Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis

Abstract

BACKGROUND AND OBJECTIVE: Pediatrics has embraced technologyenhanced simulation (TES) as an educational modality, but its effectiveness for pediatric education remains unclear. The objective of this study was to describe the characteristics and evaluate the effectiveness of TES for pediatric education.METHODS: This review adhered to PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) standards. A systematic search of Medline, Embase, CINAHL, ERIC, Web of Science, Scopus, key journals, and previous review bibliographies through May 2011 and an updated Medline search through October 2013 were conducted. Original research articles in any language evaluating the use of TES for educating health care providers at any stage, where the content solely focuses on patients 18 years or younger, were selected. Reviewers working in duplicate abstracted information on learners, clinical topic, instructional design, study quality, and outcomes. We coded skills (simulated setting) separately for time and nontime measures and similarly classified patient care behaviors and patient effects. RESULTS:We identified 57 studies (3666 learners) using TES to teach pediatrics. Effect sizes (ESs) were pooled by using a random-effects model. Among studies comparing TES with no intervention, pooled ESs were large for outcomes of knowledge, nontime skills (eg, performance in simulated setting), behaviors with patients, and time to task completion (ES = 0.80-1.91). Studies comparing the use of high versus low physical realism simulators showed small to moderate effects favoring high physical realism (ES = 0.31-0.70).CONCLUSIONS: TES for pediatric education is associated with large ESs in comparison with no intervention. Future research should include comparative studies that identify optimal instructional methods and incorporate pediatric-specific issues into educational interventions.

Ausbildung und Implementierung der Reanimation

“…Dieses e-Learning-ALS-Kursformat wurde in Großbritannien flächen-deckend eingeführt und an 27.170 Teilnehmern die Gleichwertigkeit zu den traditionellen, ausschließlich mit Instruktoren besetzten Kursen aufgezeigt [85]. [89]. Simulationstrainings an diesen sog.…”

Effects of transcranial direct-current stimulation on laparoscopic surgical skill acquisition

“…Despite its value, SBTT suffers various limitations, including prolonged time requirements with modest effect sizes and variable long‐term retention of skills10 11. Defining methods to enhance SBTT holds the potential to accelerate training and optimize achievement of competency in complex skills such as surgery.…”

Determining content for a simulation-based curriculum in pediatric emergency medicine: results from a national Delphi process

“…9 SBE provides on-demand, experiential learning that can be customized to the learning needs of specific trainees or groups. 10 It is now widely used for teaching clinical expertise in domains that are infrequently encountered in the clinical setting [11][12][13] and has proven to be effective in promoting the acquisition of the knowledge, skills, and attitudes necessary to perform effectively as an emergency physician. [13][14][15][16][17][18][19][20][21][22][23][24][25][26] SBE affords residents the opportunity to apply and improve their individual and team crisis resource management (CRM) skills, 27 as well as practice recognition and medical management of rare events.…”

“…30,31 SBE has been shown to increase skill performance and time to perform tasks in real patients while improving patient outcomes in both pediatric and adult patients. 10,32 SBE can also be an educational activity within a CBME curriculum. 5 This growing body of literature supports the integration of SBE into PEM training programs in a structured manner.…”

“…5 This growing body of literature supports the integration of SBE into PEM training programs in a structured manner. 10,12 Although many SBE programs are well described in the literature, consensus-based learning objectives for simulation-based training have not been formally addressed at a national level in the United States or Canada. 1,33 Our research project was designed to identify the appropriate content required for a comprehensive simulation-based national curriculum for PEM training.…”