Evaluation Of Simulation Training Research Articles

화재대응 모의훈련평가시스템 개발에 관한 연구

This study developed a simulated fire response training evaluation system based on the Internet of Things to acquire training participants' initial response skills through realistic and practical fire response training, and continuously improve the response activities of training participants based on a quantitative and objective training evaluation system. With the goal of minimizing the scale of fire damage through rapid and accurate response in the event of an unexpected fire accident by establishing a research process for this purpose, developing a fire response training evaluation system based on the overall technical investigation required for research After the operation test, the evaluation system was installed in the test place, and fire response simulation training was conducted for 20 occupants. Prior to training, the evaluation system smartphone app was used to input the training date and time, and after explaining how to use the evaluation system device to the participants, the training was conducted and the results were analyzed.
 As a result, the fire response simulation training evaluation system developed in this study can produce the behavior of fire smoke and measure the time required for each response step of training participants through the system device as a quantified value, enabling quantitative training evaluation. was derived.
 Through this system development and operation experiment, 1) it is possible to implement a fire training situation similar to an actual fire situation using the fire initial response training evaluation system, and 2), it is possible to evaluate fire training quantitatively by response stage, based on the results As a result, future training feedback and continuous improvement activities are possible, and 3) training participants can learn accurate response behaviors, and evaluation can be objectively and quantitatively measured.

Treatment of status epilepticus in pediatrics: curriculum learning combined with in-situ simulations

BackgroundAppropriate and timely treatment of status epilepticus (SE) reduces morbidity and mortality. Therefore, skill-based identification and management are critical for emergency physicians.PurposeTo assess whether the ability of training physicians, residents, nurses, and others to respond to SE as a team could be improved by using curriculum learning [Strategies and Tools to Enhance Performance and Patient Safety of Team (TeamSTEPPS) course training] combined with in-situ simulations of emergency department (ED) staff.ApproachA pre-training-post-training design was used on SE skills and teamwork skills. Emergency training, residents, and N1 and N2 nurses completed the SE skill and teamwork assessments (pre-training) through in-situ simulation. Next, the participating physicians and nurses attended the SE course [Strategies and Tools to Enhance Performance and Patient Safety of Team (TeamSTEPPS) course training], followed by conscious skill practice, including in-situ simulation drills every 20 days (eight times total) and deliberate practice in the simulator. The participants completed the SE skill and teamwork assessments (post-training) again in an in-situ simulation. Pre-training-post-training simulated SE skills and teamwork performance were assessed. The simulation training evaluation showed that the training process was reasonable, and the training medical staff had different degrees of benefit in increasing subject interest, improving operational skills, theoretical knowledge, and work self-confidence.FindingsSixty doctors and nurses participated in the intervention. When comparing the SE skills of 10 regular training physicians pre-training and post-training, their performance improved from 40% (interquartile range (IQR): 0–1) before training to 100% (IQR: 80.00–100) after training (p < 0.001). The teamwork ability of the 10 teams improved from 2.43 ± 0.09 before training to 3.16 ± 0.08 after training (p < 0.001).ConclusionSE curriculum learning combined with in-situ simulation training provides the learners with SE identification and management knowledge in children and teamwork skills.

Mental health crises in the emergency department: simulation training for interprofessional collaboration and teamwork attitudes

Introduction Emergency departments can often be the first place to which people present when in mental health emergencies, although these departments and staff are not always adequately supported to meet the needs of these patients. This study aimed to evaluate the impact of simulation-based training for mental health crisis in the emergency department on knowledge, confidence and attitudes towards interprofessional collaboration. Methods Healthcare professionals (n = 85) from a range of professions participated in a multicentred simulation-based training activity. Questionnaires evaluating participant knowledge, confidence and interprofessional attitudes were administered pre- and post-activity, and analyses were conducted. Thematic analysis was conducted on free-form participation simulation training evaluation forms. Results Participants reported that the simulation training improved their communication skills, clinical practice, encouraged reflective practice and promoted interprofessional collaboration between emergency department and mental health professionals. Significant improvements were seen in participant knowledge and confidence in providing care to individuals presenting to emergency departments in mental health crises. Attitudes towards interprofessional collaboration in a variety of domains improved because of taking the simulation training. Discussion The pedagogical qualities of the in-situ simulation-based training presented fostered interprofessional collaboration and allowed participants to achieve challenging outcomes. It is suggested that further research should investigate the impact of simulation-based training on mental health related patient care outcomes in the emergency department.

Simulation in perfusion: evaluating the efficacy of a specific training with eye-tracking.

With the aim of integrating simulation training into the training of perfusionists, we examined whether the participants were able to transfer a specific learning content to the same and different situations and assessed their feedback on the simulation training. Eye-tracking was tested as a measure and supplemented by additional measures. A 2 × 2 mixed design was used, with test time (pre- and post-test) and training group (same and different content training) as factors. In the pre- and post-test, the participant had to handle a critical situation on the cardiopulmonary bypass, namely, a drop in arterial partial oxygen pressure. Between the two test times, the participant practised under guidance the handling of either the same critical situation (Group 1) or a different one, that is, impaired venous return (Group 2). Dependent measures were fixations of the eyes on specific areas of interest on the heart-lung machine, measures of latency and subjective assessments. Moreover, participants gave feedback on the simulation training. Fixation analyses showed that the training led to an increased gaze on areas of interest relevant to the drop in arterial partial oxygen pressure in both groups, with a significant increase only for Group 1. The surveys revealed a great interest in the integration of simulation training into education. In combination with other measures, eye-tracking is suitable for the evaluation of simulation training. Due to the positive training effects and positive participant feedback, the integration of simulation into the training of perfusionists is advocated. Concerning transfer of learning content, more research is needed.

Improving advance care planning for care home residents with dementia: Evaluation of simulation training for care home workers.

The importance of effective advance care planning is often underestimated by professionals caring for care home residents. Using a simulated scenario, this model aimed to highlight the importance of timely advance care planning for care home residents. An adapted simulation effectiveness tool was used to evaluate a simulated scenario of a resident with advanced dementia. Feedback from this tool, N = 28 (response rate 82%), suggests this model was well received and that simulation training delivered by a multi-professional faculty, effectively demonstrates the benefits of early advance care planning for residents with dementia.

A simulation training evaluation method for distribution network fault based on radar chart

In order to solve the problem of automatic evaluation of dispatcher fault simulation training in distribution network, a simulation training evaluation method based on radar chart for distribution network fault is proposed. The fault handling information matrix is established to record the dispatcher fault handling operation sequence and operation information. The four situations of the dispatcher fault isolation operation are analyzed. The fault handling anti-misoperation rule set is established to describe the rules prohibiting dispatcher operation. Based on the idea of artificial intelligence reasoning, the feasibility of dispatcher fault handling is described by the feasibility index. The relevant factors and evaluation methods are discussed from the three aspects of the fault handling result feasibility, the anti-misoperation correctness and the operation process conciseness. The detailed calculation formula is given. Combining the independence and correlation between the three evaluation angles, a comprehensive evaluation method of distribution network fault simulation training based on radar chart is proposed. The method can comprehensively reflect the fault handling process of dispatchers, and comprehensively evaluate the fault handling process from various angles, which has good practical value.

Cupping Therapy Simulation Course; A Pilot Study Assessing Self Reporting of Confidence, Expectations/Satisfaction and Performance

This paper aimed to assess self-reporting of confidence, expectations/satisfaction, and performance of medical students before and after the cupping therapy simulation training course and to validate cupping simulation training evaluation questionnaire (CSTEQ). It was a pilot study to evaluate cupping therapy simulation course provided by National Center for Complementary and Alternative Medicine (NCCAM). The number of participants was 29/41 (70.7%) (20 females and 9 males) before training and 20/41 (48.9%) (9 females and 11 males) after training who returned the (CSTEQ) questionnaire. A significant improvement of performance scale and total score were noted after the cupping simulation training. Significant differences in confidence (P=0.013), expectations/satisfaction (P=0.001), performance (P=0.007) and total scoring (P=0.001) between male and female medical students were noted in favor of males. We can conclude that medical students reported significant improvement in performance and overall scoring after cupping therapy simulation course. Cupping simulation training evaluation questionnaire (CSTEQ) may be a reliable test tool. Cupping therapy simulation course should be encouraged, updated and extended to satisfy the learning needs especially of the female medical student. Future large-scale studies were recommended.

OP53, PP14 - Evaluation of simulator training on transoesophageal echocardiography performance in anaesthesia residents

OP53, PP14 - Evaluation of simulator training on transoesophageal echocardiography performance in anaesthesia residents

Participant evaluation of simulation training using crew resource management in a hospital setting in Hong Kong.

A simulation team-based crew resource management training programme was developed to provide a unique multidisciplinary learning experience for health care professionals in a regional hospital in Hong Kong. In this study, we evaluated how health care professionals perceive the programme. A cross-sectional questionnaire survey was conducted in the Multidisciplinary Simulation and Skills Centre at Queen Elizabeth Hospital in Hong Kong. A total of 55 individuals in the departments of Obstetrics and Gynaecology, Anaesthesiology and Operating Theatre Services, Intensive Care Unit, and Accident and Emergency participated in the study between June 2013 and December 2013. The course content was specially designed according to the needs of the clinical departments and comprised a lecture followed by scenarios and debriefing sessions. Principles of crew resource management were introduced and taught throughout the course by trained instructors. Upon completion of each course, the participants were surveyed using a 5-point Likert scale and open-ended questions. The participant's responses to the survey were related to course organisation and satisfaction, realism, debriefing, and relevance to practice. The overall rating of the training programme was high, with mean Likert scale scores of 4.1 to 4.3. The key learning points were identified as closed-loop communication skills, assertiveness, decision making, and situational awareness. The use of a crew resource management simulation-based training programme is a valuable teaching tool for frontline health care staff. Concepts of crew resource management were relevant to clinical practice. It is a highly rated training programme and our results support its broader application in Hong Kong.

Practice and thinking of foreign staff in pre-service training in ETC

The medical contingent of Chinese PLA to libera operated the China Ebola treatment center(ETC) with 100 beds, and employed 80 Liberian health workers according to the task requirements and the normal operation demand. Under consideration of current health education situation and epidemic prevention requirements, combined with experiences in the fight against SARS, the training content includes the Ebola prevention and control knowledge, isolation of patients and safe burial, malaria prevention and control knowledge, hospital disinfection technology, psychological intervention. Training methods diversified, with theoretical teaching, site visit, on-site demonstration and training and video guide. With the pass of the simulation training evaluation model in all staff, the expected goals of pre-service training have been achieved. Key words: Ebola virus disease; Foreign staff; Pre-service training

Research and Development on 3D Simulation Training Evaluation System of Substation Based on Unity3D

In order to make training for the substation operation and maintenance personnel professional skills more effectivethis paper has designed a three-dimensional substation simulation training system based on Unity3d.In this paper,a variety of virtual scenes of the substation are studied,designed a 3Dsimulation training system of substation based on operation and maintenance personnel behavior. Framework of system comprises two-dimensional mathematical modeling, 3D modeling, development and release of platform.

On-Board Power Simulation Training Evaluation Model Based on Improved Gray Analytic Hierarchy Process

We frist establish the evaluation index system according to the characteristics of the simulation training system through analysis, and second , we calculate the index weight use improved gray analytic hierarchy process which simplify the steps of the original analytic hierarchy process. Third we use the Delphi method to establish the membership degree of every evaluation index, and finally we use fuzzy comprehensive evaluation method to get the evaluation results of the simulation training system, the results show that the evaluation model is consistency to the expert assessment , meet the actual needs, is an effective method of power system simulation training assessment.

The use of simulation in healthcare

Simulation in healthcare is becoming increasingly used. This review will spotlight some of the uses of simulation in healthcare training. Previously, evaluation of simulation training was typically from evaluations from trainees. Recent articles, however, have linked simulation training to actual patient outcomes and demonstrated skill retention up to 1 year. Objective measurements have demonstrated positive effects on healthcare education, have been successfully used in high stakes examinations, and have uncovered systems and patient safety issues. This article will review some recent studies showing how simulation can have a positive effect on patient outcomes and skill retention, uncover systems issues related to patient safety, and how simulation can be used in credentialing, and other high stakes examinations.

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

Evaluation of simulation training in cardiothoracic surgery: The Senior Tour perspective

The study objective was to introduce senior surgeons, referred to as members of the "Senior Tour," to simulation-based learning and evaluate ongoing simulation efforts in cardiothoracic surgery. Thirteen senior cardiothoracic surgeons participated in a 2½-day Senior Tour Meeting. Of 12 simulators, each participant focused on 6 cardiac (small vessel anastomosis, aortic cannulation, cardiopulmonary bypass, aortic valve replacement, mitral valve repair, and aortic root replacement) or 6 thoracic surgical simulators (hilar dissection, esophageal anastomosis, rigid bronchoscopy, video-assisted thoracoscopic surgery lobectomy, tracheal resection, and sleeve resection). The participants provided critical feedback regarding the realism and utility of the simulators, which served as the basis for a composite assessment of the simulators. All participants acknowledged that simulation may not provide a wholly immersive experience. For small vessel anastomosis, the portable chest model is less realistic compared with the porcine model, but is valuable in teaching anastomosis mechanics. The aortic cannulation model allows multiple cannulations and can serve as a thoracic aortic surgery model. The cardiopulmonary bypass simulator provides crisis management experience. The porcine aortic valve replacement, mitral valve annuloplasty, and aortic root models are realistic and permit standardized training. The hilar dissection model is subject to variability of porcine anatomy and fragility of the vascular structures. The realistic esophageal anastomosis simulator presents various approaches to esophageal anastomosis. The exercise associated with the rigid bronchoscopy model is brief, and adding additional procedures should be considered. The tracheal resection, sleeve resection, and video-assisted thoracoscopic surgery lobectomy models are highly realistic and simulate advanced maneuvers. By providing the necessary tools, such as task trainers and assessment instruments, the Senior Tour may be one means to enhance simulation-based learning in cardiothoracic surgery. The Senior Tour members can provide regular programmatic evaluation and critical analyses to ensure that proposed simulators are of educational value.

A randomized evaluation of simulation training on performance of vascular anastomosis on a high-fidelity in vivo model: The role of deliberate practice

There is mounting evidence supporting the benefit of surgical skills practice in a simulated environment. However, the use of simulation in cardiac surgical training has been limited. The purpose of the current trial was to examine the effect of independent and deliberate simulator practice, during nonclinical time, on the performance of an end-to-side microvascular anastomosis in an in vivo model. This single-blinded, randomized controlled trial received institutional review board approval. Thirty-nine first- and second-year surgical trainees were randomized to an expert-guided tutorial on a procedural trainer or to the expert-guided tutorial combined with self-directed practice on the same procedural trainer. Self-directed practice consisted of 10 anastomoses performed on the procedural trainer: a low-fidelity, commercially available bench model using 4-mm polytetrafluoroethylene graft as simulated blood vessel. Two weeks after the tutorial, subjects performed an end-to-side anastomosis in a live porcine model, under realistic operating room conditions. Assessment of outcomes was performed by 2 blinded, expert observers, uings validated measurements of technical skill. The primary outcome was the score on the Objective Structured Assessment of Technical Skill (OSATS) scale. Secondary outcomes included an anastomosis-specific end-product evaluation and time to completion. Statistical analysis was conducted using nonparametric, univariate techniques. Compared with residents who received expert-guided simulator training alone, those who in addition practiced on a simulator independently after hours scored significantly higher on the OSATS scale (23.7 ± 4.7 vs 18.5 ± 3.9, P = .003). Residents who practiced independently also scored significantly higher on the end-product evaluation (11.4 ± 3.2 vs 8.9 ± 2.1, P = .02) and performed the anastomosis significantly faster (777 seconds vs 977 seconds, P = .04). Interrater reliability was high between the expert observers (intraclass correlation coefficient = 0.8). Residents who had the opportunity for self-directed simulator practice performed an end-to-side anastomosis more adeptly, more quickly, and with a higher quality end product. The results of this randomized trial suggest that independent training on a procedural trainer did transfer to improved performance in an operating room environment. Simulator training should be incorporated into cardiovascular surgical curricula and residents should have access to this modality for independent after-hours practice to improve operating room performance.

Toward Evaluation of a Student's Simulator Training Using Heart Rate Variability

AbstractMental workload is useful for evaluating the performance of a ship's navigator and a bridge teammate: a captain, a duty officer, a helmsman, or a pilot. The heart rate variability, the nasal temperature, and the salivary amylase activity predict performance well based on pre‐experiments. However, most of the research was carried out for a professional's skill. A student's skill has not been evaluated yet. In this work, we evaluate a student's heart rate variability (R–R interval) as he guides a ship from a narrow channel to an open sea for a simulator training, and consider simulator training effects. The experiment was carried out using a ship bridge simulator, not a real ship. We show that the R–R interval is a good index for the evaluation of the simulator training. Copyright © 2010 Institute of Electrical Engineers of Japan. Published by John Wiley &amp; Sons, Inc.

Evaluation of Simulation Training During an Orientation Program for New Residents

Evaluation of Simulation Training During an Orientation Program for New Residents