Pamela J. Boyers, Asit Misra, Benjamin Stobbe, Jeffrey P. Gold, Dele Davies
Medical errors are cited among the leading causes of death in the United States, resulting in devastating consequences for patients and their families, besides adding substantial costs to healthcare. Communication within and between teams is cited as a major contributing factor to patient deaths due to preventable medical errors. Although Universities and Academic Health Centers aim to graduate competent healthcare professionals who are effective healthcare team members, the importance and degree of emphasis given to interprofessional education (IPE) across health professions accreditation organizations is variable. To ensure a highly skilled, efficient and confident health professions workforce, an interprofessional, experiential, performance-based model for health professions education is proposed. This transformational model must be relevant for this high-risk, data-driven and increasingly technological medical era. Finally, it must revolve around patient safety and well-being as patients traverse through the levels of the healthcare system and upon the safety and well-being of professionals providing them care.
{"title":"Call for an interprofessional, experiential, performance-based model for health professions education","authors":"Pamela J. Boyers, Asit Misra, Benjamin Stobbe, Jeffrey P. Gold, Dele Davies","doi":"10.54531/ythz1756","DOIUrl":"https://doi.org/10.54531/ythz1756","url":null,"abstract":"Medical errors are cited among the leading causes of death in the United States, resulting in devastating consequences for patients and their families, besides adding substantial costs to healthcare. Communication within and between teams is cited as a major contributing factor to patient deaths due to preventable medical errors. Although Universities and Academic Health Centers aim to graduate competent healthcare professionals who are effective healthcare team members, the importance and degree of emphasis given to interprofessional education (IPE) across health professions accreditation organizations is variable. To ensure a highly skilled, efficient and confident health professions workforce, an interprofessional, experiential, performance-based model for health professions education is proposed. This transformational model must be relevant for this high-risk, data-driven and increasingly technological medical era. Finally, it must revolve around patient safety and well-being as patients traverse through the levels of the healthcare system and upon the safety and well-being of professionals providing them care.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485642","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}
Virtual reality (VR) simulation is a rapidly expanding disruptive technology within healthcare professions education with the possibility of significantly transforming how healthcare education is delivered. There is a perceived gap in the current synthesized literature of how VR is being used to teach and assess key skills relating to situational awareness (SA) and decision-making (DM) across the spectrum of undergraduate healthcare professions. This paper details the scoping review protocol that will address this current gap. The scoping review will examine ‘What is known about the use of VR within simulation training for SA and DM behavioural skills in healthcare professions education?’. This main question will be addressed by synthesizing the answers to three sub-questions: (1) In what contexts is VR used within simulation training for SA and DM behavioural skills in healthcare professions education? (2) What outcome measures are used to examine the impacts of VR use within simulation training for SA and DM behavioural skills in healthcare professions education? (3) What educational theories underpin VR use within simulation training for behavioural skills in healthcare professions education? Nine databases, PubMed, PsychINFO, Embase, Scopus, Web of Science, CINAHL, ERIC, and Google Scholar, will be searched using a pre-defined search strategy with explicit inclusion and exclusion criteria. A data extraction template will be used to map out the data before summarizing, synthesis and reporting. This scoping review aims to address the current gap in the literature regarding what is known about VR simulation and DM and SA across undergraduate health education programmes, identifying current trends and uses as well as gaps in the published literature for further exploration.
虚拟现实（VR）模拟是医疗保健专业教育中一项迅速发展的颠覆性技术，有可能极大地改变医疗保健教育的提供方式。在目前的综合文献中，关于如何使用 VR 来教授和评估与本科医疗保健专业的情境意识（SA）和决策（DM）相关的关键技能的文献明显存在空白。本文详细介绍了将解决目前这一空白的范围审查协议。范围界定综述将研究 "在医疗保健专业教育中使用 VR 模拟训练 SA 和 DM 行为技能的情况如何？这一主要问题将通过综合以下三个子问题的答案来解决：(1) 在医疗保健专业教育中，在针对 SA 和 DM 行为技能的模拟训练中使用 VR 的情况有哪些？(2) 在医疗保健专业教育的 SA 和 DM 行为技能模拟训练中使用 VR 的影响是通过什么结果测量的？(3) 在医疗保健专业教育的行为技能模拟训练中使用 VR 有哪些教育理论基础？将使用预先确定的检索策略和明确的纳入和排除标准，对 PubMed、PsychINFO、Embase、Scopus、Web of Science、CINAHL、ERIC 和 Google Scholar 这九个数据库进行检索。在总结、归纳和报告之前，将使用数据提取模板来绘制数据图。本范围界定综述旨在解决目前文献中关于 VR 模拟、DM 和 SA 在本科生健康教育课程中的已知情况的空白，确定当前的趋势和用途，以及已发表文献中有待进一步探索的空白。
{"title":"Virtual, augmented and mixed reality simulation for teaching and assessing situational awareness and decision-making in health professions education: a scoping review protocol","authors":"Craig Brown, Mehak Chandanani, Anita Laidlaw","doi":"10.54531/wnzw3461","DOIUrl":"https://doi.org/10.54531/wnzw3461","url":null,"abstract":"Virtual reality (VR) simulation is a rapidly expanding disruptive technology within healthcare professions education with the possibility of significantly transforming how healthcare education is delivered. There is a perceived gap in the current synthesized literature of how VR is being used to teach and assess key skills relating to situational awareness (SA) and decision-making (DM) across the spectrum of undergraduate healthcare professions. This paper details the scoping review protocol that will address this current gap.\u0000 The scoping review will examine ‘What is known about the use of VR within simulation training for SA and DM behavioural skills in healthcare professions education?’. This main question will be addressed by synthesizing the answers to three sub-questions: (1) In what contexts is VR used within simulation training for SA and DM behavioural skills in healthcare professions education? (2) What outcome measures are used to examine the impacts of VR use within simulation training for SA and DM behavioural skills in healthcare professions education? (3) What educational theories underpin VR use within simulation training for behavioural skills in healthcare professions education?\u0000 Nine databases, PubMed, PsychINFO, Embase, Scopus, Web of Science, CINAHL, ERIC, and Google Scholar, will be searched using a pre-defined search strategy with explicit inclusion and exclusion criteria. A data extraction template will be used to map out the data before summarizing, synthesis and reporting.\u0000 This scoping review aims to address the current gap in the literature regarding what is known about VR simulation and DM and SA across undergraduate health education programmes, identifying current trends and uses as well as gaps in the published literature for further exploration.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479807","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":"Environmental sustainability in simulation education in healthcare","authors":"S. Chanchlani, K. Martin, B. Dunne","doi":"10.54531/mqqv2910","DOIUrl":"https://doi.org/10.54531/mqqv2910","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485491","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}
Karen Stevens, Kirti Sathe, Christina Mathew, S. McLean
Reduced clinical placement capacity, the COVID-19 pandemic and growing training place numbers have resulted in the development of innovative placement design in healthcare education. Simulation is widely used in healthcare education; however, its use as a placement model is in its infancy. The experiences and perceptions of students and educators are important to shape simulated placements moving forward. A systematic search of the literature was conducted on eight databases to identify qualitative and mixed-methods studies exploring the experiences of students or educators in the nursing and allied health professions. Eight studies met the inclusion criteria and were assessed for methodological quality using the Joanna Briggs Institute (JBI) critical appraisal checklist for qualitative research. A meta-aggregative approach, in accordance with JBI guidelines for reviews of qualitative evidence, was used to synthesize the results. From the eight studies, a total of 69 findings were extracted. These were grouped into nine categories to form three synthesized findings of overall low quality. These findings were related to (1) reality of the simulated placement, (2) emotions evoked during the simulated placement, and (3) opportunities and challenges associated with implementing simulated placements. Simulated placements were considered a useful tool for the enhancement of communication skills, clinical reasoning skills, new knowledge generation, enhancing reflection and for preparation for clinical practice by students as well as educators.
{"title":"Experiences of students and educators with simulated placements in allied health profession and nursing education: a qualitative systematic review","authors":"Karen Stevens, Kirti Sathe, Christina Mathew, S. McLean","doi":"10.54531/ftwz5026","DOIUrl":"https://doi.org/10.54531/ftwz5026","url":null,"abstract":"Reduced clinical placement capacity, the COVID-19 pandemic and growing training place numbers have resulted in the development of innovative placement design in healthcare education. Simulation is widely used in healthcare education; however, its use as a placement model is in its infancy. The experiences and perceptions of students and educators are important to shape simulated placements moving forward. A systematic search of the literature was conducted on eight databases to identify qualitative and mixed-methods studies exploring the experiences of students or educators in the nursing and allied health professions. Eight studies met the inclusion criteria and were assessed for methodological quality using the Joanna Briggs Institute (JBI) critical appraisal checklist for qualitative research. A meta-aggregative approach, in accordance with JBI guidelines for reviews of qualitative evidence, was used to synthesize the results. From the eight studies, a total of 69 findings were extracted. These were grouped into nine categories to form three synthesized findings of overall low quality. These findings were related to (1) reality of the simulated placement, (2) emotions evoked during the simulated placement, and (3) opportunities and challenges associated with implementing simulated placements. Simulated placements were considered a useful tool for the enhancement of communication skills, clinical reasoning skills, new knowledge generation, enhancing reflection and for preparation for clinical practice by students as well as educators.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148777","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}
M. Luctkar-Flude, Amina Silva, Laura A. Killam, Jill Bruneau, Erin Ziegler, Jane Tyerman
{"title":"A virtual debriefing professional development module for nurse educators","authors":"M. Luctkar-Flude, Amina Silva, Laura A. Killam, Jill Bruneau, Erin Ziegler, Jane Tyerman","doi":"10.54531/wqlc6185","DOIUrl":"https://doi.org/10.54531/wqlc6185","url":null,"abstract":"","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151399","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}
Being both a healthcare worker and a healthcare educator can sometimes be a lonely endeavour and opportunities to improve our craft may not be accessible. Medical education courses and conferences abound, often at high price points and in locations a long way from home. Healthcare virtual communities of practice (HvCoP) offer readily accessible information, connection and community, and opportunities for growth on our most ubiquitous accessory – our phone. How can we as a thoughtful, concerned, healthcare community improve accessibility and provide sustainability for our friends and colleagues to the latest literature, most recent practices, evidence-informed materials and provide a truly supportive and evolving environment where we all feel safe to share and connect? This essay started as a first-person reflection of one clinician’s journey (BS), including the highlights, and challenges in developing and sustaining HvCoPs and was then guided and edited by the second author (KW’s) reflections, who has co-facilitated several HvCoPs abroad. Within this essay, BS’ original, personal reflections are signalled in italics, whereas standard text indicates the joint reflections of both authors.
{"title":"Learning in healthcare virtual communities of practice; let’s rethink how we connect and grow","authors":"Ben Symon, Katie Walker","doi":"10.54531/xgvz6278","DOIUrl":"https://doi.org/10.54531/xgvz6278","url":null,"abstract":"Being both a healthcare worker and a healthcare educator can sometimes be a lonely endeavour and opportunities to improve our craft may not be accessible. Medical education courses and conferences abound, often at high price points and in locations a long way from home. Healthcare virtual communities of practice (HvCoP) offer readily accessible information, connection and community, and opportunities for growth on our most ubiquitous accessory – our phone. How can we as a thoughtful, concerned, healthcare community improve accessibility and provide sustainability for our friends and colleagues to the latest literature, most recent practices, evidence-informed materials and provide a truly supportive and evolving environment where we all feel safe to share and connect? This essay started as a first-person reflection of one clinician’s journey (BS), including the highlights, and challenges in developing and sustaining HvCoPs and was then guided and edited by the second author (KW’s) reflections, who has co-facilitated several HvCoPs abroad. Within this essay, BS’ original, personal reflections are signalled in italics, whereas standard text indicates the joint reflections of both authors.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139166375","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}
Over the years, simulation has grown in popularity as a means to construct safe, but realistic environments in which to train healthcare professionals. Whilst many well-established guidelines have been put in place to ensure optimal educational outcomes, the lens through which those developing said guidelines see the world is often left undiscussed. Is it then possible that our assumptions and beliefs can act as a filter through which our reality is observed?
{"title":"Epistemology and simulation-based healthcare education: the good, the bad and the ugly","authors":"Å.Ø. Våge, Paul Murphy, Gerard J Gormley","doi":"10.54531/tcjx4971","DOIUrl":"https://doi.org/10.54531/tcjx4971","url":null,"abstract":"Over the years, simulation has grown in popularity as a means to construct safe, but realistic environments in which to train healthcare professionals. Whilst many well-established guidelines have been put in place to ensure optimal educational outcomes, the lens through which those developing said guidelines see the world is often left undiscussed. Is it then possible that our assumptions and beliefs can act as a filter through which our reality is observed?","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182600","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}
Belinda Lowe, Anne Woolfield, J. Matulich, Victoria Brazil
This article describes introduction of a comprehensive laparoscopic simulation education program to enhance operative efficiency in gynaecological procedures. We describe our approach to educational design, clinical integration and evaluation using an outcome logic model. The study was conducted at Gold Coast Hospital Health Service (GCHHS) following the purchase of a laparoscopic virtual reality (VR) laparoscopic simulator (LAPSIM® VR), and development of a training program for obstetrics and gynaecology (O&G) trainees. In 2021, a surgical laparoscopic credentialling simulation program was introduced, requiring trainees to achieve a ‘pass’ on the LAPSIM® VR simulator prior to operating on patients. The evaluation approach used an outcome logic model to document program objectives and outcomes. Data analysis involved multivariate linear regression to ascertain the impact of the laparoscopic simulation program on procedure length in the operating theatre. Inputs included faculty and trainee time, space, LAPSIM® VR equipment and take-home laparoscopic box trainers. Activities involved online instructional modules, training and surgical learning sessions. Outputs included trainee utilization of LAPSIM® VR and credentialling. Outcomes included surveys, retrospective reviews of patient laparoscopic salpingectomies and primary surgeon operator rates. LAPSIM® VR credentialling was performed by 81% of the GCHHS gynaecology registrar cohort in 2021. Trainees completed 234 VR salpingectomies. Introduction of the LAPSIM® VR program was associated with a significant reduction in mean operative time for all ectopic pregnancies in all primary surgeon groups. For uncomplicated ectopic procedures, there was a reduction in operative time of 14 minutes between 2020 and 2021 ( Introduction of a laparoscopic simulation VR credentialling program resulted in a significant reduction in operative time for laparoscopic salpingectomies in our institution. Educational programs should aspire to translational, patient-focused outcomes in their design and delivery.
{"title":"Virtual reality laparoscopic simulation for operating theatre efficiency: an outcome logic model program evaluation","authors":"Belinda Lowe, Anne Woolfield, J. Matulich, Victoria Brazil","doi":"10.54531/jyob1534","DOIUrl":"https://doi.org/10.54531/jyob1534","url":null,"abstract":"This article describes introduction of a comprehensive laparoscopic simulation education program to enhance operative efficiency in gynaecological procedures. We describe our approach to educational design, clinical integration and evaluation using an outcome logic model. The study was conducted at Gold Coast Hospital Health Service (GCHHS) following the purchase of a laparoscopic virtual reality (VR) laparoscopic simulator (LAPSIM® VR), and development of a training program for obstetrics and gynaecology (O&G) trainees. In 2021, a surgical laparoscopic credentialling simulation program was introduced, requiring trainees to achieve a ‘pass’ on the LAPSIM® VR simulator prior to operating on patients. The evaluation approach used an outcome logic model to document program objectives and outcomes. Data analysis involved multivariate linear regression to ascertain the impact of the laparoscopic simulation program on procedure length in the operating theatre. Inputs included faculty and trainee time, space, LAPSIM® VR equipment and take-home laparoscopic box trainers. Activities involved online instructional modules, training and surgical learning sessions. Outputs included trainee utilization of LAPSIM® VR and credentialling. Outcomes included surveys, retrospective reviews of patient laparoscopic salpingectomies and primary surgeon operator rates. LAPSIM® VR credentialling was performed by 81% of the GCHHS gynaecology registrar cohort in 2021. Trainees completed 234 VR salpingectomies. Introduction of the LAPSIM® VR program was associated with a significant reduction in mean operative time for all ectopic pregnancies in all primary surgeon groups. For uncomplicated ectopic procedures, there was a reduction in operative time of 14 minutes between 2020 and 2021 ( Introduction of a laparoscopic simulation VR credentialling program resulted in a significant reduction in operative time for laparoscopic salpingectomies in our institution. Educational programs should aspire to translational, patient-focused outcomes in their design and delivery.","PeriodicalId":506634,"journal":{"name":"International Journal of Healthcare Simulation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234272","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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