A major trauma course based on posters, audio-guides and simulation improves the management skills of medical students: Evaluation via medical simulator

Cuisinier, Adrien; Schilte, Clémentine; Declety, P; Picard, J.; Berger, Karine; Bouzat, Pierre; Falcon, Dominique; Bosson, Jean Luc; Payen, Jean François; Albaladéjo, Pierre

doi:10.1016/j.accpm.2015.06.009

Cited by 8 publications

(8 citation statements)

References 18 publications

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“…The presence of reflection phases had no added value, while the effects with reflection phases ( g = 0.78, SE = 0.16) and without reflection phases ( g = 0.80, SE = 0.12) were similar. The reflection phases in the medical context introduced in the primary studies usually involved reflecting on positive and negative aspects or strategies used in the demonstration, in the own performance or a peer’s performance (e.g., Alinier et al, 2006; Cuisinier et al, 2015; Douglas et al, 2016). These phases were held during briefing and debriefing sessions and usually implied that insights from these reflections can be used for further simulation trials or at least to improve one’s performance in a final assessment.…”

Section: Resultsmentioning

confidence: 99%

Simulation-Based Learning in Higher Education: A Meta-Analysis

Chernikova¹,

Heitzmann²,

Stadler

et al. 2020

Review of Educational Research

442

275

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Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.

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Section: Resultsmentioning

confidence: 99%

Simulation-Based Learning in Higher Education: A Meta-Analysis

Chernikova¹,

Heitzmann²,

Stadler

et al. 2020

Review of Educational Research

442

275

View full text Add to dashboard Cite

show abstract

“…This is a field that needs further development, as medical students should be trained on trauma management skills considering that they are soon-to-be residents. As residents, they are going to be the first attendants in the hospital; therefore, having specific trauma training would allow for better treatments for patients [ 20 , 30 , 58 ]. Additionally, trauma training supports clinical reasoning learning.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the majority of the training courses analyzed in this scoping review did not offer an automated evaluation method, showing an important gap. It is true that there is an important discussion about how the evaluation of simulation-based training must be conducted [ 18 , 20 , 27 , 28 , 38 , 39 , 44 , 48 , 51 ], but it is surprising that the majority of the articles did not even consider the option to include an automated option. Additionally, this was unforeseen, as the advantage of having high-fidelity mannequins or other simulation methods is that they allow for the possibility to gather objective information directly from them.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, it is important to highlight the role of clinical simulations. Clinical simulations started to support clinical training by taking into account patient safety [ 13 , 14 , 15 , 16 ], but it also offers some other benefits, such as the opportunity to repeat a simulation as many times as needed, or to train a great variety of technical and non-technical skills [ 17 , 18 , 19 , 20 ]. Nevertheless, there is still limited evidence on the impact of simulation-based training on the performance in trauma management [ 14 , 16 ] and on the long-term knowledge retention of such training [ 16 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Simulation-Based Education in Trauma Management: A Scoping Review

Larraga-García

Quintana-Díaz²,

Gutiérrez³

2022

IJERPH

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Trauma injuries are an important healthcare problem and one of the main leading causes of death worldwide. The purpose of this review was to analyze current practices in teaching trauma management using simulations, with the aim of summarizing them, identifying gaps and providing a critical overview on what has already been achieved. A search on the Web of Science website for simulation-based trauma training articles published from 2010 onwards was performed, obtaining 1617 publications. These publications were screened to 35 articles, which were deeply analyzed, gathering the following information: the authors, the publication type, the year of the publication, the total number of citations, the population of the training, the simulation method used, the skills trained, the evaluation type used for the simulation method presented in the paper, if skills improved after the training and the context in which the simulation took place. Of the 35 articles included in this review, only a few of them had students as the target audience. The more used simulation method was a high-fidelity mannequin, in which the participants trained in more technical than non-technical skills. Almost none of the studies introduced an automated evaluation process and most of the evaluation methods consisted of checklists or questionnaires. Finally, trauma training focused more on treating trauma patients in a hospital environment than in a pre-hospital one. Overall, improvements in the evaluation method, as well as in the development of trauma training on undergraduate education, are important areas for further development.

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“…The role of simulation in clinical training is key [25][26][27][28]. There are several simulation modalities and each of them has advantages and disadvantages [29,30].…”

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confidence: 99%

Design and Development of an Interactive Web-Based Simulator for Trauma Training: A Pilot Study

et al. 2021

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Trauma is the leading cause of death in people under 45 years old and one of the leading causes of death in the world. Therefore, specific trauma training during medical school as well as after it is crucial. Web-based learning is an important tool in education, offering the possibility to create realistic trauma scenarios. A web-based simulator has been developed and a pilot study has been accomplished to trial the simulator. A pelvic trauma scenario was created and 41 simulations were performed, 28 by medical students and 13 by doctors. The data analyzed are the actions taken to treat the trauma patient, the evolution of the vital signs of the patient, the timing spent on deciding which action to take, when each action was performed and the consequence that it had on the patient. Moreover, a post-simulation questionnaire was completed related to the usability of the simulator. The clinical treatment performance of doctors is better than the performance of medical students performing more actions correctly and in the right sequence as per ATLS recommendations. Moreover, significant differences are obtained in the time response provided to the patients which is key in trauma. With respect to the usability of the tool, responses provide a positive usability rating. In conclusion, this pilot study has demonstrated that the web-based training developed can be used to train and evaluate trauma management. Moreover, this research has highlighted a different approach to trauma treatment between medical students and doctors.

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A major trauma course based on posters, audio-guides and simulation improves the management skills of medical students: Evaluation via medical simulator

Cited by 8 publications

References 18 publications

Simulation-Based Learning in Higher Education: A Meta-Analysis

Simulation-Based Learning in Higher Education: A Meta-Analysis

Simulation-Based Education in Trauma Management: A Scoping Review

Design and Development of an Interactive Web-Based Simulator for Trauma Training: A Pilot Study

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