Combining simulation and cinemeducation to teach patient safety: A pilot study

Gomar-Sancho, Carmen; Mastandrea, Paula Belén; Arrebola-Trias, Xavier; Baños, Josep Eladi; Badii, Irene Cambra

doi:10.1080/14703297.2021.1989322

Cited by 2 publications

(1 citation statement)

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“…Video simulation learning was first conceptualized in psychology by Delaney (1969) as a type of simulation where students are able to learn from the depiction of clinical skills shown on a video, rather than live, as is the case with most simulation activities. Video‐learning approaches can assist nursing and allied health students in self‐directed and deeper learning, and a better transition to practice compared with traditional in‐class teaching alone (Gonzalez‐Caminal et al., 2021; Holland et al., 2013; Maloney et al., 2013; Zraick, 2020). Videos provide a visual representation and help manage medical student expectations particularly in novel situations (Barratt, 2010).…”

Section: Introductionmentioning

confidence: 99%

Watch vs do: A randomized crossover design evaluating modified simulated patients and video learning for novice speech–language therapy students

Thomas

Chan

Tudberry

et al. 2022

Intl J Lang & Comm Disor

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Background: Simulated learning activities are an effective tool for reducing speech-language therapy (SLT) students' anxiety and improving their confidence for clinical placements. Such activities include interacting with patients who are actors, clinical educators or peers and are known to decrease anxiety and increase confidence in SLT students. Screen-simulated patients using video are another alternative, which has not yet been fully evaluated in the education of SLT students. Aims: To compare the effectiveness of (1) modified simulated patient and (2) video simulated learning for increasing self-reported (a) confidence and (b) preparedness and (c) decreasing self-reported anxiety. Methods & Procedures:This study used a randomized crossover design with 127 first-year graduate-entry master's SLT student participants. Students participated in two activities related to a clinical interaction with a paediatric client's carer: (1) a 1-hr modified simulated patient experience with clinical staff as the simulated patient; and (2) a video-learning task, with two videos of a cliniciancarer interaction and an accompanying worksheet. Students were randomly allocated to a group of four students and the groups randomly allocated to receive modified simulated patient or video-learning first. Students were not blinded to the activities. The students completed a 19-item questionnaire at three time points: before either activity, after the first activity and after the second activity, to evaluate their self-reported confidence, clinical preparedness and anxiety.Outcomes & Results: A total of 62 students completed modified simulated patient first and 63 completed video-learning first. After either single activity the students had significantly increased confidence and preparedness scores, while only the modified simulated patient significantly reduced student anxiety scores. As a second activity, modified simulated patient resulted in further significant improvements in confidence, preparedness and anxiety; however, adding video learning as a second activity resulted in no significant benefit.

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