Teaching First or Teaching Last: Does the Timing Matter in Simulation-Based Surgical Scenarios?

Patient Safety in the Cardiac Operating Room: Human Factors and Teamwork

“…[241][242][243][244] Although much of the initial research focused on technical skill training and assessment, 36,38 recent evidence supports simulation for team training and the development of nontechnical skills. 231,243,245,246 Simulation also allows the scientific testing, without exposing a patient to risk, of the effect of human factors (eg, fatigue, stress) on technical skill, 43,247,248 communication patterns September 3, 2013 during crisis, 240 testing of educational methods, 249 and the relationship between technical and nontechnical skills 35,250 or between teamwork and clinical performance. 251 High-fidelity simulation may provide an optimal learning environment.…”

Does the Sequence of Instruction Matter During Simulation?

“…16 A review of the current literature revealed that there is a paucity of literature or empirical research addressing the sequencing of educational interventions. 17…”

Current Concepts of Team Training in Surgical Residency: A Survey of North American Program Directors

“…24 In contrast, some controversy remains with regard to the sequence of instructional methods. Although a sequence of information, demonstration, practice, and feedback is commonly recommended in the training literature, 10 Zendejas and colleagues 39 have recently reported that trainees who received a lecture after high-fidelity crisis simulations scored significantly higher in a knowledge test than those who received the lecture in the beginning of the intervention. Moreover, recent evidence suggests that high-fidelity simulation in crisis scenarios followed by structured debriefing sessions can be effective as a stand-alone approach without the need for additional didactic teaching in lectures or seminars.…”