Perception Of Fidelity Research Articles

Perception of simulation-based first-aid training by medical students: a qualitative descriptive study

Although first aid should be common knowledge for healthcare professionals, medical students still have gaps in this area. Simulation-based first-aid courses can overcome these shortcomings. To better understand the impact of these courses, they need to be researched both in terms of learning outcomes and overall participant perception. We conducted fifteen semi-structured interviews with students who completed the First-Aid Simulation Course or the Practical First-Aid Course. The questions focused on the perception of communication, emotional aspects, teamwork, debriefing and the overall administration of the courses. To find the answers to the research questions, we used the qualitative descriptive study design following the principles of inductive thematic analysis. Our findings confirm that many factors impact the performance of students in crisis situations during a simulation-based first-aid course. Four main themes were identified through which the participants perceived the simulation-based first-aid courses. These were team dynamics, fidelity perception, emotional strain and debriefing.

Assessing Expertise Using Eye Tracking in a Virtual Reality Flight Simulation

ABSTRACT Objective The aim of this work was to examine the fidelity and validity of an aviation simulation using eye tracking. Background Commercial head-mounted virtual reality (VR) systems offer a convenient and cost-effective alternative to existing aviation simulation (e.g., for refresher exercises). We performed pre-implementation testing of a novel aviation simulation, designed for head-mounted VR, to determine its fidelity and validity as a training device. Method Eighteen airline pilots, with varying levels of flight experience, completed a sequence of training ‘flows.’ Self-reported measures of presence and workload and users’ perceptions of fidelity were taken. Pilots’ eye movements and performance were recorded to determine whether more experienced pilots showed distinct performance and eye gaze profiles in the simulation, as they would in the real-world. Results Real-world expertise correlated with eye gaze patterns characterized by fewer, but longer, fixations and a scan path that was more structured and less random. Multidimensional scaling analyses also indicated differential clustering of strategies in more versus less experienced pilots. Subjective ratings of performance, however, showed little relationship with real-world expertise or eye movements. Conclusion We adopted an evidence-based approach to assessing the fidelity and validity of a VR flight training tool. Pilot reports indicated the simulation was realistic and potentially useful for training, while direct measurement of eye movements was useful for establishing construct validity and psychological fidelity of the simulation.

36. DOES EMOTIONAL FIDELITY MATTER? PEDIATRIC RESIDENTS’ PERSPECTIVES DURING EXPECTED VS UNEXPECTED SIMULATION SESSIONS

Introduction Simulation-based education has become pervasive in residency. Fidelity is important for relevance and transference of skills to real patient encounters and can be divided into three parts: physical, conceptual, and emotional 1 , 2 . There have been few studies to date evaluating the impact of emotional fidelity, or how close to “real” the simulation feels. Only 26% of Tufts pediatric residents felt they were “comfortable” in their ability to lead a rapid response event, which may be impacted by the unexpected nature of rapid responses. Objective: Evaluate whether being called to a simulation of a decompensating patient without advanced warning affects pediatric residents’ perception of the emotional (EF) and overall fidelity (OF) of the simulation. Methods Pediatric residents participated in a simulation involving a child with respiratory distress. Residents were randomized to one of two groups: Advanced Warning (AW) or No Advanced Warning (NAW). The AW group (control) was notified via text message several hours prior to receiving a page to report to the simulation. The NAW group (intervention) was not notified prior to receiving the page to report to the simulation. All residents completed surveys about their perceptions of fidelity. Results Nineteen residents have provided data to date. Mean scores on a 5-point Likert item rating EF of the simulation (1 = extremely unrealistic, 5 = extremely realistic) were 2.9 (AW) and 3.8 (NAW) (p-value 0.04). Mean scores for OF were 2.6 (AW) and 3.3 (NAW) (p-value 0.28). Discussion Reported experience of EF but not OF was higher for residents given NAW than those given AW. Data collection is ongoing. Limitations of this study include low physical fidelity and small sample size.

Do Fellows and Faculty Share the Same Perception of Simulation Fidelity? A Pilot Study

Simulation is increasingly integrated into graduate medical education, and simulation faculty generally attempt to optimize the fidelity of simulators and simulations on behalf of trainees, so as to approach the realism of actual patient care experiences. As residents and fellows participate as learners in simulations, which faculty design, this investigation sought to address whether fellows and faculty have similar perceptions of fidelity by comparing ratings of 2 types of simulation experiences. Prospective single-center observational study comparing surveys completed by fellows and faculty participating in multiple simulation sessions during a one-day simulation-based boot camp. Overall, both the fellows and the faculty provided moderate to high ratings of fidelity for both a technical skill and a teamwork simulation session. Fellows' ratings of an airway skills session were significantly higher than faculty ratings in 4 of 6 questions but similar to faculty ratings of a teamwork scenario session. Pediatric anesthesia fellows' ratings of simulation fidelity were at least as high as faculty ratings during an annual boot camp, suggesting that faculty in this setting developed simulations that the fellows found to be realistic. Faculty were relatively more critical of the fidelity of a skill session, compared with a teamwork scenario session. If this finding is generalizable, this may reassure faculty designing simulations for fellows. Continued inspection of the entwined nature of fidelity and simulation will help inform more effective learning for this growing educational modality.

Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students’ beginning of the year self-determination status and that teacher-perceived fidelity then affected students’ end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.

‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes

The article concerns fidelity in relation to using mannequins in simulation-based training in social- and healthcare education. The article addresses two issues. What influences fidelity, and how does the degree of fidelity influence the students’ learning processes? Simulation-based training is organized in three phases; briefing, scenario, and debriefing. The article focuses on the scenario phase. A central issue in relation to the scenario phase is fidelity; i.e. the degree to which the scenario matches the practice it is intended to simulate. The article deals with the factors that influence the students’ perception of fidelity and with the impact of degree of fidelity on the students’ learning processes. The empirical data include obser-views, combining observations with interviews with students and teachers in social- and healthcare colleges. The analysis shows that a high degree of fidelity simulation in the sense of employing a mannequin has advantages, such as engaging students in learning and enabling them to try out practical skills. Moreover, the degree of fidelity should be adjusted to the students’ practical experiences in order to optimize their learning process. Lower degrees of fidelity may have a positive impact on developing creative thinking and reducing the students’ anxiety. The implication for developing practice is that the social- and healthcare colleges employ a multifaceted approach to fidelity based on ensuring optimal learning conditions for the students. The implication for further research is to specify and systematize the interrelation of learning outcome targets, students’ qualifications and the usages of different degrees of fidelity.

53 Experiences and Perceptions of Fidelity in Simulation-Based Education administered to Caregivers

53 Experiences and Perceptions of Fidelity in Simulation-Based Education administered to Caregivers

Is pulling the lever sexy? Deontology as a downstream cue to long-term mate quality

Deontological and utilitarian moral decisions have unique communicative functions within the context of group living. Deontology more strongly communicates prosocial intentions, fostering greater perceptions of trust and desirability in general affiliative contexts. This general trustworthiness may extend to perceptions of fidelity in romantic relationships, leading to perceptions of deontological persons as better long-term mates, relative to utilitarians. In two studies, participants indicated desirability of both deontologists and utilitarians in long-term mating (LTM) and short-term mating contexts. In Study 1 ( n = 102), women perceived a deontological man as more interested in long-term bonds, more desirable for LTM, and less prone to infidelity, relative to a utilitarian man. However, utilitarian men were undesirable as short-term mates. Study 2 ( n = 112) had both men and women rate opposite-sex targets’ desirability after learning of their moral decisions in a trolley problem. We replicated women’s preference for deontological men as long-term mates. Interestingly, both men and women reporting personal deontological motives were particularly sensitive to deontology communicating long-term desirability and fidelity, which could be a product of the general affiliative signal from deontology. Thus, one’s moral basis for decision-making, particularly deontologically motivated moral decisions, may communicate traits valuable in LTM contexts.

Variability in the perception of fidelity in simultaneous interpretation

In a series of distinct operations, an English speech made at a conference and its inter-pretation into French were presented auditorily and visually to professional interpreters, students and other assessors to study what they considered errors and omissions, as well as their assessment of the overall fidelity of the target speech. Results include high intra-group variability in all categories of assessors, marked differences between the number of errors and omissions reported after auditory vs. visual presentation, a generally more lenient assessment by interpreters than by other assessors, and a lack of clear correlation between the number of errors and omissions reported and the general fidelity rating given by assessors. These results suggest that fidelity assessment per-formed by single assessors and by very small groups of assessors may be very un-reliable, and that variability in fidelity norms may be an important factor in fidelity assessment.

Poster Abstracts

Background: HIV prevention for men who have sex with men (MSM) hastypically focused on behaviour change at the individual-level, rather than aspart of a couple. However, recent research has highlighted the role of primarysexual partners in the transmission of HIV among young MSM in the US,estimating that as many as 84% of new transmissions were from men’s mainpartner. This suggests that work with couples could contribute to preventionefforts.Methods: We conducted qualitative in-depth interviews with 30 young MSM(aged 18-29) in Scotland, recruited via a number of strategies; onlineadvertisements, through voluntary sector organisations working with MSM,and snowballing. Thematic data analysis focused on identifying how menunderstand HIV risk management strategies in the context of relationships,specifically the role of ‘safer sex’ practices, HIV testing, and expectationsaround monogamy and/or sexual exclusivity.Results: At the time of interview, nine men reported being in a relationship,and the majority (n=28) discussed their aspirations for sex in long-termrelationships. Participants’ demonstrated varying levels of HIV literacy (i.e.HIV-related knowledge and an individual’s capacity to apply this), andalthough all discussed condom use as part of ‘safer sex’ and their individualmanagement of HIV risk, a recurring theme was desire to discontinue condomuse in the context of a committed relationship. Over a third of the men (n=22)discussed discontinuing condom use in this context. Of those in relationships,six had discontinued condom use, but not all tested for HIV prior to this, norexplicitly discussed expectations for monogamy and/or sexual exclusivity withtheir partners. Agreeing to testing and discussing expectations of fidelity werecomplicated by issues of trust and intimacy.Conclusion: How MSM understand and manage HIV risk in relationships hasimplications for future HIV prevention. Knowledge of their own (and partner’s)HIV status - particularly where serodiscordant relationships are identified -could enable men to make decisions around prevention, and whereappropriate, open up the possibility of accessing biomedical prevention. Ourresearch suggests young MSM in relationships continue to base safer sexdecisions on perceptions of fidelity and trust in their partners. Young MSMaccessing testing in clinical settings could be targeted for interventions toencourage HIV status disclosure and informed safer sex negotiation.

The Effect of Sound on Visual Fidelity Perception in Stereoscopic 3-D

Visual and auditory cues are important facilitators of user engagement in virtual environments and video games. Prior research supports the notion that our perception of visual fidelity (quality) is influenced by auditory stimuli. Understanding exactly how our perception of visual fidelity changes in the presence of multimodal stimuli can potentially impact the design of virtual environments, thus creating more engaging virtual worlds and scenarios. Stereoscopic 3-D display technology provides the users with additional visual information (depth into and out of the screen plane). There have been relatively few studies that have investigated the impact that auditory stimuli have on our perception of visual fidelity in the presence of stereoscopic 3-D. Building on previous work, we examine the effect of auditory stimuli on our perception of visual fidelity within a stereoscopic 3-D environment.

Perceptions of infidelity risk predict women’s preferences for low male voice pitch in short-term over long-term relationship contexts

Women typically rate lower-pitched men’s voices as more attractive than they rate higher-pitched men’s voices, yet women also perceive men with lower-pitched voices as relatively less likely to be sexually faithful. This disparity between women’s preferences for voice pitch and perceptions of fidelity may be due to the differences in the characteristics women desire in long-term versus short-term mates. Male fidelity is likely an important characteristic within long-term relationships, but may be less important if women are seeking short-term relationships. Here we tested for associations between women’s preferences for male voice pitch in short-term versus long-term relationships and their perceptions of infidelity risk. We found that the more often women rated men with lower-pitched voices as likely to commit infidelity, the greater their preference for lower-pitched men’s voices in a short-term relative to a long-term relationship context. Therefore, the extent to which women select masculine men as short-term partners appears to be tied to the increased risk of infidelity associated with male masculinity.

Implementing Second Step: Balancing Fidelity and Program Adaptation

We explored Norwegian primary school teachers' fidelity in their use of Second Step, a social competence intervention program. The investigation examined teachers' (N = 17) use of the program and their perceptions of fidelity of implementation through semistructured interviews. The findings suggest that, to a large extent, teachers adapt the program to their own needs. The rationale for adapting the program is relatedto the needs of pupils, the features of the program, and teachers' individual beliefs and experiences. The extent of implementation at school level appears to influence teachers' fidelity, as teachers who reported implementing the program with greater fidelity were mostly in schools with a formalized approach.

Implementing Second Step: Balancing Fidelity and Program Adaptation

We explored Norwegian primary school teachers' fidelity in their use of Second Step, a social competence intervention program. The investigation examined teachers' (N = 17) use of the program and their perceptions of fidelity of implementation through semistructured interviews. The findings suggest that, to a large extent, teachers adapt the program to their own needs. The rationale for adapting the program is relatedto the needs of pupils, the features of the program, and teachers' individual beliefs and experiences. The extent of implementation at school level appears to influence teachers' fidelity, as teachers who reported implementing the program with greater fidelity were mostly in schools with a formalized approach.