首页 > 最新文献

Simulation in Healthcare-Journal of the Society for Simulation in Healthcare最新文献

英文 中文
Peer Teachers' Professional Identity Development During a Prehospital Simulation: A Grounded Theory Study. 院前模拟教学中同伴教师的职业认同发展:基础理论研究。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-03-22 DOI: 10.1097/SIH.0000000000000791
Rebekah Cole, Amy Hildreth, Robert G Pickering, Sherri L Rudinsky

Introduction: Peer teachers have been found to be effective instructors during simulation-based education. However, there is a lack of research regarding their professional identity development throughout the course of the teaching activity. The purpose of this qualitative study, therefore, was to develop a framework to illustrate how peer teachers develop as educators during a prehospital simulation.

Methods: The participants in our study were 9 second-year medical students serving as peer teachers during a multiday prehospital simulation. We selected the grounded theory tradition of qualitative research to investigate the peer teachers' professional identity development. Our research team interviewed each participant twice during the simulation. We then used open and axial coding to analyze the interview data. We organized these codes into categories and determined connections between each category to construct our grounded theory framework.

Results: This framework described how the peer teachers progressed through 4 stages: 1) eager excitement, 2) grounded by challenges, 3) overcoming challenges, and 4) professional identity formation.

Conclusion: Our results revealed that simulation-based education can serve as valuable learning environment not only for medical students, but also for peer teachers. Understanding their progressive development during the simulation will help medical educators focus on maximizing the peer teachers' growth and development during simulation.

介绍:在模拟教学过程中,同伴教师被认为是有效的指导者。然而,关于他们在整个教学活动过程中的专业身份发展却缺乏研究。因此,本定性研究的目的是建立一个框架,说明同伴教师如何在院前模拟教学过程中发展成为教育者:我们的研究对象是 9 名二年级医学生,他们在为期多天的院前模拟教学活动中担任同伴教师。我们选择了定性研究的基础理论传统来研究同伴教师的职业认同发展。我们的研究小组在模拟过程中对每位参与者进行了两次访谈。然后,我们使用开放式和轴向编码来分析访谈数据。我们将这些编码归类,并确定每个类别之间的联系,从而构建了我们的基础理论框架:该框架描述了同伴教师如何经历 4 个阶段:结果:这一框架描述了同行教师如何经历 4 个阶段:1) 热切的兴奋,2) 挑战的基础,3) 克服挑战,4) 专业身份的形成:我们的研究结果表明,模拟教育不仅可以为医学生,也可以为同伴教师提供宝贵的学习环境。了解同行教师在模拟教学过程中的逐步发展,将有助于医学教育工作者关注同行教师在模拟教学过程中的成长和发展。
{"title":"Peer Teachers' Professional Identity Development During a Prehospital Simulation: A Grounded Theory Study.","authors":"Rebekah Cole, Amy Hildreth, Robert G Pickering, Sherri L Rudinsky","doi":"10.1097/SIH.0000000000000791","DOIUrl":"10.1097/SIH.0000000000000791","url":null,"abstract":"<p><strong>Introduction: </strong>Peer teachers have been found to be effective instructors during simulation-based education. However, there is a lack of research regarding their professional identity development throughout the course of the teaching activity. The purpose of this qualitative study, therefore, was to develop a framework to illustrate how peer teachers develop as educators during a prehospital simulation.</p><p><strong>Methods: </strong>The participants in our study were 9 second-year medical students serving as peer teachers during a multiday prehospital simulation. We selected the grounded theory tradition of qualitative research to investigate the peer teachers' professional identity development. Our research team interviewed each participant twice during the simulation. We then used open and axial coding to analyze the interview data. We organized these codes into categories and determined connections between each category to construct our grounded theory framework.</p><p><strong>Results: </strong>This framework described how the peer teachers progressed through 4 stages: 1) eager excitement, 2) grounded by challenges, 3) overcoming challenges, and 4) professional identity formation.</p><p><strong>Conclusion: </strong>Our results revealed that simulation-based education can serve as valuable learning environment not only for medical students, but also for peer teachers. Understanding their progressive development during the simulation will help medical educators focus on maximizing the peer teachers' growth and development during simulation.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"367-372"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Simulation-Based Training Program for Peripherally Inserted Central Catheter Placement: Randomized Comparative Study of in-Person Training With Synchronous Feedback Versus Distance Training With Asynchronous Feedback. 外周置入中心导管的模拟培训计划:带有同步反馈的面对面培训与带有异步反馈的远程培训的随机比较研究。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-06-17 DOI: 10.1097/SIH.0000000000000805
Marcia A Corvetto, Eduardo Kattan, Gaspar Ramírez, Pablo Besa, Eduardo Abbott, Elga Zamorano, Víctor Contreras, Fernando R Altermatt

Introduction: Simulation training that includes deliberate practice is effective for procedural skill training. Delivering feedback remotely and asynchronously has been examined for more cost-efficient training. This prospective randomized study aimed to compare 2 feedback techniques for simulation training: synchronous direct feedback versus asynchronous distance feedback (ASYNC).

Methods: Forty anesthesia and internal medicine residents were recruited after study approval by the institutional ethics committee. Residents reviewed instructional material on an online platform and performed a pretraining assessment (PRE) for peripherally inserted central catheter (PICC) placement. Each resident was then randomly assigned to 1 of 2 training types, practice with synchronous direct feedback (SYNC) or practice with ASYNC. Training consisted of four, 1-hour practice sessions; each was conducted once per week. Both groups underwent posttraining evaluation (POST). The PRE and POST assessments were videotaped and evaluated by 2 independent, blinded reviewers using a global rating scale.

Results: Thirty-five residents completed the training program and both evaluations. Both groups had significantly improved global rating scale scores after 4 sessions. The SYNC group improved from 28 to 45 points ( P < 0.01); the ASYNC group improved from 26.5 to 46 points ( P < 0.01). We found no significant between-group differences for the PRE ( P = 0.42) or POST assessments ( P = 0.13).

Conclusion: This simulation-based training program significantly improved residents' peripherally inserted central venous catheter placement skills using either modality. With these results, we are unable to demonstrate the superiority of synchronous feedback over ASYNC. Asynchronous feedback training modality represents a new, innovative approach for health care procedural skills training.

介绍:包括刻意练习在内的模拟训练对程序性技能训练非常有效。为了提高培训的成本效益,人们对远程异步反馈进行了研究。这项前瞻性随机研究旨在比较模拟训练中的两种反馈技术:同步直接反馈与异步远程反馈(ASYNC):方法:经机构伦理委员会批准后,招募了 40 名麻醉和内科住院医师。住院医师查看了在线平台上的教学材料,并进行了外周置入中心导管 (PICC) 置入的训前评估 (PRE)。然后,每位住院医师被随机分配到两种培训类型中的一种,即同步直接反馈(SYNC)练习或ASYNC练习。培训包括四节 1 小时的练习课;每节课每周进行一次。两组均接受了训练后评估(POST)。培训前和培训后评估均进行录像,由两名独立的盲人评审员使用综合评分表进行评估:结果:35 名住院医师完成了培训计划和两次评估。两组在 4 个疗程后的总体评分量表得分都有明显提高。SYNC 组从 28 分提高到 45 分(P < 0.01);ASYNC 组从 26.5 分提高到 46 分(P < 0.01)。我们发现 PRE 评估(P = 0.42)和 POST 评估(P = 0.13)的组间差异并不明显:结论:这一基于模拟的培训项目能明显提高住院医师使用两种模式进行外周插入中心静脉导管置管的技能。根据这些结果,我们无法证明同步反馈优于 ASYNC。异步反馈培训模式是医疗程序技能培训的一种新的创新方法。
{"title":"Simulation-Based Training Program for Peripherally Inserted Central Catheter Placement: Randomized Comparative Study of in-Person Training With Synchronous Feedback Versus Distance Training With Asynchronous Feedback.","authors":"Marcia A Corvetto, Eduardo Kattan, Gaspar Ramírez, Pablo Besa, Eduardo Abbott, Elga Zamorano, Víctor Contreras, Fernando R Altermatt","doi":"10.1097/SIH.0000000000000805","DOIUrl":"10.1097/SIH.0000000000000805","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation training that includes deliberate practice is effective for procedural skill training. Delivering feedback remotely and asynchronously has been examined for more cost-efficient training. This prospective randomized study aimed to compare 2 feedback techniques for simulation training: synchronous direct feedback versus asynchronous distance feedback (ASYNC).</p><p><strong>Methods: </strong>Forty anesthesia and internal medicine residents were recruited after study approval by the institutional ethics committee. Residents reviewed instructional material on an online platform and performed a pretraining assessment (PRE) for peripherally inserted central catheter (PICC) placement. Each resident was then randomly assigned to 1 of 2 training types, practice with synchronous direct feedback (SYNC) or practice with ASYNC. Training consisted of four, 1-hour practice sessions; each was conducted once per week. Both groups underwent posttraining evaluation (POST). The PRE and POST assessments were videotaped and evaluated by 2 independent, blinded reviewers using a global rating scale.</p><p><strong>Results: </strong>Thirty-five residents completed the training program and both evaluations. Both groups had significantly improved global rating scale scores after 4 sessions. The SYNC group improved from 28 to 45 points ( P < 0.01); the ASYNC group improved from 26.5 to 46 points ( P < 0.01). We found no significant between-group differences for the PRE ( P = 0.42) or POST assessments ( P = 0.13).</p><p><strong>Conclusion: </strong>This simulation-based training program significantly improved residents' peripherally inserted central venous catheter placement skills using either modality. With these results, we are unable to demonstrate the superiority of synchronous feedback over ASYNC. Asynchronous feedback training modality represents a new, innovative approach for health care procedural skills training.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"373-378"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Experiences of Simulated Patients Involved in Difficult Conversations With Undergraduate and Postgraduate Health Professionals. 模拟病人与本科生和研究生医疗专业人员进行困难对话的经历。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-02-12 DOI: 10.1097/SIH.0000000000000784
Laura A Wiechula, Anna Chur-Hansen, Ellen L Davies

Introduction: Simulated patients (SPs) are trained to simulate real patient scenarios for health professionals' education and training. The value of including SPs in simulated scenarios, particularly in relation to difficult and complex conversations, has been studied in various contexts, with a focus on learner experiences and outcomes. What has not been as extensively explored is the impact of difficult and complex conversations on the SPs. The aim of this study was to explore the perspectives, motivations, and experiences of SPs, particularly regarding difficult or complex conversations.

Methods: A qualitative approach was taken to gather and interpret SP experiences. Open-ended interviews were the primary means of obtaining data. Thematic analysis guided the interpretation of interview data to generate key themes that encapsulated the SP experience.

Results: Twelve participants shared their experiences of working as SPs in scenarios that involved difficult or complex conversations. From these data, 4 major themes were determined: Care for Students , Pedagogical Focus , Emotional Regulation , and Organizational Environment . The importance of empathy and safe design and support for simulations was apparent.

Conclusions: This study presents insights into the experiences and perspectives of SPs regarding difficult and complex conversations. Participants highlighted the necessity of uniformity in standards of practice in simulation and the need for advocacy for awareness of simulation-based practices.

导言:模拟病人(SP)是为模拟真实病人情景而训练的,用于卫生专业人员的教育和培训。在模拟情景中加入模拟病人的价值,特别是与困难和复杂对话有关的价值,已在各种情况下进行了研究,重点是学习者的体验和结果。但尚未广泛探讨的是困难和复杂对话对医务人员的影响。本研究的目的是探讨 SPs 的观点、动机和经验,尤其是关于困难或复杂对话的观点、动机和经验:采用定性方法收集和解释 SP 的经验。开放式访谈是获取数据的主要手段。专题分析指导对访谈数据的解读,以产生概括 SP 经验的关键主题:结果:12 位参与者分享了他们作为 SP 在涉及困难或复杂对话的场景中的工作经验。从这些数据中确定了 4 个主要专题:关爱学生、教学重点、情绪调节和组织环境。同理心、安全设计和模拟支持的重要性显而易见:本研究深入探讨了特殊教育教师在困难和复杂对话方面的经验和观点。参与者强调了统一模拟实践标准的必要性,以及宣传模拟实践意识的必要性。
{"title":"Experiences of Simulated Patients Involved in Difficult Conversations With Undergraduate and Postgraduate Health Professionals.","authors":"Laura A Wiechula, Anna Chur-Hansen, Ellen L Davies","doi":"10.1097/SIH.0000000000000784","DOIUrl":"10.1097/SIH.0000000000000784","url":null,"abstract":"<p><strong>Introduction: </strong>Simulated patients (SPs) are trained to simulate real patient scenarios for health professionals' education and training. The value of including SPs in simulated scenarios, particularly in relation to difficult and complex conversations, has been studied in various contexts, with a focus on learner experiences and outcomes. What has not been as extensively explored is the impact of difficult and complex conversations on the SPs. The aim of this study was to explore the perspectives, motivations, and experiences of SPs, particularly regarding difficult or complex conversations.</p><p><strong>Methods: </strong>A qualitative approach was taken to gather and interpret SP experiences. Open-ended interviews were the primary means of obtaining data. Thematic analysis guided the interpretation of interview data to generate key themes that encapsulated the SP experience.</p><p><strong>Results: </strong>Twelve participants shared their experiences of working as SPs in scenarios that involved difficult or complex conversations. From these data, 4 major themes were determined: Care for Students , Pedagogical Focus , Emotional Regulation , and Organizational Environment . The importance of empathy and safe design and support for simulations was apparent.</p><p><strong>Conclusions: </strong>This study presents insights into the experiences and perspectives of SPs regarding difficult and complex conversations. Participants highlighted the necessity of uniformity in standards of practice in simulation and the need for advocacy for awareness of simulation-based practices.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e127-e134"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11610915/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Healthcare Simulation Facilitation: A Scoping Review of Available Tools, Validity Evidence, and Context Suitability for Faculty Development in Low-Resource Settings. 评估医疗保健模拟指导:对现有工具、有效性证据和低资源环境下师资发展环境适用性的范围审查。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-04-10 DOI: 10.1097/SIH.0000000000000796
Adam I Mossenson, Patricia L Livingston, Eugene Tuyishime, Janie A Brown

Summary statement: Assessment tools support simulation facilitation skill development by guiding practice, structuring feedback, and promoting reflective learning among educators. This scoping review followed a systematic process to identify facilitation assessment tools used in postlicensure healthcare simulation. Secondary objectives included mapping of the validity evidence to support their use and a critical appraisal of their suitability for simulation faculty development in low-resource settings. Database searching, gray literature searching, and stakeholder engagement identified 11,568 sources for screening, of which 72 met criteria for full text review. Thirty sources met inclusion; 16 unique tools were identified. Tools exclusively originated from simulation practice in high-resource settings and predominantly focused on debriefing. Many tools have limited validity evidence supporting their use. In particular, the validity evidence supporting the extrapolation and implications of assessment is lacking. No current tool has high context suitability for use in low-resource settings.

摘要说明:评估工具通过指导实践、组织反馈和促进教育者的反思性学习来支持模拟促进技能的发展。本次范围界定审查采用了系统化流程,以确定在执照后医疗保健模拟中使用的促进评估工具。次要目标包括绘制支持这些工具使用的有效性证据图,以及对这些工具在低资源环境下是否适合模拟师资开发进行批判性评估。通过数据库检索、灰色文献检索和利益相关者参与,共筛选出 11,568 个资料来源,其中 72 个符合全文审阅标准。有 30 个来源符合纳入标准;确定了 16 种独特的工具。这些工具全部源自高资源环境下的模拟实践,主要侧重于汇报。许多工具支持其使用的有效性证据有限。特别是,缺乏支持外推法和评估影响的有效性证据。目前还没有一种工具在低资源环境中具有较高的适用性。
{"title":"Assessing Healthcare Simulation Facilitation: A Scoping Review of Available Tools, Validity Evidence, and Context Suitability for Faculty Development in Low-Resource Settings.","authors":"Adam I Mossenson, Patricia L Livingston, Eugene Tuyishime, Janie A Brown","doi":"10.1097/SIH.0000000000000796","DOIUrl":"10.1097/SIH.0000000000000796","url":null,"abstract":"<p><strong>Summary statement: </strong>Assessment tools support simulation facilitation skill development by guiding practice, structuring feedback, and promoting reflective learning among educators. This scoping review followed a systematic process to identify facilitation assessment tools used in postlicensure healthcare simulation. Secondary objectives included mapping of the validity evidence to support their use and a critical appraisal of their suitability for simulation faculty development in low-resource settings. Database searching, gray literature searching, and stakeholder engagement identified 11,568 sources for screening, of which 72 met criteria for full text review. Thirty sources met inclusion; 16 unique tools were identified. Tools exclusively originated from simulation practice in high-resource settings and predominantly focused on debriefing. Many tools have limited validity evidence supporting their use. In particular, the validity evidence supporting the extrapolation and implications of assessment is lacking. No current tool has high context suitability for use in low-resource settings.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e135-e146"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140859665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
"I Hate Sim!"-Using Psychotherapeutic Concepts to Help Educators Attend to Challenging States of Mind During Simulation Prebriefs. "我讨厌模拟!"--利用心理治疗概念帮助教育工作者在模拟预演中关注具有挑战性的心理状态。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-02-27 DOI: 10.1097/SIH.0000000000000781
Gareth Drake, Katherine Drewek

Summary statement: This article outlines the theoretical development of an approach to simulation prebriefing that we have adopted at Great Ormond Street Children's Hospital. Many educators struggle with anxious or reticent learners during simulation. This reticence often becomes apparent first during the simulation prebrief. Previous work highlights key points to cover in a prebrief. Less work has been done on the dilemma of how to engage such learners while also attempting to maintain a pedagogically effective stance for the entire group. This article pulls together current best practice guidance on prebriefing before exploring pertinent concepts from psychotherapeutic and pedagogical domains-the therapeutic setting, the therapeutic stance, and epistemic trust-which we believe can usefully and practically be applied to simulation practice in the service of engaging reticent learners while enhancing the psychological safety of both learners and educators.

摘要说明:这篇文章概述了我们在大奥蒙德街儿童医院采用的模拟前简报方法的理论发展。许多教育工作者在模拟过程中都会遇到焦虑或沉默寡言的学习者。这种缄默往往会在模拟前的简报中首先显现出来。以往的工作强调了预演中应涵盖的要点。但对于如何在吸引这类学员的同时,又能使整个小组保持有效的教学姿态这一难题,相关研究较少。本文在探讨心理治疗和教学领域的相关概念--治疗环境、治疗立场和认识信任--之前,汇集了当前关于预汇报的最佳实践指导,我们认为这些概念可以有效、实用地应用于模拟实践,以吸引沉默寡言的学习者,同时增强学习者和教育者的心理安全。
{"title":"\"I Hate Sim!\"-Using Psychotherapeutic Concepts to Help Educators Attend to Challenging States of Mind During Simulation Prebriefs.","authors":"Gareth Drake, Katherine Drewek","doi":"10.1097/SIH.0000000000000781","DOIUrl":"10.1097/SIH.0000000000000781","url":null,"abstract":"<p><strong>Summary statement: </strong>This article outlines the theoretical development of an approach to simulation prebriefing that we have adopted at Great Ormond Street Children's Hospital. Many educators struggle with anxious or reticent learners during simulation. This reticence often becomes apparent first during the simulation prebrief. Previous work highlights key points to cover in a prebrief. Less work has been done on the dilemma of how to engage such learners while also attempting to maintain a pedagogically effective stance for the entire group. This article pulls together current best practice guidance on prebriefing before exploring pertinent concepts from psychotherapeutic and pedagogical domains-the therapeutic setting, the therapeutic stance, and epistemic trust-which we believe can usefully and practically be applied to simulation practice in the service of engaging reticent learners while enhancing the psychological safety of both learners and educators.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e147-e153"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139991650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engagement in Distance Healthcare Simulation Debriefing: A Concept Development and Framework. 参与远程医疗保健模拟汇报:概念发展与框架。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-04-08 DOI: 10.1097/SIH.0000000000000788
Janice C Palaganas, Cynthia J Mosher, Alex Morton, Cynthia Foronda, Adam Cheng, Terry Anderson

Summary statement: Understanding distance health care simulation debriefing is crucial in light of the increased use of and emerging technology in remote education for reasons of accessibility, global collaboration, and continuous professional development. This article is a confluence of a number of previously published studies designed to serve as a foundation to develop the concept of "engagement in health care distance simulation debriefing" using the Schwartz-Barcott & Kim hybrid mixed methods model. The model uses 3 phases: theoretical (a realist systematic review of the literature), fieldwork (3 exploratory studies and 2 pilot experimental studies), and analytical (analysis of the theoretical and fieldwork findings through expert discussion). This study defines the concept of "engagement in health care simulation distance debriefing" through exploration of its uses and analysis in literature, interviews, and expert review. The hybrid approach to the analysis provided rigor to generate a new, reflective conceptual model. This conceptual model defines the complexity in engagement during distance debriefing and helps shape the development of simulationists and debriefers, leading to more effective distance simulations and debriefings.

摘要说明:鉴于远程教育中越来越多地使用新兴技术,出于可及性、全球协作和持续专业发展的考虑,了解远程医疗保健模拟汇报至关重要。本文汇集了之前发表的多项研究,旨在为使用 Schwartz-Barcott & Kim 混合混合方法模型发展 "参与医疗保健远程模拟汇报 "概念奠定基础。该模型分为三个阶段:理论阶段(对文献进行现实主义的系统回顾)、实地研究阶段(3 项探索性研究和 2 项试点实验研究)和分析阶段(通过专家讨论对理论和实地研究结果进行分析)。本研究通过对文献、访谈和专家评论中 "参与医疗保健模拟远程汇报 "的用途和分析的探索,定义了 "参与医疗保健模拟远程汇报 "的概念。混合分析方法为生成新的反思性概念模型提供了严谨性。该概念模型定义了远程汇报中参与的复杂性,有助于模拟师和汇报者的发展,从而提高远程模拟和汇报的效率。
{"title":"Engagement in Distance Healthcare Simulation Debriefing: A Concept Development and Framework.","authors":"Janice C Palaganas, Cynthia J Mosher, Alex Morton, Cynthia Foronda, Adam Cheng, Terry Anderson","doi":"10.1097/SIH.0000000000000788","DOIUrl":"10.1097/SIH.0000000000000788","url":null,"abstract":"<p><strong>Summary statement: </strong>Understanding distance health care simulation debriefing is crucial in light of the increased use of and emerging technology in remote education for reasons of accessibility, global collaboration, and continuous professional development. This article is a confluence of a number of previously published studies designed to serve as a foundation to develop the concept of \"engagement in health care distance simulation debriefing\" using the Schwartz-Barcott & Kim hybrid mixed methods model. The model uses 3 phases: theoretical (a realist systematic review of the literature), fieldwork (3 exploratory studies and 2 pilot experimental studies), and analytical (analysis of the theoretical and fieldwork findings through expert discussion). This study defines the concept of \"engagement in health care simulation distance debriefing\" through exploration of its uses and analysis in literature, interviews, and expert review. The hybrid approach to the analysis provided rigor to generate a new, reflective conceptual model. This conceptual model defines the complexity in engagement during distance debriefing and helps shape the development of simulationists and debriefers, leading to more effective distance simulations and debriefings.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"395-404"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Two Affordable, High-Fidelity Central Venous Models for Ultrasound-Guided Interventional Training. 用于超声引导介入培训的两种经济实惠的高保真中心静脉模型。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2023-07-20 DOI: 10.1097/SIH.0000000000000738
Matthew M Mason, Kenneth D Richardson, Marisa R Carino Mason, Ronald M Swonger, Shaheen Emami, Sadhana Anantha, Lindsay M Thornton

Introduction: Ultrasound-guided vascular access is an increasingly popular technique due to its reduced complication and higher success rates. Commercially bought training phantoms allow providers to develop tactile skills in a low-risk setting, but are also expensive and poorly accessible. This study analyzes the efficacy of homemade, low-cost, gelatin-based central line vascular models to teach vascular anatomy and intravascular access techniques in training physicians.

Methods: A gelatin mold was created using a mixture of unflavored gelatin, hot water, psyllium husk powder, and rubbing alcohol. Latex tubing, balloons, precooked hot dog, and tofu were inserted to simulate arteries, veins, nerves, and the sternocleidomastoid muscle, respectively. Medical students from a single institution participated in a 90-minute workshop led by interventional radiology residents. Participants completed presurveys and postsurveys that assessed knowledge acquisition and confidence levels related to acquiring central access. All images were obtained using a USB-C Butterfly iQ probe.

Results: Twenty medical students were analyzed after the workshop. There was a statistically significant increase in self-reported confidence in basic ultrasound use (adjusting gain, depth, probe manipulation), localizing major anatomical structures, using ultrasound for vessel access, and reported ease in identifying muscle, nerves, and major blood vessels under ultrasound. There was also a significant increase in correctly identified anatomical landmarks after the workshop, including the sternocleidomastoid muscle, internal jugular vein, carotid artery, femoral nerve, femoral artery, and femoral vein.

Conclusions: Our findings suggest that our homemade, low-cost, gelatin-based models were effective in teaching vascular anatomy and ultrasound-guided vascular access techniques to training physicians.

导言:超声引导下的血管通路技术因其并发症少、成功率高而越来越受欢迎。商业购买的训练模型可让医疗人员在低风险的环境中发展触觉技能,但价格昂贵且不易获得。本研究分析了自制、低成本、基于明胶的中心静脉血管模型在培训医生时教授血管解剖和血管内通路技术的效果:方法:使用无味明胶、热水、车前子壳粉和酒精的混合物制作明胶模具。插入乳胶管、气球、预煮热狗和豆腐,分别模拟动脉、静脉、神经和胸锁乳突肌。来自一家医疗机构的医学生参加了由介入放射科住院医生主持的 90 分钟研讨会。学员们完成了事前调查和事后调查,以评估与获取中心入路相关的知识掌握情况和信心水平。所有图像均使用 USB-C Butterfly iQ 探头获取:研讨会结束后,对 20 名医学生进行了分析。在基本超声波使用(调整增益、深度、探头操作)、定位主要解剖结构、使用超声波进行血管通路以及在超声波下识别肌肉、神经和主要血管的易用性方面,自我报告的信心有了统计学意义上的显著提高。讲习班结束后,正确识别解剖标志的人数也明显增加,包括胸锁乳突肌、颈内静脉、颈动脉、股神经、股动脉和股静脉:我们的研究结果表明,我们自制的低成本明胶模型能有效地向受训医生传授血管解剖和超声引导下的血管通路技术。
{"title":"Two Affordable, High-Fidelity Central Venous Models for Ultrasound-Guided Interventional Training.","authors":"Matthew M Mason, Kenneth D Richardson, Marisa R Carino Mason, Ronald M Swonger, Shaheen Emami, Sadhana Anantha, Lindsay M Thornton","doi":"10.1097/SIH.0000000000000738","DOIUrl":"10.1097/SIH.0000000000000738","url":null,"abstract":"<p><strong>Introduction: </strong>Ultrasound-guided vascular access is an increasingly popular technique due to its reduced complication and higher success rates. Commercially bought training phantoms allow providers to develop tactile skills in a low-risk setting, but are also expensive and poorly accessible. This study analyzes the efficacy of homemade, low-cost, gelatin-based central line vascular models to teach vascular anatomy and intravascular access techniques in training physicians.</p><p><strong>Methods: </strong>A gelatin mold was created using a mixture of unflavored gelatin, hot water, psyllium husk powder, and rubbing alcohol. Latex tubing, balloons, precooked hot dog, and tofu were inserted to simulate arteries, veins, nerves, and the sternocleidomastoid muscle, respectively. Medical students from a single institution participated in a 90-minute workshop led by interventional radiology residents. Participants completed presurveys and postsurveys that assessed knowledge acquisition and confidence levels related to acquiring central access. All images were obtained using a USB-C Butterfly iQ probe.</p><p><strong>Results: </strong>Twenty medical students were analyzed after the workshop. There was a statistically significant increase in self-reported confidence in basic ultrasound use (adjusting gain, depth, probe manipulation), localizing major anatomical structures, using ultrasound for vessel access, and reported ease in identifying muscle, nerves, and major blood vessels under ultrasound. There was also a significant increase in correctly identified anatomical landmarks after the workshop, including the sternocleidomastoid muscle, internal jugular vein, carotid artery, femoral nerve, femoral artery, and femoral vein.</p><p><strong>Conclusions: </strong>Our findings suggest that our homemade, low-cost, gelatin-based models were effective in teaching vascular anatomy and ultrasound-guided vascular access techniques to training physicians.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"e154-e159"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10212518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Partner With Persons Living With Mental Health Conditions: A Guide for Meaningful Simulation Cocreation. 如何与精神疾病患者合作:有意义的模拟共同创造指南》。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-01-25 DOI: 10.1097/SIH.0000000000000777
Frances C Cavanagh, Natalie Chevalier, Katherine E Timmermans, Laura A Killam

Summary statement: Screen-based simulation is an effective educational strategy that can enhance health care students' engagement with content and critical thinking across various topics, including mental health. To create relevant and realistic simulations, best-practice guidelines recommend the involvement of experts in the development process. We collaborated with persons with lived experience and community partners to cocreate a mental health-focused screen-based simulation. Cocreating meant establishing a nonhierarchical partnership, with shared decision-making from start to finish.In this article, we present 8 principles developed to guide our cocreation with persons with lived experience: person-centeredness, trauma-informed approaches and ethical guidance, supportive environment, two-way partnership, mutual respect, choice and flexibility, open communication, and room to grow. These principles provide practical guidance for educators seeking to engage the expertise of persons who have been historically disadvantaged in society. By sharing these principles, we strive to contribute to a more equitable process in simulation development and promote meaningful, respectful, and safer collaborations.

摘要说明:基于屏幕的模拟是一种有效的教育策略,可以提高医学生对包括心理健康在内的各种主题的内容和批判性思维的参与度。为了创建相关且逼真的模拟,最佳实践指南建议让专家参与开发过程。我们与有亲身经历的人和社区合作伙伴合作,共同创建了一个以心理健康为重点的屏幕模拟。在本文中,我们介绍了指导我们与有亲身经历者共同创作的 8 项原则:以人为本、创伤知情方法和道德指导、支持性环境、双向合作、相互尊重、选择和灵活性、开放式沟通以及成长空间。这些原则为教育工作者提供了切实可行的指导,帮助他们利用历来在社会中处于不利地位的人的专业知识。通过分享这些原则,我们努力推动模拟发展过程更加公平,促进有意义的、相互尊重的和更安全的合作。
{"title":"How to Partner With Persons Living With Mental Health Conditions: A Guide for Meaningful Simulation Cocreation.","authors":"Frances C Cavanagh, Natalie Chevalier, Katherine E Timmermans, Laura A Killam","doi":"10.1097/SIH.0000000000000777","DOIUrl":"10.1097/SIH.0000000000000777","url":null,"abstract":"<p><strong>Summary statement: </strong>Screen-based simulation is an effective educational strategy that can enhance health care students' engagement with content and critical thinking across various topics, including mental health. To create relevant and realistic simulations, best-practice guidelines recommend the involvement of experts in the development process. We collaborated with persons with lived experience and community partners to cocreate a mental health-focused screen-based simulation. Cocreating meant establishing a nonhierarchical partnership, with shared decision-making from start to finish.In this article, we present 8 principles developed to guide our cocreation with persons with lived experience: person-centeredness, trauma-informed approaches and ethical guidance, supportive environment, two-way partnership, mutual respect, choice and flexibility, open communication, and room to grow. These principles provide practical guidance for educators seeking to engage the expertise of persons who have been historically disadvantaged in society. By sharing these principles, we strive to contribute to a more equitable process in simulation development and promote meaningful, respectful, and safer collaborations.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"405-411"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139543254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Comparison of Two Debriefing Rubrics to Assess Facilitator Adherence to the PEARLS Debriefing Framework. 比较两种汇报评分标准,以评估主持人对 PEARLS 汇报框架的遵守情况。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-04-24 DOI: 10.1097/SIH.0000000000000798
Nick Guimbarda, Faizan Boghani, Matthew Tews, A J Kleinheksel

Introduction: Many educators have adopted the Promoting Excellence and Reflective Learning in Simulation (PEARLS) model to guide debriefing sessions in simulation-based learning. The PEARLS Debriefing Checklist (PDC), a 28-item instrument, and the PEARLS Debriefing Adherence Rubric (PDAR), a 13-item instrument, assess facilitator adherence to the model. The aims of this study were to collect evidence of concurrent validity and to evaluate their unique strengths.

Methods: A review of 130 video recorded debriefings from a synchronous high-fidelity mannequin simulation event involving third-year medical students was undertaken. Each debriefing was scored utilizing both instruments. Internal consistency was determined by calculating a Cronbach's α. A Pearson correlation was used to evaluate concurrent validity. Discrimination indices were also calculated.

Results: Cronbach's α values were 0.515 and 0.714 for the PDAR and PDC, respectively, with ≥0.70 to ≤0.90 considered to be an acceptable range. The Pearson correlation coefficient for the total sum of the scores of both instruments was 0.648, with a values between ±0.60 and ±0.80 considered strong correlations. All items on the PDAR had positive discrimination indices; 3 items on the PDC had indices ≤0, with values between -0.2 and 0.2 considered unsatisfactory. Four items on both instruments had indices >0.4, indicating only fair discrimination between high and low performers.

Conclusions: Both instruments exhibit unique strengths and limitations. The PDC demonstrated greater internal consistency, likely secondary to having more items, with the tradeoff of redundant items and laborious implementation. Both had concurrent validity in nearly all subdomains. The PDAR had proportionally more items with high discrimination and no items with indices ≤0. A revised instrument incorporating PDC items with high reliability and validity and removing those identified as redundant or poor discriminators, the PDAR 2, is proposed.

导言:许多教育工作者都采用了 "促进模拟学习中的卓越与反思"(PEARLS)模型来指导模拟学习中的汇报环节。PEARLS 汇报检查表 (PDC) 是一个包含 28 个项目的工具,而 PEARLS 汇报坚持度评分表 (PDAR) 则是一个包含 13 个项目的工具,用于评估促进者对模型的坚持度。本研究的目的是收集并行有效性的证据,并评估它们的独特优势:方法:研究人员审查了由三年级医学生参与的同步高仿真人体模型模拟活动的 130 份视频汇报记录。每次汇报都使用这两种工具进行评分。通过计算 Cronbach's α 来确定内部一致性。皮尔逊相关性用于评估并发有效性。此外,还计算了歧视指数:PDAR和PDC的Cronbach's α值分别为0.515和0.714,≥0.70至≤0.90为可接受范围。两个工具总分之和的皮尔逊相关系数为 0.648,±0.60 至 ±0.80 之间的值被认为是强相关。PDAR 的所有项目都有正的区分度指数;PDC 的 3 个项目的指数≤0,-0.2 到 0.2 之间的数值被认为是不理想的。两个工具中都有 4 个项目的分辨指数大于 0.4,这表明高分者和低分者之间的分辨能力一般:结论:两种工具都显示出独特的优势和局限性。PDC 的内部一致性更高,这可能是因为它的项目更多,但同时也带来了项目冗余和实施费力的问题。两者在几乎所有子域中都具有并发效度。PDAR 具有较高区分度的项目较多,但没有指数≤0 的项目。我们提出了一个修订版工具,即 PDAR 2,它包含了 PDC 中具有较高信度和效度的项目,并删除了那些被认定为多余或区分度较差的项目。
{"title":"A Comparison of Two Debriefing Rubrics to Assess Facilitator Adherence to the PEARLS Debriefing Framework.","authors":"Nick Guimbarda, Faizan Boghani, Matthew Tews, A J Kleinheksel","doi":"10.1097/SIH.0000000000000798","DOIUrl":"10.1097/SIH.0000000000000798","url":null,"abstract":"<p><strong>Introduction: </strong>Many educators have adopted the Promoting Excellence and Reflective Learning in Simulation (PEARLS) model to guide debriefing sessions in simulation-based learning. The PEARLS Debriefing Checklist (PDC), a 28-item instrument, and the PEARLS Debriefing Adherence Rubric (PDAR), a 13-item instrument, assess facilitator adherence to the model. The aims of this study were to collect evidence of concurrent validity and to evaluate their unique strengths.</p><p><strong>Methods: </strong>A review of 130 video recorded debriefings from a synchronous high-fidelity mannequin simulation event involving third-year medical students was undertaken. Each debriefing was scored utilizing both instruments. Internal consistency was determined by calculating a Cronbach's α. A Pearson correlation was used to evaluate concurrent validity. Discrimination indices were also calculated.</p><p><strong>Results: </strong>Cronbach's α values were 0.515 and 0.714 for the PDAR and PDC, respectively, with ≥0.70 to ≤0.90 considered to be an acceptable range. The Pearson correlation coefficient for the total sum of the scores of both instruments was 0.648, with a values between ±0.60 and ±0.80 considered strong correlations. All items on the PDAR had positive discrimination indices; 3 items on the PDC had indices ≤0, with values between -0.2 and 0.2 considered unsatisfactory. Four items on both instruments had indices >0.4, indicating only fair discrimination between high and low performers.</p><p><strong>Conclusions: </strong>Both instruments exhibit unique strengths and limitations. The PDC demonstrated greater internal consistency, likely secondary to having more items, with the tradeoff of redundant items and laborious implementation. Both had concurrent validity in nearly all subdomains. The PDAR had proportionally more items with high discrimination and no items with indices ≤0. A revised instrument incorporating PDC items with high reliability and validity and removing those identified as redundant or poor discriminators, the PDAR 2, is proposed.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"358-366"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140859332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Systematic Review of the Application of Simulation to Promote Empathy in Nursing Education. 系统回顾模拟在护理教育中促进移情的应用。
IF 1.7 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES Pub Date : 2024-12-01 Epub Date: 2024-01-25 DOI: 10.1097/SIH.0000000000000775
Samantha Juan, Kathleen A O'Connell

Summary statement: This systematic review aimed to identify, appraise, and synthesize evidence for the effectiveness of simulation modalities in promoting nursing students' empathy. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis was followed with 20 studies included. The Medical Education Research Study Quality Instrument (MERSQI) was used to evaluate the quality of the publications. The mean MERSQI score was 10.95 with an SD of 1.62, which was above the average in the literature.Five simulation modalities were identified: standardized patient, simulated suit, manikin, virtual simulation, and virtual reality simulation. Most of the studies (n = 15) reported significant differences in the measured outcomes after their simulation activities, including all 5 simulation modalities, but the most effective modality was the simulation suit. The simulation suit replicates the lived experiences of others, which enhances perspective taking by "turning the student into the patient" through the physical and sensory effects of simulated suits. However, outcome measures were limited to self-report instruments in the studies.

摘要说明:本系统综述旨在识别、评估和综合有关模拟模式在促进护理学生移情能力方面有效性的证据。该研究遵循《系统综述和元分析首选报告项目》,共纳入 20 项研究。医学教育研究质量工具(MERSQI)用于评估出版物的质量。MERSQI的平均值为10.95分,SD为1.62分,高于文献的平均值。确定了五种模拟模式:标准化病人、模拟服、人体模型、虚拟模拟和虚拟现实模拟。大多数研究(n = 15)报告了模拟活动后测量结果的显著差异,包括所有 5 种模拟模式,但最有效的模式是模拟服。模拟服复制了他人的生活经历,通过模拟服的物理和感官效果,"把学生变成病人",从而增强了透视能力。然而,研究中的结果测量仅限于自我报告工具。
{"title":"A Systematic Review of the Application of Simulation to Promote Empathy in Nursing Education.","authors":"Samantha Juan, Kathleen A O'Connell","doi":"10.1097/SIH.0000000000000775","DOIUrl":"10.1097/SIH.0000000000000775","url":null,"abstract":"<p><strong>Summary statement: </strong>This systematic review aimed to identify, appraise, and synthesize evidence for the effectiveness of simulation modalities in promoting nursing students' empathy. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis was followed with 20 studies included. The Medical Education Research Study Quality Instrument (MERSQI) was used to evaluate the quality of the publications. The mean MERSQI score was 10.95 with an SD of 1.62, which was above the average in the literature.Five simulation modalities were identified: standardized patient, simulated suit, manikin, virtual simulation, and virtual reality simulation. Most of the studies (n = 15) reported significant differences in the measured outcomes after their simulation activities, including all 5 simulation modalities, but the most effective modality was the simulation suit. The simulation suit replicates the lived experiences of others, which enhances perspective taking by \"turning the student into the patient\" through the physical and sensory effects of simulated suits. However, outcome measures were limited to self-report instruments in the studies.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"379-387"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139543103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Simulation in Healthcare-Journal of the Society for Simulation in Healthcare
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1