An Exploration of the Use of Deliberate Practice in Team-Centered Healthcare Simulation-Based Education: An Integrative Review

Abstract

Background

A key challenge to simulation educators is to find the most effective instructional design that would enhance participant learning.

Aim and Methods

An integrative review was undertaken to explore the effects on healthcare practitioners of team-based simulation, underpinned by the deliberate practice framework. This combines well-defined team learning objectives, set at an appropriate level, with opportunities for repetitive team practice under the expert supervision of a coach.

Results

Eight articles were identified with six emerging themes: Instructional design features, participants' performance, knowledge, confidence [self-efficacy], and rating/satisfaction.

Conclusions

The wide variation in the instructional designs, with no standardisation, made comparisons difficult. Nevertheless, studies reported positive benefits in using repeated/repetitive simulation, regardless of the design.