Simulation for Team Training and Assessment: Case Studies of Online Training with Virtual Worlds

Heinrichs, W.; Youngblood, Patricia; Harter, Phillip M.; Dev, Parvati

doi:10.1007/s00268-007-9354-2

Cited by 178 publications

(113 citation statements)

References 33 publications

(26 reference statements)

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“…( [17] Explore the feasibility of using 3D virtual world technologies for training and assessment of health care teams working in high-stress critical care areas such as emergency departments.…”

Section: Resultsmentioning

confidence: 99%

“…Participants' self-report that these environments are realistic and not difficult to use [6,17] . Qualitative studies should be conducted which continue to describe the experience of those following VRS.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, learning was not evaluated after participation in the VRS. Heinrichs, Youngblood, Harter, Kusumoto and Dev [17] report that participants felt immersed in a VRS emergency department (mean=3.47 with 5=high) and that VRS was useful for learning teamwork and clinical skills (mean=3.77). Vincent, Sherstyuk, Burgess, and Connolly [19] and Wilkerson et al [20] reported that participants gave high evaluation scores to VRS training (mean=6.5.Std=.61 on a 7 point scale).…”

Section: Major Themes Of the Studies 331 Participant Experiencementioning

confidence: 99%

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Integrative review: Virtual disaster training

Farra

Miller

2012

JNEP

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Background: A critical component of disaster preparedness is the training of the healthcare workforce. Because live disaster exercises are expensive and labor intensive, virtual reality simulation may offer a viable solution as a disaster training method. The purpose of this integrative review was to examine the scientific evidence pertaining to the efficacy of virtual reality training in disaster training of healthcare workers. Inclusion criteria were: empiric literature focused on the use of virtual reality simulation (VRS) in disaster training, written in English, peer-reviewed literature and published during the time period of 2005-June, 2012. An exclusion criterion was the use of virtual simulation for modeling the effects of disaster because these articles were not used for immersive training purposes. Methodology:A five-stage process was followed as the methodological strategy for the integrative review. These stages included identification of the problem and purposes, a defined search strategy (method), evaluation and analysis of data and the presentation of findings. A search of diverse databases was performed. These databases include PubMed, the Cumulative Index of Nursing and Allied Healthcare Literature, Education Resources Information Center, Academic Search Complete, Computer Source, and Computer/Applied Science.Results: Principle findings identified three major themes including: descriptions of the participant's VRS experiences, learning results after participation in VRS and an exploration of how knowledge construction occurs in the virtual environment. Eleven research articles were selected for inclusion in the review. Conclusions:The review found there are too few studies investigating the efficacy of VRS and disaster training. Rigorous larger studies with measurement of long-term retention are needed. There is also a need to assess the self-efficacy to act in different types of disasters, and evaluate behavioral determinates such as performance in triage, decontamination, and transport.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Major Themes Of the Studies 331 Participant Experiencementioning

confidence: 99%

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Integrative review: Virtual disaster training

Farra

Miller

2012

JNEP

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“…As evidence in teamwork education progresses, we may be better able to discriminate settings in which the costs of a comprehensive, high-fidelity simulation curriculum (42-47) are justified; settings in which limited, low-fidelity simulation is adequately effective (42)(43)(44)(48)(49)(50)(51); and settings in which demonstration-based team training via in situ expert modeling, locally developed video scenarios, or online videos may be the most effective way to educate trainees about teamwork. Many high-quality demonstration-based teaching tools have been developed to convey procedural skills or medical knowledge to trainees (52), and focusing on the development of similar high-quality tools for teaching crisis resource management might be an effective and cost-efficient way of improving healthcare teamwork.…”

Section: Original Researchmentioning

confidence: 99%

A Randomized Trial Comparing Didactics, Demonstration, and Simulation for Teaching Teamwork to Medical Residents

Semler

Keriwala

Clune³

et al. 2015

Annals ATS

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Rationale: Effective teamwork is fundamental to the management of medical emergencies, and yet the best method to teach teamwork skills to trainees remains unknown.Objectives: In a cohort of incoming internal medicine interns, we tested the hypothesis that expert demonstration of teamwork principles and participation in high-fidelity simulation would each result in objectively assessed teamwork behavior superior to traditional didactics.Methods: This was a randomized, controlled, parallel-group trial comparing three teamwork teaching modalities for incoming internal medicine interns. Participants in a single-day orientation at the Vanderbilt University Center for Experiential Learning and Assessment were randomized 1:1:1 to didactic, demonstration-based, or simulation-based instruction and then evaluated in their management of a simulated crisis by five independent, blinded observers using the Teamwork Behavioral Rater score. Clinical performance was assessed using the American Heart Association Advanced Cardiac Life Support algorithm and a novel "Recognize, Respond, Reassess" score.Measurements and Main Results: Participants randomized to didactics (n = 18), demonstration (n = 17), and simulation (n = 17) were similar at baseline. The primary outcome of average overall Teamwork Behavioral Rater score for those who received demonstration-based training was similar to simulation participation (4.40 6 1.15 vs. 4.10 6 0.95, P = 0.917) and significantly higher than didactic instruction (4.40 6 1.15 vs. 3.10 6 0.51, P = 0.045). Clinical performance scores were similar between the three groups and correlated only weakly with teamwork behavior (coefficient of determination [R s 2 ] = 0.267, P , 0.001).Conclusions: Among incoming internal medicine interns, teamwork training by expert demonstration resulted in similar teamwork behavior to participation in high-fidelity simulation and was more effective than traditional didactics. Clinical performance was largely independent of teamwork behavior and did not differ between training modalities.

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“…One well documented area is in the provision of medical training (Heinrichs et al, 2008;Danforth et al, 2009;Holloway, 2010) another less well documented area of training is in the simulation of hazardous environments. This paper describes how a hazard detection exercise was developed for a Second Life quarry and how the code for that exercise has been developed so that it can be reused in other hazard detection simulations.…”

Section: Introductionmentioning

confidence: 99%