The effect of simulator fidelity on acquiring non-technical skills: a randomized non-inferiority trial

Gu, Yuchen; Witter, Tobias; Livingston, Patty; Rao‐Melacini, Purnima; Varshney, Terry; Kuca, Tom; Bould, M. Dylan

doi:10.1007/s12630-017-0973-2

Cited by 13 publications

(13 citation statements)

References 25 publications

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Section: Discussionmentioning

confidence: 99%

“…In the case of simulation-based learning experiences as an example of EL, the level of realism or trueness to which they replicate or resemble the ‘real world’, known as fidelity (Gu et al, 2017 ), has been a topic for debate. While both low and high fidelity simulations were effective in improving procedural skill performances (Lefor et al, 2020 ), studies have shown that this might not always be the case, particularly when examining non-technical skill acquisition (Gu et al, 2017 ; Lefor et al, 2020 ). A 2017 review on the effects of fidelity on non-technical skill acquisition revealed no significant difference between low and high fidelity simulators, suggesting that low fidelity EL is as effective as high fidelity for teaching non-technical skills (Gu et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

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A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

et al. 2023

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Purpose Intimate partner violence (IPV) involves any form of emotional, physical, and sexual abuse including controlling behaviors by an intimate partner. Front line service workers such as social workers, nurses, lawyers, and physicians are often the first professionals to come into contact with individuals experiencing IPV but are often inadequately prepared to respond appropriately as IPV education is highly variable. Experiential learning (EL), also known as learning by doing, has gained much attention from educators; however, the extent and type of EL strategies used to teach IPV competencies has not yet been explored. Our aim was to extract what is known from the literature about the use of EL strategies to teach IPV competencies to front line service providers. Methods We conducted a search from May 2021 through November 2021. Reviewers independently screened citations in duplicate using pre-determined eligibility criteria. Data collected included study demographics (publication year, country, etc.), study participants, and information about the IPV EL. Results Of 5216 identified studies, 61 were included. Medicine and nursing represented the majority of learners in the included literature. Graduate students were the targeted learners in 48% of articles. Low fidelity EL was used most frequently in 48% of the articles; and role play was the EL mode most frequently utilized (39%) overall. Conclusions This scoping review provides a comprehensive overview of the limited literature on how EL is used to teach IPV competencies and identifies significant gaps related to the lack of intersectional analysis within educational interventions. Supplementary Information The online version contains supplementary material available at 10.1007/s10896-023-00552-4.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

et al. 2023

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“…11 Low-cost simulation is recognised as valid for learning non-technical skills in high-and low-income settings. 13,26 Education in low-resource settings requires 'contextually informed tools' to teach and assess non-technical skills. 10 The VAST course was designed de novo, stemming from a long-standing partnership between the University of Rwanda and Dalhousie University.…”

Section: Discussionmentioning

confidence: 99%

“…34,35 For the development of non-technical skills, low-cost simulators have been shown to be non-inferior to high-cost simulators. 26 The elements of simulation training that promote effective learning are repetitive practise, provision of feedback, and curriculum integration. 36 Factors, such as emotional fidelity, are not reliant on high-cost equipment.…”

Section: Discussionmentioning

confidence: 99%

Promoting anaesthesia providers' non-technical skills through the Vital Anaesthesia Simulation Training (VAST) course in a low-resource setting

Mossenson

Tuyishime

Rawson

et al. 2020

British Journal of Anaesthesia

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Background: Short educational programmes are important in building global anaesthesia workforce capacity. The Vital Anaesthesia Simulation Training (VAST) course is a 3-day immersive simulation-based programme concentrating on core clinical challenges and non-technical skills required by anaesthesia providers in low-resource settings.Methods: This mixed methods study prospectively evaluated the impact of VAST in Rwanda. Anaesthetists' Non-Technical Skills (ANTS) scores were quantitatively assessed for 30 course participants at three time points (pre-, post-, and 4 months after VAST). Qualitative data were gathered during focus groups (4 months after VAST) to learn of participants' experiences implementing new knowledge into clinical practice. Results: The ANTS total scores improved from pre-(11.0 [2.3]) (mean [standard deviation]) to post-test (14.0 [1.6]), and improvements were maintained at retention (14.2 [1.7]). A similar pattern was observed when data were analysed using the four ANTS categories (all P<0.001). The key theme that emerged during focus group discussions was that the use of cognitive aids and clinical algorithms, repeated and reinforced across simulated scenarios, encouraged a systematic approach to patient care. The participants attributed the systematic approach to improving their problem-solving skills and confidence, particularly during emergencies. They found value in well-functioning teams and shared decision-making. After VAST, the participants described empowerment to advocate for better patient care and system improvement. Conclusions: VAST offers a simulation-based training to anaesthesia providers working in low-resource settings. Skills retention and self-reported application of learning into the workplace reflect the scope of impact of this training.

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“…The psychomotor technical hands‐on interaction between learner, simulator, and instructor potentially has very different educational objectives than the learning that takes place in a context focused clinical scenario simulation . It is not surprising that using complex, high‐fidelity manikins for a simulation exercise meant to assess nontechnical skills is not likely to add value . While these high‐tech, expensive manikins may talk, blink, and accommodate various procedures, these feature‐rich actions are often not very realistic and have the potential to distract participants from the intended learning objectives of the simulation .…”

Section: How Real Does Simulation Need To Be?mentioning

confidence: 99%

Clinical Cadavers as a Simulation Resource for Procedural Learning

Kovács

Levitan

Sandeski³

2018

AEM Education and Training

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"See one, do one, teach one" remains an unofficial, unsanctioned framework for procedural skill learning in medicine. Appropriately, medical educators have sought alternative simulation venues for students to safely learn their craft. With the end goal of ensuring competence, educational programming will require the use of valid simulation with appropriate fidelity. While cadavers have been used for teaching anatomy for hundreds of years, more recently they are being repurposed as a "high-fidelity" procedural skill learning simulation resource. Newly deceased, previously frozen, and soft-preserved cadavers, such as those used in Baltimore and Halifax, produce clinical cadavers with high physical and functional fidelity that can serve as simulators for performing many high-acuity procedures for which there is otherwise limited clinical or simulation opportunities to practice. While access and cost may limit the use of cadavers for simulation, there are opportunities for sharing resources to provide an innovative procedural learning experience using the oldest of medical simulation assets, the human body.

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The effect of simulator fidelity on acquiring non-technical skills: a randomized non-inferiority trial

Abstract: This study suggests that low-fidelity simulators are non-inferior to the more costly high-fidelity simulators for teaching NTS to postgraduate medical trainees.

Cited by 13 publications

References 25 publications

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

Promoting anaesthesia providers' non-technical skills through the Vital Anaesthesia Simulation Training (VAST) course in a low-resource setting

Clinical Cadavers as a Simulation Resource for Procedural Learning

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