Impact of Simulation Training on Undergraduate Clinical Decision-making in Emergencies: A Non-blinded, Single-centre, Randomised Pilot Study

Everson, James; Gao, Alice; Roder, Carrie; Kinnear, John

doi:10.7759/cureus.7650

Cited by 13 publications

(14 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, most of the included articles were deemed to be at low risk for reporting bias, with the majority reporting all pre‐outlined endpoints and complete sets of results. The studies classified as unclear risk for selective reporting were labelled as such for failing to publish complete details of their results, such as missing P ‐values or selectively reporting some secondary outcomes 19,23,27 …”

Section: Resultsmentioning

confidence: 99%

“…Of the seven articles that compared EL and TL for medical students, six demonstrated no statistically significant difference 16,19,23–25,28 while one study favoured TL with statistical significance 22 …”

Section: Resultsmentioning

confidence: 99%

“…Out of the six studies that analysed either practical skills or OSCE performance, five studies demonstrated no statistically significant difference that EL yielded greater performance than TL. 18,21,23,25,27 One study showed significant improvement (P = 0.003) for EL compared to the TL, which involved a paper copy of the same course, surrounding the topic of sterile technique for central venous catheter insertion. 30 One study assessed retention of practical skill gain over time, with no statistical significance demonstrated between EL and TL.…”

Section: Practical Skill Testing and Osce Evaluationmentioning

confidence: 99%

See 2 more Smart Citations

Review article: E‐learning in emergency medicine: A systematic review

Savage

McNamara

Moncrieff

et al. 2022

Emerg Medicine Australasia

View full text Add to dashboard Cite

E-learning (EL) has been developing as a medical education resource since the arrival of the internet. The COVID-19 pandemic has minimised clinical exposure for medical trainees and forced educators to use EL to replace traditional learning (TL) resources. The aim of this review was to determine the impact of EL versus TL on emergency medicine (EM) learning outcomes of medical trainees. A systematic review was conducted according to the Preferred Reporting Items for Systematic Review and Meta-analysis statement using articles sourced from CINAHL, Embase, OVID Medline and PubMed. Articles were independently reviewed by two reviewers following strict inclusion and exclusion criteria. Bias was assessed using the Cochrane Risk of Bias tool. The search yielded a total of 1586 nonduplicate studies. A total of 19 studies were included for data extraction. Fifteen of the included studies assessed knowledge gain of participants using multiple-choice questions as an outcome measure. Eleven of the 15 demonstrated no statistically significant difference while two studies favoured EL with statistical significance and two favoured TL with statistical significance. Six of the included studies assessed practical skill gain of participants. Five of the six demonstrated no statistical significance while one study favoured EL with statistical significance. This systematic review suggests that EL may be comparable to TL for the teaching of EM. The authors encourage the integration of EL as an adjunct to face-to-face teaching where possible in EM curricula; however, the overall low quality of evidence precludes definitive conclusions from being drawn.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Practical Skill Testing and Osce Evaluationmentioning

confidence: 99%

See 1 more Smart Citation

Review article: E‐learning in emergency medicine: A systematic review

Savage

McNamara

Moncrieff

et al. 2022

Emerg Medicine Australasia

View full text Add to dashboard Cite

show abstract

“…Simulation-based training provides a relatively safe teaching environment in which new learners can gain knowledge from their mistakes, develop the ability to complete tasks intuitively, and enhance their clinical competency [17,18]. Several studies have shown simulation-based training is superior to didactics and demonstration for teaching technical and nontechnical skills in healthcare providers [19][20][21].…”

Section: Discussionmentioning

confidence: 99%

Impact of a Simulation-Based Training on Self Assessed Nursing Performance in Anaphylactic Shock Management: A Pre-Post Educational Intervention Study

Ren

Chen

Zhang

et al. 2021

Preprint

View full text Add to dashboard Cite

Background: The New Nurses who lack the ability to recognize and manage anaphylactic shock can endanger the patients. In this study, we explored the effect of a simulated scenario designed to improve nurses’ understanding of their roles and responsibilities during the rescue of a patient with anaphylactic shock.Methods: The program of a simulation-based training was designed to teach learners to recognize the signs and symptoms of anaphylactic shock, place the patient in the correct position, stop ongoing intravenous infusion of the antibiotic which trigger the anaphylactic shock, restart an intravenous infusion on a new infusion apparatus, give 100% oxygen via a nasal cannula or mask, preserve airway patency, call the rapid response team (RRT), and correctly administer the medications prescribed by the clinician. Instructors evaluated each learner’s skills and behaviors by using a clinical competency questionnaire. All learners then completed the Chinese version of the Simulation Design Scale (SDS) and participated in semi-structured interviews with their instructors after the training.Results: All learners showed significant improvements in the 6 competencies assessed by the clinical competency questionnaire after the simulation-based training (all P<0.001). Scores on the SDS revealed that the learners were highly satisfied with all aspects of the simulation-based training (the 20 satisfaction rates were all above 90.00%). During the semi-structured interviews, new graduated nurses reported that simulation-based training in the management of anaphylactic shock was extremely important and would guide them in clinical practice.Conclusions: The simulation-based training in anaphylactic shock is a potentially viable and effective method to teach new registered nurses to manage clinical incidents.

show abstract

“…Compared with other studies on the management of anaphylaxis, this project varied in a few aspects. Similar pieces of training were conducted among teachers [7], childcare personnel [8], school nurses [9,10], unlicensed assistive personnel [11] or medical students [12,13] in other countries, but not among medical students in Poland. The training sessions were delivered by physicians or psychologists and were longer, whereas in this case, self-educated students delivered less time-consuming training.…”

Section: Advantagesmentioning

confidence: 98%

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

Leszkowicz

Pieńkowska

Nazar

et al. 2021

IJERPH

View full text Add to dashboard Cite

Allergies are among the most common chronic diseases in Europe. The most serious complication is anaphylactic shock. Most cases occur outside the hospital; thus, knowledge of symptoms and first aid is crucial. This study aimed to evaluate the awareness of anaphylaxis and the ability to use adrenaline auto-injectors among medical students, and to determine an improvement after training based on non-formal education. The research was conducted among 364 medicine students (years 1–5) from the Medical University of Gdańsk, with year-specific curriculum-based general medical knowledge. Training consisted of pre-test, practical training and post-test. Descriptive statistics were used to reveal the characteristics of students from different grades. A Mann–Whitney U test was used for statistical analysis. The tested students did not have sufficient knowledge to provide first aid in cases of anaphylaxis before training. There was an increase in knowledge (on average, 28.6%, p = 0.005) after training. Almost all (99.4%) of the respondents believed that they would be able to use an adrenaline auto-injector in case of emergency after the training. The training based on non-formal education was effective. The use of the subject-performed task method helped students to remember the stages of action in stressful situations.

show abstract

Impact of Simulation Training on Undergraduate Clinical Decision-making in Emergencies: A Non-blinded, Single-centre, Randomised Pilot Study

Cited by 13 publications

References 20 publications

Review article: E‐learning in emergency medicine: A systematic review

Review article: E‐learning in emergency medicine: A systematic review

Impact of a Simulation-Based Training on Self Assessed Nursing Performance in Anaphylactic Shock Management: A Pre-Post Educational Intervention Study

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

Contact Info

Product

Resources

About