Efficacy Of High-fidelity Simulation Research Articles

Efficacy of high-fidelity simulation in advanced life support training: a systematic review and meta-analysis of randomized controlled trials

BackgroundSimulation is an increasingly used novel method for the education of medical professionals. This study aimed to systematically review the efficacy of high-fidelity (HF) simulation compared with low-fidelity (LF) simulation or no simulation in advanced life support (ALS) training.MethodsA comprehensive search of the PubMed, Chinese Biomedicine Database, Embase, CENTRAL, ISI, and China Knowledge Resource Integrated Database was performed to identify randomized controlled trials (RCTs) that evaluated the use of HF simulation in ALS training. Quality assessment was based on the Cochrane Handbook for Systematic Reviews of Interventions version 5.0.1. The primary outcome was the improvement of knowledge and skill performance. The secondary outcomes included the participants’ confidence and satisfaction at the course conclusion, skill performance at one year, skill performance in actual resuscitation, and patient outcomes. Data were synthesized using the RevMan 5.4 software.ResultsAltogether, 25 RCTs with a total of 1,987 trainees were included in the meta-analysis. In the intervention group, 998 participants used HF manikins, whereas 989 participants received LF simulation-based or traditional training (classical training without simulation). Pooled data from the RCTs demonstrated a benefit in improvement of knowledge [standardized mean difference (SMD) = 0.38; 95% confidence interval (CI): 0.18–0.59, P = 0.0003, I2 = 70%] and skill performance (SMD = 0.63; 95% CI: 0.21–1.04, P = 0.003, I2 = 92%) for HF simulation when compared with LF simulation and traditional training. The subgroup analysis revealed a greater benefit in knowledge with HF simulation compared with traditional training at the course conclusion (SMD = 0.51; 95% CI: 0.20–0.83, P = 0.003, I2 = 61%). Studies measuring knowledge at three months, skill performance at one year, teamwork behaviors, participants’ satisfaction and confidence demonstrated no significant benefit for HF simulation.ConclusionsLearners using HF simulation more significantly benefited from the ALS training in terms of knowledge and skill performance at the course conclusion. However, further research is necessary to enhance long-term retention of knowledge and skill in actual resuscitation and patient’s outcomes.

A randomised control trial study on the efficacy of high-fidelity simulation in enhancing knowledge

Introduction: The practice of high-fidelity simulation-based medical education has become a popular small-group teaching modality across all spheres of clinical medicine. High-fidelity simulation (HFS) is now being increasingly used in the context of undergraduate medical education, but its superiority over traditional teaching methods is still not established. The main objective of this study was to analyse the effectiveness of HFS-based teaching over video-assisted lecture (VAL)-based teaching in the enhancement of knowledge for the management of tension pneumothorax among undergraduate medical students. Methods: A cohort of 111 final-year undergraduate medical students were randomised for this study. The efficacy of HFS-based teaching (intervention group) and VAL-based teaching (control group), on the acquisition of knowledge, was assessed by single-best answer multiple choice questions (MCQ) tests in the first and eighth week of their surgery posting. Mean and standard deviation (SD) for the total score of MCQ assessments were used as outcome measures. ANCOVA was used to determine the difference in post-test MCQ marks between groups. The intragroup comparison of the pre-test and post-test MCQ scores was done by using paired t-test. The P-value was set at 0.05. Results: The mean of post-test MCQ scores were significantly higher than the mean of pre-test MCQ scores in both groups. The mean pre-test and post-test MCQ scores in the intervention group were slightly more than those of the control group but not statistically significant. Conclusion: There was a statistically significant enhancement of knowledge in both groups but the difference in knowledge enhancement between the groups was insignificant.

Assessing the Effectiveness of Using Simulation on Nursing Students’ Education and Competencies about Cardiopulmonary Resuscitation

High fidelity simulation (HFS) has emerged as a crucial tool in healthcare education due to its ability to facilitate the implementation of realistic clinical scenarios. Proficiency in Cardiopulmonary Resuscitation (CPR) is imperative for nursing professionals. This study aims to explore previous literature that investigates the effects of HFS on the acquisition and retention of CPR knowledge and skills, comparing two teaching methods: (1) traditional CPR lecture accompanied by static manikin training, and (2) CPR lecture combined with high fidelity simulation training. Although high fidelity simulators have been widely utilized in various aspects of clinical nursing, their impact on the acquisition and retention of CPR knowledge and skills in nursing education remains understudied. To bridge this research gap, this study seeks to assess the effectiveness of traditional training program and high-fidelity simulation training program in enhancing the acquisition and retention of CPR knowledge and skills among nursing students. The findings of this study will contribute to the expanding body of literature on the efficacy of HFS in nursing education, offering evidence-based recommendations for the integration of HFS into CPR training programs. Ultimately, this research aims to enhance the quality of CPR education and ensure that nursing students develop the necessary competence in this vital clinical skill.

Apport de l’apprentissage par la simulation dans l’enseignement de la pneumologie

Simulation maintains patient safety by limiting the risk of errors. In the medical field, simulation is a method of learning that is developing more and more in the acute specialties but it is still not widespread in the field of respiratory medicine. To evaluate the efficacy of high fidelity simulation as a teaching tool in respiratory medicine. This was a prospective and descriptive study including students who had high fidelity simulation training sessions during their traineeship in respiratory medicine. Simulation learning took the form of four teaching sessions. The included students were assessed at the beginning and end of each session by a pre-test and post-test. Student satisfaction was assessed at the end of each session. Comparing the average student score before and after the simulation session showed an improvement in post-test scores. This improvement was statistically significant for all four scenarios. The majority of students, 60% (N=13), were satisfied with the progress of their internship in the Respiratory Department. High fidelity simulation is a teaching method that allows the acquisition and/or optimization of several skills. Nevertheless, this method remains undeveloped in respiratory medicine.

High-fidelity simulation and nursing students' anxiety and self-confidence: A systematic review.

As a complementary teaching pedagogy, high-fidelity simulation remains as an effective form of simulation modality. Empirical evidence has additionally shown high-fidelity simulation (HFS) to be an effective contributor to students' learning outcomes. This paper critically appraised existing scientific articles that covered the influence of utilizing HFS on the effects of nursing students' anxiety and self-confidence during undergraduate nursing education. This was a systematic review of scientific articles conducted from 2007 to 2017 on the topic of the influence of using HFS on students' self-confidence and anxiety. The literature of six electronic databases (Proquest, SCOPUS, MEDLINE, PubMed Central, CINAHL, and PsychINFO) was reviewed. Following the literature search, 35 articles were selected. This review provides updated evidence on the efficacy of HFS in reducing anxiety and enhancing self-confidence among nursing students when performing nursing duties or managing patients. Moreover, this review highlights the need for more research that examines the impact of HFS on students' anxiety. As this form of simulation is found to be effective in the enhancement of nursing student self-confidence and the reduction of their anxiety when caring for patients and/or employing nursing skills, the inclusion of simulation-based activities in all clinical nursing courses is vital.

Computer Assisted Learning: Assessment of the Veterinary Virtual Anatomy Education Software IVALA™.

Although cadaveric dissection has historically been the cornerstone of anatomical education, it comes at the cost of some emotional, moral, safety, and environmental concerns. Computer assisted learning (CAL) programs are an increasingly common solution to these issues; however, research regarding the efficacy of high fidelity simulation is limited. The traditional first semester veterinary gross anatomy course curriculum at Ross University School of Veterinary Medicine (RUSVM) was supplemented with a web based virtual anatomy program, IVALA™ (www.ivalalearn.com). The purpose of this study was to assess the relationship between supplementary use of the IVALA™ program and student examination scores, and to measure student perception surrounding IVALA™. IVALA™ uses an interactive virtual canine specimen that enables students to identify, move, rotate, magnify, and remove individual anatomic structures while providing a text description of each selected anatomic point. Fifty-six first semester RUSVM students who supplemented their anatomic learning with the IVALA™ program performed significantly higher on examinations compared to students (n = 123) that did not (p = 0.003). Students’ overall perception toward IVALA™ was enjoyable (mean = 3.8 out of a 5-point Likert scale) and beneficial to their knowledge of anatomy (mean = 3.7); however, students did not support replacing cadaveric dissection with CAL (mean = 2.1). CAL can effectively supplement learning outcomes for veterinary anatomy.

The efficacy of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students.

High-fidelity simulation has become a growing educational modality among institutions of higher learning ever since the Institute of Medicine recommended that it be used to improve patient safety in 2000. However, there is limited research on the effect of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students being evaluated by experts using reliable and valid appraisal instruments. The purpose of this integrative review and meta-analysis is to explore what researchers have established about the impact of high-fidelity simulation on improving the psychomotor clinical performance of undergraduate nursing students. Only eight of the 1120 references met inclusion criteria. A meta-analysis using Hedges' g to compute the effect size and direction of impact yielded a range of -0.26 to +3.39. A positive effect was shown in seven of eight studies; however, there were five different research designs and six unique appraisal instruments used among these studies. More research is necessary to determine if high-fidelity simulation improves psychomotor clinical performance in undergraduate nursing students. Nursing programs from multiple sites having a standardized curriculum and using the same appraisal instruments with established reliability and validity are ideal for this work.

Efficacy of high-fidelity simulation debriefing on the performance of practicing anaesthetists in simulated scenarios

Efficacy of high-fidelity simulation debriefing on the performance of practicing anaesthetists in simulated scenarios