Simulation-Based Instruction in Continuing Education

Abstract

ContextThe results of this study will provide direction for integrating simulation into continuing professional education (CPE) for athletic trainers (ATs).ObjectiveCompare the effects of 2 simulation techniques on knowledge and skill acquisition of a cardiovascular assessment.DesignRandomized pretest-posttest design.SettingContinuing professional education course hosted at a simulation center.Patients or Other ParticipantsAthletic trainers recruited to a CPE course. Twenty-two (age 22–49) of 30 ATs attended, consented, and completed the course. Participants were randomly assigned to a high-fidelity (12 participants) or low-fidelity (10 participants) group.Intervention(s)High-fidelity and low-fidelity simulation.Main Outcome Measures(s)A 31-question knowledge examination and a 4-station objective structured clinical examination (OSCE) measured knowledge and clinical skills, and specifically the ability to identify heart sounds as part of a comprehensive cardiovascular assessment.ResultsFrom pretest to posttest, all participants significantly improved knowledge (P < .001), clinical skills (P < .001), and heart-sound identification skill (P = .010). The high-fidelity group scored significantly higher (P = .48) than the low-fidelity group on the clinical skills portion of the OSCE.ConclusionsBoth simulation types can be used in CPE courses for ATs to reinforce the knowledge and skills that are a part of a cardiovascular assessment. High-fidelity simulation improved skill more than low-fidelity simulation because of the active nature of the intervention. Baseline scores were low, thereby strengthening the value to offer CPE to ATs specifically on the elements of conducting a comprehensive cardiovascular assessment. Adding a pretest can help identify knowledge and skill deficits before CPE participation.