Using Simulation to Promote Professional Development of Clinical Instructors

Hunt, Caralise W.; Curtis, Amy; Gore, Teresa

doi:10.3928/01484834-20150717-09

Cited by 16 publications

(39 citation statements)

References 11 publications

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“…No debriefing podemos observar em nosso estudo que alguns participantes demonstraram-se incomodados, um pouco estressados e descontentes no momento que revelamos a identidade da atriz, porém ao retomarmos os objetivos e afirmarmos que estariam livres em não participar do estudo, todos se mostraram favoráveis em prosseguir. Tal observação corrobora com estudo de revisão (Hunt, Curtis & Gore, 2015;Freund, Andersen, Meyhoff, & Sørensen, 2019) relatando que alguns indivíduos que participaram da SIS não anunciada sentiram-se intimidados e consideravam estressante e desagradável, apesar de todos os funcionários terem sido informados que uma SIS não anunciada ocorreria dentro de um período específico.…”

Section: Debriefingunclassified

“…A literatura nos demonstra (Freund, Andersen, Meyhoff, &Sørensen, 2019 ;Rosen, Hunt, Pronovost, Federowicz& Weaver, 2012 ;Barros Salvador, Toniosso, Nogueira, & Laredo, 2019 ;Garden, Le Fevre, Waddington & Weller, 2015 ;Hunt, Curtis & Gore, 2015) que a simulação ocorre em ambiente protegido possibilitando que os envolvidos possam demonstrar seu conhecimento de forma livre, sem preocupações em cometer erros que possam causar danos aos pacientes envolvidos, visto que utilizamos de manequins neste lugar. Na utilização da SIS, de forma a garantir a segurança dos participantes e dos pacientes que venham a utilizar o serviço posteriormente a simulação, atentamos quanto ao cuidado no preparo do cenário, considerando a possibilidade de que seja necessário a utilização de medicações ou equipamentos, estes devem estar muito bem identificados evitando que ocorra uma mistura e os mesmos possam ser utilizados em situações reais, fator que não foi preocupante em nossa experiência devido a característica da simulação e objetivos traçados.…”

Section: Debriefingunclassified

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Simulação in situ como estratégia potencializadora da prática do acolhimento na Atenção Primária a Saúde

Bazílio

Pereira

Figueira

et al. 2020

RSD

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Objetivo: Apresentar o desenvolvimento de simulações in situ como estratégia de ensino e aprendizagem para o desenvolvimento de equipes multidisciplinares na Atenção Primária. Metodologia: Este trabalho trata-se de um estudo descritivo, do tipo relato de experiência, referente ao desenvolvimento de simulações in situ realizadas na Atenção Primária, abordando o acolhimento realizado pelos profissionais do Sistema Único de Saúde, optou-se pelo uso de ator como paciente simulado. A amostra se deu por conveniência, totalizando 40 profissionais, em quatro Unidades Básicas de Saúde da região metropolitana de Campinas, São Paulo, Brasil. Foi avaliado o fluxo de usuários na unidade, desde a abertura da ficha, passando pela triagem até o atendimento em si. Resultados: A avaliação da simulação foi positiva, refletindo bom aproveitamento e possibilitando melhor integração da equipe, entretanto demonstrou potenciais fragilidades no fluxo de atendimento. Conclusão: Esta experiência demonstrou-se como uma estratégia de ensino aprendizagem potencializadora da prática do acolhimento na Atenção Primária a Saúde e factível de ser replicada em demais serviços públicos de saúde.

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Section: Debriefingunclassified

Simulação in situ como estratégia potencializadora da prática do acolhimento na Atenção Primária a Saúde

Bazílio

Pereira

Figueira

et al. 2020

RSD

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“…Moreover, some new instructors who perform excellently in clinical practice may not adapt smoothly to operations on simulated mannequins with typodont tooth, considering the differences between real clinical situations and a simulated environment. Therefore, it is necessary to provide standardized tooth preparation training in a simulated environment for new preclinical instructors in order to prepare them better for teaching assignments and further improve their relative clinical competence [4]. Generally, faculty development for clinical instructors in dental education has been demonstrated to be effective in improving teaching performance [5,6].…”

Section: Introductionmentioning

confidence: 99%

Effect of advanced simulation training with digital feedback on dental faculty’s competency in tooth preparation: A pre-post design

Xu¹,

Xie²,

Zhou³

et al. 2019

Preprint

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Background： Crown preparation is one of the most essential techniques in dentistry and represents a very important topic in preclinical dental education. It is obligatory for prosthodontic faculty to master this technique and demonstrate it during live operation for preclinical simulation training. Standardized tooth preparation training in simulated environment should be provided for preclinical instructors to improve their teaching performance. This study aimed to investigate the effect of advanced simulation training with digital feedback on dental faculty’s competency in tooth preparation. Methods： Fifty prosthodontic faculty from 49 dental schools in China participated in this training program. Prior to the training course, all trainees were required to prepare the maxillary right central incisor (11#) for a ceramo-metal crown and the mandibular left first molar (36#) for a metal crown with the standard typodont tooth. Training started with the same preparations using on-site simulation facilities with 30 minutes provided for each preparation. These were graded by a digital evaluation system and adopted as pre-training competency. Then, a didactic instruction and a live demonstration about standardized tooth preparation was delivered by a senior fixed prosthodontic specialist. This was followed by three rounds of practice. All the preparations were digitally evaluated and feedback was provided to the corresponding operators. Finally, a summative examination was conducted, and the final preparations were digitally graded as post-training competency. Results： Total scores of 11# and 36# preparations in the final test were significantly increased compared to the pre-training scores. Marks deducted for amount of reduction and margin line of prepared 11# and 36#, and taper of prepared 36#, were significantly decreased compared to that before training. Conclusions： Advanced simulation training can effectively enhance the faculty’s competency in tooth preparation. Such training may be provided in the prosthodontic faculty development program to improve their tooth preparation competence before they begin preclinical teaching.

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“…These considerations will negatively impact the effectiveness of instructors’ teaching performance 6 . Therefore, it is necessary to provide standardized crown preparation training for prosthodontic faculty to further improve their operative skills, and more importantly, to prepare them better for teaching assignments 7‐13 . However, the difficulty in conducting faculty training has been reported 6,13 .…”

mentioning

confidence: 99%

“…6 Therefore, it is necessary to provide standardized crown preparation training for prosthodontic faculty to further improve their operative skills, and more importantly, to prepare them better for teaching assignments. [7][8][9][10][11][12][13] However, the difficulty in conducting faculty training has been reported. 6,13 Barriers such as lack of time, and different attitudes among faculty members, and various available training patterns without proven effects make it difficult to achieve an effective and feasible faculty training.…”

mentioning

confidence: 99%

Effect of a Standardized Training with Digital Evaluation on the Improvement of Prosthodontic Faculty's Performance in Crown Preparation: A Pre‐Post Design

Xie

Zhou

et al. 2020

Journal of Prosthodontics

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Purpose: Standardized crown preparation is an important competency for prosthodontic faculty especially when they take on the dual role of clinician and clinical teacher. Effects of faculty training for enhancing crown preparation competency are seldom reported. This study aimed to analyze the impact of a standardized training workshop with digital evaluation on the dental faculty's performance in crown preparation. Materials and Methods: The digitally evaluated grades of anterior (the maxillary right central incisor) and posterior (the mandibular left first molar) tooth preparations made by 76 participants who accomplished all six training tasks were collected, including off-site and on-site exercises before the didactic lecture and live demonstration, three rounds of practices with digital feedback, and a final test. Grades of preparations performed in the on-site exercise were adopted as pre-training scores, and those in the final test as post-training scores. Total scores and marks deducted for the parameters including amount of reduction, margin line, and taper were compared among each training task. Results: The post-training scores of both anterior and posterior tooth preparations increased significantly more than the pre-training scores. The average increased score proportion was 22.95% ± 4.17% for anterior tooth preparations, and 21.78% ± 3.68% for posterior tooth preparations. For anterior tooth preparations, total scores and the parameters except taper significantly improved in the first practice and maintained the same level for the next sessions. Total scores and all parameters for posterior tooth preparations exhibited continual improvement during the training process. Conclusion: Standardized training can further improve dental faculty's crown preparation performance in a moderate way. Individual design for crown preparation training can be considered based on different tooth positions. Providing such training will aid the calibration of clinical teaching behavior and the elevation of clinical operative standards for prosthodontic faculty.

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Using Simulation to Promote Professional Development of Clinical Instructors

Abstract: Clinical instructors thought the simulation prepared them for clinical teaching, increased their confidence, and assisted them to provide student feedback.

Cited by 16 publications

References 11 publications

Simulação in situ como estratégia potencializadora da prática do acolhimento na Atenção Primária a Saúde

Simulação in situ como estratégia potencializadora da prática do acolhimento na Atenção Primária a Saúde

Effect of advanced simulation training with digital feedback on dental faculty’s competency in tooth preparation: A pre-post design

Effect of a Standardized Training with Digital Evaluation on the Improvement of Prosthodontic Faculty's Performance in Crown Preparation: A Pre‐Post Design

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