Simulation-based Learning Course Research Articles

Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design

It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States. Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022. Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience. The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.

Build professional competence and Equip with strategies to empower midwifery students - An interview study evaluating a simulation-based learning course for midwifery educators in Bangladesh.

Use of simulation-based learning in midwifery education programmes is crucial. Due to midwifery educators in Bangladesh were lacking competence in using such pedagogical methods in their teaching, they were invited to participate in a simulation-based learning course. In this paper, we present a study on the perceived usefulness of this course. Semi-structured individual interviews were conducted with 17 of the 28 midwifery educators participating on the course and data were analysed using inductive content analysis. Findings showed that the simulation-based learning course for midwifery educators in Bangladesh was useful. It "builds the professional competence of midwifery educators" and "equips them with strategies to empower midwifery students". The findings show that a simulation-based learning course is of major importance in pre-service education in settings where the capacity of midwifery educators needs to be strengthened. However, without continuous in-service training, the midwives' competence will deteriorate and this in turn will threaten the quality of midwifery education and the midwifery profession. Thus, contextualized pre- and in-service simulation-based education to secure midwifery core competencies is necessary. Simultaneously implementing and evaluating pre- and in-service education programmes is the next step in the struggle to increase the quality of maternity care services.

Cumulative Evaluation Data: Simulation Based Learning Courses for Pediatric R1 Residents

Objectives: To utilize cumulative evaluation data of the Intensive pediatric simulation-based learning course on knowledge and practical skills for pediatric R1 residents at Saudi Commission for Health Speciality (SCFHS) in order to measure its efficacy and areas for improvement. Methods: This evaluation design is a retrospective cohort study that compares pre- post- and retention test 6 months later (knowledge and skills) of an intensive pediatric R1 simulation course. The five-day bundle courses has been conducted once per month at CRESENT and is comprised of airway management with crew resource management, central line insertion under ultrasound guidance, thoracocentesis and chest tube insertion, chest X-ray interpretation and lung ultrasound, lumbar puncture and bone marrow aspiration and biopsy and cardiac simulation course. Our evaluation data includes all pediatric R1 residents who attended the course between September 2017 and May 2018. Results: A total number of 43 trainees, 23 residents (43.5%) are males and 20 (46.5%) are females.18 (41.9%) are KfMC residents and 25 (58.1%) non-KFMC residents (Table 1). Overall, there is statistically significant improvement between the pretest and post-test knowledge and practical skills scores for all the courses. Airway management simulation course, central line catheter insertion under ultrasound guidance course and lumbar puncture course a comparative analysis for knowledge and practical skills assessment of pre-test and post-test mean scores showed significant statistical improvement with P-value &lt;0.001. Similarly, a comparative analysis for knowledge assessment of pre-test and post-test mean scores for all the five courses including pediatric cardiac simulation course and pediatric chest X-ray interpretation course showed significant statistical improvement with P-value &lt;0.001.Retention test were limited to 4 candidates did retention practical skills test and showed 100% improvement in their scores while 9 candidates did retention knowledge test for airway management course, central line insertion under ultrasound guidance course and lumbar puncture course which showed 50% less than post test but more than pretest score, 30% had equivocal as post test and 20% more than post test score. Majority enjoyed training in simulation environment Discussion: This study shows the importance and effectiveness of the pediatric simulation courses for pediatric R1 residents under SCFHS training programs. The striking results are the improvement in all assessed categories of knowledge and practical skills for all the courses, although the retention candidates were few but striking result of significant retaining the practicle skills and even retaining the knowledge as non scored similar or below pre test score. Which makes a strong argument to mandate such courses to all pediatric residents. Further research is needed to study skills’ retention more widelyand more importantly its impact on patients’ care. Although resource-intensive, the use of cumulative evaluation data helped to focus quality improvement in our courses.

Cumulative Evaluation Data: Simulation Based Learning Courses for Pediatric R1 Residents

Objectives: To utilize cumulative evaluation data of the Intensive pediatric simulation-based learning course on knowledge and practical skills for pediatric R1 residents at Saudi Commission for Health Speciality (SCFHS) in order to measure its efficacy and areas for improvement. Methods: This evaluation design is a retrospective cohort study that compares pre- post- and retention test 6 months later (knowledge and skills) of an intensive pediatric R1 simulation course. The five-day bundle courses has been conducted once per month at CRESENT and is comprised of airway management with crew resource management, central line insertion under ultrasound guidance, thoracocentesis and chest tube insertion, chest X-ray interpretation and lung ultrasound, lumbar puncture and bone marrow aspiration and biopsy and cardiac simulation course. Our evaluation data includes all pediatric R1 residents who attended the course between September 2017 and May 2018. Results: A total number of 43 trainees, 23 residents (43.5%) are males and 20 (46.5%) are females.18 (41.9%) are KfMC residents and 25 (58.1%) non-KFMC residents (Table 1). Overall, there is statistically significant improvement between the pretest and post-test knowledge and practical skills scores for all the courses. Airway management simulation course, central line catheter insertion under ultrasound guidance course and lumbar puncture course a comparative analysis for knowledge and practical skills assessment of pre-test and post-test mean scores showed significant statistical improvement with P-value &lt;0.001. Similarly, a comparative analysis for knowledge assessment of pre-test and post-test mean scores for all the five courses including pediatric cardiac simulation course and pediatric chest X-ray interpretation course showed significant statistical improvement with P-value &lt;0.001.Retention test were limited to 4 candidates did retention practical skills test and showed 100% improvement in their scores while 9 candidates did retention knowledge test for airway management course, central line insertion under ultrasound guidance course and lumbar puncture course which showed 50% less than post test but more than pretest score, 30% had equivocal as post test and 20% more than post test score. Majority enjoyed training in simulation environment Discussion: This study shows the importance and effectiveness of the pediatric simulation courses for pediatric R1 residents under SCFHS training programs. The striking results are the improvement in all assessed categories of knowledge and practical skills for all the courses, although the retention candidates were few but striking result of significant retaining the practicle skills and even retaining the knowledge as non scored similar or below pre test score. Which makes a strong argument to mandate such courses to all pediatric residents. Further research is needed to study skills’ retention more widelyand more importantly its impact on patients’ care. Although resource-intensive, the use of cumulative evaluation data helped to focus quality improvement in our courses.

Cumulative evaluation data: pediatric airway management simulation courses for pediatric residents

ObjectivesTo utilize cumulative evaluation data of the pediatric airway management simulation-based learning course on knowledge and practical skills of residents in the Saudi Commission for Health Speciality (SCFHS) in order to measure its efficacy and areas for improvement.MethodsThe evaluation is a retrospective cohort study that compares pre- and post-test (knowledge and skills) of a pediatric airway management simulation course. The 2-day course has been conducted four times annually at CRESENT and is comprised of interactive lectures on airway management and crew resource management, a demonstration of fundamentals of intubation, three skill stations, and six case scenarios with debriefing. Our evaluation data includes all pediatric residents who attended the course between January and December 2015.ResultsForty-six residents participated, of whom 30 (65.2%) are male and 16 (34.78%) are female. Overall, there is statistically significant improvement between the pre-test and post-test knowledge and practical skill scores. The pre-test scores are significantly different between the four different resident levels with p values of 0.003 and <0.001 respectively. However, there are no statistically significant differences in the post-test scores among the four different resident levels with p values of 0.372 and 0.133 respectively. The practical skill assessment covers four main domains. Improvements were noted in pharmacology (811%), equipment setup (250%), intubation steps (200%), and patient positioning (130%). The post-test scores are similar in all practical skill categories for the four different residency levels.DiscussionOur outcome-based evaluation strategy demonstrated that residents met the course learning objectives. The pediatric airway management simulation course at CRESENT is effective in improving the knowledge and practical skills of pediatric residents. Although the greatest improvement is noted among junior residents, learners from different residency levels have comparable knowledge and practical skills at the end of the course. Things that can be improved based on our study results include stressing more the type and dosages of the medications used in airway management and mandating the course for all junior pediatric residents. Although residents scored well, specific knowledge and skill elements still led us to targeted areas for course excellence. Similar courses need to be integrated in the pediatric residency curriculum. Further research is needed to study skill retention and more importantly its impact on patients’ care. Although resource-intensive, the use of cumulative evaluation data helped to focus quality improvement in our courses.

THE EFFICACY OF MEDICAL SIMULATION COURSE ON IMPROVING ULTRASOUND—GUIDED CENTRAL VENOUS CATHETER INSERTION

BackgroundWhile insertion of CVC (central venous catheter) is common, it is an intricate procedure and not risk-free. Traditionally, inexperienced residents learn to insert CVC on real patients and thus can put patients' life at risk. One way to reduce medical errors is to use high-fidelity simulation for training tomorrow's practitioners on ultrasound-guided CVC insertion.ObjectiveTo evaluate the efficacy of medical simulation based learning course on knowledge and skills improvement on ultrasound-guided CVC insertion.MethodsA pre-assessment was performed through a pre-test and hands-on skill assessment for central line insertion under U/S guidance (Internal Jugular, Subclavian or Femoral lines) utilizing a standardized checklist. All candidates then attended one day course that included theoretical and hands-on simulation training using phantoms. A post-test and hands-on assessment was performed at the end of the day.ResultsTwenty residents from Internal Medicine and Paediatrics were enrolled in the study at King Fahad Medical City Simulation Center. There was significant improvement in the knowledge based training: 90% showed significant increase in their MCQ scores (p&lt;0.001), 10% had equal scores and none showed decline in their scores. For the hands-on skills: All 20 candidates showed significant improvement in their skills (p&lt;0.001).ConclusionA one day simulation course on CVC insertion under ultrasound guidance significantly improves the knowledge and skills for residents in training programs.RecommendationsSuch courses and other similar should be compulsory for all Residents training programs as it is called safe training.

Simulation-based learning in management education

Purpose– Proponents have argued that simulation-based learning (SBL) offers capabilities that respond to persisting critiques of management education. This research intended to provide additional empirical evidence for the instructional effectiveness of SBL. This paper aims to discuss these issues.Design/methodology/approach– This research adopted a quasi-experimental, multiple time series design to examine the instructional effectiveness of courses that incorporated computer simulations in a Master of Management program at a business school in Thailand. It compared student perceptions of three SBL courses with courses that used a variety of other instructional approaches over a period of seven years.Findings– Results revealed that students rated the SBL courses significantly higher on overall perceived instructional effectiveness, as manifested by action-directed learning, student engagement, quality of assessment and feedback, and instructor effectiveness.Research limitations/implications– The consistency of significant results for a large number of course sections over a substantial period of time suggests that the SBL courses created a more active, productive environment in which to learn management theory and practice.Practical implications– The results support assertions that simulations offer potential for enhancing the quality of university-based management education.Originality/value– First, the research provides empirical insights into the implementation of SBL in management education; second, many instructors remain skeptical as to whether active learning methods imported from western contexts are suitable for Asian learners. The study addresses this issue in the light of data that describe one institution's sustained attempt to employ computer simulations in its graduate management education program.

A Simulation-Based LED Design Project in Photonics Instruction Based on Industry–University Collaboration

In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as to enhance cognition and metacognition in students in higher education. The simulation-based learning course enables students to understand the influences on LED performance of the variation of different parameters and to seek the best design through comparing the effectiveness of different combinations of parameters. The evaluation results of pre- and post-test knowledge maps and a photonics scoreboard indicate that this project-based instruction may help students understand the operating principles of LEDs and enhance their skill in LED design. The Constructivist Project-based Learning Environment Survey is adopted to demonstrate that the proposed project-based learning environment is beneficial in cultivating student inquiry learning, reflective thinking, teamwork, and skills in creative problem solving.