V. Cheung, E. H. So, Debra Nestel, J. L. Hung, S. So, N. Chia, G. Ng
Abstract With the advancement of innovative technology, healthcare professionals stand to benefit from adjustments to procedural skills training/assessment introduced during the COVID-19 pandemic. In this essay, we reflect on the development of a virtual reality (VR)-based training programme to support medical and nursing staff in procedural skills for central venous catheter (CVC) insertion, related communication skills and situation awareness. The remote delivery was a direct response to the impact of the pandemic and is likely to remain as an educational strategy on our centre.
{"title":"Technology-enhanced training for central venous catheter insertion training: a reflective essay","authors":"V. Cheung, E. H. So, Debra Nestel, J. L. Hung, S. So, N. Chia, G. Ng","doi":"10.54531/mxnk6952","DOIUrl":"https://doi.org/10.54531/mxnk6952","url":null,"abstract":"Abstract\u0000 With the advancement of innovative technology, healthcare professionals stand to benefit from adjustments to procedural skills training/assessment introduced during the COVID-19 pandemic. In this essay, we reflect on the development of a virtual reality (VR)-based training programme to support medical and nursing staff in procedural skills for central venous catheter (CVC) insertion, related communication skills and situation awareness. The remote delivery was a direct response to the impact of the pandemic and is likely to remain as an educational strategy on our centre.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":" 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685741","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}
Jacqueline Vaughn, Shannon H. Ford, Stephanie Sims, Lindsey H. Schroeder, Tiffany Erichsen, Julia Peck, Chase Dubois, Stacey Kolomer, Tamatha Arms, Amanda Culp-Roche, Matthew J Peterson, Kent Guion, Alexander T McDaniel, Noell L. Rowan, Joseph Pino, Kirk Brown
Interprofessional simulation-based learning provides collegiate students with safe, realistic scenarios to learn and refine vital health related skills. This article describes an innovative project that engages college students from various disciplines in simulation-based activities to enhance health and professional knowledge, promote safety awareness, and improve cultural sensitivity. Additionally, the theme of traveling domestically and/or abroad during spring break provided a true-to-life backdrop. The Activity Theory provides the framework for this study emphasizing collaborative learning toward shared goals. Six spring break themed simulation scenarios were created and evaluated using a mix-methods design. Pre-posttest measures were conducted using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, and open-ended responses. Twenty-eight students completed the survey showing statistically significant change scores from pre-post. Qualitative findings identified three overarching themes of participants’ gains: 1) knowledge of other healthcare professionals’ roles, 2) healthcare professions’ contributions to patient care, 3) being respectful of other cultures, being prepared when traveling, and knowing how to improvise while traveling abroad. Students enjoyed a meaningful and engaging interprofessional activity while learning about one another’s professions, appreciating other healthcare professions’ roles, developing awareness and respect for other cultures, and practicing skills that may be needed during challenging encounters while traveling.
{"title":"Interprofessional simulations to promote spring break safety and cultural awareness for healthcare students","authors":"Jacqueline Vaughn, Shannon H. Ford, Stephanie Sims, Lindsey H. Schroeder, Tiffany Erichsen, Julia Peck, Chase Dubois, Stacey Kolomer, Tamatha Arms, Amanda Culp-Roche, Matthew J Peterson, Kent Guion, Alexander T McDaniel, Noell L. Rowan, Joseph Pino, Kirk Brown","doi":"10.54531/qolw5385","DOIUrl":"https://doi.org/10.54531/qolw5385","url":null,"abstract":"Interprofessional simulation-based learning provides collegiate students with safe, realistic scenarios to learn and refine vital health related skills. This article describes an innovative project that engages college students from various disciplines in simulation-based activities to enhance health and professional knowledge, promote safety awareness, and improve cultural sensitivity. Additionally, the theme of traveling domestically and/or abroad during spring break provided a true-to-life backdrop.\u0000 The Activity Theory provides the framework for this study emphasizing collaborative learning toward shared goals. Six spring break themed simulation scenarios were created and evaluated using a mix-methods design. Pre-posttest measures were conducted using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, and open-ended responses.\u0000 Twenty-eight students completed the survey showing statistically significant change scores from pre-post. Qualitative findings identified three overarching themes of participants’ gains: 1) knowledge of other healthcare professionals’ roles, 2) healthcare professions’ contributions to patient care, 3) being respectful of other cultures, being prepared when traveling, and knowing how to improvise while traveling abroad.\u0000 Students enjoyed a meaningful and engaging interprofessional activity while learning about one another’s professions, appreciating other healthcare professions’ roles, developing awareness and respect for other cultures, and practicing skills that may be needed during challenging encounters while traveling.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"32 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140373824","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}
Simulation is a powerful tool in medical education. Educators must take great care to facilitate simulation sessions in a way that promotes student learning. This article presents a reflection from a pedagogical perspective of the author’s experience with simulation as a student and potential lessons to be learnt as an educator.
{"title":"Crossing the divide: lessons to take on facilitating simulation from student to educator","authors":"Samuel Hong","doi":"10.54531/sbul2114","DOIUrl":"https://doi.org/10.54531/sbul2114","url":null,"abstract":"Simulation is a powerful tool in medical education. Educators must take great care to facilitate simulation sessions in a way that promotes student learning. This article presents a reflection from a pedagogical perspective of the author’s experience with simulation as a student and potential lessons to be learnt as an educator.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"22 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374769","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}
Susan Somerville, Stella Howden, Jean Ker, Susie Schofield
Access to and inclusion in simulation-based education (SBE) for remote and rural (RR) healthcare practitioners, irrespective of geographic setting, professional background and workplace context, is challenging. This challenge is compounded because simulation in healthcare education is acknowledged as a complex intervention, and healthcare systems are in and of themselves complex. A realist review of published and grey literature was conducted, seeking to identify programme theories and to explore what works, how and why, in respect of mobile and distance SBE for healthcare practitioners in RR and harder-to-reach communities. There is limited rigorous research in this field. Mobile and distance simulation programmes exist in physical, digital and hybrid forms. This makes simulation more accessible and inclusive for RR healthcare professionals in respect of facilitating simulation. It allows for clinical and simulation centres of expertise to collaborate with harder-to-reach communities enabling the contextualizing of learning with, from and about the needs of a target population. However, the challenges of implementing and sustaining mobile and distance simulation interventions are underexplored. Mobile and distance programmes of SBE are introduced into and are subject to dynamic and heterogeneous social contexts. The intended outcomes of such programmes are dependent on building relationships, trust and networks between geographically distanced communities of practice. These social connections are the key mechanisms which support accessibility, inclusivity and sustainability. Further explorations of mobile and distance simulation innovations are critical to building capacity, sustainable solutions and enhancing future use.
{"title":"Exploring accessible, inclusive and sustainable simulation-based education in remote and rural communities: a realist review","authors":"Susan Somerville, Stella Howden, Jean Ker, Susie Schofield","doi":"10.54531/porh1951","DOIUrl":"https://doi.org/10.54531/porh1951","url":null,"abstract":"Access to and inclusion in simulation-based education (SBE) for remote and rural (RR) healthcare practitioners, irrespective of geographic setting, professional background and workplace context, is challenging. This challenge is compounded because simulation in healthcare education is acknowledged as a complex intervention, and healthcare systems are in and of themselves complex.\u0000 A realist review of published and grey literature was conducted, seeking to identify programme theories and to explore what works, how and why, in respect of mobile and distance SBE for healthcare practitioners in RR and harder-to-reach communities.\u0000 There is limited rigorous research in this field. Mobile and distance simulation programmes exist in physical, digital and hybrid forms. This makes simulation more accessible and inclusive for RR healthcare professionals in respect of facilitating simulation. It allows for clinical and simulation centres of expertise to collaborate with harder-to-reach communities enabling the contextualizing of learning with, from and about the needs of a target population. However, the challenges of implementing and sustaining mobile and distance simulation interventions are underexplored.\u0000 Mobile and distance programmes of SBE are introduced into and are subject to dynamic and heterogeneous social contexts. The intended outcomes of such programmes are dependent on building relationships, trust and networks between geographically distanced communities of practice. These social connections are the key mechanisms which support accessibility, inclusivity and sustainability. Further explorations of mobile and distance simulation innovations are critical to building capacity, sustainable solutions and enhancing future use.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"260 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140233410","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}
Mikiyas Desta, Taylor B Sewell, Timothy C. Clapper, Kapil Rajwani
Few studies have examined the value of dedicated simulation-based point-of-care ultrasound (POCUS) training in improving Internal Medicine residents’ knowledge and comfort with cardiac POCUS to diagnose acute decompensated systolic heart failure and large pericardial effusion. This mixed-methods research included all 48 first-year Internal Medicine Residents receiving POCUS training at an urban academic centre. Participants were queried about their self-appraised cardiac POCUS knowledge, objectively tested on their cardiac POCUS knowledge, and surveyed about their comfort with cardiac POCUS tasks before and immediately after their training session, as well as 3 months later. Participants’ self-appraised knowledge regarding cardiac POCUS increased significantly from pre- to immediately post-intervention (31%–83%, Simulation-based training can be beneficial for teaching Internal Medicine residents the fundamental skills of cardiac POCUS as well as how to utilize the modality to diagnose acute decompensated systolic heart failure and large pericardial effusion.
{"title":"Simulation training can improve internal medicine residents’ knowledge and comfort with cardiac point-of-care ultrasound to diagnose acute cardiovascular conditions","authors":"Mikiyas Desta, Taylor B Sewell, Timothy C. Clapper, Kapil Rajwani","doi":"10.54531/kmjp8600","DOIUrl":"https://doi.org/10.54531/kmjp8600","url":null,"abstract":"Few studies have examined the value of dedicated simulation-based point-of-care ultrasound (POCUS) training in improving Internal Medicine residents’ knowledge and comfort with cardiac POCUS to diagnose acute decompensated systolic heart failure and large pericardial effusion.\u0000 This mixed-methods research included all 48 first-year Internal Medicine Residents receiving POCUS training at an urban academic centre. Participants were queried about their self-appraised cardiac POCUS knowledge, objectively tested on their cardiac POCUS knowledge, and surveyed about their comfort with cardiac POCUS tasks before and immediately after their training session, as well as 3 months later.\u0000 Participants’ self-appraised knowledge regarding cardiac POCUS increased significantly from pre- to immediately post-intervention (31%–83%, \u0000 Simulation-based training can be beneficial for teaching Internal Medicine residents the fundamental skills of cardiac POCUS as well as how to utilize the modality to diagnose acute decompensated systolic heart failure and large pericardial effusion.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"311 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140232996","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}
{"title":"The Role of Poetic Expression in Simulation Education: A Reflective Lens","authors":"Å.Ø. Våge","doi":"10.54531/njss6069","DOIUrl":"https://doi.org/10.54531/njss6069","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140389765","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}
N. Ensor, Mithila Sivasubramaniam, Ashleigh Laird, B. Roddis, K. Qin, Maurizio Pacilli, Debra Nestel, R. Nataraja
We aimed to gain insight into student experiences of simulation-based education (SBE), particularly in regards to (1) current provision of SBE, (2) learning opportunities and (3) areas for improvements, innovation and focused initiatives. This was to create focussed initiatives that can assess and address specific needs to improve SBE for learners and educators alike. Medical students were surveyed with 41 questions on their experiences of SBE using an 11-point Likert scale (0 – strongly disagree, 10 – strongly agree). Results were analysed by individual questions and presented as median (interquartile range) or percentage ( 246 students participated, with 76.0% (187/246) completing all questions. 99.2% of students (235/237) had participated in SBE. The most valuable elements of SBE were learning a new skill under supervision (90.3%, 187/207), applying prior knowledge to a clinical scenario (73.4%, 152/187) and identifying gaps in knowledge/skill (73.4%, 152/187). Simulation was thought to improve medical knowledge (95.2%, 218/229) and technical skills (87.3%, 200/229). Twenty-one per cent (41/197) of students reported a negative experience and 23.5% (48/204) felt anxious. Students strongly agreed that simulation was beneficial to their training (9 [8–10]) and that there should be more SBE (8.5 [8–10]). Medical students find SBE accessible and valuable to their education. By analysing student perspectives (such as self-reported negative experience), targeted areas for further research and focussed initiatives can be implemented.
{"title":"Medical students’ experiences and perspectives on simulation-based education","authors":"N. Ensor, Mithila Sivasubramaniam, Ashleigh Laird, B. Roddis, K. Qin, Maurizio Pacilli, Debra Nestel, R. Nataraja","doi":"10.54531/uswj3969","DOIUrl":"https://doi.org/10.54531/uswj3969","url":null,"abstract":"We aimed to gain insight into student experiences of simulation-based education (SBE), particularly in regards to (1) current provision of SBE, (2) learning opportunities and (3) areas for improvements, innovation and focused initiatives. This was to create focussed initiatives that can assess and address specific needs to improve SBE for learners and educators alike.\u0000 Medical students were surveyed with 41 questions on their experiences of SBE using an 11-point Likert scale (0 – strongly disagree, 10 – strongly agree). Results were analysed by individual questions and presented as median (interquartile range) or percentage (\u0000 246 students participated, with 76.0% (187/246) completing all questions. 99.2% of students (235/237) had participated in SBE. The most valuable elements of SBE were learning a new skill under supervision (90.3%, 187/207), applying prior knowledge to a clinical scenario (73.4%, 152/187) and identifying gaps in knowledge/skill (73.4%, 152/187). Simulation was thought to improve medical knowledge (95.2%, 218/229) and technical skills (87.3%, 200/229). Twenty-one per cent (41/197) of students reported a negative experience and 23.5% (48/204) felt anxious. Students strongly agreed that simulation was beneficial to their training (9 [8–10]) and that there should be more SBE (8.5 [8–10]).\u0000 Medical students find SBE accessible and valuable to their education. By analysing student perspectives (such as self-reported negative experience), targeted areas for further research and focussed initiatives can be implemented.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247417","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}
Jabeen Fayyaz, Kim Leighton, Maria Bajwa, Anshul Kumar, Isabel T. Gross, Suzie Kardong-Edgren
Cultural competence is one component of effective communication between patients, families and healthcare professionals. Tools to assess physicians’ clinical cultural competencies need validity evidence. This paper describes Lawshe’s method for determining the Content Validity Index (CVI) for the Clinical Cultural Competence Questionnaire (CCCQ) for North America (NA), Pakistan (PK) and an international group (IG) using physician simulation educators (PSEs) for diverse cultures. Five simulation educators pilot-tested the CCCQ, and initial changes were made based on their feedback. A total of 10 PSEs experts from NA, 11 PSEs from PK and 10 PSEs from IG completed two rounds of validation testing using Lawshe’s CVI survey for the CCCQ. The PSEs rated each item of the CCCQ as ‘essential’, useful but not essential’ or ‘not useful’. Lawshe’s CVI was calculated for the initial CCCQ; the CCCQ was then modified for individual items, separately for each group, NA, PK and IG. The IG comprised PSEs from Bahrain, Oman, Qatar, KSA, UAE, Australia, Argentina, India and Israel. The survey response rate was 83.33% for NA and IG and 91.6% for PK, respectively. The CVI of the CCCQ in round 1 was 0.689 for NA, 0.545 for PK and 0.691 for IG. In the second round of the CCCQ, with modified items, the CVI was 0.89 for NA, 0.802 for PK and 0.862 for IG. The major modifications suggested by the PSEs were to remove the unnecessary items, e.g. demographic information and last medical school attended, as they were deemed unnecessary or reword them for better understanding and combine related items to reduce the length of the CCCQ survey. We also evaluated the comments of PSEs from NA, PK and IG to explore the similarities and differences in their opinions regarding the CCCQ tool items. Our research emphasizes the need to thoroughly examine questionnaire content in tools like the CCCQ to accurately capture the cultural competence knowledge, attitudes and skills crucial for healthcare providers in diverse settings.
{"title":"Exploring the content validity of Clinical Cultural Competence Questionnaire in diverse cultures","authors":"Jabeen Fayyaz, Kim Leighton, Maria Bajwa, Anshul Kumar, Isabel T. Gross, Suzie Kardong-Edgren","doi":"10.54531/axgb5704","DOIUrl":"https://doi.org/10.54531/axgb5704","url":null,"abstract":"Cultural competence is one component of effective communication between patients, families and healthcare professionals. Tools to assess physicians’ clinical cultural competencies need validity evidence. This paper describes Lawshe’s method for determining the Content Validity Index (CVI) for the Clinical Cultural Competence Questionnaire (CCCQ) for North America (NA), Pakistan (PK) and an international group (IG) using physician simulation educators (PSEs) for diverse cultures.\u0000 Five simulation educators pilot-tested the CCCQ, and initial changes were made based on their feedback. A total of 10 PSEs experts from NA, 11 PSEs from PK and 10 PSEs from IG completed two rounds of validation testing using Lawshe’s CVI survey for the CCCQ. The PSEs rated each item of the CCCQ as ‘essential’, useful but not essential’ or ‘not useful’. Lawshe’s CVI was calculated for the initial CCCQ; the CCCQ was then modified for individual items, separately for each group, NA, PK and IG. The IG comprised PSEs from Bahrain, Oman, Qatar, KSA, UAE, Australia, Argentina, India and Israel.\u0000 The survey response rate was 83.33% for NA and IG and 91.6% for PK, respectively. The CVI of the CCCQ in round 1 was 0.689 for NA, 0.545 for PK and 0.691 for IG. In the second round of the CCCQ, with modified items, the CVI was 0.89 for NA, 0.802 for PK and 0.862 for IG. The major modifications suggested by the PSEs were to remove the unnecessary items, e.g. demographic information and last medical school attended, as they were deemed unnecessary or reword them for better understanding and combine related items to reduce the length of the CCCQ survey. We also evaluated the comments of PSEs from NA, PK and IG to explore the similarities and differences in their opinions regarding the CCCQ tool items.\u0000 Our research emphasizes the need to thoroughly examine questionnaire content in tools like the CCCQ to accurately capture the cultural competence knowledge, attitudes and skills crucial for healthcare providers in diverse settings.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"7 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140395850","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}
{"title":"Healthcare simulation training for cutaneous anthrax presentation: improving readiness in frontline healthcare providers","authors":"Syra S. Madad, Jonathan To, Alizia McMyers","doi":"10.54531/fgal7495","DOIUrl":"https://doi.org/10.54531/fgal7495","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"133 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251282","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}
{"title":"In-house designed low-cost trainer for teaching cardiovascular examination","authors":"R. Sobana, Dinker R Pai, Y.C. Nalini","doi":"10.54531/mckd5199","DOIUrl":"https://doi.org/10.54531/mckd5199","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":"224 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417771","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}
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