A brief history of the development of mannequin simulators for clinical education and training

Cooper, Jeffrey B.

doi:10.1136/qhc.13.suppl_1.i11

Cited by 171 publications

(202 citation statements)

References 63 publications

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“…It has remained primarily intuitive rather than established by evidence of improved training outcomes (Cooper and Taqueti 2004;Gaba and DeAnda 1988;Issenberg et al 2005). Simulators appear to be ''educationally effective'' in terms of providing feedback and repetitive practice as key features (Issenberg et al 2005) but whether this alone is sufficient for curricular integration of simulator-based education is still unclear.…”

Section: Introductionmentioning

confidence: 97%

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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Simulation-based teaching (SBT) is increasingly used in medical education. As an alternative to other teaching methods there is a lack of evidence concerning its efficacy. The aim of this study was to evaluate the potency of SBT in anesthesia in comparison to problem-based discussion (PBD) with students in a randomized controlled setting. Thirty-three fourth-year medical students attending a curricular anesthesiology course were randomly allocated to either a session of SBT or a session of PBD on an emergency induction method. Ten days later all students underwent examination in a simulator. The performance of each student was evaluated by weighted tasks, established according to a modified Delphi process. Confidence and a multiple-choice questionnaire were additionally performed pre- and post-intervention. A total of 32 students completed the study. Participants in the SBT group presented with significantly higher self-assessment scores after the intervention than students in the PBD group. However, students in the SBT group achieved only slightly and statistically insignificantly higher scores in the theoretical and simulator examination (p > 0.05) with only a moderate effect size of d = 0.52. The current study demonstrates that both PBD and SBT lead to comparable short-term outcomes in theoretical knowledge and clinical skills. However, undesirably, SBT students overrated their anticipated clinical abilities and knowledge improvement.

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Section: Introductionmentioning

confidence: 97%

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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show abstract

“…One reason is that the low fidelity of most simulations restrains trainees from transferring their lab skills to the clinical setting [29]. In other words, the designed surgical tasks used by simulations are far from satisfactory in representing surgical reality.…”

Section: Discussionmentioning

confidence: 99%

Building an efficient surgical team using a bench model simulation: construct validity of the Legacy Inanimate System for Endoscopic Team Training (LISETT)

et al. 2007

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“…A part-task trainer is a valuable delivery method of SBT that simulates a specific subset of a desired skill (e.g., Cooper & Taqueti, 2008), such as making one surgical incision or building one component of a vehicle. Part task trainers are typically embedded into a larger program of instruction, but can also be utilized after training as practice and for sustaining skill proficiency.…”

Section: Part-task Trainersmentioning

confidence: 99%

Game‐ and Simulation‐Based Approaches to Training

Grossman¹,

Heyne²,

Salas³

2014

The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement

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A brief history of the development of mannequin simulators for clinical education and training

Cited by 171 publications

References 63 publications

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Building an efficient surgical team using a bench model simulation: construct validity of the Legacy Inanimate System for Endoscopic Team Training (LISETT)

Game‐ and Simulation‐Based Approaches to Training

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