M. Chisolm‐Straker, Adrian D. Daul, Shannon McNamara, Rhyan Goldman, Christina Hajicharalambous, Mariju F. Baluyot, Michael Cole, Cindy Clesca, George Loo, Maria-Pamela Janairo, Elizabeth A. Samuels, Lauren Westafer, Felipe Serrano, Zil Goldstein
Introduction Transgender and gender non-binary (TGNB) patient care is not routinely taught in medical training. As a result, clinicians frequently lack knowledge regarding gender-affirming practices, surgeries and medications. TGNB-specific health knowledge and care delivery are further negatively impacted by pervasive societal transphobia. Virtual reality (VR)-based instruction may provide learners with opportunities for perspective taking, empathy building and attitudinal shifting to improve care delivery to TGNB patients. Methods This was a feasibility trial that compared passive VR and webinar in changing learner attitudes, knowledge and medical decision-making (MDM). Residents were recruited from five US emergency medicine (EM) residencies and were randomized to either VR or webinar educational intervention arm. Pre- and post-intervention assessments were matched using a unique identifier. Participants provided feedback about platform usability. Results From August 2020 to October 2021, 206 resident participants were randomized into a case-based VR experience or webinar intervention on TGNB-specific EM medicine; 52 residents completed all three steps of the study. Webinar participants demonstrated more changes in attitudinal statements than VR participants. No improvements in knowledge or MDM were appreciated in either intervention arm. Participants in both arms shared positive and critical feedback about the intervention they accessed, with convenience and ease of use being valued for asynchronous webinar learning. Discussion The webinar arm demonstrated a higher increase in empathy or change in attitude compared to VR learners. As VR becomes more technologically agile, accessible and reliable, more work is needed to see if this novel format is an educational tool that closely approximates the standardized patient encounter.
{"title":"Virtual reality versus webinar trans healthcare training for emergency medicine residents: a feasibility study","authors":"M. Chisolm‐Straker, Adrian D. Daul, Shannon McNamara, Rhyan Goldman, Christina Hajicharalambous, Mariju F. Baluyot, Michael Cole, Cindy Clesca, George Loo, Maria-Pamela Janairo, Elizabeth A. Samuels, Lauren Westafer, Felipe Serrano, Zil Goldstein","doi":"10.54531/qniz1640","DOIUrl":"https://doi.org/10.54531/qniz1640","url":null,"abstract":"Introduction\u0000 Transgender and gender non-binary (TGNB) patient care is not routinely taught in medical training. As a result, clinicians frequently lack knowledge regarding gender-affirming practices, surgeries and medications. TGNB-specific health knowledge and care delivery are further negatively impacted by pervasive societal transphobia. Virtual reality (VR)-based instruction may provide learners with opportunities for perspective taking, empathy building and attitudinal shifting to improve care delivery to TGNB patients.\u0000 Methods\u0000 This was a feasibility trial that compared passive VR and webinar in changing learner attitudes, knowledge and medical decision-making (MDM). Residents were recruited from five US emergency medicine (EM) residencies and were randomized to either VR or webinar educational intervention arm. Pre- and post-intervention assessments were matched using a unique identifier. Participants provided feedback about platform usability.\u0000 Results\u0000 From August 2020 to October 2021, 206 resident participants were randomized into a case-based VR experience or webinar intervention on TGNB-specific EM medicine; 52 residents completed all three steps of the study. Webinar participants demonstrated more changes in attitudinal statements than VR participants. No improvements in knowledge or MDM were appreciated in either intervention arm. Participants in both arms shared positive and critical feedback about the intervention they accessed, with convenience and ease of use being valued for asynchronous webinar learning.\u0000 Discussion\u0000 The webinar arm demonstrated a higher increase in empathy or change in attitude compared to VR learners. As VR becomes more technologically agile, accessible and reliable, more work is needed to see if this novel format is an educational tool that closely approximates the standardized patient encounter.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Development of the undergraduate simulation experience is needed to continue developing aspiring clinicians’ ability to assess and manage unwell patients. However, its heavy resource demand and ‘Generation Z’s’ desire for technologically enhanced learning means novel simulation modalities must now be considered. Mixed reality (MR) provides a platform to deliver such simulation; however, it is yet to be studied in this context. We conducted an observational cohort study with the aim to assess ift MR simulation improves students’ perceived ability to assess and manage unwell patients. Methods: We recruited 32 undergraduate medical students and asked them to rate their ability to assess and manage acutely unwell patients, out of 10. An MR simulation was then delivered using the Microsoft HoloLens and HoloScenario software produced by GigXR. Students then rated their assessment and management ability again, alongside their experience of the system and its usability. Data analysis used paired t-tests to assess for significant differences. Results: By attending the simulation, students showed a significant improvement in perceived ability to assess (p < 0.001) and manage (p < 0.001) acutely unwell patients. Mean assessment scores improved by 1.09/10 (95% confidence interval [CI 0.67, 1.52]) with 89% of students feeling more confident. Mean management scores improved by 1.63/10 (95% CI [1.15, 2.10]) with 84% of students reporting increased confidence levels. When considering usability, 69% of students did not find the MR system easy to use, with 75% of students having technical issues and 38% experiencing side effects. Overall, 88% of students believed the experience was beneficial to their learning. Conclusions: MR shows promise in its ability to deliver simulation training and improve students’ perceived ability to assess and manage unwell patients. Advances in software availability and content are required for integration into undergraduate medical curricula. Further research is required to assess if these results are replicated objectively.
{"title":"Mixed reality simulation training in the assessment and management of acutely unwell patients in undergraduate medical education: a pilot study","authors":"Benjamin Rowlands, Natalie Cope, Dominic Proctor","doi":"10.54531/tlan5397","DOIUrl":"https://doi.org/10.54531/tlan5397","url":null,"abstract":"Background:\u0000 Development of the undergraduate simulation experience is needed to continue developing aspiring clinicians’ ability to assess and manage unwell patients. However, its heavy resource demand and ‘Generation Z’s’ desire for technologically enhanced learning means novel simulation modalities must now be considered. Mixed reality (MR) provides a platform to deliver such simulation; however, it is yet to be studied in this context. We conducted an observational cohort study with the aim to assess ift MR simulation improves students’ perceived ability to assess and manage unwell patients.\u0000 Methods:\u0000 We recruited 32 undergraduate medical students and asked them to rate their ability to assess and manage acutely unwell patients, out of 10. An MR simulation was then delivered using the Microsoft HoloLens and HoloScenario software produced by GigXR. Students then rated their assessment and management ability again, alongside their experience of the system and its usability. Data analysis used paired t-tests to assess for significant differences.\u0000 Results:\u0000 By attending the simulation, students showed a significant improvement in perceived ability to assess (p < 0.001) and manage (p < 0.001) acutely unwell patients. Mean assessment scores improved by 1.09/10 (95% confidence interval [CI 0.67, 1.52]) with 89% of students feeling more confident. Mean management scores improved by 1.63/10 (95% CI [1.15, 2.10]) with 84% of students reporting increased confidence levels. When considering usability, 69% of students did not find the MR system easy to use, with 75% of students having technical issues and 38% experiencing side effects. Overall, 88% of students believed the experience was beneficial to their learning.\u0000 Conclusions:\u0000 MR shows promise in its ability to deliver simulation training and improve students’ perceived ability to assess and manage unwell patients. Advances in software availability and content are required for integration into undergraduate medical curricula. Further research is required to assess if these results are replicated objectively.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Camilla Thamdrup, Cathy Smith, Peter Dieckmann, A. Belsi, Debra Nestel
{"title":"Using Forum Theatre techniques in teaching and learning about professionalism and communication in healthcare","authors":"Camilla Thamdrup, Cathy Smith, Peter Dieckmann, A. Belsi, Debra Nestel","doi":"10.54531/lfss8468","DOIUrl":"https://doi.org/10.54531/lfss8468","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cristina Diaz-Navarro, Colette Laws-Chapman, Michael Moneypenny, Debra Nestel, M. Purva
{"title":"Revising the ASPiH standards: reflections on the evolution of simulated practice","authors":"Cristina Diaz-Navarro, Colette Laws-Chapman, Michael Moneypenny, Debra Nestel, M. Purva","doi":"10.54531/gwhw5303","DOIUrl":"https://doi.org/10.54531/gwhw5303","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background High-fidelity medical simulations can help students successfully navigate the stressors of medical training and practice. Because sufficiently high stress levels can interfere with learning, the balance of stress and resilience factors during simulation training should be carefully curated. However, student experiences of stress and resilience during high-fidelity simulations are seldom well characterized, especially in military medical training. With this in mind, the authors investigated students’ lived experiences of stress and resilience during a well-established high-fidelity simulation at a military medical school. Methods Fourth-year active-duty military medical students (n = 23) from the United States Air Force, Army, and Navy who were attending Operation Bushmaster – a 5-day, high-fidelity military medical simulation – were interviewed during and after the simulation. Data were analyzed via a hermeneutic phenomenological qualitative approach. Another 21 students reported their stress levels and trait mindfulness. Experts rated their performance at Operation Bushmaster. Results Participant narratives pointed towards major internal stressors, including chronic uncertainty and fluctuating motivation, and external stressors, such as weather and equipment-related challenges. Narratives also identified multiple factors that mitigated stress, including the use of mindfulness skills (especially mindful/tactical breathing), giving/receiving social support, shifting perspectives to centre connections between Operation Bushmaster and students’ professional purpose, and positive self-talk that gave participants permission to make mistakes and learn from them. There was a moderate positive correlation between mindfulness and performance at Operation Bushmaster. Conclusions These stress and resilience factors are critical leverage points for educators seeking to optimize learning during Operation Bushmaster and other high-fidelity simulation trainings. Future research should continue to examine how the balance of these factors impacts medical students’ immediate learning (e.g. regarding medical decision-making, skill and leadership) and longer-term ability to successfully navigate the stressors of the medical profession.
{"title":"Stress and resilience among military medical students completing a high-fidelity military medical simulation","authors":"Rebekah Cole, Michael V. Bronstein","doi":"10.54531/bhtx8590","DOIUrl":"https://doi.org/10.54531/bhtx8590","url":null,"abstract":"Background\u0000 High-fidelity medical simulations can help students successfully navigate the stressors of medical training and practice. Because sufficiently high stress levels can interfere with learning, the balance of stress and resilience factors during simulation training should be carefully curated. However, student experiences of stress and resilience during high-fidelity simulations are seldom well characterized, especially in military medical training. With this in mind, the authors investigated students’ lived experiences of stress and resilience during a well-established high-fidelity simulation at a military medical school.\u0000 Methods\u0000 Fourth-year active-duty military medical students (n = 23) from the United States Air Force, Army, and Navy who were attending Operation Bushmaster – a 5-day, high-fidelity military medical simulation – were interviewed during and after the simulation. Data were analyzed via a hermeneutic phenomenological qualitative approach. Another 21 students reported their stress levels and trait mindfulness. Experts rated their performance at Operation Bushmaster.\u0000 Results\u0000 Participant narratives pointed towards major internal stressors, including chronic uncertainty and fluctuating motivation, and external stressors, such as weather and equipment-related challenges. Narratives also identified multiple factors that mitigated stress, including the use of mindfulness skills (especially mindful/tactical breathing), giving/receiving social support, shifting perspectives to centre connections between Operation Bushmaster and students’ professional purpose, and positive self-talk that gave participants permission to make mistakes and learn from them. There was a moderate positive correlation between mindfulness and performance at Operation Bushmaster.\u0000 Conclusions\u0000 These stress and resilience factors are critical leverage points for educators seeking to optimize learning during Operation Bushmaster and other high-fidelity simulation trainings. Future research should continue to examine how the balance of these factors impacts medical students’ immediate learning (e.g. regarding medical decision-making, skill and leadership) and longer-term ability to successfully navigate the stressors of the medical profession.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper detailed the translation process of the Healthcare Simulationist Code of Ethics from English to Urdu, Pakistan’s national language, addressing the need for healthcare simulation in the country’s native language. Pakistan, a lower–middle-income country, faces challenges accessing healthcare education in Urdu. The systematic translation by bilingual simulation and social sciences experts considered linguistic and cultural nuances by combining translation by committee and back-translation of selected text. Bilingual experts in linguistic research and healthcare practice verified this translation from healthcare, healthcare simulation and linguistics perspectives. This research contributes to the theoretical understanding of ethical values in healthcare simulation, positively influencing healthcare professionals and educators in Pakistan. The translation sought to enhance access to responsible healthcare training initiatives, specifically targeting remote regions and underserved rural communities. This includes health workers, who serve as the primary conduits for health-related initiatives in these areas.
{"title":"Translating Healthcare Simulationist Code of Ethics into Urdu: bridging gaps in Pakistani healthcare simulation","authors":"Maria Bajwa, Maliha Zeba Khan","doi":"10.54531/finn8478","DOIUrl":"https://doi.org/10.54531/finn8478","url":null,"abstract":"This paper detailed the translation process of the Healthcare Simulationist Code of Ethics from English to Urdu, Pakistan’s national language, addressing the need for healthcare simulation in the country’s native language. Pakistan, a lower–middle-income country, faces challenges accessing healthcare education in Urdu. The systematic translation by bilingual simulation and social sciences experts considered linguistic and cultural nuances by combining translation by committee and back-translation of selected text. Bilingual experts in linguistic research and healthcare practice verified this translation from healthcare, healthcare simulation and linguistics perspectives. This research contributes to the theoretical understanding of ethical values in healthcare simulation, positively influencing healthcare professionals and educators in Pakistan. The translation sought to enhance access to responsible healthcare training initiatives, specifically targeting remote regions and underserved rural communities. This includes health workers, who serve as the primary conduits for health-related initiatives in these areas.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Francine Gonzales-Walters, Sharon M Weldon, Ryan Essex
Background Healthcare disparities within developed nations remain a critical concern, with ethnic minorities and marginalized groups experiencing pronounced inequalities. Cultural humility has emerged as a means to mitigate these disparities and enhance healthcare delivery. Simulation-based education is one of the most widely utilized pedagogical approaches in healthcare curricula across disciplines and specialities. It is recommended in the literature as an ideal strategy for teaching cultural humility to healthcare professionals. However, it is not clear what is known about integrating cultural humility into simulation-based education. This scoping review protocol provides the procedures we will take to explore the breadth of literature to explore how cultural humility is considered and incorporated in simulation-based and to identify current practices and knowledge gaps. Methods and analysis The review will synthesize data following the PRISMA-ScR guidelines for scoping reviews. A comprehensive database (MEDLINE, CINAHL Plus with Full Text, APA PsycINFO and Scopus), grey literature and reference screening will be conducted to identify eligible literature to answer the research question. The quality of the included literature and the risk of bias will be carried out using The Mixed Method Appraisal Tool (MMAT) for primary research papers and the ACCODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) checklist will be used to assess the quality of grey literature. The data will be analysed using descriptive statistics and basic qualitative content analysis.
背景 发达国家的医疗保健差距仍然是一个令人严重关切的问题，少数民族和边缘化群体经历着明显的不平等。文化谦逊已成为缓解这些差异和改善医疗服务的一种手段。在各学科和专业的医疗保健课程中，模拟教育是使用最广泛的教学方法之一。文献建议将其作为向医疗保健专业人员传授文化谦逊的理想策略。然而，目前还不清楚将文化谦逊融入模拟教学的情况。本范围审查协议提供了我们将采取的程序，以探索文献的广度，探讨如何考虑文化谦逊并将其融入模拟教学中，并确定当前的做法和知识差距。方法与分析 本次综述将按照范围界定综述的 PRISMA-ScR 指南对数据进行综合。将通过综合数据库（MEDLINE、CINAHL Plus with Full Text、APA PsycINFO 和 Scopus）、灰色文献和参考文献筛选来确定符合要求的文献，以回答研究问题。将使用 "混合方法评估工具"（The Mixed Method Appraisal Tool，MMAT）对原始研究论文进行质量评估，并使用 ACCODS（权威性、准确性、覆盖面、客观性、日期、重要性）清单评估灰色文献的质量。数据分析将使用描述性统计和基本的定性内容分析。
{"title":"Cultivating cultural humility through healthcare simulation-based education: a scoping review protocol","authors":"Francine Gonzales-Walters, Sharon M Weldon, Ryan Essex","doi":"10.54531/rafh4191","DOIUrl":"https://doi.org/10.54531/rafh4191","url":null,"abstract":"Background\u0000 Healthcare disparities within developed nations remain a critical concern, with ethnic minorities and marginalized groups experiencing pronounced inequalities. Cultural humility has emerged as a means to mitigate these disparities and enhance healthcare delivery. Simulation-based education is one of the most widely utilized pedagogical approaches in healthcare curricula across disciplines and specialities. It is recommended in the literature as an ideal strategy for teaching cultural humility to healthcare professionals. However, it is not clear what is known about integrating cultural humility into simulation-based education. This scoping review protocol provides the procedures we will take to explore the breadth of literature to explore how cultural humility is considered and incorporated in simulation-based and to identify current practices and knowledge gaps.\u0000 Methods and analysis\u0000 The review will synthesize data following the PRISMA-ScR guidelines for scoping reviews. A comprehensive database (MEDLINE, CINAHL Plus with Full Text, APA PsycINFO and Scopus), grey literature and reference screening will be conducted to identify eligible literature to answer the research question. The quality of the included literature and the risk of bias will be carried out using The Mixed Method Appraisal Tool (MMAT) for primary research papers and the ACCODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) checklist will be used to assess the quality of grey literature. The data will be analysed using descriptive statistics and basic qualitative content analysis.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141388982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natalie J. Ford, L. M. Gomes, Erin. Lowe, Nicole Harder
Evolving evaluation methods and the changing pedagogical landscape of nursing education offer the opportunity to re-examine learning spaces in simulation. Psychological safety is an established standard within simulation-based experiences; however, limiting learning spaces exclusively within the construct of safety competes with shifting pedagogical practices in simulation within pre-licensure nursing programmes. Conflations of safety and comfort are pervasive in higher education. Shifting language from a place of safety towards one of courage and bravery holds the potential to better promote learning environments which foster agency and meaningful growth when discomfort is experienced. Brave learning spaces recognize discomfort and vulnerability as an essential component of learning and transformation, while also aligning with key principles of psychological safety to optimize learning experiences. Discourse exploring alternatives to safe learning spaces in simulation is notably absent in the current nursing simulation literature propelling the need for this discussion.
{"title":"Embracing discomfort and vulnerability: cultivating brave learning spaces within simulation-based nursing education","authors":"Natalie J. Ford, L. M. Gomes, Erin. Lowe, Nicole Harder","doi":"10.54531/fokp9401","DOIUrl":"https://doi.org/10.54531/fokp9401","url":null,"abstract":"Evolving evaluation methods and the changing pedagogical landscape of nursing education offer the opportunity to re-examine learning spaces in simulation. Psychological safety is an established standard within simulation-based experiences; however, limiting learning spaces exclusively within the construct of safety competes with shifting pedagogical practices in simulation within pre-licensure nursing programmes. Conflations of safety and comfort are pervasive in higher education. Shifting language from a place of safety towards one of courage and bravery holds the potential to better promote learning environments which foster agency and meaningful growth when discomfort is experienced. Brave learning spaces recognize discomfort and vulnerability as an essential component of learning and transformation, while also aligning with key principles of psychological safety to optimize learning experiences. Discourse exploring alternatives to safe learning spaces in simulation is notably absent in the current nursing simulation literature propelling the need for this discussion.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Diaz-Navarro, Colette Laws-Chapman, Michael Moneypenny, M. Purva
The ASPiH Standards 2023 provide a common framework within educational and healthcare sectors, bolstering quality assurance for simulation providers, regulators, professional bodies and commissioners. They endeavour to meet the current needs of simulation practitioners and learners, reflect the evolution of simulation practice, and account for emerging technologies. Therefore, they are applicable to any modality of simulation-based education and training as well as to translational and transformative simulation interventions, including the use of simulation for quality improvement processes, whether carried out at education centres, simulation facilities or at the point of care. The standards encourage adherence to core values of safety, equity, diversity and inclusion, sustainability, and excellence. They provide guidance for all simulation practitioners, highlighting key principles for planning, facilitation and evaluation of simulation activities, as well as recommendations for optimum resource management. Implementation of these standards will require consideration of how they apply to each individual context, and what outcome measures are most meaningful to demonstrate alignment.
{"title":"The ASPiH Standards – 2023: guiding simulation-based practice in health and care","authors":"C. Diaz-Navarro, Colette Laws-Chapman, Michael Moneypenny, M. Purva","doi":"10.54531/nyvm5886","DOIUrl":"https://doi.org/10.54531/nyvm5886","url":null,"abstract":"The ASPiH Standards 2023 provide a common framework within educational and healthcare sectors, bolstering quality assurance for simulation providers, regulators, professional bodies and commissioners. They endeavour to meet the current needs of simulation practitioners and learners, reflect the evolution of simulation practice, and account for emerging technologies. Therefore, they are applicable to any modality of simulation-based education and training as well as to translational and transformative simulation interventions, including the use of simulation for quality improvement processes, whether carried out at education centres, simulation facilities or at the point of care.\u0000 The standards encourage adherence to core values of safety, equity, diversity and inclusion, sustainability, and excellence. They provide guidance for all simulation practitioners, highlighting key principles for planning, facilitation and evaluation of simulation activities, as well as recommendations for optimum resource management.\u0000 Implementation of these standards will require consideration of how they apply to each individual context, and what outcome measures are most meaningful to demonstrate alignment.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140978704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lulu Sherif Mahmood, Ciraj Ali Mohammed, John H.V. Gilbert
Background The need for interprofessional education (IPE) has been recognized on the basis of compromised patient care due to ineffective communication and teamwork among healthcare providers. Using Simulation to enhance IPE has been advocated to achieve the competencies required for effective interprofessional collaborative practice. However, the implementation of this powerful tool and its integration into Indian medical education are a relatively recent development, gradually gaining momentum in recent years. Purpose This study was undertaken to assess the attitudes and perceptions of a group of Indian medical and nursing undergraduates and faculty towards simulation-enhanced interprofessional education (Sim-IPE) before introducing this module at the institute. Methods A descriptive correlational design was conducted using the KidSIMTM ATTITUDES scale on a convenient sample of 82 students and faculty of medical and nursing colleges. Results The total scores for the 30-item questionnaire revealed an overall positive attitude towards IPE and Simulation as a learning modality. Analysis of variance tests revealed lesser scores for students when compared to faculty. Conclusions A positive attitude towards Sim-IPE by students and faculty is promising, and it is the first step towards integrating Sim-IPE into the undergraduate curriculum in India.
{"title":"Attitude and perception of medical and nursing undergraduates and faculty towards simulation-enhanced interprofessional education at an institute in India","authors":"Lulu Sherif Mahmood, Ciraj Ali Mohammed, John H.V. Gilbert","doi":"10.54531/pxfl2917","DOIUrl":"https://doi.org/10.54531/pxfl2917","url":null,"abstract":"Background\u0000 The need for interprofessional education (IPE) has been recognized on the basis of compromised patient care due to ineffective communication and teamwork among healthcare providers. Using Simulation to enhance IPE has been advocated to achieve the competencies required for effective interprofessional collaborative practice. However, the implementation of this powerful tool and its integration into Indian medical education are a relatively recent development, gradually gaining momentum in recent years.\u0000 Purpose\u0000 This study was undertaken to assess the attitudes and perceptions of a group of Indian medical and nursing undergraduates and faculty towards simulation-enhanced interprofessional education (Sim-IPE) before introducing this module at the institute.\u0000 Methods\u0000 A descriptive correlational design was conducted using the KidSIMTM ATTITUDES scale on a convenient sample of 82 students and faculty of medical and nursing colleges.\u0000 Results\u0000 The total scores for the 30-item questionnaire revealed an overall positive attitude towards IPE and Simulation as a learning modality. Analysis of variance tests revealed lesser scores for students when compared to faculty.\u0000 Conclusions\u0000 A positive attitude towards Sim-IPE by students and faculty is promising, and it is the first step towards integrating Sim-IPE into the undergraduate curriculum in India.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：