Mapping Simulated-Based Learning Experiences Incorporated Into Professional Placements in Allied Health Programs

Squires, Kelly; Heaney, Susan; MacDonald‐Wicks, Lesley; Johnston, Catherine; Brown, Leanne

doi:10.1097/sih.0000000000000627

Cited by 4 publications

(1 citation statement)

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“…It aims to closely mimic real-life scenarios and offer learners the opportunity to refine skills, particularly those required for less common but crucial situations [ 3 , 4 ]. The use of simulation-based education and training has been well-documented across nursing and medical curricula [ 1 ] and has been adopted in allied health professions such as speech pathology, physiotherapy, audiology, and dietetics [ 5 – 7 ].…”

Section: Introductionmentioning

confidence: 99%

The impact of moulage on learners’ experience in simulation-based education and training: systematic review

DCosta,

Zadow,

Reidlinger

et al. 2024

BMC Med Educ

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Background Moulage is a technique used to simulate injury, disease, aging and other physical characteristics specific to a scenario, often used in health and emergency worker training, predominantly for simulation-based learning activities. Its use in allied health fields is unclear. Previous work has explored moulage as an adjunct for authentic simulations, however there is opportunity for broadening its scope. Aim To explore the effects of moulage interventions in simulation-based education and training, for learner experience. A secondary aim was to understand which pedagogical frameworks were embedded in moulage interventions. Method Four electronic databases (PubMed, CINAHL, EmBase, Proquest Central) were systematically searched to December 2022 for studies utilising moulage in simulation-based education experiences. Outcomes were focused on learner satisfaction, confidence, immersion, engagement, performance, or knowledge. Study quality was assessed using the Mixed Methods Appraisal Tool. Results Twenty studies (n = 11,470) were included. Studies were primarily conducted in medicine (n = 9 studies) and nursing (n = 5 studies) and less frequently across other health disciplines. The findings demonstrated greater learner satisfaction, confidence, and immersion when moulage was used against a comparator group. Minimal improvements in knowledge and performance were identified. One study underpinned the intervention with a pedagogical theory. Conclusion Moulage improves learner experience in simulation-based education or training, but not knowledge or clinical performance. Further research utilising moulage across a broader range of professions is needed. Interventions using moulage should be underpinned by pedagogical theories.

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Section: Introductionmentioning

confidence: 99%

The impact of moulage on learners’ experience in simulation-based education and training: systematic review

DCosta,

Zadow,

Reidlinger

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

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The Use of Simulation in Audiology Education: A Systematic Review

Alanazi,

Nicholson

2023

Am J Audiol

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Purpose: This study aimed to assess the level and quality of evidence supporting the use of simulation in audiology education regarding enhanced knowledge, skills, self-confidence, and satisfaction. Method: A systematic review of qualitative and quantitative peer-reviewed literature published between 2000 and 2023 was conducted. The PICO mnemonic (where P = population, I = intervention, C = comparison, and O = outcomes) was used to frame the clinical question and generate search terms. Search strategies were executed in seven databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used to track the peer-reviewed literature identification and selection process. The Joanna Briggs Institute Critical Appraisal Checklists and Levels of Evidence were used to characterize the research studies. Results: A total of 668 records were identified. Nineteen peer-reviewed publications met the inclusion criteria. Diverse study designs, interventions, assessment techniques, and simulation types were identified. Characteristics of included studies (e.g., author, year, study purpose) were reported by evidence tables. Primary and secondary outcomes were identified and described. Results indicate statistical and/or clinically significant improvements in knowledge, skills, and/or self-confidence following simulation training. Each study was critically appraised, and the level, quality, and strength were assigned. Conclusions: The use of simulation as an educational method among audiology students has been shown to dramatically increase knowledge, skills, and self-confidence. However, the use of simulation in audiology education is still behind compared to other health professions. As a result, there are a limited number of simulation-based studies in audiology. Most health academic institutions have well-designed simulation centers; therefore, audiology programs are urged to collaborate with colleagues in other professions and benefit from the services offered by these facilities.

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