Impact Of Simulation Training Research Articles

Enhancing Knowledge and Confidence in Chronic Pelvic Pain Management: The Impact of Simulation Training

Enhancing Knowledge and Confidence in Chronic Pelvic Pain Management: The Impact of Simulation Training

Tell me and I forget, teach me and I may remember, involve me and I learn: impact of simulation training on performance in electrophysiology

Abstract Background Interpretation of intracardiac electrograms plays a key role in electrophysiology (EP) training. However, there had been a substantial gap between theoretical knowledge and practical skills acquired in the clinical setting. With the development of an online life-like EP-simulator, interactive training has never been so easily accessible. Purpose The aim of this study is to assess the efficiency of simulation-based training in electrophysiology, with the help of EP-simulator, by comparing it to traditional-learning methods. Methods 340 participants attended a 3-hour, online video-lecture on basic electrophysiology. Then, they were randomised 1:1 into a traditional-learning and simulation-learning groups. Both groups received presentation slides from the lecture and two textbook recommendations. In addition, simulation-learning group obtained access to online EP-simulator. This was followed by one week of self-learning. At the end, their knowledge was assessed using an online multiple-choice test. Results Eventually, 91 participants from the traditional-learning group and 67 participants from the simulation-learning group took the final test. The simulation-learning group, which obtained additionally an access to EP-simulator, scored significantly better than the traditional-learning group (mean score=15.10 vs 13.16, p=0.022). Conclusion EP-simulator can possibly contribute to better learning results. Including simulation in training programs may have an impact on educational outcomes.Course of the studyEP-simulator interface

Assessing the impact of self-e-learning, classroom teaching, and simulation training on learning of COLREG: a survey-based analysis among maritime students at the Universiti Malaysia Terengganu

ABSTRACT Understanding the International Regulations for Preventing Collisions at Sea (COLREG) is crucial for maritime safety, yet maritime students often face challenges in mastering these regulations. This study investigates the effectiveness of different learning methods – self-e-learning, classroom instruction, and simulation training – on COLREG comprehension among maritime students at Universiti Malaysia Terengganu (UMT). The primary objective is to assess how these learning methods influence students’ mastery of COLREG. A mixed-method approach was employed, utilising a structured questionnaire for quantitative data collection and in-depth interviews for qualitative insights. Data were analyzed using Smart PLS 4.0 to explore the relationships between learning methods and COLREG knowledge. The findings of the study indicate that self-e-learning and classroom teaching significantly enhance students’ understanding of COLREG, while the impact of simulation training was less effective, necessitating a review of current simulation programs. The study recommends revising the curriculum to balance these learning methods, improve e-learning resources, and critically evaluate simulation training to better prepare students for maritime careers and enhance overall maritime safety.

The impact of simulation training on enhancing the understanding of providing aid for injury cases among the Healthy Student Cadres (HSCs) at Assalafiyyah II Mlangi Islamic Boarding School

Introduction: The students of Islamic boarding Schools, as agents of change, often experience complaints of muscle and joint injuries. Assalafiyyah II Mlangi Islamic Boarding School (IBS) was one of the pioneers of an integrated health system to improve health status. However, the condition of health facilities, especially those related to handling injuries, was still very minimal. In addition, the students had never received counseling regarding injury management. Therefore, it is necessary to conduct research related to the effect of health education in increasing knowledge about assisting in cases of injury to Healthy Student Cadres (HSCs) of Assalafiyah II Mlangi IBS. This study aimed to determine the effect of health education in increasing knowledge about assisting in cases of injury to healthy students Cadres Assalafiyyah II IBS. Methods: This study was carried out using a quantitative experimental design. A one-group, quasi-experimental pretest-posttest approach was adopted in this study. The 40 healthy student cadres from Assalafiyyah II Mlangi IBS were recruited. The knowledge scores of the pretest (before health education) and post-test (after health education) were compared using the paired sample t-test. Furthermore, the Kruskal-Wallis test examined the relationship between education level and knowledge score. Results: The pretest results showed that the level of knowledge of the subjects in the good category was 5%, adequate was 30%, and poor was 65%. In contrast, the post-test results showed an increase in knowledge scores. In particular, subjects in the good category were 47.5%, adequate was 40%, and poor were as much as 12.5%. This study also showed a significant change in the score of knowledge about assisting in cases of injury to subjects after providing health education in a positive correlation with p= 0.000. The level of education did not affect the results of the knowledge score about assisting in injury cases, with p= 0.072. Conclusion: Providing health education materials effectively increases knowledge about helping Healthy Student Cadres (HSCs) in injury cases. This increase in knowledge can make Healthy Student Cadres (HSCs) pioneers in the surrounding environment regarding the importance of assisting in injury cases.

Enhancing the competencies of obstetrical nurses and midwives in high-risk pregnancy management through simulation-based training in Lao people's democratic republic: A pilot study

BackgroundSimulation-based training has been widely used as a valuable strategy for learning and evaluating clinical skills at different levels of nursing and midwifery education. The impact of simulation training on intensive management for high-risk pregnancy in a low-resource setting has been limited. AimTo examine the effect of simulation-based training with low-fidelity mannequins on obstetrical nurses and midwives’ knowledge, attitude, and skills for high-risk pregnancy management in a low-resource setting. MethodDuring September 2023, twenty-five obstetrical nurses or midwives who worked in five tertiary public hospitals in Vientiane Prefecture participated in the three-day training workshops for intensive management in high-risk pregnant women and newborns that used a simulation-based training approach integrating problem-based learning. The evaluated criteria of knowledge, attitudes, and skills pre- and post-test scores were statistically compared. FindingsWorkshop trainees demonstrated an increase significantly in knowledge for high-risk pregnancy management (p = 0.012), attitude toward high-risk pregnancy management (p = 0.000), and attitude toward simulation-based training design (p = 0.002). The clinical skills were used on the simulation performance checklist, and the pre-posttest gain in overall performance scores had a statistically significant difference (p = 0.000). The mean score of postpartum hemorrhage management skills was 11.48±2.23, which increased the highest score among all skills. ConclusionsThe simulation-based training in high-risk pregnancy management improves the knowledge, attitude, and skills of nurses and midwives in low-resource settings. Next steps include direct observation of trainees in the clinical setting to assess their competence in ensuring patient safety, achieving positive pregnancy outcomes, and enhancing satisfaction.

Assessing Outcome Measurements and Impact of Simulation in Neurocritical Care Training: A Systematic Review.

AIM: The use of simulation training in neurocritical care is increasing. Yet, the pooled impact on patient and trainee outcomes remains unclear. This systematic review aims to determine the outcome measurements used after simulation training in neurocritical care and to synthesize the current evidence about the impact of simulation training on these outcomes. METHODS: A 3-step search was conducted in CINAHL, Cochrane, MEDLINE, PsychINFO, and Scopus. The inclusion criteria were composed of studies exploring simulation training in neurocritical care, published in English between 2000 and 2023. Two reviewers independently conducted screening, critical appraisal, and data extraction, using standardized Joanna Briggs Institute tools. Meta-analysis was precluded because of clinical, methodological, and statistical heterogeneity. RESULTS: Nine relevant studies were found: 1 quality improvement project and 8 quasi-experimental studies. The overall quality of the relevant studies was moderate to high (61.1%-77.8%). Three types of outcome measurements for simulation in neurocritical care were identified: knowledge and clinical performance; confidence and comfort; and teamwork, communication, and leadership skills. Simulation training was associated with a significant improvement in knowledge and clinical performance, and confidence and comfort, but not in communication and leadership skills. CONCLUSION: Significant improvement in trainees' outcomes was observed. The current literature includes significant heterogeneity in the methods of evaluating simulation outcomes, although no patient outcomes were observed. Investigating the effect of simulation in neurocritical care training on patient outcomes in future studies is warranted.

Appropriate Delivery Project: Impact of Simulation Training on the Increase in Vaginal Births in Hospitals in Brazil.

This study aimed to analyze the relationship between the participation of professionals in simulation-based training and an increase in the rate of vaginal deliveries. This retrospective observational study analyzed professionals' participation in high-fidelity simulation training during the pilot phase of the Appropriate Delivery Project, spanning from May 21, 2015 to May 21, 2016, along with the rates of vaginal deliveries across various hospitals. Data for participation by nurses and physicians were examined using a gamma distribution model to discern the predictors influencing the changes in the percentage of vaginal births. Data from 27 hospitals involved in the project were analyzed. A total of 339 healthcare professionals, including 147 nurses and 192 doctors, underwent the simulation-based training. During the pilot test, the percentage of vaginal births increased from 27.8% to 36.1%, which further increased to 39.8% in the post-intervention period, particularly when the participation rate of nurses exceeded the median. This study suggests that simulation-based training is a valuable strategy for achieving positive changes in obstetric practice, specifically an increase in the rate of vaginal births. These findings underscore the potential advantages of incorporating simulation training into improvement initiatives, as evidenced by the correlation between higher training adoption rates and substantial and sustained enhancements in vaginal birth rates.

Impact of Simulation Training on the Management of Shoulder Dystocia and Incidence of Permanent Brachial Plexus Birth Injury: An Observational Study

(BJOG. 2023;130:70–77) During complicated deliveries, brachial plexus birth injury (BPBI) is likely to occur. BPBI is caused by traction to the cervical and thoracic nerve roots. Shoulder dystocia (SD) is the greatest risk factor for permanent BPBI. Simulation-based training has been suggested to prepare healthcare professionals for deliveries involving BPBI and SD, but the outcomes and results of this training are inconsistent and uncommon.

Impact of Simulation Training on the Management of Shoulder Dystocia and Incidence of Permanent Brachial Plexus Birth Injury: An Observational Study

(Abstracted from BJOG 2023;130:70–77) The incidence of brachial plexus birth injury (BPBI) varies from 0.4 to 3.8 per 1000 vaginal births. It is a complication caused by traction to the cervical and thoracic nerve roots that can lead to decreased strength, complete paralysis, or limited range of motion in the affected limb in the first year of life.

Impact of simulation training on pre-clinical and clinical practice: the example of Tallinn Health Care College

Impact of simulation training on pre-clinical and clinical practice: the example of Tallinn Health Care College

WE3.10 The Impact of Simulation Training on Junior Doctors Managing Surgical Emergencies

Abstract Aim The use of simulation for the training of junior doctors in surgery usually involves either practicing technical skills or exercising communication skills. We have identified a gap in crisis resource management training of junior surgical trainees with scenario-based simulation. We have developed a one-day simulation course on general surgical emergencies and evaluated its impact. Methods The course included a human factors presentation and several scenarios of acute surgical emergencies. It was aimed at core surgical trainees, but other junior doctors were invited. High fidelity human simulator (SimMan®) was used and controlled by faculty. Surgical scenarios were selected in order to provide insight for the appropriate resuscitation for acute surgical patients. The impact of the course was evaluated with a post course questionnaire. Results Ten courses were completed between 2015 and 2021. A total of 58 doctors attended, 45 were core surgical trainees. All 51 participants who responded to the questionnaire rated the course “Good (4/5)” or “Excellent (5/5)”. Following the course, of 51 participants, 50 felt better prepared and 51 were confident in recognising unwell surgical patients; 42 felt better prepared and 50 confident in providing resuscitation; 46 felt better prepared and 51 confident in escalating care. During debriefs and on free text feedback, participants frequently reported the course helped develop their non-technical skills. Conclusion The General Surgical Emergencies simulation courses were rated useful by the learners. The course has positively impacted on the preparedness and confidence of junior surgical trainees in recognising unwell surgical patients, providing initial resuscitation and escalating care.

The attitude of dental students to the impact of simulation training on the quality of practical skills formation

Practical skills of working in the specialty of a dentist before applying them in real practice should be acquired in simulation centers equipped with phantoms and simulators, as well as programs that allow you to simulate clinical situations, including emergency conditions and team training. An anonymous survey of senior students of the Institute of Dentistry of ASMU showed that simulation training increases interest in the educational process and facilitates the transition to clinical practice.

The Impact of Simulation Training on Operative Performance in General Surgery: Lessons Learned from a Prospective Randomized Trial

Practice in the simulated environment can improve surgical skills. However, the transfer of open complex surgical skills to the operating room is unclear. This study evaluated the effect of resident operative performance following a simulation experience on a hand-sewn small bowel anastomosis and determined the impact of utilizing proficiency-based training. Nine categorical interns performed a hand-sewn small bowel anastomosis in the operating room prior to (pre-test) and following (post-test) a 3-h simulation training session with an assessment at the end. Participants were randomly assigned to 1of 2 simulation training groups: proficiency-based or standard. Operative performance was videotaped. 2 independent, blinded faculty surgeons assessed performances by a global rating scale. Pre- and post-confidence levels were obtained on a 5-point Likert scale. Overall, pre-test and post-test operative performance was similar (3 [IQR, 2.5 -3.5] versus 3 [IQR, 3 -3], P=0.59). Furthermore, no difference was observed in the post-test performance with proficiency-based or standard training (3 [IQR, 3 -3] versus 3 [IQR, 3 -3], P=0.73). Self-reported confidence with the skills, however, significantly improved (median 1 versus 4, P=0.007). In this prospective, randomized study, we did not observe an improvement in operative performance following simulation instruction and assessment, with both training groups. Overcoming barriers to skills transfer will be paramount in the future to optimize simulation training in general surgery. These findings highlight the importance of continued study for the ideal conditions and timing of technical skills training.

EFFECTIVENESS OF RESOURCE MANAGEMENT DURING POLICE ACTIONS AND OPERATIONS BASED ON THE SKILLS ACQUIRED DURING SIMULATION TRAINING IN A VIRTUAL ENVIRONMENT

The main aim of the article is to present the results of the surveys conducted among the graduates of the specialist course for police operations commanders at the Police Academy in Szczytno, who participated in the course in 2014–2020. The course uses a tool of modern technology in the form of a simulator of Police operations in crisis situations. The essence of the research was, therefore, to verify the impact of simulation training as part of a specialist course for commanders of police actions and operations on the real scope and manner of tasks performed by its graduates, i.e. on commanding actual police activities to ensure and maintain public safety and order during mass events, in including sports events, public gatherings and celebrations, and other collective disturbances of public order. It should be emphasised that due to the often signifi cant lapse of time after the end of the course, the respondents formulated their opinions based on subsequent experiences and analysis of actual facts, in the context of knowledge and skills acquired during the training.

Impact of simulation training on decision to delivery interval in cord prolapse

BackgroundUmbilical cord prolapse is a rare obstetric emergency requiring rapid coordination of a multidisciplinary team to effect urgent delivery. The decision to delivery interval (DDI) is a marker of quality...

Positive effects of lumbar puncture simulation training for medical students in clinical practice

BackgroundLumbar puncture (LP) is an invasive medical procedure that can be done by any doctor. Several simulation-based trainings have been built however the evaluations of the theoretical knowledge and the impact of the simulation-based training have never been performed in real life.The objective was to evaluate the impact of a LP training on the theoretical knowledge improvement and the performance of a LP in clinical practice.MethodsBefore and after medical students’ training, theoretical knowledge and confidence level were assessed. Over a 6 months period, the impact of simulation training was evaluated by the success rate of students’ first LP carried out in hospitalized patients and compared to the results of a no-training control.ResultsStudents’ theoretical knowledge and confidence level showed significant improvement after simulation training on 115 students (p < 0.0001). The evaluation in real life based on 41 students showed that the success rate of the first LP in patients was higher in the LP simulation group compared to the control group (67% vs 14%, p = 0.0025). The technical assistance was also less frequently needed in the LP simulation group (19% vs 57%, respectively, p = 0.017). The rate of students who participated in this educational study was low.DiscussionSimulation-based teaching was an effective way to improve students’ theoretical and practical knowledge. Whether this approach translates to other procedural skills in real clinical settings merits further study. The low participation rate in the study is due to the fact that students are not used to be included in educational studies and to the complexity of evaluation in routine clinical practice.

What are the Top Research Priorities in Surgical Simulation and How Can They Be Best Addressed? Results From a Multidisciplinary Consensus Conference.

To define the top priorities in simulation-based surgical education where additional research would have the highest potential to advance the field and develop proposals that would address the identified research priorities. Simulation has become integral part of surgical training but there are a number of outstanding questions that have slowed advances in this field. The Delphi methodology was used to define the top priorities in simulation-based surgical education. A research summit was held with multiple stakeholders under the auspices of the American College of Surgeons Division of Education to develop proposals to address these priorities. Consensus was achieved after the first round of voting on the following 3 most important topics: (1) impact of simulation training on patient safety and outcomes, (2) the value proposition of simulation, and (3) the use of simulation for physician certification and credentialing. Knowledge gaps, challenges and opportunities, and research questions to address these topics were defined by summit participants. The top 3 priorities in surgical simulation research were defined and project outlines were developed for impactful projects on these topics. Successful completion of such projects is expected to advance the field of simulation-based surgical education.

What is the role of surgical simulation on operative opportunity for the trainee ENT surgeon?

This study sought to assess the impact of simulation training in influencing trainees' initial surgical participation as perceived by experienced surgeon trainers. Twenty ENT surgeons assessed how much of a given procedure they would expect to allow a trainee to perform for their first time. Responses were provided for trainees who had undergone a relevant simulation course and those who had not, and scored according to the eLogbook levels of involvement in surgery. This was completed for simulated procedures with validated models, across four grades of junior doctors. A total of 1120 judgements on the trainees' intended level of involvement were made. The median involvement score was higher in the simulation group versus the non-simulation group (Mann-Whitney U, p = 0.0001), corresponding to a translation in surgical opportunity from a primarily assisting role to an active role. Trainer perception of a relevant ENT simulation course appears to positively impact on the initial surgical opportunities afforded to the trainee.

Impact of Simulation Training on Radiology Resident Performance in Neonatal Head Ultrasound

The aim of this study was to determine whether resident performance in head ultrasound on neonates improves following brain phantom simulation training. Ten junior radiology residents with at least one year of radiology training were divided into two equal groups. Both groups received a detailed head ultrasound protocol sheet and observed a technologist perform a head ultrasound on a neonatal patient at the beginning of their first pediatric radiology rotation. Both groups of residents also received teaching with a brain phantom model. Group A residents independently performed one head ultrasound exam, subsequently received phantom simulation training, and then performed a post-training head ultrasound exam. Group B residents received phantom simulation training prior to their first head ultrasound exam. Three pediatric radiologists independently and blindly reviewed the ultrasound images of each head ultrasound exam for proficiency of image acquisition using a validated scoring system. Scores of Group A residents prior to phantom training were compared to their scores after phantom training as well as to scores of Group B residents using simple linear regression. There was a statistically significant improvement in the performance of head ultrasound on neonates when comparing the same residents pre- and postphantom training (p = 0.003). Residents who initially trained with the phantom performed significantly better on their first head ultrasound examination on a neonate than those residents who did not (p = 0.005). Our novel head ultrasound phantom training model significantly improves radiology resident performance of head ultrasound on neonates and may, therefore, be beneficial for residency education.

Current provision of simulation in the UK and Republic of Ireland trauma and orthopaedic specialist training: a national survey

Aims The primary aim of the survey was to map the current provision of simulation training within UK and Republic of Ireland (RoI) trauma and orthopaedic (T&amp;O) specialist training programmes to inform future design of a simulation based-curriculum. The secondary aims were to characterize; the types of simulation offered to trainees by stage of training, the sources of funding for simulation, the barriers to providing simulation in training, and to measure current research activity assessing the educational impact of simulation. Methods The development of the survey was a collaborative effort between the authors and the British Orthopaedic Association Simulation Group. The survey items were embedded in the Performance and Opportunity Dashboard, which annually audits quality in training across several domains on behalf of the Speciality Advisory Committee (SAC). The survey was sent via email to the 30 training programme directors in March 2019. Data were retrieved and analyzed at the Warwick Clinical Trials Unit, UK. Results Overall, 28 of 30 programme directors completed the survey (93%). 82% of programmes had access to high-fidelity simulation facilities such as cadaveric laboratories. More than half (54%) had access to a non-technical skills simulation training. Less than half (43%) received centralized funding for simulation, a third relied on local funding such as the departmental budget, and there was a heavy reliance on industry sponsorship to partly or wholly fund simulation training (64%). Provision was higher in the mid-stages (ST3-5) compared to late-stages (ST6-8) of training, and was formally timetabled in 68% of prostgrammes. There was no assessment of the impact of simulation training using objective behavioural measures or real-world clinical outcomes. Conclusion There is currently widespread, but variable, provision of simulation in T&amp;O training in the UK and RoI, which is likely to expand further with the new curriculum. It is important that research activity into the impact of simulation training continues, to develop an evidence base to support investment in facilities and provision.