A high-fidelity, fully immersive simulation course to replicate ENT and head and neck emergencies

AbstractBackgroundSimulation-based training has a fundamental role in medical education as it allows the learner to gain experience managing emergencies in a safe, controlled environment.MethodsThis 1-day course consisted of eight high-fidelity simulation scenarios, followed by a video-assisted debrief focusing on the technical and non-technical (communication skills, teamwork, leadership and situational awareness) aspects of managing ENT and head and neck emergencies.ResultsEight courses have run since June 2014. Post-course questionnaires demonstrated that candidates’ confidence scores in managing airway and head and neck emergencies increased following completion of the course (p < 0.0001).ConclusionThis was the first fully immersive ENT simulation course developed in the region. The learning objectives for each scenario were mapped to the ENT Intercollegiate Surgical Curriculum Programme. Feedback from the course indicated a continued demand for this style of training, leading to its inclusion in the training calendar.

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High fidelity simulation as an alternative to traditional bedside teaching during COVID-19 and literature review (Preprint)

10.2196/preprints.33565 ◽

2021 ◽

Author(s):

Shereen Ajab ◽

Emma Pearson ◽

Steven Dumont ◽

Alicia Mitchell ◽

Jack Kastelik ◽

...

Keyword(s):

Medical Education ◽

Clinical Examination ◽

Teaching Methods ◽

High Fidelity ◽

High Fidelity Simulation ◽

Bedside Teaching ◽

Risk Environment ◽

Student Interactions ◽

Simulation Based ◽

The Impact

UNSTRUCTURED Bedside teaching is integral to medical education and has been highlighted to improve clinical and communication skills, as well as clinical reasoning. Despite the significant advantages of bedside teaching, it’s usage within medical education has been declining and additional challenges have been added during the COVID-19 pandemic. The pandemic has resulted in a significant reduction in opportunities to deliver bedside teaching due to risk of viral exposure, patients declining student interactions and ward closures. Educators have therefore been required to be innovative in their teaching methods, leading to the utilisation of online learning, social media platforms, virtual consultations, and simulation. Simulation based education allows for learning in a low-risk environment and affords the opportunity for deliberated repeated practice with standardisation of cases. Several studies have been described in the literature, predominately using the Harvey simulator. The results demonstrate simulation-based training can increase student’s confidence, increase the rates of correct clinical diagnoses and improve retention of skills and knowledge when compared with traditional teaching methods. In order to mitigate the impact of COVID-19 upon bedside teaching for third year students at Hull York Medical School, a high-fidelity simulation based model of traditional bedside teaching was designed and implemented. The teaching sessions focused on asthma and aortic stenosis with all students having the opportunity to perform history taking and a focused cardiorespiratory clinical examination using SimMan 3G. Key aspects of the pathologies including epidemiology, differential diagnoses, investigation and management were summarised using an interactive powerpoint presentation, followed by a debriefing session. Overall feedback was highly positive with 91% of students feeling more confident in their clinical examination skills following the teaching session, all students recommending the session to a colleague and implementation of regular simulation being frequently requested amongst the responses.

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The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/1685 ◽

2018 ◽

Vol 20 (1) ◽

Author(s):

Viola Janse van Vuuren ◽

Eunice Seekoe ◽

Daniel Ter Goon

Keyword(s):

Nursing Education ◽

South African ◽

Clinical Training ◽

Nurse Educators ◽

Teaching Staff ◽

High Fidelity ◽

High Fidelity Simulation ◽

Simulation Based ◽

Nursing College ◽

Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

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Do paramedic students have situational awareness during high-fidelity simulation? A mixed-methods pilot study

International Emergency Nursing ◽

10.1016/j.ienj.2021.100983 ◽

2021 ◽

Vol 56 ◽

pp. 100983

Author(s):

Justin Hunter ◽

Michael Porter ◽

Andy Phillips ◽

Melissa Evans-Brave ◽

Brett Williams

Keyword(s):

Mixed Methods ◽

Pilot Study ◽

Situational Awareness ◽

High Fidelity ◽

High Fidelity Simulation

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The critical nature of debriefing in high-fidelity simulation-based training for improving team communication in emergency resuscitation

Applied Cognitive Psychology ◽

10.1002/acp.3450 ◽

2018 ◽

Vol 32 (6) ◽

pp. 727-738

Author(s):

Cindy Chamberland ◽

Helen M. Hodgetts ◽

Chelsea Kramer ◽

Esther Breton ◽

Gilles Chiniara ◽

...

Keyword(s):

High Fidelity ◽

High Fidelity Simulation ◽

Team Communication ◽

Simulation Based

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Visualization Performance Through Simulation Based Learning

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4661 ◽

2012 ◽

Author(s):

Thomas E. Doyle ◽

David Musson ◽

Jon-Michael J Booth

Keyword(s):

Teaching And Learning ◽

Outcome Expectations ◽

High Fidelity ◽

Positive Outcomes ◽

High Fidelity Simulation ◽

Simulation Function ◽

Simulation Based Design ◽

Simulation Based ◽

Practice Of Medicine ◽

And Function

The skill of visualization is fundamental to the teaching and learning of engineering design and graphics. Implicit in any skill is the ability to improve with training and practice. This study examines visualization performance using three teaching modalities of a Freshmen Design and Graphics course: 1) Traditional, 2) Project based Dissection, and 3) Simulation based Design. The first and second modalities focused assessment on the part/assembly form, whereas the third modality transitioned the outcome expectations to understanding and function of mechanism design. A shift of focus from Traditional (Form) to Simulation (Function) was expected to positively effect visualization performance. Analogously, medical education and practice also require visualization and high-fidelity simulation has provided numerous positive outcomes for the practice of medicine. Comparison of a random population of 375 from each year indicated a decline in the average visualization scores. Further analysis revealed that highest 100 and 250 exam score populations show improvement in average scores with consistent variance. This paper will examine simulation based learning in medicine and engineering, present our findings on the comparison between teaching modalities, and discuss the reasons for the unexpected bifurcation of results.

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