Use Of Simulation In Education Research Articles

A Critical Review of Simulation-Based Medical Education: An Advanced Opportunity for Next Generation of Medical Education

Mistakes made by medical personnel may cause numerous medical errors and accidents, resulting in the death of patients. Therefore, it is imperative to increase overall medical knowledge and to improve the medical skills of caregivers during their education and training. Simulation-Based Medical Education (SBME) is a compelling method for medical training; it not only improves medical education quality and trainee confidence but also reduces medical error risk and keeps patients safe, increasing patients’ satisfaction. SBME provides valuable tools to address realistic, challenging problems in medical education. Multiple factors are carefully evaluated and incorporated into the simulator design to most accurately mimic the real clinical situation and to measure the teamwork competency and learning objectives. Those practices include performance designs, a virtual platform for invasive medical procedures and noninvasive medical operations, psychology simulation, the combination of simulation and live/replayed surgery observation, and platform real force feedback. Simulation is the key element for SBME. The use of simulation in education ensures compliance with the established norms for clinical diagnosis, treatment, and some specific emergency cases. Trainees can repeatedly practice and learn from SBME without the risk of medical accidents. Improving the design of simulators with sufficient fidelity to the clinical events, in reality, will improve the quality of SBME.

Development and assessment of a simulation-based curriculum in pediatric surgical education: Conventional wisdom and lessons learned from the national training program in France

Traditional training in pediatric surgery has focused on knowledge acquisition and technical skills. Although recognized as important, the skills relating to communication, collaboration, leadership, management, health advocacy and professionalism have received less formal attention. Recognition of the importance of these softer skills in combination with the greater use of simulation in education prompted us to develop a national simulation-based curriculum in pediatric surgery. This paper describes the development, implementation and three-year follow-up of the mandatory, simulation-based curriculum for pediatric surgery residents in France. We review the available literature on the topic and present our results.

ВИРТУАЛЬНЫЕ ТРЕНАЖЕРЫ КАК НЕОТЪЕМЛЕМАЯ СОСТАВЛЯЮЩАЯ ЭЛЕКТРОННОГО ОБУЧЕНИЯ

This article discusses the ways to improve the quality of the educational process with using virtual simulators. The main trends in the use of simulators in education are presented. The practical experience of the Financial University under the Government of the Russian Federation on the development of the Open Online Academy online.fa.ru is presented. Specific examples of the developed virtual simulators «Financial Fund Management», «Russian as Foreign» and «Financial Director» for online courses of the Open Online Academy of the Financial University are considered. The description of the structure of a virtual simulator is given on the example of a simulator «Blockchain and Cryptocurrencies»

Expanding training capacity for radiographer reporting using simulation: Evaluation of a pilot academy project

IntroductionWhilst there is increasing demand on radiology services in the UK, pressures are restricting the expansion of the multi-professional workforce. A pilot academy for radiography reporting was established to augment the traditional university and clinical education in a simulated environment using focussed teaching and real image worklists in a dedicated environment away from departments. MethodsLocated at a facility to replicate the clinical reporting environment, the emphasis of the nine-month pilot was to provide extensive ‘hands-on’ training to eight trainees. Evaluation of the academy was undertaken through focus groups, telephone interviews, and online surveys to consider the experiences of the trainees and their managers and mentors. ResultsThere was overwhelming support for the academy from trainees, mentors, and managers. Key benefits included relieving pressures on department and mentors; providing an intense, structured, and safe environment to learn; and, perhaps most importantly, an extensive and cohesive peer-support network. Issues identified included conflict within departments due to differences in reporting style and the need for greater collaboration between the university, academy, and departments. ConclusionThe use of simulation in education is widely researched, however, there are a number of key factors that need to be considered when implementing it into practise. Peer-support and reflection is seen as essential for its success. Extensive dedicated time to focus on reporting alongside peers can support the development of these skills away from the clinical environment and as such can reduce pressure on service delivery and positively influence learner outcomes.

Nursing student perceptions of a community-based home visit experienced by a role-play simulation.

doi: 10.5480/12-932.1Faculty teaching community health nursing are challenged by increas- ing student enrollments, faculty shortages, and diminishing availabil- ity of clinical sites, as well as student safety and security while in the community. These challenges are fueling the exploration of simulation as a viable option for providing community-based education within a safe environment.The study purpose was to describe perceptions of pre-licensure nursing students about the design and effectiveness of a communi- ty-based home visit simulation. The aims of the study were twofold: 1) to evaluate the design and effectiveness of a role-play simulation of a home visit experience as a teaching tool, and 2) to examine how nurs- ing students perceive the learning opportunities from a community home visit simulation.LIterAture revIeWThe nursing literature reflects persistent difficulties faced by faculty in their efforts to establish community health clinical placements and clinical supervision. In a survey of nurse faculty whose expertise was community-based education, Frank, Adams, Edelstein, Speakman, and Shelton (2005) found that with educational experiences taking place in a multitude of different community settings, it was difficult for faculty to provide consistency in the types of clinical experiences. Lack of quality clinical sites also contributes to the challenge of facili- tating these learning experiences (McNelis & Ironside, 2009). The use of role-play simulation provides an option to address these issues.Since nursing first introduced the use of simulation in education, studies have focused on using simulations for learning high-technical skills, acute care interventions, and critical decision-making. It is only recently that studies examining the use of simulation for community health nursing (CHN) education have appeared in the literature. Role- play, standardized clients, interactive gaming, and the use of high-fi- delity patient simulators are all documented as effective teaching strategies for nursing students in CHN (Hogan, Kapralos, Cristancho, Finney, & Dubrowski, 2011; Unsworth, Tuffnell, & Platt, 2011; Yeager & Gotwals, 2010).methodThis descriptive mixed-method study used both quantitative and qual- itative methods for data collection. A convenience sample (N = 144) of traditional baccalaureate nursing students enrolled in two schools of nursing in the Midwest participated in the study. The Jeffries Simulation Model (Jeffries, 2005) provided the foundational frame- work for this study.Procedure and Description of SimulationClinical groups of 8 to 10 students participated in a standard home visit simulation. The simulation was developed by CHN faculty from multiple schools of nursing in collaboration with three community health nurse experts. Learning objectives included application of the nursing process to initiate care of the family in the home setting, and demonstration of therapeutic communication in the care of the client and family.The scenario was set in a living room and kitchen of a family with limited English language proficiency. Various props, such as portable electric heaters, cigarettes, unlabeled medication bottles, and assorted vermin artifacts, were purposefully used to establish unsafe living con- ditions. Students assumed roles (actors) of family members or nurses or served as observers. Actors were given a script with detailed required behaviors and cues to exhibit.A semistructured debriefing protocol, which included a set of 11 standard questions based on Jeffries' model (2005) and concepts from Billings and Halstead (2009), allowed for further probing. Data were collected by the primary researcher immediately following debriefing. Only students who volunteered and signed an informed consent par- ticipated in the study, and confidentiality of participants was main- tained. Approval for the study was obtained from each university insti- tutional review board involved in the study. …

Improving Experiential Learning with Haptic Experimentation

Experiential learning reflects the idea of knowledge construction as a behavior change resulting from the interaction between the user and the environment leading to experiences, feelings and sensations. The use of virtual simulators in education is a path to foster experiential learning because they provide interactive environments that students can explore and observe. The use of haptic devices with these simulators adds a new dimension, touch, increasing their immersive capacity and the studentsâ?? attraction and interest. Physics is an area particularly well-suited for the application of haptic simulators. The study of forces, for instance, is an area normally taught in a very abstract and theoretical way and students have extreme difficulty in relating those concepts with their practical application. The â??Forces of Physicsâ? haptic simulator described in this article allows experimenting various forces of physics such as the friction force, the aerodynamic force and the gravitational force.

Change and Administrative Barriers:Nurse Educators' Perceptions Concerning the Use of Simulators

The purpose of this descriptive correlational research study was twofold: to examine the adoption of simulators in the nursing classroom and the relationship between adoption and nurse educators' perceptions of established change strategies as followed by program administrators. The use of simulators in education is important and requires many nurse educators to change their current teaching strategies. Data were collected from a purposive population using a demographic questionnaire, the nursing practice questionnaire (NPQ), and the change process survey. The overall diffusion score, as measured by the NPQ, was 2.6. A statistically significant correlation was noted between level of use and the perception of established change strategies being followed (r = .340, p < .01). Findings indicate that nurse educators adopt simulators sometimes when appropriate. Administrators of nursing programs can enhance this change by using established change strategies.

Pedagogy and praxis: simulations and skill sets

AbstractThe purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college graduates' education. Computer‐based simulations can provide a strong opportunity for learning‐by‐doing, so it would be important to understand what skill sets should be targeted for these.Design/methodology/approachA survey was used for the research question: what work‐related skill sets will human resource management (HRM) professionals value in recent college graduates who are starting in entry‐level HRM positions? The respondents were from the Society of Human Resource Management (SHRM).FindingsThe respondents targeted specific skill sets that they value, and the data provided can now be applied in creating reality‐based learning opportunities using educational simulations in an online environment.Research limitations/implicationsThe potential for future research includes the opportunity to collect data on student use of educational simulations that focus on providing the subject HRM skill sets in this paper.Practical implicationsThe implications for pedagogy include the use of educational simulations that target the reinforcement of specific HRM skill sets that have been identified. These can provide college students with a unique opportunity for praxis.Originality/valueThis paper examines the underlying value of reality‐based learning and how the use of educational simulations can add value in praxis. Additionally, it identifies several HRM skill sets for recent college graduates seeking to enter the HRM field. This paper will be of value to university educators, curriculum management professionals, university administrators, and university technology management professionals.

Collaborative Simulation Research to Improve Student Education and Patient Outcomes

The use of simulation in education and practice continues to emerge as a medium which provides opportunities for critical thinking and development and assists learners and clinicians in becoming competent practitioners. The Virginia Prostate Examination Simulator (VPES) project is a collaborative venture between the schools of engineering, nursing and medicine at the University of Virginia. The VPES initiative was created to assist nurse practitioner and medical students in learning how to become more effective in detecting prostate abnormalities. The ultimate goal is to assist in improving patient outcomes in clinical settings. Additionally, this project provided engineering students the opportunity to use their talents in creating this innovative and virtual reality simulator for teaching and practice. This presentation will cover: 1.how this collaborative team was formulated; 2.how the simulator was created collaboratively; 3.the research outcomes; and, 4.where the project is moving in relationship to the collaborative research.

Applications of simulation technology in psychiatric mental health nursing education

The purpose of this paper is to review the use of simulation in education across the health professionals, to describe the development and implementation of innovative simulation techniques for an undergraduate psychiatric mental-health nursing course, and to identify lessons learned and future directions for successful simulation experiences in psychiatric nursing.

Effectiveness of Simulation Training on Transfer of Statistical Concepts

The effectiveness of simulations for teaching statistical concepts was compared to the effectiveness of a textbook. The variable Medium (simulation versus textbook) and Question specificity (Specific versus Non-specific), were manipulated factorially. Question specificity was defined as follows: Subjects were presented with a scenario in which gumballs were sampled from an urn. Subjects in the “Specific” condition were given a specific question about the outcome of the sampling procedure to consider; subjects in the “Non-specific” condition were asked generally to consider what would happen. A no-treatment control was included. The subjects consisted of 115 college students. The dependent variable was performance on problems requiring subjects to apply what they learned to ill defined everyday problems. Subjects trained by simulation performed significantly better than those trained with a textbook. Subjects in the “Specific” condition performed better than those in the “Non-specific” condition, although the difference did not reach conventional levels of significance. These results support the increasing use of simulation in education and training.