Literature review of simulation training for acute obstetric emergencies

Kato, Chiho; Kataoka, Yaeko

doi:10.3418/jjam.29.4

Cited by 2 publications

(3 citation statements)

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“…We identified 318 discrete research questions posed in these 77 articles, from which we distilled a final list of 61 (19.2%) distinct questions covering 14 of the 16 subdomains of the above framework (Table 2; Multimedia Appendix 4 [11][12][13][14][15][16]32,34,[98][99][100][101][102][103][104][105][106][107]). Research questions that spanned multiple subdomains were assigned by investigator consensus to the most relevant single subdomain.…”

Section: Research Questions From the Included Systematic Reviewsmentioning

confidence: 99%

“…[12, 14, 44, 45, 51-53, 60, 62, 64, 67-71, 73-75, 77, 78, 83, 87, 90, 92, 93, 95, 102, 103, 105] Education (assessment) Should the evaluation of digital health education include behavior and clinical outcomes? [71,106] Education (assessment) What is the impact of digital simulation-based training on clinical outcomes in the short and long term? [92] Education (assessment) How should learning outcomes in the field of digital health professions education be defined and standardized?…”

Section: Classifying Research Questions Addressed By Existing Systema...mentioning

confidence: 99%

“…The included frameworks, while providing an overview of digital education, often had additional objectives such as exploring the role of specific stakeholders (eg, the private sector or the ministries), identifying barriers to adoption, or analyzing a particular digital education aspect, setting, or configuration [33,[35][36][37][113][114][115][116][117]. Our framework complements other frameworks by pulling together domains previously presented only in isolation and by adding novel subdomains such as the impact of training levels, the role of regulations and accreditations, and the importance of physical infrastructure (Multimedia Appendix 4 [11][12][13][14][15][16]32,34,[98][99][100][101][102][103][104][105][106][107]).…”

Section: Integration With Prior Workmentioning

confidence: 99%

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Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda

Car¹,

Poon²,

Kyaw³

et al. 2022

J Med Internet Res

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Background Health professions education has undergone major changes with the advent and adoption of digital technologies worldwide. Objective This study aims to map the existing evidence and identify gaps and research priorities to enable robust and relevant research in digital health professions education. Methods We searched for systematic reviews on the digital education of practicing and student health care professionals. We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework. Results We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29%), virtual reality (19/77, 25%), and online education (10/77, 13%). Most reviews focused on health professions education in general (36/77, 47%), surgery (13/77, 17%), and nursing (11/77, 14%). The reviews mainly assessed participants’ skills (51/77, 66%) and knowledge (49/77, 64%) and included data from high-income countries (53/77, 69%). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47% recommendations), context (17/61, 28% recommendations), infrastructure (9/61, 15% recommendations), learners (3/61, 5% recommendations), and research (3/61, 5% recommendations). Conclusions We identified a large number of research questions regarding digital education, which collectively reflect a diverse and comprehensive research agenda. Our conceptual framework will help educators and researchers plan, develop, and study digital education. More evidence from low- and middle-income countries is needed.

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Section: Research Questions From the Included Systematic Reviewsmentioning

confidence: 99%

Section: Classifying Research Questions Addressed By Existing Systema...mentioning

confidence: 99%

Section: Integration With Prior Workmentioning

confidence: 99%

See 1 more Smart Citation

Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda

Car¹,

Poon²,

Kyaw³

et al. 2022

J Med Internet Res

View full text Add to dashboard Cite

show abstract

Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda (Preprint)

Car¹,

Poon²,

Kyaw³

et al. 2021

Preprint

View full text Add to dashboard Cite

BACKGROUND Health professions education has undergone major changes with the advent and adoption of digital technologies worldwide. OBJECTIVE This study aims to map the existing evidence and identify gaps and research priorities to enable robust and relevant research in digital health professions education. METHODS We searched for systematic reviews on the digital education of practicing and student health care professionals. We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework. RESULTS We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29%), virtual reality (19/77, 25%), and online education (10/77, 13%). Most reviews focused on health professions education in general (36/77, 47%), surgery (13/77, 17%), and nursing (11/77, 14%). The reviews mainly assessed participants’ skills (51/77, 66%) and knowledge (49/77, 64%) and included data from high-income countries (53/77, 69%). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47% recommendations), context (17/61, 28% recommendations), infrastructure (9/61, 15% recommendations), learners (3/61, 5% recommendations), and research (3/61, 5% recommendations). CONCLUSIONS We identified a large number of research questions regarding digital education, which collectively reflect a diverse and comprehensive research agenda. Our conceptual framework will help educators and researchers plan, develop, and study digital education. More evidence from low- and middle-income countries is needed.

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Literature review of simulation training for acute obstetric emergencies

Abstract: RCT 5highfidelity low-fidelityTo assess the effectiveness of emergency training compared with no training or other types of training for medical staff in the obstetrics ward.

Cited by 2 publications

References 11 publications

Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda

Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda

Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda (Preprint)

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