Linking Simulation-Based Educational Assessments and Patient-Related Outcomes

Brydges, Ryan; Hatala, Rose; Zendejas, Benjamin; Erwin, Patricia J.; Cook, David A.

doi:10.1097/acm.0000000000000549

Cited by 207 publications

(138 citation statements)

References 71 publications

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“…This would in turn strengthen assessment tool validity. Though we cannot extrapolate our results to a clinical setting, Brydges et al [35] conclude that simulation-based assessments are positively correlated with patient outcomes. Previous studies show that physicians trained in a simulation-based environment experienced significantly lower rates of clinically meaningful complications compared with traditionally trained physicians [6, 36].…”

Section: Discussionmentioning

confidence: 88%

Ensuring Basic Competence in Thoracentesis

et al. 2019

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Background: Trocar pigtail catheter thoracentesis (TPCT) is a common procedure often performed by junior physicians. Simulation-based training may effectively train physicians in the procedure prior to performing it on patients. An assessment tool with solid validity evidence is necessary to ensure sufficient procedural competence. Objectives: Our study objectives were (1) to collect evidence of validity for a newly developed pigtail catheter assessment tool (Thoracentesis Assessment Tool [ThorAT]) developed for the evaluation of TPCT performance and (2) to establish a pass/fail score for summative assessment. Methods: We assessed the validity evidence for the ThorAT using the recommended framework for validity by Messick. Thirty-four participants completed two consecutive procedures and their performance was assessed by two blinded, independent raters using the ThorAT. We compared performance scores to test whether the assessment tool was able to discern between the two groups, and a pass/fail score was established. Results: The assessment tool was able to discriminate between the two groups in terms of competence level. Experienced physicians received significantly higher test scores than novices in both the first and second procedure. A pass/fail score of 25.2 points was established, resulting in 4 (17%) passing novices and 1 (9%) failing experienced participant in the first procedure. In the second procedure 9 (39%) novices passed and 2 (18%) experienced participants failed. Conclusions: This study provides a tool for summative assessment of competence in TPCT. Strong validity evidence was gathered from five sources of evidence. A simulation-based training program using the ThorAT could ensure competence before performing thoracentesis on patients.

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Section: Discussionmentioning

confidence: 88%

Ensuring Basic Competence in Thoracentesis

et al. 2019

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“…Another advantage in terms of learning is that the whole system in a random environment could be included in training and be tested by its own equipment in daily work. Salas et al propose that the CPR session should be practiced by nursing teams every month (14). Brydges et al's study suggests that the simulation sessions for emergencies need to be maintained for dentists.…”

Section: Advantages and Challenges Of In Situ Simulationmentioning

confidence: 99%

Basic Principles of Simulations: In situ and Online Simulation

Stosic¹,

Budić²,

Stanković³

et al. 2017

Acta Facultatis Medicae Naissensis

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SU M M A RYMedical simulation is an artificial and a faithful representation of real clinical situations with the help of static and interactive doll simulators, standardized patients/actors, models for the exercise, simulation on a computer screen and a "serious" performance of a real clinical situation. That is a modern way of learning that helps students and health workers to achieve a higher level of expertise and provide a safer health care. Medical simulation is one of the greatest and most important innovations in medical education for the past 20 years. The goal of the simulation is to provide an optimal relationship between education and patient's safety. It is used both in undergraduate and postgraduate studies, as well as in continuing medical education. Simulators used in medical education can be divided into six groups, ranging from the use of paper and pencils to the most modern computerized interactive simulator. Depending on the economic development level and the organization of health care, rigorous high medical simulation can be performed in three ways: in the center for medical simulation, in the form of "in situ" simulation, and as remote simulations.

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“…The latter include for example situational awareness and stress resistance. [1,[10][11][12][13][14][15][16][17] Participants also need to become aware of the limits of their competence. Multiprofessional collaboration does not just "happen" when people start working together; it requires interaction skills, trust and an open atmosphere.…”

Section: Introductionmentioning

confidence: 99%

“…[18] Research indicates that many of these competencies can be effectively practiced using action-based learning methods. [1,[10][11][12][13][14][15][16][17] Simulation is a safe method of practicing multiprofessional teamwork in a controlled environment. The learning takes place in nearly authentic clinical situations, according to carefully planned learning aims and contents.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ experiences of multiprofessional simulation education

Salminen‐Tuomaala

Jaskari

2017

CNS

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Objective: To describe how nurse students specializing in acute nursing care and practical nurse students specializing in emergency care experienced a joint simulation education program and the usefulness of simulation education in general. Methods: Data were collected using a questionnaire from nurse and practical nurse students (N = 21), who had together undertaken a multiprofessional simulation-based course. Quantitative data was analyzed using statistical methods, whereas inductive content analysis was conducted to analyze qualitative data. Results: Respondents found simulation education useful for the development of theoretical and practical skills and interaction skills. Shared competence was appreciated. It consisted of sharing one's knowledge, learning from others, learning together and learning teamwork skills. Respondents regarded multiprofessional simulation education as an effective method in learning how to deal with acute, recurrent or infrequent situations. Simulated learning also provided respondents with explicit experience of multiprofessional collaboration in emergency care and facilitated their learning of collegiality with help of constructive feedback. Conclusions: Simulation education can promote nursing students' technical and non-technical skills and help students form a clearer perception of multiprofessional collaboration. Careful planning and timing of joint simulated learning sessions is recommended.

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Linking Simulation-Based Educational Assessments and Patient-Related Outcomes

Abstract: Simulation-based assessments often correlate positively with patient-related outcomes. Although these surrogates are imperfect, tools with established validity evidence may replace workplace-based assessments for evaluating select procedural skills.

Cited by 207 publications

References 71 publications

Ensuring Basic Competence in Thoracentesis

Ensuring Basic Competence in Thoracentesis

Basic Principles of Simulations: In situ and Online Simulation

Nursing students’ experiences of multiprofessional simulation education

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