International journal of healthcare simulation : advances in theory and practice最新文献

{"title":"A pilot study comparing immersive virtual reality simulation and computerized virtual patient simulation in undergraduate medical education","authors":"Katerina Bray, Lucy Bray, Thozhukat Sathyapalan, Alan S Rigby, David Hepburn","doi":"10.54531/rxca9513","DOIUrl":"https://doi.org/10.54531/rxca9513","url":null,"abstract":"Simulation-based teaching is an integral feature within medical education and following the emergence of virtual simulation, an array of possibilities exists for educators to choose between. However, evidence informing their use is scarce, particularly regarding outcomes assessing user experience and knowledge acquisition, and experimental studies comparing different approaches to virtual simulation. Therefore, this study compared immersive virtual reality (VR) simulation to computerized virtual patient (VP) simulation measuring their effect on knowledge acquisition and retention, as well as user experience, in fifth-year medical students. This pilot study, of a randomized crossover design, comprised 18 participants independently completing an immersive VR simulation and a computerized VP simulation. All participants completed the same two scenarios and received an induction to both modalities. Multiple-choice questions were employed to assess knowledge acquisition and retention, with participants completing the questions immediately before and after the simulation and following a 12-week interval. User experience questionnaires were completed after the simulation, utilizing both Likert scale and open-ended questions. Statistical analysis comprised a Student’s Both interventions achieved statistically significant levels of knowledge acquisition and retention. However, VR simulation achieved higher levels of acquisition (2.11; 95% CI = 0.89, 3.32, The findings indicated that both interventions are effective and acceptable educational tools. However, learning does not appear to be uniform across different virtual simulators, with participants achieving higher levels of learning following immersive VR simulation. Moreover, participants reacted significantly more positively to VR simulation, though potential applications were identified for both interventions. This study highlights the importance of an evidence-based approach to the implementation of novel simulation technologies. The findings contribute to an underexplored area of the literature and offer a step towards enabling medical educators to make an informed decision regarding the application of virtual simulation in their context.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"117 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957597","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":"Use of prebriefing in simulation-based experience for nursing education: a scoping review","authors":"Hoi Man Chan, Suet Lai Wong, Sui Yu Yau, Shi Hang Chan","doi":"10.54531/uloa6351","DOIUrl":"https://doi.org/10.54531/uloa6351","url":null,"abstract":"Embracing innovative pedagogies and structured pre-simulation activities in healthcare simulation enhances learning and clinical performance. The Society for Simulation in Healthcare (SSH) and the International Nursing Association for Clinical Simulation and Learning (INACSL) propose a three-phase approach of prebriefing, simulation-based experiences and debriefing. This scoping review explored the impact of prebriefing pedagogies, aiming to enhance nursing students’ chances of success in simulation-based learning experiences. This scoping review encompassed the existing literature on simulation in nursing education, specifically focusing on prebriefing strategies. The existing literature revealed variations in the contexts, educational concepts, prebriefing pedagogy and outcome measures employed in simulation-based experiences. None of the studies established a correlation between dependent variables and prebriefing pedagogy strategies. Instead, most studies utilized a combination of dependent variables to measure the correlated aspects of prebriefing, namely personal development and engagement. The recognized prebriefing strategies serve as valuable resources for nurse educators when designing the prebriefing phase of a simulation-based experience.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"40 S185","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342086","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 effectiveness and efficiency of using ChatGPT for writing health care simulations","authors":"Efrem Violato, Carl Corbett, Brady Rose, Benjamin Rauschning, Brian Witschen","doi":"10.54531/wjgb5594","DOIUrl":"https://doi.org/10.54531/wjgb5594","url":null,"abstract":"Simulation is a crucial part of health professions education that provides essential experiential learning. Simulation training is also a solution to logistical constraints around clinical placement time and is likely to expand in the future. Large language models, most specifically ChatGPT, are stirring debate about the nature of work, knowledge and human relationships with technology. For simulation, ChatGPT may present a solution to help expand the use of simulation by saving time and costs for simulation development. To understand if ChatGPT can be used to write health care simulations effectively and efficiently, simulations written by a subject matter expert (SME) not using ChatGPT and a non-SME writer using ChatGPT were compared. Simulations generated by each group were submitted to a blinded Expert Review. Simulations were evaluated holistically for preference, overall quality, flaws and time to produce. The SME simulations were selected more frequently for implementation and were of higher quality, though the quality for multiple simulations was comparable. Preferences and flaws were identified for each set of simulations. The SME simulations tended to be preferred based on technical accuracy while the structure and flow of the ChatGPT simulations were preferred. Using ChatGPT, it was possible to write simulations substantially faster. Health Profession Educators can make use of ChatGPT to write simulations faster and potentially create better simulations. More high-quality simulations produced in a shorter amount of time can lead to time and cost savings while expanding the use of simulation.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"51 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221368","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":"Cross-discipline teaching and learning of cardiology through an augmented reality application","authors":"Chooi Yeng Lee, Kevin Moffat, Philippa Harris, Irwyn Shepherd, Paul McIntosh","doi":"10.54531/nstx3966","DOIUrl":"https://doi.org/10.54531/nstx3966","url":null,"abstract":"Undergraduate health sciences and health professional degree programmes introduce students to common heart diseases and associated treatments, including atrial fibrillation (AF). Our students, second-year biomedical science and pharmacy students, through formal and informal feedback on their learning experience with cardiology, noted AF as the most difficult to comprehend. The learning challenges include electrophysiology and pharmacology aspects of AF. This study, therefore, aims to investigate the potential use of augmented reality (AR) to enhance students’ engagement and understanding of AF. Based upon students’ feedback, and guided by the learning outcomes of our degree programmes, we developed an AR application (App) to teach AF, covering general as well as discipline-specific learning content. The development was done through an iterative process, grounded in the constructivist learning theories. A survey consisting of 13 Likert-scale questions and an open-ended question formulated around user interface principles was conducted to gather students’ feedback of the App. Thirteen per cent of pharmacy students ( This study shows that AR technology has enhanced students’ engagement as well as perception of understanding of AF, specifically in the areas that students find difficult. This authentic learning tool has successfully addressed some of the learning challenges raised by students of both disciplines. Students’ positive feedback suggests that a carefully designed AR App, guided by learning theories, is a suitable and viable option to improve students’ understanding of complex subjects, apart from making learning immersive and engaging.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"78 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221272","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":"A52 Probing for Veins: A Cost-Effective, Reproducible Method for Teaching Ultrasound-Guided Peripheral Intravenous Access","authors":"William Southall, Christopher Torrilla, James Chu, Johann Willers, Nicholas Tovell","doi":"10.54531/mcoi6329","DOIUrl":"https://doi.org/10.54531/mcoi6329","url":null,"abstract":"Repeated attempts at peripheral intravenous (PIV) access cause increased discomfort and delays in treatment for patients in hospital. The use of ultrasound can improve success in PIV access, benefitting patient experience. Medical professionals are increasingly expected to use ultrasound when landmark techniques fail [1]. We sought to improve confidence using ultrasound for PIV cannulation with low-cost simulation models made from ADAMgel [2] or tofu in multiple teaching sessions. We organized teaching sessions with multiple specialties at St Richard’s Hospital. A total of 48 members of staff have been taught over four sessions. Prior to the teaching session learners were asked to complete a survey identifying previous ultrasound experience and rating confidence using ultrasound for PIV access. The teaching session consisted of an introductory multimedia presentation with a video demonstration, then practical experience. Models consisted of water-filled balloons placed in ADAMgel (Aqueous Dietary Fibre Antifreeze Mix gel) or tofu to simulate human tissue and veins, Models used to deliver teaching sessions. After ADAMgel became available this has been used exclusively due to it being more reusable compared to the tofu modelsA: tofu model with ultrasound image underneath.B: ADAMgel model with ultrasound image underneath The initial survey identified only 29% of staff had previously used ultrasound for PIV access, and half of these (15% overall) had only used it once or twice a year. Using a five-point Likert scale, 74% of respondents rated their confidence in using ultrasound as one or two out of five. All respondents thought they would benefit from further teaching in PIV access. Feedback after teaching sessions was favourable, with 95% of respondents finding the session very useful and 95% also believing it would increase their use of ultrasound in clinical practice. After the session, more than half rated their confidence in ultrasound cannulation as four or five out of five. We have demonstrated that there is a desire from medical staff to increase their competency in ultrasound-guided PIV cannulation. Using low-cost, high-fidelity simulation models with a blended learning method, we can deliver teaching sessions to a large number of medical staff. We hope to continue this teaching in collaboration with our sister sites throughout Sussex to increase confidence with ultrasound-guided PIV cannulation in this region. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"2014 35","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813533","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":"A30 Safe Interdepartmental Learning from clinical incidents using a Quality Improvement Framework","authors":"Rasheed Kaja Mohammad, Nicola Jones, Zilley Khan","doi":"10.54531/toud6953","DOIUrl":"https://doi.org/10.54531/toud6953","url":null,"abstract":"Mistakes are an inherent learning opportunity within healthcare that can be used to prevent future loss of lives and reduce suffering. We aim to create a safe learning space within our organization that can be embedded within our quality improvement (QI) process. We have designed a bespoke framework ( Safe Interdepartmental Learning with a Quality Improvement Framework Our tertiary hospital clinical governance team in collaboration with the multi-professional education, simulation, and patient safety departments has identified 5 topics based on the root cause analysis of serious clinical incidents. This description from our recent cohort involves the recruitment of 5 different specialty teams, each consisting of 1 experienced consultant faculty and 3 other facilitating clinicians with different levels of experience in healthcare simulation. The teams prepared and designed the most suitable clinical scenario progression to address the learning objectives based on their allocated topics. Learner and peer feedback along with reflections on the session, highlighted possible change ideas to modify the subsequent scenario running. Over a period of 6 months, different learner sets were involved in the same simulation exercise with 2 further iterative modifications. The 5 teams have generated a total of 15 hours of simulation sessions using standard pre-briefing, debriefing, and evidence-based simulation techniques. The level of independent facilitation and mentoring by more advanced debriefers has been adjusted to fit the individual pace of experiential learning. To further enhance the embedded faculty development a total of 270 minutes of online discussion, reflections, and 15 topics were presented by the facilitators to create a multi-professional learning experience. The content was structured to reflect the national outcome’s framework for faculty development and the ASPIH standards guidance for simulation-based education. The recorded simulation sessions, debriefing, and topic discussions have generated a useful asynchronous online reference for the current and future cohorts. The feasibility of implementing this simulation programme integrated with a QI framework is a major step for our future prospective evaluation of the impact of translational simulation as theorized in the current literature [2] on patient outcomes and healthcare performance indicators. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"2007 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813771","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":"A37 Does simulation-based training increase perceived confidence to address demanding communication situations within critical care?","authors":"Kathleen Jones, Simone Bonasera, Nicole Flores, Samantha Murie","doi":"10.54531/rhdi8877","DOIUrl":"https://doi.org/10.54531/rhdi8877","url":null,"abstract":"Training nurses to improve their ability and confidence to communicate effectively in difficult situations is beneficial [1]. Simulation is an effective method to replicate difficult communication situations with colleagues, family or patients and improves communication skills [2]. Iyasere et al., (2022) [2] determined improving perceived confidence to communicate increased team-performance specifically amongst nurses. The main purpose was to evaluate the effectiveness of using simulation-based communication scenarios to improve critical care nurses’ perceived confidence to communicate in difficult situations. Fourteen (Band 5 and Band 6) critical care nurses attended three sessions of communication simulation. Participants were invited based on manager feedback either requiring improved communication or demonstrating excellent communication skills, an equal number from both spectrums attended each session. A diamond debriefing model was used after each scenario as the debriefing model provides reflection resulting in improved practice [3]. Debriefing was conducted by training simulation faculty. A survey was used to measure perceived confidence and ability to communicate in three difficult situations: escalating concern, next-of-kin communication (NOK) and colleague interaction. The survey was presented pre-, post-simulation and at six-weeks post. Results showed an increase in confidence and ability to communicate in all three communication situations, as shown in The average rating (1-10) of perceived confidence in each simulation element, at each interval Simulation-based training is an effective method to increase Critical Care nurses perceived confidence to communicate in demanding situations. Communication situations involving colleagues remains the most challenging communication scenario for nurses. Improving confidence to communicate is essential to effective team working and patient-centred nursing practice. Further study is needed but initial results suggest the method is beneficial to improve critical care nursing practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"2008 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813944","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":"A1 Interactive simulation training course for professionals working with children and adolescents with eating disorders","authors":"Naila Saleem, Megan Fisher, Jess Griffiths, Selena Galloway, Cristina Jianu, Marta Ortega Vega","doi":"10.54531/rsww3376","DOIUrl":"https://doi.org/10.54531/rsww3376","url":null,"abstract":"Research suggests that eating disorders (ED) in children and adolescents are on the rise [1]. One study found that the incidence of anorexia nervosa in young girls aged 10–14 years increased by 50% between 1980 and 2000 [2]. Another study reported a 119% increase in the number of hospitalizations for eating disorders in children aged 12 and under between 1999 and 2006 [3]. These statistics highlight the urgent need for improved prevention, early intervention and treatment of eating disorders in young people. This 1-day interactive simulation training course is designed to enhance the knowledge, confidence and skills of medical doctors, psychiatrists, RMNs, physical health nurses, dieticians, general practitioners and family therapists who are working with children and young people (CYP) with eating disorders. This 1-day simulation course was delivered online. The course focuses on the assessment and management of CYP with ED, understanding the challenges faced by professionals in engaging CYP with ED in different settings, thinking about dynamics within family systems and in wider systems, and gaining a better understanding of capacity, consent and other conundrums. The course includes simulated scenarios played by trained actors to support the development of effective communication skills and Maudsley debrief model is employed to give participants feedback on their contributions and assist them in learning positively and constructively from their experience. Participants completed a pre- and post-course questionnaire measuring their confidence in course-specific skills and human factors skills, as well as collecting qualitative feedback on their experience of the course and intention to apply the learning. Participants were asked to complete a pre-course and post-course questionnaire rating their knowledge, confidence and skills related to working with patients with eating disorders. Paired samples The course was effective at improving participants’ knowledge, confidence and skills in working with CYP with ED. The participants found the course useful for their clinical practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"9 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869774","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":"A14 Does everyone see it the same? An evaluation of the alignment of perceived benefits of virtual simulation between undergraduate pharmacy students, faculty and stakeholders","authors":"Jonathan Davies","doi":"10.54531/ubnz2756","DOIUrl":"https://doi.org/10.54531/ubnz2756","url":null,"abstract":"In the aftermath of the COVID-19 pandemic, where access to traditional simulation environments and experiences was necessarily restricted, increasing focus has been placed on the use of technology in simulation. The use of virtual patient simulations has been shown in literature to increase interest as well as provide opportunities to practice clinical reasoning [1]. Opportunities to develop clinical reasoning are of notable importance in undergraduate pharmacy education currently owing to ongoing changes in pharmacy education, where newly qualified pharmacists will be annotated as independent prescribers from 2026 [2]. Evidence on the extent to which views on the perceived uses and benefits of virtual simulation align between different user groups is limited. In a UK university, a programme of virtual simulation has been utilized since 2020 as a part of the undergraduate pharmacy curriculum. A mixed-methods study was run which aimed to evaluate the alignment of views of students, faculty and stakeholders (who were individuals involved in the design or implementation of virtual simulation products) on the potential uses, intended learning outcomes, and perceived benefits and weaknesses of virtual simulation. Following approval by the school research ethics committee, an electronic questionnaire was sent to final-year undergraduate pharmacy students who had experienced a programme of virtual simulation including a mixture of qualitative and quantitative questions relating to student perceptions of the use of virtual simulation in the curriculum. Semi-structured interviews were conducted with faculty members and stakeholders exploring their views on virtual simulation. Quantitative data were analysed by simple descriptive statistics, and a critical review of free-text responses was performed through grounded theory to identify emergent key themes. A total of 25 responses to student questionnaires were received. A total of seven interviews were performed, including three members of academic staff familiar with virtual simulation and four stakeholders responsible for the design or implementation of virtual simulation products. Students most commonly believed that virtual simulation could benefit their development of consultation skills, clinical history taking and physical assessment. Significant alignment between the perceptions of stakeholders and students on the uses and benefits of virtual simulation was demonstrated, but faculty members articulated a more limited list of perceived uses and benefits. The views of final-year undergraduate pharmacy students aligned strongly with stakeholders involved in the design or implementation of virtual simulation. The more limited views of faculty may represent a barrier to the full implementation of virtual simulation. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applica","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"37 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869958","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":"A21 The use of simulated learning in prequalifying physiotherapy education: a scoping review","authors":"Jonathan Room, Robyn Stiger","doi":"10.54531/hvpn9537","DOIUrl":"https://doi.org/10.54531/hvpn9537","url":null,"abstract":"Simulation-based learning is an increasingly popular pedagogical approach. In some areas of physiotherapy, it is better been documented, for example, cardiorespiratory physiotherapy [1]. However, its use in other physiotherapy-related settings is less clear. Therefore, the aim of this project was to review the literature on simulation-based learning in prequalifying physiotherapy education, in order to explore where studies have taken place, which physiotherapy settings it is used in and indication of its effectiveness in teaching. This study was carried out based on the scoping review methodology outlined by Arksey and O’Malley [2]. The following databases were searched: AMED, BNI, CINAHL, Embase, Emcare, HMIC, Medline and PsychInfo, using specific search terms, to find studies involving the use of simulation in a prequalifying physiotherapy setting. Returned papers were screened using inclusion and exclusion criteria by two reviewers. The database search results were recorded and managed using Rayyan™ [3]. The database search retrieved 280 papers. Following the removal of duplicates, screening titles and abstracts and then screening full-text papers, 39 papers were included. The included studies were conducted in USA ( This scoping review identified a growing body of evidence supporting simulation-based learning in prequalifying physiotherapy education. However, to date, its use in pedagogical research has tended to focus on the cardiorespiratory setting, and it has often been researched as a tool to explore or enhance interprofessional collaboration. Whilst both of these areas are of value to the profession, there is scope to explore the use of simulation-based learning in settings such as musculoskeletal teaching. Further work on its use and value in the teaching of discrete complex tasks, in addition to collaborative practice, such as team working, de-escalation and communication is also needed. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.","PeriodicalId":93766,"journal":{"name":"International journal of healthcare simulation : advances in theory and practice","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870032","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}