Impact of learners’ role (active participant-observer or observer only) on learning outcomes during high-fidelity simulation sessions in anaesthesia: A single center, prospective and randomised study

Blanié, Antonia; Gorse, Sophie; Roulleau, P; Figueiredo, Samy; Benhamou, Dan

doi:10.1016/j.accpm.2017.11.016

Cited by 32 publications

(30 citation statements)

References 23 publications

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“…In this project, nursing students grasped the simulated experience by playing different roles (either as performers or observers) during the simulation. There were no significant differences found in debriefing experiences or reflective abilities between performers and observers before and after VAD, which is consistent with findings that role assignments do not affect learners' overall learning outcomes when direct observation is used (Blanié et al, 2018;Delisle et al, 2019). This may be attributable to the different learning styles of students.…”

Section: Grasping Experiencesupporting

confidence: 83%

Learning from Experience : The Use of Structured Video-Assisted Debriefing Among Nursing Students

Zhang

2020

Linköping University Medical Dissertations

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Section: Grasping Experiencesupporting

confidence: 83%

Learning from Experience : The Use of Structured Video-Assisted Debriefing Among Nursing Students

Zhang

2020

Linköping University Medical Dissertations

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“…This study does not answer how soon after simulation, nontechnical communication skill training should be refreshed but suggests that the interval may be shorter than with technical skills, such as resuscitation skills, which have been shown to deteriorate 6 months after training or sooner 51–57 …”

Section: Discussionmentioning

confidence: 88%

Communication Patterns During Routine Patient Care in a Pediatric Intensive Care Unit: The Behavioral Impact of In Situ Simulation

Ulmer¹,

Lutz

Müller³

et al. 2021

J Patient Saf

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ObjectiveEffective communication minimizes medical errors and leads to improved team performance while treating critically ill patients. Closed-loop communication is routinely applied in high-risk industries but remains underutilized in healthcare. Simulation serves as an educational tool to introduce, practice, and appreciate the efficacy of closed-loop communication.MethodsThis observational before-and-after study investigates behavioral changes in communication among nurses brought on by simulation team training in a pediatric intensive care unit (PICU). The communication patterns of PICU nurses, who had no prior simulation experience, were observed during routine bedside care before and after undergoing in situ simulation.One month before and 1 and 3 months after simulation (intervention), 2 trained raters recorded nurse communications relative to callouts, uttered by the sender, and callbacks, reciprocated by the recipient. The impact of simulation on communication patterns was analyzed quantitatively.ResultsAmong the 15 PICU nurses included in this study, significant changes in communication behavior were observed during patient care after communication-focused in situ simulation. The PICU nurses were significantly less likely to let a callout go unanswered during clinical routine. The effect prevailed both 1 month (P = 0.039) and 3 months (P = 0.033) after the educational exposure.ConclusionsThis observational before-and-after study describes the prevalence and pattern of communication among PICU nurses during routine patient care and documents PICU nurses transferring simulation-acquired communication skills into their clinical environment after a single afternoon of in situ simulation. This successful transfer of simulation-acquired skills has the potential to improve patient safety and outcome.

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“…Our strategy to assign each student to an active rather than observational role was also supported by Reime et al's 2017 study of emergency medicine simulation learning. 14 The authors found that participants and observers had similar scores in predefined learning outcomes, but the qualitative data indicated that students preferred the participant roles for the purposes of inter-professional learning and building confidence. 14 In 2018, Blanie et al provided evidence of improved learning outcomes for students participating in an anesthesia simulation program when compared to students only observing.…”

Section: Dovepressmentioning

confidence: 98%

<p>Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning</p>

Borges

Robertson

Kappler

et al. 2020

AMEP

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Purpose Medical school simulations are often designed for a limited number of students to maximize engagement and learning. To ensure that all first-year medical students who wished to join had an opportunity to participate, we designed a novel method for larger groups. Patients and Methods We devised a low technology “Orchestra Leader’s” chart approach to prominently display students’ roles, chosen by lottery. During simulation, the chart was mounted on an intravenous pole and served as a group organizational tool. A course instructor prompted students using the chart to accomplish the course objectives in a logical order. Real-life cardiologists and gastroenterologists provided the students with expert subspecialty consultation. We analyzed 125 anonymous student evaluation ratings for 3 years (2017–2019) with a range of 8 to 19 students per laboratory session. Results Our 2017–2019 larger group sessions were all rated as excellent (1.26, Mean, SD ±.510) on the Likert scale where 1.0 is excellent and 5.0 is poor. There were no statistically significant differences in overall ratings among the 2017, 2018 and 2019 sessions. The subspecialists were uniformly rated as excellent. Verbatim free-text responses demonstrated resounding student appreciation for the role assignment by lottery method. Conclusion We designed a novel, “Orchestra Leader’s” chart approach for accommodating larger groups in a multidisciplinary simulation laboratory using role assignment by lottery, roles depicted on an organizational chart, and expert instructor prompting. Our consistently excellent ratings suggest that our methods are useful for achieving well-rated larger group simulation laboratories.

show abstract

Impact of learners’ role (active participant-observer or observer only) on learning outcomes during high-fidelity simulation sessions in anaesthesia: A single center, prospective and randomised study

Cited by 32 publications

References 23 publications

Learning from Experience : The Use of Structured Video-Assisted Debriefing Among Nursing Students

Learning from Experience : The Use of Structured Video-Assisted Debriefing Among Nursing Students

Communication Patterns During Routine Patient Care in a Pediatric Intensive Care Unit: The Behavioral Impact of In Situ Simulation

<p>Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning</p>

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