives, welcoming, health care and organization monitoring were proposed according to technical-scientific recommendations. The scenario was validated by 10 specialists in the themes of postvention (5 judges) and high-fidelity simulation (5 judges). The scenario items met the acceptance and reliability criteria (Content Validity Index = 0.80) and satisfactory concordance (Gwet coefficient = 0.640). CONCLUSION the study presented in full a scenario on postvention with innovative potential that can be used free of charge in clinical simulation development during training of different categories of health professionals, to act in support of suicide bereaved people.
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Affiliation(s)
- Laysa Fernanda Silva Pedrollo
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil.,Scholarship holder at the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brazil
| | - Aline Conceição Silva
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Ana Carolina Guidorizzi Zanetti
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Kelly Graziani Giacchero Vedana
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
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Avau B, Vanhove AC, Scheers H, Stroobants S, Lauwers K, Vandekerckhove P, De Buck E. Impact of the Use of Simulated Patients in Basic First Aid Training on Laypeople Knowledge, Skills, and Self-efficacy: A Controlled Experimental Study. Simul Healthc 2022; 17:213-219. [PMID: 35921627 PMCID: PMC9351698 DOI: 10.1097/sih.0000000000000657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
BACKGROUND First aid training is a cost-effective way to improve public health, but the most effective methods to teach first aid are currently unclear. The aim of this research was to investigate the added value of simulated patients during first aid certification trainings. METHODS Occupational first aid trainings organized by the Belgian Red Cross between September 2018 and August 2019 were allocated to either training with a simulated patient or regular training, for the topics "stroke" and "burns." Participants' knowledge and self-efficacy related to these topics were assessed at baseline, directly after training and after 1 year. First aid skills for "stroke" and "burns" and participant satisfaction were assessed after training. Knowledge and self-efficacy were measured via a questionnaire, and skills were assessed during a practical skills test. Data were analyzed using generalized linear mixed model analyses. RESULTS A total of 1113 participants were enrolled, 403 in the simulated patient group and 710 in the control group. First aid knowledge and self-efficacy increased strongly immediately after training. These increases did not differ between groups, nor did the level of practical skills. The simulated patient group had a significantly increased retention in first aid knowledge after 1 year, compared with control, while retention in self-efficacy did not differ. Participant satisfaction with training was similar between groups. CONCLUSIONS Using simulated patients during occupational first aid trainings for laypeople did not improve outcomes immediately after training but did improve retention of first aid knowledge after 1 year. These results support the use of simulated patients during first aid training.
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Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. Adv Med Educ Pract 2022; 13:649-660. [PMID: 35801134 PMCID: PMC9255713 DOI: 10.2147/amep.s366724] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 06/20/2022] [Indexed: 05/31/2023]
Abstract
Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students' knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students' teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.
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Affiliation(s)
- Ghazwa B Korayem
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Omar A Alshaya
- Department of Pharmacy Practice, College of Pharmacy, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Pharmaceutical Care Services, King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Sawsan M Kurdi
- Department of Pharmacy Practice, College of Clinical Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Lina I Alnajjar
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Aisha F Badr
- Pharmacy Practice Department, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Amjaad Alfahed
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Ameera Cluntun
- Curriculum and Training Department, Health Academy, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
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Acosta DJ, Rinfret A, Plant J, Hsu AT. Using Patient Simulation to Promote Best Practices in Fall Prevention and Postfall Assessment in Nursing Homes. J Nurs Care Qual 2022; 37:117-122. [PMID: 34593738 PMCID: PMC8860205 DOI: 10.1097/ncq.0000000000000599] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/02/2021] [Indexed: 11/25/2022]
Abstract
BACKGROUND Fall-related injuries rise with age and are of particular concern for frail populations living in nursing homes. LOCAL PROBLEM The Perley and Rideau Veterans' Health Centre is a large nursing home in Ontario, Canada. In 2019, we conducted internal audits of our Falls Prevention Program and identified notable variations in staff's response to a resident fall. INTERVENTIONS We developed an in situ patient simulation program of a resident fall. METHODS This was a mixed-methods evaluation of participants' perspectives of a simulation-based interprofessional education program for fall prevention. RESULTS Participants indicated high-level support for simulation-based learning, with more than 80% of the participants expressing that they will apply these skills in the future when caring for a resident who falls. CONCLUSIONS Our findings indicate that simulation-based training is well received by frontline workers in a nursing home setting and can be conducted as part of a typical shift with minimal disruption to resident care.
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Affiliation(s)
- Daniela J. Acosta
- Centre of Excellence in Frailty-Informed Care, The Perley and Rideau Veterans' Health Centre, Ottawa, Ontario, Canada (Mss Acosta, Rinfret, and Plant and Dr Hsu); and Bruyère Research Institute, Ottawa, Ontario, Canada (Dr Hsu)
| | - Amber Rinfret
- Centre of Excellence in Frailty-Informed Care, The Perley and Rideau Veterans' Health Centre, Ottawa, Ontario, Canada (Mss Acosta, Rinfret, and Plant and Dr Hsu); and Bruyère Research Institute, Ottawa, Ontario, Canada (Dr Hsu)
| | - Jennifer Plant
- Centre of Excellence in Frailty-Informed Care, The Perley and Rideau Veterans' Health Centre, Ottawa, Ontario, Canada (Mss Acosta, Rinfret, and Plant and Dr Hsu); and Bruyère Research Institute, Ottawa, Ontario, Canada (Dr Hsu)
| | - Amy T. Hsu
- Centre of Excellence in Frailty-Informed Care, The Perley and Rideau Veterans' Health Centre, Ottawa, Ontario, Canada (Mss Acosta, Rinfret, and Plant and Dr Hsu); and Bruyère Research Institute, Ottawa, Ontario, Canada (Dr Hsu)
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Tomisawa T, In N, Ota K, Tsujiguchi T, Kudo H, Osanai M, Mikami K, Hosokawa S, Terashima S, Kitajima M, Saga R, Yamaguchi M, Tsuchiya R, Urushizaka M, Hosokawa Y, Hanada H. Training of Medical Responders to Nuclear Disaster: Hybrid Program in the COVID-19 Pandemic. Disaster Med Public Health Prep 2022; 17:e147. [PMID: 35241212 DOI: 10.1017/dmp.2022.59] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
OBJECTIVE The spread of COVID-19 has made it difficult to provide training in medical treatment in a radiation disaster. In this study, we will examine the effects and challenges of using a hybrid approach that combines online and face-to-face components. METHODS A total of 5 face-to face and 25 online medical staff participated in the training program. This program was conducted by using multiple cameras for live coverage, while protective clothing and decontamination kits had been sent in advance to the participants so that they could experience face-to-face and online learning at the same time. RESULTS Participants reported a high level of satisfaction and achievement with the style of delivery. They also experienced problems such as fatigue due to long hours, and dissatisfaction with the debriefing. CONCLUSIONS In designing new online training, it is necessary to consider the quantity and content of the program, and to take participant fatigue into consideration.
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Maar M, McGregor L, Desjardins D, Delaney KZ, Bessette N, Reade M. Teaching Culturally Safe Care in Simulated Cultural Communication Scenarios During the COVID-19 Pandemic: Virtual Visits with Indigenous Animators. J Med Educ Curric Dev 2022; 9:23821205221091034. [PMID: 35392591 PMCID: PMC8984603 DOI: 10.1177/23821205221091034] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 03/14/2022] [Indexed: 06/14/2023]
Abstract
Clinical learning activities involving Indigenous patient actors that specifically address the development of culturally safe care skills among medical students are important in order to improve health care for Indigenous people. In 2020, the COVID-19 pandemic led to strict physical distancing regulations and regional lockdowns that made the in-person delivery of Simulated Cultural Communication Scenarios (SCCS) with Indigenous patient actors impossible due to the disproportionate risk that public health emergencies pose for Indigenous communities. As the pandemic continued in 2021, we co-created a Virtual Visit approach to SCCS for the education of culturally safe care to pre-clerkship medical students. We report on student and tutor evaluation of these virtual sessions and contextualize our findings with our previous results delivering In-Person SCCSs. We found that Virtual Visit SCCS were highly effective in providing authentic exposure to and feedback from Indigenous patients. However, students rated their learning outcomes with Virtual Visit lower than the In-person approach to SCCS. We recommend formal training on interacting with patients in virtual care scenarios prior to Virtual Visit SCCS. We also found that exposure to SCCS with Indigenous animators has the potential to conjure up a diverse spectrum of sometimes unresolved negative feelings related to colonialism among students and tutors including discomfort, embarrassment, and anxiety. Our findings underscore the importance of resolving these sentiments within the safe environment of a classroom. To prepare Indigenous as well as non-Indigenous students and tutors adequately, it is important to acknowledge and critically deconstruct the embodiment of colonialism and Indigenous-settler relations when teaching physicians, as well as future physicians, preparedness for culturally safe care of Indigenous peoples.
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Affiliation(s)
- Marion Maar
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Lorrilee McGregor
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Danica Desjardins
- Department of Undergraduate Medical Education, Northern Ontario School of Medicine, Sudbury, ON, Canada
| | - Kerri Z. Delaney
- Department of Health, Kinesiology and Applied Physiology, Concordia University, Montréal, Québec, Canada
| | - Nicole Bessette
- Department of Undergraduate Medical Education, Northern Ontario School of Medicine, Sudbury, ON, Canada
| | - Maurianne Reade
- Faculty of Medicine, Northern Ontario School of Medicine University, Sudbury, ON, Canada
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Hurd KD, Vlasschaert ME, Hawkins TLA, Haws J, Kupis JN, Ma IW. Effectiveness of simulation-based training for obstetric internal medicine: Impact of cognitive load and emotions on knowledge acquisition and retention. Obstet Med 2021; 14:242-247. [PMID: 34880938 PMCID: PMC8646217 DOI: 10.1177/1753495x211011915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 01/28/2021] [Accepted: 03/27/2021] [Indexed: 11/24/2022] Open
Abstract
Background Simulation-based training’s impact on learning outcomes may be related to cognitive load or emotions during training. We evaluated the association of validated measures of cognitive load and emotion with learning outcomes in simulation-based obstetric internal medicine cases. Methods All internal medicine learners (n = 15) who completed the knowledge test pre-training, post-training (knowledge acquisition), and at 3–6 months (knowledge retention) for all three simulation cases were included. Results Mean knowledge scores differed over time in all three cases (p < 0.0001 for all). Knowledge retention scores were significantly higher only for cases 1 and 3. Cognitive load associated with frustration was positively associated with knowledge acquisition for case 2 (beta = 5.18, P = 0.007), while excitement was negatively associated with knowledge retention in case 1 (beta = –33.07, p = 0.04). Conclusion Simulation-based education for obstetric internal medicine can be effective in select cases. Attention to cognitive load and emotion may optimize learning outcomes.
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Affiliation(s)
- Kelle D Hurd
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada
| | - Meghan Eo Vlasschaert
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada.,Department of Obstetrics and Gynaecology, University of Calgary, Calgary, Canada
| | - T Lee Ann Hawkins
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada.,Department of Obstetrics and Gynaecology, University of Calgary, Calgary, Canada
| | - Jolene Haws
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada
| | | | - Irene Wy Ma
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada.,W21C, University of Calgary, Calgary, Canada.,Department of Community Health Sciences, University of Calgary, Calgary, Canada
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Plaitano EG, Pate BL, Everett EF, Golden SK, Levy RA, Ryan KM. Simulated-Scenario and Peer-Mentorship Curriculum to Train Prehospital Providers in the Practice of Mass Gathering Medicine. Disaster Med Public Health Prep 2021; 17:e59. [PMID: 34725024 DOI: 10.1017/dmp.2021.318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
OBJECTIVE A mass gathering medicine training program was established for a 7,200-seat arena. The objectives of this study were to describe the program schema and determine its impact in preparing novice emergency medical technicians (EMTs) to manage the difficulties of large-venue emergency medical services (EMS). METHODS Optional, anonymous surveys were administered to EMTs. Novice EMTs were assessed pre-/post-program implementation, and both novice and experienced EMTs completed self-reported Likert scales. Data were analyzed with nonparametric methods. RESULTS A total of 43/56 responses (response rate = 76.8%) were received. Only 37.2% of providers felt prepared to work mass gatherings before the training, and 60.5% stated that their previous education did not prepare them for large-venue challenges. After the training program, novice EMTs were significantly associated with increased knowledge of large-venue EMS procedures (P = 0.0170), higher proficiency using extrication equipment (P = 0.0248), increased patient care skills (P = 0.0438), and both increased confidence working events (P = 0.0002) and better teamwork during patient encounters (P = 0.0001). The majority of EMTs reported the program as beneficial. CONCLUSION Upon hire, EMS providers felt unprepared to work large-venue EMS. The analyses demonstrated that this training program improved select large-venue emergency skills for prehospital providers and may fill a gap in the education system regarding mass gathering medicine.
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Bradford HM, Farley CL, Escobar M, Heitzler ET, Tringali T, Walker KC. Rapid Curricular Innovations During COVID-19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences. J Midwifery Womens Health 2021; 66:366-371. [PMID: 34114314 DOI: 10.1111/jmwh.13246] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 04/15/2021] [Accepted: 04/21/2021] [Indexed: 11/26/2022]
Abstract
Health care education programs were faced with the need to quickly adapt to a new reality during the coronavirus disease 2019 pandemic. Students were temporarily suspended from campus and clinical sites, requiring prompt changes in structure to their didactic and clinical learning. This article describes the rapid adjustments that one midwifery and women's health nurse practitioner education program created using both synchronous and asynchronous simulation experiences to promote student learning and ongoing engagement. Flexibility and reflexivity were needed by faculty and students alike in the face of the multiple changes wrought by the pandemic. Curricular changes were made simultaneously in many courses. Objective structured clinical examinations simulate telehealth experiences that assess knowledge, clinical reasoning, and professional behaviors via a scripted scenario and an actor patient. On-call simulations mimic telephone triage and provide students the opportunity to build listening, assessment, and management skills for prenatal and intrapartum scenarios. Students are provided equipment and virtual instruction in an intrauterine device insertion session, which promotes skill acquisition and self-confidence. Trigger films are used to visualize real-life or scripted clinical encounters, leading to discussion and decision-making, particularly in the affective domain. Bilateral learning tools, similar to case studies, provide students an opportunity to demonstrate their knowledge and critical thinking with a mechanism for faculty feedback. Web-based virtual clinical encounter learning tools using patient avatars prompt additional student learning. Suturing skills introduced in live remote group sessions are augmented with video-guided individual practice. This article describes each of these adapted and innovative simulation methods and shares lessons learned during their development and implementation.
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Affiliation(s)
- Heather M Bradford
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
| | - Cindy L Farley
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
| | - Melicia Escobar
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
| | - Ella T Heitzler
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
| | - Tanya Tringali
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
| | - Kelly C Walker
- Department of Advanced Nursing Practice, Georgetown University School of Nursing and Health Studies, Washington, District of Columbia
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Shanks A, Brann M, Bute J, Borse V, Tonismae T, Scott N. Breaking Bad News: A Randomized Trial Assessing Resident Performance After Novel Video Instruction. Cureus 2021; 13:e15461. [PMID: 34258123 PMCID: PMC8256762 DOI: 10.7759/cureus.15461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/05/2021] [Indexed: 11/05/2022] Open
Abstract
Introduction Delivering bad news to patients is an essential skill for physicians, which is often developed through patient encounters. Residents in our program participate in objective structured clinical examinations (OSCEs) on an annual basis to evaluate their skills in these scenarios. Our objectives were to develop an educational video and determine if an educational video provided to residents prior to OSCEs would improve performance. Methods Previous OSCEs were reviewed to identify best practices and to create a four-minute video highlighting the "do's and don'ts" of delivering bad news. Residents in two post-graduate year (PGY) classes were randomized to watch the video prior to or after a standardized patient encounter. Three masked reviewers assessed resident empathy, attention, and understanding on 10 five-point Likert scales and assigned a total score (scale: 0-50). Hedges' g was used to assess mean scores and effect size. Results A total of 17 residents participated in the evaluation: nine in the pre-OSCE video group and eight in the control group. Residents randomized to the video prior to the patient encounter had a mean score of 37.01 (SD=3.6). Residents randomized to the control group had a mean score of 35.38 (SD=4.85). Hedges' g was 0.37 (95% CI: -0.59 to 1.33). Conclusion Residents randomized to the video group had a small increase in OSCE performance, which was not statistically significant. The novel video was helpful and addresses the need for a quick pre-assessment educational tool, though interns and graduating medical students may be a more appropriate target audience for instruction.
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Affiliation(s)
- Anthony Shanks
- Obstetrics and Gynecology, Indiana University School of Medicine, Indianapolis, USA
| | - Maria Brann
- Communications, Indiana University - Purdue University in Indianapolis, Indianapolis, USA
| | - Jennifer Bute
- Communications, Indiana University - Purdue University in Indianapolis, Indianapolis, USA
| | - Vyvian Borse
- Obstetrics and Gynecology, Indiana University School of Medicine, Indianapolis, USA
| | - Tiffany Tonismae
- Obstetrics and Gynecology, Johns Hopkins All Children's Hospital, St. Petersburg, USA
| | - Nikki Scott
- Obstetrics and Gynecology, Indiana University School of Medicine, Indianapolis, USA
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Akpan RM, Udoh EI, Akpan SE, Ozuluoha CC. Community pharmacists' management of self-limiting infections: a simulation study in Akwa Ibom State, South-South Nigeria. Afr Health Sci 2021; 21:576-584. [PMID: 34795710 PMCID: PMC8568250 DOI: 10.4314/ahs.v21i2.12] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Inappropriate use of antibiotics, especially for treatment of self-limiting infections remains one of the major drivers of antibiotic resistance (ABR). Community pharmacists can contribute to reducing ABR by ensuring antibiotics are dispensed only when necessary. OBJECTIVE To assess community pharmacists' management of self-limiting infections. METHODS A purposive sample of 75 pharmacies participated in the study. Each pharmacy was visited by an investigator and a trained simulated patient who mimicked symptoms of common cold and acute diarrhoea, respectively. Interactions between the simulated patient and pharmacist were recorded by the investigator in a data collection form after each visit. Descriptive statistical analysis was carried out. Ethics approval was obtained from the state Ministry of Health Research Ethics Committee. RESULTS For common cold, 68% (51/75) of pharmacists recommended an antibiotic. Azithromycin, amoxicillin/clavulanic acid, and sulphamethoxazole/trimethoprim (43%, 24%, 20%, respectively) were the most frequently dispensed agents. For acute diarrhoea, 72% (54/75) of pharmacists dispensed one antibiotic, while 15% dispensed more than one antibiotic. The most frequently dispensed agent was metronidazole (82%), which was dispensed in addition to amoxicillin or tetracycline among pharmacists who dispensed more than one agent. In both infection scenarios, advice on dispensed antibiotics was ofered in 73% and 87% of the interactions, respectively. CONCLUSION This study shows high rate of inappropriate antibiotics dispensing among community pharmacists. There is need for improved awareness of antibiotic resistance through continuing education and training of community pharmacists. Furthermore, the inclusion of antibiotic resistance and stewardship in undergraduate pharmacy curriculum is needed.
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Affiliation(s)
- Richard Mary Akpan
- Faculty of Pharmacy, University of Uyo, P.M.B. 1017, Uyo, Akwa Ibom State, Nigeria
| | - Emmanuel Imo Udoh
- Faculty of Pharmacy, University of Uyo, P.M.B. 1017, Uyo, Akwa Ibom State, Nigeria
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Lee DH, Lim EJ. Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design. Int J Environ Res Public Health 2021; 18:5821. [PMID: 34071549 DOI: 10.3390/ijerph18115821] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 05/26/2021] [Accepted: 05/27/2021] [Indexed: 11/18/2022]
Abstract
Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.
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Piot MA, Attoe C, Billon G, Cross S, Rethans JJ, Falissard B. Simulation Training in Psychiatry for Medical Education: A Review. Front Psychiatry 2021; 12:658967. [PMID: 34093275 PMCID: PMC8175985 DOI: 10.3389/fpsyt.2021.658967] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Accepted: 04/20/2021] [Indexed: 12/03/2022] Open
Abstract
Despite recognised benefits of Simulation-Based Education (SBE) in healthcare, specific adaptations required within psychiatry have slowed its adoption. This article aims to discuss conceptual and practical features of SBE in psychiatry that may support or limit its development, so as to encourage clinicians and educators to consider the implementation of SBE in their practice. SBE took off with the aviation industry and has been steadily adopted in clinical education, alongside role play and patient educators, across many medical specialities. Concurrently, healthcare has shifted towards patient-centred approaches and clinical education has recognised the importance of reflective learning and teaching centred on learners' experiences. SBE is particularly well-suited to promoting a holistic approach to care, reflective learning, emotional awareness in interactions and learning, cognitive reframing, and co-construction of knowledge. These features present an opportunity to enhance education throughout the healthcare workforce, and align particularly well to psychiatric education, where interpersonal and relational dimensions are at the core of clinical skills. Additionally, SBE provides a strategic opportunity for people with lived experience of mental disorders to be directly involved in clinical education. However, tenacious controversies have questioned the adequacy of SBE in the psychiatric field, possibly limiting its adoption. The ability of simulated patients (SPs) to portray complex and contradictory cognitive, psychological and emotional states has been questioned. The validity of SBE to develop a genuine empathetic understanding of patients, to facilitate a comprehensive multiaxial diagnostic formulation, or to develop flexible interpersonal skills has been criticised. Finally, SBE's relevance to developing complex psychotherapeutic skills is much debated, while issues such as symptom induction in SPs or patients involvement raise ethical dilemmas. These controversies can be addressed through adequate evidence, robust learning design, and high standards of practice. Well-designed simulated scenarios can promote a positive consideration of mental disorders and complex clinical skills. Shared guidelines and scenario libraries for simulation can be developed, with expert psychiatrists, patients and students involvement, to offer SPs and educators a solid foundation to develop training. Beyond scenario design, the nuances and complexities in mental healthcare are also duly acknowledged during the debriefing phases, providing a crucial opportunity to reflect on complex interpersonal skills or the role of emotions in clinicians' behaviour. Considered recruitment and support of SPs by clinical educators can help to maintain psychological safety and manage ethical issues. The holistic and reflexive nature of SBE aligns to the rich humanistic tradition nurtured within psychiatry and medicine, presenting the opportunity to expand the use of SBE to support a range of clinical skills and workforce competencies required in psychiatry.
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Affiliation(s)
- Marie-Aude Piot
- School of Medicine, Faculty of Health, University of Paris, Paris, France
- Department of Psychiatry, Institute Mutualiste Montsouris, Paris, France
- Epidemiological and Public Health Research Centre, Villejuif, France
| | - Chris Attoe
- Maudsley Simulation, South London and Maudsley National Health Service (NHS) Foundation Trust, London, United Kingdom
| | - Gregoire Billon
- Maudsley Simulation, South London and Maudsley National Health Service (NHS) Foundation Trust, London, United Kingdom
| | - Sean Cross
- Maudsley Simulation, South London and Maudsley National Health Service (NHS) Foundation Trust, London, United Kingdom
| | - Jan-Joost Rethans
- Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Bruno Falissard
- Epidemiological and Public Health Research Centre, Villejuif, France
- Department of Public Health, School of Medicine, University Paris Saclay, Villejuif, France
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McLeod G, Zihang S, Sadler A, Chandra A, Qiao P, Huang Z, Demore C. Validation of the soft-embalmed Thiel cadaver as a high-fidelity simulator of pressure during targeted nerve injection. Reg Anesth Pain Med 2021; 46:540-548. [PMID: 33906953 DOI: 10.1136/rapm-2020-102132] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 02/24/2021] [Accepted: 03/30/2021] [Indexed: 11/04/2022]
Abstract
INTRODUCTION Although administration of regional anesthesia nerve blocks has increased during the COVID-19 pandemic, training opportunities in regional anesthesia have reduced. Simulation training may enhance skills, but simulators must be accurate enough for trainees to engage in a realistic way-for example, detection of excessive injection pressure. The soft-embalmed Thiel cadaver is a life-like, durable simulator that is used for dedicated practice and mastery learning training in regional anesthesia. We hypothesized that injection opening pressure in perineural tissue, at epineurium and in subepineurium were similar to opening pressures measured in experimental animals, fresh frozen cadavers, glycol soft-fix cadavers and patients. METHODS We systematically reviewed historical data, then conducted three validation studies delivering a 0.5 mL hydrolocation bolus of embalming fluid and recording injection pressure. First, we delivered the bolus at 12 mL/min at epimysium, perineural tissue, epineurium and in subepineurium at 48 peripheral nerve sites on three cadavers. Second, we delivered the bolus at using three infusion rates: 1 mL/min, 6 mL/min and 12 mL/min on epineurium at 70 peripheral nerve sites on five cadavers. Third, we repeated three injections (12 mL/min) at 24 epineural sites over the median and sciatic nerves of three cadavers. RESULTS Mean (95%) injection pressure was greater at epineurium compared with subepineurium (geometric ratio 1.2 (95% CI: 0.9 to 1.6)), p=0.04, and perineural tissue (geometric ratio 5.1 (95% CI: 3.7 to 7.0)), p<0.0001. Mean (95%) injection pressure was greater at 12 mL/min compared with 1 mL/min (geometric ratio 1.6 (95% CI: 1.2 to 2.1), p=0.005). Pressure measurements were similar in study 3 (p>0.05 for all comparisons). DISCUSSION We conclude that the soft-embalmed Thiel cadaver is a realistic simulator of injection opening pressure.
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Affiliation(s)
- Graeme McLeod
- Department of Anaesthesia, Ninewells Hospital, Dundee, UK .,Institute of Academic Anaesthesia, University of Dundee, Dundee, UK
| | - Shengli Zihang
- Institute of Academic Anaesthesia, University of Dundee, Dundee, UK
| | - Amy Sadler
- Department of Anaesthesia, Ninewells Hospital and Medical School, Dundee, UK
| | - Anu Chandra
- Institute of Academic Anaesthesia, University of Dundee, Dundee, UK
| | - Panpan Qiao
- Department of Bioengineering, University of Dundee, Dundee, UK
| | - Zhihong Huang
- Institute of Academic Anaesthesia, University of Dundee, Dundee, UK
| | - Christine Demore
- Department of BioPhysics, Sunnybrook Research Institute, Toronto, Ontario, Canada
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Al-Angari NS, Aldaham AS, Masuadi E, Nadeem M, Alkadi L. The Effectiveness of Students' Performance in Preclinical Fixed Prosthodontics Course in Predicting Subsequent Clinical Performance. J Prosthodont 2021; 31:45-49. [PMID: 33843102 DOI: 10.1111/jopr.13363] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
PURPOSE To evaluate the correlation between students' achieved grades in a preclinical fixed prosthodontics course and their performance in the same discipline's clinical courses. MATERIALS AND METHODS This study was conducted in 2019 on 76 students who passed all preclinical and clinical fixed prosthodontics courses. Their final examination grades in preclinical and clinical prosthodontics courses were compiled and made anonymous. The Statistical Package for the Social Sciences (SPSS Version 23) was used to analyze the data. Descriptive statistics and correlation coefficient were used to assess the relation between preclinical and clinical grades. RESULTS A statistically significant positive correlation existed between the students' preclinical and combined clinical final examination grades (r = 0.45, p < 0.001). In relation to sex, females showed a significantly higher correlation (r = 0.56, p = 0.001) compared to males (r = 0.25, p = 0.1). In addition, students' clinical grade prediction from their preclinical performance was 20.5%. CONCLUSION These findings emphasize the importance of preclinical courses and suggest that maximizing preclinical years' efforts can reflect positively on students' competence in their future clinical practice.
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Affiliation(s)
- Nadia S Al-Angari
- Department of Prosthodontics, King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia.,Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh.,King Abdullah International Medical Research Center, Riyadh
| | - Atheer S Aldaham
- Department of Prosthodontics, King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh
| | - Emad Masuadi
- King Abdullah International Medical Research Center, Riyadh.,College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Muhammad Nadeem
- Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh.,King Abdullah International Medical Research Center, Riyadh
| | - Lubna Alkadi
- Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh.,King Abdullah International Medical Research Center, Riyadh
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Petrone G, Brown L, Binder W, Naganathan S, Pasichow S, Rybasack-Smith H, Duquette CE, Palka DR, Musits AN. The Calm Before the Storm: Using In Situ Simulation to Evaluate for Preparedness of an Alternative Care Hospital During the COVID-19 Pandemic. Disaster Med Public Health Prep 2021;:1-5. [PMID: 33762048 DOI: 10.1017/dmp.2021.80] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Objectives: Coronavirus disease (COVID-19) has been identified as an acute respiratory illness leading to severe acute respiratory distress syndrome. As the disease spread, demands on health care systems increased, specifically the need to expand hospital capacity. Alternative care hospitals (ACHs) have been used to mitigate these issues; however, establishing an ACH has many challenges. The goal of this session was to perform systems testing, using a simulation-based evaluation to identify areas in need of improvement. Methods: Four simulation cases were designed to depict common and high acuity situations encountered in the ACH, using a high technology simulator and standardized patient. A multidisciplinary observer group was given debriefing forms listing the objectives, critical actions, and specific areas to focus their attention. These forms were compiled for data collection. Results: Logistical, operational, and patient safety issues were identified during the simulation and compiled into a simulation event report. Proposed solutions and protocol changes were made in response to the identified issues. Conclusion: Simulation was successfully used for systems testing, supporting efforts to maximize patient care and provider safety in a rapidly developed ACH. The simulation event report identified operational deficiencies and safety concerns directly resulting in equipment modifications and protocol changes.
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Yoshioka-Maeda K, Naruse K. Effectiveness of Health Guidance Simulation in Community Settings for Public Health Nursing Students: A Preliminary Study. SAGE Open Nurs 2021; 7:23779608211001355. [PMID: 33912671 PMCID: PMC8047855 DOI: 10.1177/23779608211001355] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 02/08/2021] [Accepted: 02/16/2021] [Indexed: 11/15/2022] Open
Abstract
Introduction Simulation-based learning is a relatively new concept in public health nursing education, and little is known about the efficacy of this approach for teaching of health guidance. Objective: The aim of this study was to evaluate the effectiveness of health guidance simulation in community settings for public health nursing students. Methods Using a pre/post-test design, 29 public health nursing students in their third year participated in a high-fidelity simulation program with standardized patients. We developed six scenarios on health guidance for three themes (mother and child, tuberculosis, and adult occupational health) and practice guidelines for the standardized patients to act and assist in understanding of the purpose of the course. Data were collected at baseline and after the simulation sessions through evaluation sheets that the students placed in a designated box on campus. Changes in the level of self-confidence of the students were evaluated based on the “practical skills required for public health nurses and achievement level at graduation” of the Ministry of Health, Labor and Welfare, and the skills in the minimum requirements for public health nurse education defined by the Japan Association of Public Health Nurse Educational Institutions. Results The total score for self-confidence and the mean self-confidence scores for health guidance skills for mother and child, tuberculosis, and adult occupational health nursing were significantly higher post-test compared to pre-test (p < 0.001). Conclusion These results indicate that high-fidelity simulation focused on health guidance in community settings can bridge the gap between theoretical knowledge and practice of students.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Health Promotion, National Institute of Public Health, Saitama, Japan
- Kyoko Yoshioka-Maeda, Department of Health Promotion, National Institute of Public Health, 2-3-6, Minami, Wako-shi, Saitama 351-0197, Japan.
| | - Kazuko Naruse
- School of Nursing, Faculty of Medicine, Tokyo Medical University, Tokyo, Japan
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Reynolds PM, Rhein E, Nuffer M, Gleason SE. Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic. Pharmacy (Basel) 2021; 9:47. [PMID: 33668864 PMCID: PMC8005956 DOI: 10.3390/pharmacy9010047] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 02/19/2021] [Accepted: 02/22/2021] [Indexed: 12/22/2022] Open
Abstract
BACKGROUND Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado's International-Trained PharmD (ITPD) students. METHODS The IPPE course for ITPD students was redesigned to offer remote educational activities in the health system setting and simulated practice and communication activities in the community setting. Students were evaluated via surveys regarding the perceived value of these changes, and changes in knowledge, skills and abilities before and after activities. RESULTS A total of 6 students were enrolled in the revised IPPE course. Students agreed or strongly agreed that the overall distance-based IPPE experience, the remote health system activities, and the community activities were valuable. Students also strongly agreed that course design successfully met course outcomes and was relevant to pharmacy practice. In terms of knowledge, skills and abilities, numeric improvements were observed in remote health system activities and community-based simulated patient interactions, but results were not statistically significant. A high baseline level of knowledge led to minimal improvements in perceptions of improvement in community pharmacy skills regarding pharmacy simulation software. CONCLUSION Implementation of distance-based IPPE activities may be an alternate educational modality.
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Affiliation(s)
| | | | | | - Shaun E. Gleason
- School of Pharmacy and Pharmaceutical Sciences, University of Colorado Skaggs, 12850 E Montview Blvd, Aurora, CO V20 1116R, USA; (P.M.R.); (E.R.); (M.N.)
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Hernández E, Camacho M, Leal-Costa C, Ruzafa-Martínez M, Ramos-Morcillo AJ, Cazorla E, Díaz-Agea JL. Does Multidisciplinary Team Simulation-Based Training Improve Obstetric Emergencies Skills? Healthcare (Basel) 2021; 9:healthcare9020170. [PMID: 33562857 PMCID: PMC7915121 DOI: 10.3390/healthcare9020170] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 02/01/2021] [Accepted: 02/01/2021] [Indexed: 11/16/2022] Open
Abstract
Clinical simulation in obstetrics has turned out to be a tool that can reduce the rate of perinatal morbidity and mortality. The objective of this study was to analyze the impact and evaluate the effects of training with high-fidelity simulation of obstetric emergencies on a multidisciplinary group. The quasi-experimental research study was structured in three phases: a first phase where the most important obstetric emergencies were determined, a second phase of design and development of the selected cases for simulation training, and a third and final phase where the abilities and satisfaction of the multidisciplinary team were analyzed. Three scenarios and their respective evaluation tools of obstetric emergencies were selected for simulation training: postpartum hemorrhage, shoulder dystocia, and breech delivery. The health professionals significantly improved their skills after training, and were highly satisfied with the simulation experience (p < 0.05). An inter-observer agreement between good and excellent reliability was obtained. Regarding conclusions, we can state that high-fidelity obstetric emergency simulation training improved the competencies of the health professionals.
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Affiliation(s)
- Encarna Hernández
- Faculty of Nursing, Universidad Católica de Murcia (UCAM), Av. de los Jerónimos, 135, Guadalupe, 30107 Murcia, Spain; (E.H.); (J.L.D.-A.)
| | - Marcos Camacho
- Hospital of Huercal-Overa, Av. de la Dra. Ana Parra, s/n, Huércal-Overa, 04600 Almería, Spain
- Correspondence: (M.C.); (C.L.-C.)
| | - César Leal-Costa
- Faculty of Nursing, Universidad de Murcia (UM), Campus de Espinardo, 30100 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
- Correspondence: (M.C.); (C.L.-C.)
| | - María Ruzafa-Martínez
- Faculty of Nursing, Universidad de Murcia (UM), Campus de Espinardo, 30100 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - Antonio Jesús Ramos-Morcillo
- Faculty of Nursing, Universidad de Murcia (UM), Campus de Espinardo, 30100 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - Eduardo Cazorla
- Department of Obstetrics and Gynecology, Hospital de Torrevieja, Carretera CV 95, s/n, Torrevieja, 03186 Alicante, Spain;
| | - José Luis Díaz-Agea
- Faculty of Nursing, Universidad Católica de Murcia (UCAM), Av. de los Jerónimos, 135, Guadalupe, 30107 Murcia, Spain; (E.H.); (J.L.D.-A.)
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Ludwig C, Stoevesandt D, Ludwig C, Fritsche V. Telephone-based communication training in the era of COVID-19. GMS J Med Educ 2021; 38:Doc20. [PMID: 33659625 PMCID: PMC7899093 DOI: 10.3205/zma001416] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 11/16/2020] [Accepted: 12/08/2020] [Indexed: 06/12/2023]
Abstract
Introduction: In the wake of the COVID-19 pandemic, alternatives to established and proven formats had to be found in university teaching within a very short time. In the case of the SkillsLab at the Dorothea Erxleben Lernzentrum Halle (Saale) at the Martin Luther University Halle (Saale)-Wittenberg, this meant in relation to the communication courses that a considerable proportion of the simulation participants of advanced age or with pre-existing conditions were suddenly no longer available for conversation simulations in teaching. Project description: In the course of the seminar "Conversation with relatives - dealing with relatives" in the 8th semester, the conversation simulation was therefore adapted at short notice and converted into a telephone conversation. Thus, the simulation subjects were able to participate remotely and the students had the opportunity to test their doctor-patient conversation skills with regard to telephone calls in a safe environment. Results: The focus on nonverbal techniques and the departure from the usual face-to-face setting was perceived by students and simulation subjects alike as a positive stimulus and particularly challenging. The lack of visual impressions had made empathic conversation more difficult. Discussion and Conclusions: The positive experiences from this project should be used to expand the communication curriculum in the future to include telephone-based conversations with simulation subjects. Ideally, it would then be possible for the simulation persons to be present in the future after the conversation for feedback mediation and group discussion.
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Affiliation(s)
- Clemens Ludwig
- Martin Luther University Halle-Wittenberg, Dorothea Erxleben Lernzentrum, SkillsLab, Halle (Saale), Germany
| | - Dietrich Stoevesandt
- Martin Luther University Halle-Wittenberg, Dorothea Erxleben Lernzentrum, SkillsLab, Halle (Saale), Germany
| | - Christiane Ludwig
- Martin Luther University Halle-Wittenberg, Dorothea Erxleben Lernzentrum, SkillsLab, Halle (Saale), Germany
| | - Vivien Fritsche
- Martin Luther University Halle-Wittenberg, Dorothea Erxleben Lernzentrum, SkillsLab, Halle (Saale), Germany
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Hartmann L, Kaden JJ, Strohmer R. Authentic SP-based teaching in spite of COVID-19 - is that possible? GMS J Med Educ 2021; 38:Doc21. [PMID: 33659626 PMCID: PMC7899112 DOI: 10.3205/zma001417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/12/2020] [Accepted: 11/24/2020] [Indexed: 05/04/2023]
Abstract
Objective: Medical conversation plays a central role in disease management and therapy. In teaching, standardized patients (SPs) are increasingly being used to present conversation situations with students and provide feedback afterwards. In order to maintain this teaching concept under pandemic conditions, a digital model was developed that should offer both high security and high authenticity. Methodology: A total of 176 teaching units of 45 minutes each were conducted digitally from May to August 2020. During the teaching units, medical students conducted interviews with SPs portraying various patients. The online conference software "HeiConf" was used for this purpose. During the teaching units, a total of 354 students were able to practice conversation techniques such as NURSE and SPIKES. After the teaching units, feedback was provided by students and SPs. Results: The digital lessons about medical conversation with SPs received positive feedback from SPs and students. The authenticity of the role portrayal of SPs seemed to be unaffected by the new format. Students were successful in training and observing conversation techniques. However, aspects of non-verbal communication, atmosphere and group dynamics as well as further discussions could not be carried out to the same extent as in the usual classroom teaching. Conclusion: The conversion of SP-based teaching to a digital format was successful in a short period of time and was able to prevent a cancellation of teaching units about medical conversation. Concrete conversation techniques could be tried out digitally by students. Due to the deficits of digital teaching in terms of non-verbal communication and atmosphere, a blended-learning format is planned for the future. In the first instance, concrete conversation techniques will be learned online in order to focus more on profound aspects of communication and discussions in a later physical teaching unit with SPs, thus enabling a learning experience that is as authentic as possible.
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Affiliation(s)
- Lilly Hartmann
- Universität Heidelberg - Medizinische Fakultät Mannheim, Mannheim, Germany
| | - Jens J Kaden
- Universität Heidelberg - Medizinische Fakultät Mannheim, Mannheim, Germany
| | - Renate Strohmer
- Universität Heidelberg - Medizinische Fakultät Mannheim, Mannheim, Germany
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Sullivan J, Al-Marri A, Almomani E, Mathias J. The Impact of Simulation-Based Education on Nurses' Perceived Predeployment Anxiety During the COVID-19 Pandemic Within the Cultural Context of a Middle Eastern Country. J Med Educ Curric Dev 2021; 8:23821205211061012. [PMID: 34869904 PMCID: PMC8640287 DOI: 10.1177/23821205211061012] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 10/29/2021] [Accepted: 10/29/2021] [Indexed: 05/07/2023]
Abstract
Anxiety related to the COVID-19 pandemic is prevalent among the nursing workforce and has the potential to affect well-being and performance in the workplace. This paper reports on a joint education/nursing and midwifery workforce quality improvement initiative in the State of Qatar to address an urgent need for COVID-19 preparedness during the second wave of infection. A Simulation-Based Education (SBE) program was developed and delivered over a period of 2 months (February to April 2021) to prepare nurses for deployment to COVID-19 facilities. Perceived anxiety scores related to COVID-19 deployment were collected from 121 nurses before and after SBE attendance. The data demonstrates that SBE is an effective method to reduce deployment-related anxiety among registered nurses.
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Lundquist LL, Bilich LA, Jackson SC, Stevens KV, Tipton EJ. Measurable reflection in simulation: A pilot study. J Dent Educ 2020; 85:606-614. [PMID: 33368282 DOI: 10.1002/jdd.12506] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2020] [Revised: 11/17/2020] [Accepted: 11/29/2020] [Indexed: 11/08/2022]
Abstract
PURPOSE Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice. METHODS This research was a non-experimental mixed-methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied. RESULTS The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation. CONCLUSION The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.
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Affiliation(s)
- Lindsay L Lundquist
- Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA
| | - Lisa A Bilich
- Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA
| | - Sarah C Jackson
- Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA
| | - Kevin V Stevens
- College of Nursing, Washington State University, Spokane, Washington, USA
| | - Elizabeth J Tipton
- Department of Information Systems and Business Analytics, College of Business, Eastern Washington University Spokane, Spokane, Washington, USA
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Thompson J, White S, Chapman S. Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review. J Med Internet Res 2020; 22:e17146. [PMID: 33155983 PMCID: PMC7679212 DOI: 10.2196/17146] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 09/22/2020] [Accepted: 09/22/2020] [Indexed: 01/29/2023] Open
Abstract
BACKGROUND Virtual patients are interactive computer-based simulations that are being increasingly used in modern health care education. They have been identified as tools that can provide experiential learning and assessment in a standardized and safe environment. However, the study of high-fidelity virtual patients such as interactive clinical avatars within pharmacy is limited. OBJECTIVE The aim of this paper is to describe the design and review of three interactive clinical avatar simulations as part of pharmacist preregistration training. METHODS A multistep design approach was taken to create interactive clinical avatar simulations on the topics of emergency hormonal contraception (EHC), calculation of renal function, and childhood illnesses. All case studies were reviewed by registered pharmacists to establish content and face validity. The EHC case study and data collection questionnaire were also reviewed by a purposive sample of preregistration trainees and newly qualified pharmacists. The questionnaire used Likert ranking statements and open-ended questions to obtain users' feedback on the design, usability, and usefulness of the interactive clinical avatars as learning tools. Descriptive statistics and content analysis were undertaken on the data. RESULTS Ten preregistration trainees and newly qualified pharmacists reviewed the EHC interactive clinical avatars and data collection questionnaire. The data collection questionnaire was associated with a Cronbach alpha=.95, demonstrating good reliability. All three interactive clinical avatar simulations were reported as usable and appropriately designed for preregistration training. Users perceived they were developing skills and knowledge from the simulations. The high-fidelity nature of the avatars and relevance of the simulations to real-life practice were reported as aspects that encouraged the application of theory to practice. Improvements were suggested to ensure the simulations were more user-friendly. CONCLUSIONS The design and creation of the interactive clinical avatar simulations was successful. The multistep review process ensured validity and reliability of the simulations and data collection questionnaire. The in-depth explanation of the design process and provision of a questionnaire may help widen the use and evaluation of interactive clinical avatars or other simulation tools in pharmacy education. The interactive clinical avatars were reported as novel learning tools that promoted experiential learning and allowed users to feel like they were engaging in real-life scenarios, thus developing transferable knowledge and skills. This may be potentially beneficial for many health care training courses as a way to provide standardized experiences promoting active learning and reflection.
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Affiliation(s)
- Jessica Thompson
- School of Pharmacy and Bioengineering, Keele University, Keele, United Kingdom
| | - Simon White
- School of Pharmacy and Bioengineering, Keele University, Keele, United Kingdom
| | - Stephen Chapman
- School of Pharmacy and Bioengineering, Keele University, Keele, United Kingdom
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Hsiung RL, Bean HA, Stafford CE, Mulroy MF, Weinberg G, Neal JM. Simulation study comparing readability and effectiveness of the 2012 versus 2017 ASRA local anesthetic systemic toxicity checklists. Reg Anesth Pain Med 2020; 46:83-85. [PMID: 33148629 DOI: 10.1136/rapm-2020-101870] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 07/28/2020] [Accepted: 07/31/2020] [Indexed: 11/04/2022]
Affiliation(s)
- Robert L Hsiung
- Anesthesiology, Virginia Mason Medical Center, Seattle, Washington, USA
| | - Helen A Bean
- Anesthesiology, Virginia Mason Medical Center, Seattle, Washington, USA
| | - Carrie E Stafford
- Clinical Practice and Professional Development, Virginia Mason Medical Center, Seattle, Washington, USA
| | - Michael F Mulroy
- Anesthesiology, Virginia Mason Medical Center, Seattle, Washington, USA
| | - Guy Weinberg
- Anesthesiology, University of Illinois-Chicago, Chicago, Illinois, USA.,Anesthesiology, Jesse Brown VA MC, Chicago, Illinois, USA
| | - Joseph M Neal
- Benaroya Research Institute at Virginia Mason Medical Center, Seattle, WA, USA
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