Recommendations for the establishment of a clinical simulation unit to train South African medical students

Labuschagne, M. T.; Nel, Malan; Nel, Pieter P C; Zyl, G J van

doi:10.7196/ajhpe.345

Cited by 13 publications

(11 citation statements)

References 6 publications

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“…[17] Theory building occurred by finding patterns in the data, which continued until saturation of data was reached. [18] As more data were collected and re-reviewed, codes were grouped into concepts, and then into categories. These categories formed the basis for new theory, and were compared with data collected during the literature study.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Simulation in plastic surgery: Features and uses that lead to effective learning

Nel

Zyl

Labuschagne

2021

AJHPE

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Evidence of the role of simulation in medical education has emphasised the use of simulation technology over the past number of decades in an effort to increase learner knowledge, to provide students with controlled and safe practice opportunities, and to shape the acquisition of doctors' clinical skills. [1][2][3] Simulation is becoming an integral part of medical education at all levels, [1][2][3] as medical education, for various reasons, has fast become subject to radical and innovative changes.Many major shifts in medical education methods are due to changes in the delivery of healthcare. According to Issenberg et al., [3] in the USA, for example, the pressures of managed care shape the form and frequency of hospitalisation, 'resulting in higher percentages of acutely ill patients and shorter in-patient stays' . Medical students, therefore, have fewer opportunities to assess patients with a wide variety of diseases and physical findings, while reductions in physician remuneration due to shrinking financial resources constrain the educational time that doctors in training receive. [4] Consequently, at all educational levels, doctors find it increasingly difficult to keep abreast of skills and topics they need to practise successfully. [4] Issenberg et al. [3] identify 5 factors that contribute to the increased use of simulations in medical education, i.e. lack of clinical teaching opportunities and therefore less patient material due to changes in healthcare delivery; new technologies for diagnosis and management; assessing professional competence; medical errors, patient safety and team training; and the role of deliberate practice. [4] Surgical training in the 21st century is characterised by an increasingly objective, standardised approach using equipment, such as simulators, to optimise patient safety, surgical care and hospital resources, and minimise errors. [5] The driving forces behind these factors are developments in medical error statistics, evidence-based medicine and fewer attending hours. Through increased accuracy, simulation can improve results and lower risk and procedure costs because of fewer procedures and less operating room time. [5] Simulation during training allows students ample opportunity to hone their skills and competencies in safe, no-risk circumstances. Insufficient and inefficient clinical teaching has stressed the need for strategies to improve clinical education, including the use of simulation. [5] Simulation-based medical education is an educational method that makes use of simulation to bridge the gap between theory and practice. [6] Regarding medical simulation, the word simulation means 'imitation of the operation of a real-world process or system over time' . [7] Over the past 30 years, new technologies in medicine have revolutionised patient diagnosis and care. Examples are the development of flexible sigmoidoscopy and bronchoscopy, and minimally invasive surgery, including laparoscopy, and robotics for orthopaedics, urology Background. Increased competition for surgic...

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Section: Data Collection and Analysismentioning

confidence: 99%

Simulation in plastic surgery: Features and uses that lead to effective learning

Nel

Zyl

Labuschagne

2021

AJHPE

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“…Noteworthy, the preparation of the student for a simulation session is essential for the success of the session. In this context, the student preparation has many different aspects such as mini-lecture to explain the scientific anatomical background of skill, watching a videotape for demonstration the specific technique that should be an ideal standard, a review material on the theory related to the procedure or seminar related to the specific skill technique [36]. The phase of hands-on is an actual training session that gives the chance to the students to perform the skill procedure under the trainer (facilitator) supervision.…”

Section: How To Operate a Simulation Training Sessionmentioning

confidence: 99%

How to apply Simulation-Based Learning in Medical Education?

Elshama¹

2020

Iberoam J Med

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Simulation-Based Learning is considered the best alternative teaching and assessment tool that able to make the change in education, training, improving the quality and assessing the performance of the medical students. It helps students for acquiring many skills such as professionalism, communication, self-evaluation, time management, and teamwork. In addition, the use of simulation in medical education is based on many noble goals and ethical rules; it provides the best standards for patient care and safety, patient autonomy, and social justice. However, assessment of the application of simulation appropriateness depends on validity, reliability, and utility. Simulation has many types and classifications; it may be classified into human simulation such as role-play and standardized patient or non-human simulation such as manikin and the based computer simulation. It may be also classified according to the type or the fidelity. According to the type, it is classified into compiler-driven and event-driven, or according to the fidelity as a low, medium, and high-fidelity. There are specific criteria and steps that should be applied when designing a simulation course or operation a simulation training session as well as designing a skill checklist for ensuring a successful simulation application in medical education. However, many challenges and obstacles are still facing simulation implementation in medical education in different medical schools.

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“…10 Furthermore, the technology and supervision in such a unit prevents the knowledge transfer experienced during peerto-peer and/or self-directed learning going awry. The success of this development was not tested in this project, but a future project can compare and determine whether the perceived competence improved.…”

Section: Recommendationsmentioning

confidence: 99%

Self-perceived readiness of medical interns in performing basic medical procedures at the Universitas Academic Health Complex in Bloemfontein

Yiga

Botes

Joubert

et al. 2016

South African Family Practice

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Background: Medical internship in South Africa is a two-year period after completing the basic medical degree. Interns rotate through six different domains, where they are exposed to various clinical procedures. These skills are often not up to standard, and interns feel unprepared for future challenges. This study evaluated the self-perceived readiness of interns rotating through the Universitas Academic Health Complex in performing basic medical procedures, and the frequency of performing these procedures. Methods:This was a descriptive quantitative study. Consenting participants completed an anonymous questionnaire regarding four pre-selected medical procedures per department. Results: The majority of the 61 participants were second-year interns (52.5%), female (54.0%), with a median age of 25 years. Interns felt ready to perform the majority of procedures, but more than 50% reported not being ready to perform circumcisions, episiotomy and perineal repair, assisted delivery and appendectomies. Some procedures in Family Medicine, Internal Medicine, Obstetrics and Gynaecology, General Surgery and Psychiatry were rarely performed by at least half of the participants. Conclusions: Exposure of medical students during their clinical years to practical training is inadequate. The focus in the MBChB curriculum should be increased to a more specific practical approach during both the pre-clinical and clinical years.

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Recommendations for the establishment of a clinical simulation unit to train South African medical students

Cited by 13 publications

References 6 publications

Simulation in plastic surgery: Features and uses that lead to effective learning

Simulation in plastic surgery: Features and uses that lead to effective learning

How to apply Simulation-Based Learning in Medical Education?

Self-perceived readiness of medical interns in performing basic medical procedures at the Universitas Academic Health Complex in Bloemfontein

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