Effect Of Simulation Training Research Articles

Effectiveness of Practical Skills Training on the Original Design Knee Joint Phantom

Background. Simulation training is a crucial aspect of intern training in Orthopedics surgery. Providing a practical and reproducible training environment, it helps interns avoid critical errors when working with future patients. Objective. The objective of our study was to design, manufacture, implement in education course and evaluate the effectiveness of a knee joint phantom for training knee joint puncture. Material and Methods. The knee joint phantom was created using Fusion 360 software and was printed using FDM technology on a Tevo Tarantula Pro printer with a Cura slicer with an insert container capable of repeated filling with various imitated liquids. To achieve a higher level of realism, the soft tissues were fully replicated. The phantom was fixed on two supports under the femoral and knee segments with a hinge, which provides the possibility of movements in the joint at different angles. 30 ordinators were involved in the study and divided into two groups: group I included 15 ordinators who conducted training on a knee model from the beginning of the 2nd year; group II consisted of 15 ordinators who conducted training from the beginning of the 1st year. The effectiveness of practical training was evaluated through statistical analysis of the results of OSCI, with a phantom being used. Results. The mean score was 3.9±2.7 and 4.8±2.8 in group I and group II, respectively, with the maximum possible result of 5.5, which indicates the effectiveness of simulation training with the help of a manufactured knee joint phantom. A small number of participants were included in the study, so no significant difference in learning outcomes between the comparison groups was established (p=0.09492). Conclusions. Simulation training with a knee phantom is an efficient method for educating orthopedic surgeons on how to perform manipulations on the knee joint. This training also aids in identifying those who have acquired the skill at a lower level. This approach can prevent potential errors when performing manipulations and minimize complications in the treatment of patients with knee joint pathology.

Effectiveness of Simulation Training in the Implementation of Independent Nurse Appointment in Viamedis Clinics

As part of the implementation of the dynamic observation reform in Viamedis clinics, it is planned to expand the job functions of a nurse with the implementation of a full-fledged nursing reception of chronic patients. The concept of "nursing reception" includes an initial examination, physical examination, assessment of the condition in dynamics, the appointment of a research plan and their interpretation in accordance with the regulatory legal acts of the Republic of Kazakhstan, the identification of alarming clinical and laboratory signs, determination of patient management tactics within the framework of nursing competence and further routing.

The Role of Simulation Technologies in Optimizing Care for Critical Obstetric Conditions

Modern requirements for the training of an obstetrician-gynecologist include meeting the educational and professional needs of a specialist, providing high qualifications in modern conditions of medical activity, as well as improving professional competencies on the topics studied. The study analyzes the effectiveness of simulation training for obstetricians and gynecologists using simulation technologies in critical obstetric conditions.

Evaluation of the impact of an integrated simulation model in basic life support training on knowledge and practice: A randomized control trial in Jordanian hospitals

This study aims to evaluate the effectiveness of simulation training (ST) in improving nurses' knowledge and practice, which is essential in the nursing field, particularly among nurses in Jordanian hospitals. ST has the potential to significantly enhance patient care outcomes. A Randomized Control Trial was conducted in five hospitals in Jordan, using three repeated measurement tests: a pre-test, an immediate post-test after the intervention, and a post-test three months later. The nonparametric Mann-Whitney statistical test showed that the control and experimental groups were similar, with no significant differences in the participants' demographic characteristics. The Independent T-test confirmed the similarity of the pre-test results in the control group's knowledge and practice and the intervention group's mean scores. The simulation intervention proved to be highly effective in enhancing Basic Life Support (BLS) knowledge and practice among nurses. It nearly doubled the knowledge pre-test percentage from 40% to 75.35% in the immediate post-test, improving the scores from poor in the pre-test to excellent in the post-test. This significant improvement highlights the importance of simulation training in enhancing nurses' knowledge and practice. Similarly, ST significantly increased the average practice score percentage from 47.5% to 70% after the intervention, demonstrating its substantial impact. In conclusion, BLS simulation is a highly efficient educational method that helps participants acquire knowledge and skills. Simulation training prepares learners to activate cardiopulmonary resuscitation (CPR) quickly and correctly in case of cardiopulmonary arrest. Therefore, simulation in training should be expanded in the nursing curriculum.

Simulation Training in Vascular and Endovascular Surgery: A Nationwide Survey Among Surgeon Educators and Trainees in France

Vascular surgical training is evolving towards simulation-based methods to enhance skill development, ensure patient safety, and adapt to changing regulations. This study aims to investigate the utilization of simulation training among vascular surgeons in France, amidst ongoing shifts in teaching approaches and educational reforms. A national survey assessed the experiences and perceptions of vascular surgery professionals regarding simulation training. Participation was open to self-reported health professionals specialized (or specializing) in vascular surgery, including interns or fellows. Participants were recruited through various channels, and data were collected via a questionnaire covering participant characteristics, simulation experiences, and perceptions. Seventy-six participants, predominantly male (74%) took part in the survey. While 58% reported access to simulation laboratories, only 17% had organized simulation sessions 1-3 times a year, and 5% had sessions more than 10 times annually. High fidelity simulators were available in 57% of institutions, while low fidelity simulators were available in 50%. Regarding funding, 20% received financial assistance for training, predominantly from industry (18%). One-third of the participants experienced 9 or more sessions (34%), lasting between 1 and 2hours (34%), 30% expressed satisfaction with access to simulation, while 33% were dissatisfied with communication of simulation training opportunities. Despite recognizing the benefits of simulation training, its integration into vascular surgery education in France remains incomplete. Challenges such as limited access and communication barriers hinder widespread adoption. Collaborative efforts are needed to ensure uniformity and enhance the effectiveness of simulation training in vascular surgery education.

Development and Effectiveness of Simulation Training Based the “Room of Errors” to Enhance Patient Safety Competencies in Nursing Students

Development and Effectiveness of Simulation Training Based the “Room of Errors” to Enhance Patient Safety Competencies in Nursing Students

Kern's six-step approach allows for meaningful implementation of an orthognathic surgery training course.

This study investigated the effectiveness of simulation training in improving the confidence and competency of oral and maxillofacial surgery (OMS) residents in performing orthognathic surgery (OGS). Kern's six-step approach was applied when designing the simulation training for OMS residents. The difficulties encountered by the residents when learning OGS were considered when designing the training program. A training course consisting of didactic sessions, hands-on training on three-dimensional training models, and an assessment tool was implemented for OMS residents. Improvement in the confidence and competence of OMS residents in performing OGS, fidelity of the three-dimensional models, and satisfaction with the course was evaluated. All OMS residents (10/10) completed the course. The perceived difficulty in learning OGS was mainly related to the manipulation of the jawbones. While there were improvements in the median confidence and competence scores (3/5 to 4/5), only the differences in competence were found to be statistically significant (p<0.01, Wilcoxon signed-rank test). Improvements in confidence and competence did not correlate. The mean fidelity scores of both the maxillary and mandibular models were adequate at 3.2 out of 5. Overall, satisfaction with the course was high (5/5). The six-step approach provides a guided process for educators to formulate a training course directed toward the perceived needs of students. Targeted training can significantly enhance the students' competence. Greater efforts should also be put in place to allow simultaneous developments in the students' confidence along with their competence.

Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India.

High-quality cardiopulmonary resuscitation (CPR) is associated with improved patient outcomes, but healthcare workers (HCWs) may be frequently undertrained. This study aimed to assess baseline knowledge and skills among HCWs about basic and advanced life support and the effect of simulation-based training on it. It was a single-center prospective quasi-interventional study among resident doctors and nurses at a Tertiary Center in New Delhi, India. A questionnaire-based assessment was done to assess baseline knowledge. The participants then underwent simulation-based training followed by questionnaire-based knowledge assessment and skill assessment. A repeat questionnaire-based assessment was done 6 months post-training to assess knowledge retention. A total of 82 HCWs (54 doctors and 28 nurses) were enrolled. The participants scored 22.28 ± 6.06 out of 35 (63.65%) in the pre-training knowledge assessment, with low scores in post-cardiac arrest care, advanced life support, and defibrillation. After the training, there was a significant rise in scores to 28.32 ± 4.08 out of 35 (80.9%) (p < 0.01). The retention of knowledge at 6 months was 68.87% (p < 0.01). The participants scored 92.61 ± 4.75% marks in skill assessment with lower scores in chest compressions and team leadership roles. There was a positive correlation (r = 0.35) between knowledge and skills scores (p < 0.01). There is a progressive decrease in baseline knowledge of HCWs with the further steps in the adult chain of survival. The simulation training program had a positive impact on the knowledge of HCWs. The training programs should focus on defibrillation, advanced life support, post-cardiac arrest care, and leadership roles. Agarwal A, Baitha U, Ranjan P, Swarnkar NK, Singh GP, Baidya DK, et al. Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India. Indian J Crit Care Med 2024;28(4):336-342.

Research on Behavioral Decision at an Unsignalized Roundabout for Automatic Driving Based on Proximal Policy Optimization Algorithm

Unsignalized roundabouts have a significant impact on traffic flow and vehicle safety. To address the challenge of autonomous vehicles passing through roundabouts with low penetration, improve their efficiency, and ensure safety and stability, we propose the proximal policy optimization (PPO) algorithm to enhance decision-making behavior. We develop an optimization-based behavioral choice model for autonomous vehicles that incorporates gap acceptance theory and deep reinforcement learning using the PPO algorithm. Additionally, we employ the CoordConv network to establish an aerial view for spatial perception information gathering. Furthermore, a dynamic multi-objective reward mechanism is introduced to maximize the PPO algorithm’s reward pool function while quantifying environmental factors. Through simulation experiments, we demonstrate that our optimized PPO algorithm significantly improves training efficiency by enhancing the reward value function by 2.85%, 7.17%, and 19.58% in scenarios with 20, 100, and 200 social vehicles, respectively, compared to the PPO+CCMR algorithm. The effectiveness of simulation training also increases by 11.1%, 13.8%, and 7.4%. Moreover, there is a reduction in crossing time by 2.37%, 2.62%, and 13.96%. Our optimized PPO algorithm enhances path selection during autonomous vehicle simulation training as they tend to drive in the inner ring over time; however, the influence of social vehicles on path selection diminishes as their quantity increases. The safety of autonomous vehicles remains largely unaffected by our optimized PPO algorithm.

Evaluating the effects of simulation training on stroke thrombolysis: a systematic review and meta-analysis

BackgroundIschaemic strokes are medical emergencies, and reperfusion treatment, most commonly intravenous thrombolysis, is time-critical. Thrombolysis administration relies on well-organised pathways of care with highly skilled and efficient clinicians. Simulation training is a widespread teaching modality, but results from studies on the impact of this intervention have yet to be synthesised. This systematic review and meta-analysis aimed to synthesise the evidence and provide a recommendation regarding the effects of simulation training for healthcare professionals on door-to-needle time in the emergency thrombolysis of patients with ischaemic stroke.MethodsSeven electronic databases were systematically searched (last updated 12th July 2023) for eligible full-text articles and conference abstracts. Results were screened for relevance by two independent reviewers. The primary outcome was door-to-needle time for recombinant tissue plasminogen activator administration in emergency patients with ischaemic stroke. The secondary outcomes were learner-centred, improvements in knowledge and communication, self-perceived usefulness of training, and feeling ‘safe’ in thrombolysis-related decision-making. Data were extracted, risk of study bias assessed, and analysis was performed using RevMan™ software (Web version 5.6.0, The Cochrane Collaboration). The quality of the evidence was assessed using the Medical Education Research Study Quality Instrument.ResultsEleven studies were included in the meta-analysis and nineteen in the qualitative synthesis (n = 20,189 total patients). There were statistically significant effects of simulation training in reducing door-to-needle time; mean difference of 15 min [95% confidence intervals (CI) 8 to 21 min]; in improving healthcare professionals’ acute stroke care knowledge; risk ratio (RR) 0.42 (95% CI 0.30 to 0.60); and in feeling ‘safe’ in thrombolysis-related decision-making; RR 0.46 (95% CI 0.36 to 0.59). Furthermore, simulation training improved healthcare professionals' communication and was self-perceived as useful training.ConclusionThis meta-analysis showed that simulation training improves door-to-needle times for the delivery of thrombolysis in ischaemic stroke. However, results should be interpreted with caution due to the heterogeneity of the included studies.

A comparison between the effects of simulation of basic CPR training and workshops on firefighters’ knowledge and skills: experimental study

BackgroundOne of the most common causes of death worldwide is cardiopulmonary arrest. Firefighters are among the first responders at the scenes of accidents and can, therefore, play a key part in performing basic cardiopulmonary resuscitation (CPR) for victims who need it. The present study was conducted to compare the effects of simulation training against workshops on the CPR knowledge and skills of firefighters in the south of Iran.MethodsThis experimental (Interventional) study was conducted on 60 firefighters of south of Fars province, Iran. The study was undertaken from March to July 2023. Through random allocation, the participants were divided into two groups: simulation-based training (30 members) and traditional workshop training (30 members). The participants’ CPR knowledge and practical skills were measured before, immediately after, and three months after intervention.ResultsThe findings of the study revealed a statistically significant difference between the pretest and posttest CPR knowledge and skill mean scores of the simulation groups as compared to the workshop group (p < 0.001). As measured three months after the intervention, the firefighters’ knowledge and skill mean scores were still significantly different from their pretest mean scores (p < 0.001); however, they had declined, which can be attributed to the fact that the study population did not frequently exercise CPR.ConclusionBased on the findings of the study, even though both methods of education were effective on enhancing the firefighters’ CPR knowledge and skill, simulation training had a far greater impact than training in workshops. In view of the decline in the participants’ knowledge and skill scores over time, it is recommended that short simulation training courses on CPR should be repeated on a regular basis.

PENGARUH SIMULASI TERHADAP PENINGKATAN PENGETAHUAN DAN KETERAMPILAN APARATUR DINAS PEMADAM KEBAKARAN DAN PENYELAMATAN KABUPATEN SUMBAWA BARAT

The number of fire incidents in West Sumbawa Regency has increased significantly. In response to this problem, the study attempted to examine the issue of evaluating the effect of simulation training on improving the knowledge and skills of the Fire Service apparatus of West Sumbawa Regency. This study used a comparative causal research method involving 30 respondents out of 75 total research respondents and used a quantitative approach to measure the impact of simulation training on increasing the knowledge and skills of the apparatus. From the test results obtained, it has a Cronbach alpah value&gt; 0.804 from the R Tabe value of 0.600 so that the instrument can be declared reliable and has a very high influence on increasing the knowledge and skills of the Fire Apparatus. this supports the hypothesis that simulation training has a positive impact on the knowledge and skills of fire fighting apparatus. The implications of this research provide a basis for the West Sumbawa Regency Fire Service to consider the integration of simulation training as an effective strategy in improving the readiness and skills of the apparatus in dealing with fire and other emergency situations.

Clinical Effectiveness of Simulation Training

An experimental approach to assessing the clinical effectiveness of simulation training is described. An analysis of the relationship between the level of skills of medical specialists, the quality of neonatal resuscitation performed by full-term newborns and the dynamics of their condition during regular simulation retraining of medical specialists is presented.

How to Evaluate the Effectiveness of Simulation Training in Surgery?

Simulation training in surgical procedures is an important part of the training of surgeons. The goal of simulation training is to develop the ability of physicians to perform surgical procedures in real practice. The assessment of simulation training programs is needed to analyze to improve outcomes; requirements for assessment of simulation training include an assessment of the application of surgical procedures in practice, in the general population of students. A method of assessment of surgical procedures has been developed by means of a structured interview of listeners with an assessment of practical results. The method revealed the high efficiency of the laparoscopic intracorporeal suture training program.

The Effect of Simulation Training on Enhancing Nursing Students' Perceptions to Incorporate Patients' Families Into Treatment Plans: A Randomized Experimental Study.

As clinical placement in bachelor's nursing programs becomes increasingly difficult, simulation is becoming increasingly common to enhance learning. Blended learning incorporating simulation videos provides students with the opportunity to observe and learn from exemplary practices while bridging the gap between theoretical knowledge and its practical application. This study aimed to investigate the effect of simulation training on enhancing nursing students' perception of integrating patient's families' assessments into their treatment plan. A quantitative, experimental research design was used, with a control (56) and intervention group (67) from levels 7 and 8 senior nursing students at King Saud Bin Abdulaziz University for Health Sciences, College of Nursing, Jeddah, assigned randomly to each group. The tool consists of three sections: personal information, a Van Gelderen family rubric, and a role-play survey. The validity and reliability of the tools were confirmed by the original developer. In the current study, the reported Cronbach's alpha was 95%. A total of 123 studentsparticipated in the study. Their ages ranged between 19 and 23 yearsand 23 years and above, with a mean age of 21.3 ± 1.3 among the control group and 22.2 ± 1.1 among the experimental group. There was an improvement in the mean scores in the post-training phase compared to the pre-training phase in the experimental group, with a statistically significant difference at p < 0.05. However, there were no significant differences noted between the control and experimental groups in the pre-training phase compared to the statistically significant difference noted between the two groups in the post-training phase. The findings of the study indicated that the utilization of scenario-based standardized patient-simulated exercises, guided by dedicated faculty and accompanied by reflective debriefing exercises, proved to be an effective approach for bridging the gap between theoretical knowledge and its application in clinical practice. Therefore, the study prompts curriculum revisions to incorporate family assessment into nursing practices, as well as evidence-based strategies, such as learning activities that use standardized patient or high-fidelity simulation technology to address and possibly reduce the theory-practice gap for graduates when entering clinical practice.

How Valid Are Cortisol and Galvanic Skin Responses in Measuring Student Stress During Training? Comment on the Psychological Effects of Simulation Training.

How Valid Are Cortisol and Galvanic Skin Responses in Measuring Student Stress During Training? Comment on the Psychological Effects of Simulation Training.

Effect of Simulation Training on Intern Nurses’ Competence and Self-Confidence regarding Primary Postpartum Hemorrhage

Effect of Simulation Training on Intern Nurses’ Competence and Self-Confidence regarding Primary Postpartum Hemorrhage

Can Self-Reported Confidence be used as an Indicator for Performance? A Multi-Center Study of Simulation Training for Acute Ischemic Stroke (P9-2.002)

<h3>Objective:</h3> To assess changes in neurology residents’ confidence in managing acute ischemic stroke after a simulated case and explore if confidence scores correlate with knowledge and performance. <h3>Background:</h3> Prior studies have shown improvement in trainee confidence after simulation interventions. Few studies have assessed the effect of simulation training on neurology resident confidence in acute stroke management. <h3>Design/Methods:</h3> We conducted a multicenter, simulation-based study of neurology residents’ confidence managing a case of acute ischemic stroke complicated by alteplase-related hemorrhage and cerebral herniation. Participants rated their confidence in managing acute ischemic stroke on a 7-point Likert scale before and after the simulation. Neurology resident knowledge was assessed before the simulation on a multiple-choice test. Performance in the simulation was assessed using a checklist of 22 critical action items, supported by previously published validity evidence. The primary outcome was confidence before and after the simulation, assessed by paired samples t-test. The secondary outcome was correlation of confidence with knowledge assessed by multiple-choice test and performance assessed by simulation checklist score. <h3>Results:</h3> Thirty-six neurology residents (26 post-graduate year 2 [PGY-2], 7 PGY-3, 3 PGY-4) participated in the scenario. Residents performed a mean sum of 13.1 (standard deviation [SD] 2.3) out of 22 (60%) critical action items. Resident confidence increased after the simulation (post-simulation mean = 5.6 (1.1) vs. pre-simulation mean 4.0 (1.7)), <i>p</i> &lt; .001). Neither pre- nor post-simulation confidence correlated with scores on the multiple-choice test (r = 0.02, <i>p = .927</i> and r = −.09, <i>p</i> = .610, respectively). Similarly, neither pre-simulation confidence nor post-simulation confidence was correlated with performance in the simulation (r = 0.123, <i>p</i> = .502 and r = −0.015, <i>p</i> = .936, respectively). <h3>Conclusions:</h3> Simulation training increases neurology residents’ confidence in managing acute ischemic stroke. Confidence should not be used as a surrogate for knowledge and performance. <b>Disclosure:</b> Dr. Pergakis has nothing to disclose. Dr. Albin has received personal compensation in the range of $5,000-$9,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Continuum: Life Long Learning in Neurology. Dr. Albin has received research support from American Academy of Neurology. Dr. Albin has received publishing royalties from a publication relating to health care. Dr. Albin has received personal compensation in the range of $500-$4,999 for serving as a Instructor with Resuscitation Leadership Academy. Mr. Neustein has nothing to disclose. The institution of Dr. Morris has received research support from American Board of Psychiatry and Neurology. The institution of Dr. Morris has received research support from UMB ICTR through NIH NCATS&amp;CTSA grant 1UL1TR003098. The institution of Dr. Morris has received research support from University of Maryland Medical Center.

Effectiveness of simulator training compared to machine training for equipment operators in the logging industry

ABSTRACT Logging equipment operators traditionally learn the skills required for their job through hands-on training using a real machine in the forest. New developments in simulator technology enable operators to learn and practice operating logging equipment in a virtual setting. This study presents a summary of controlled experiments to evaluate the effectiveness of simulator training compared to machine training for logging equipment operators in terms of performance and cost effectiveness. Sixteen participants were trained on simulated or real logging machinery for 26 hours each. We compared the performance of simulator-trained participants to machine-trained participants by testing operators on real equipment in the forest. No significant differences were found in overall performance between simulator-trained and machine-trained operators; however, machine-trained students showed greater improvement than simulator-trained students on more complex equipment. A cost analysis of simulator vs. machine training found that contractors should expect to save 36–40% by sending their students to an external training facility using simulator-based training rather than conducting internal, machine-based training. Contractors considering the purchase of a simulator for in-house training would need to use their simulator for around 130 hours each year to break-even on the yearly average costs of owning and operating the simulator.

Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay

BackgroundTrainees aiming to specialize in Neonatal Perinatal Medicine (NPM), must be competent in a wide range of procedural skills as per the Royal College of Canada. While common neonatal procedures are frequent in daily clinical practice with opportunity to acquire competence, there are substantial gaps in the acquisition of advanced neonatal procedural skills. With the advent of competency by design into NPM training, simulation offers a unique opportunity to acquire, practice and teach potentially life-saving procedural skills. Little is known on the effect of simulation training on different areas of competence, and on skill decay.MethodsWe designed a unique simulation-based 4-h workshop covering 6 advanced procedures chosen because of their rarity yet life-saving effect: chest tube insertion, defibrillation, exchange transfusion, intra-osseus (IO) access, ultrasound-guided paracentesis and pericardiocentesis. Direct observation of procedural skills (DOPS), self-perceived competence, comfort level and cognitive knowledge were measured before (1), directly after (2), for the same participants after 9–12 months (skill decay, 3), and directly after a second workshop (4) in a group of NPM and senior general pediatric volunteers.ResultsThe DOPS for all six procedures combined for 23 participants increased from 3.83 to 4.59. Steepest DOPS increase pre versus post first workshop were seen for Defibrillation and chest tube insertion. Skill decay was evident for all procedures with largest decrease for Exchange Transfusion, followed by Pericardiocentesis, Defibrillation and Chest Tube. Self-perceived competence, comfort and cognitive knowledge increased for all six procedures over the four time points. Exchange Transfusion stood out without DOPS increase, largest skill decay and minimal impact on self-assessed competence and comfort. All skills were judged as better by the preceptor, compared to self-assessments.ConclusionsThe simulation-based intervention advanced procedural skills day increased preceptor-assessed directly observed procedural skills for all skills examined, except exchange transfusion. Skill decay affected these skills after 9–12 months. Chest tube insertions and Defibrillations may benefit from reminder sessions, Pericardiocentesis may suffice by teaching once. Trainees’ observed skills were better than their own assessment. The effect of a booster session was less than the first intervention, but the final scores were higher than pre-intervention.Trial RegistrationNot applicable, not a health care intervention.