Traditional finals and OSCEs in predicting consultant and self-reported clinical skills of PRHOs: a pilot study

It is important for nursing students to be exposed to critical patient care scenarios because high stress clinical situations, such as patient codes, occur unexpectedly and infrequently in the clinical setting. In addition, it is important for nursing students to be exposed to the reality of patient death in order to help them overcome fears associated with death and to develop effective coping strategies. Students may or may not have an opportunity to deal with patient codes or patient death in the clinical setting, therefore simulation labs provide students with the opportunity to practice important clinical skills and discuss emotions in a safe environment. Although there is some research on the benefits of incorporating end-of-life patient care scenarios in simulation labs, there is no research that analyzes students’ perceptions of the benefits of participating in simulated code scenarios and their emotions following patient simulated death. A pilot study was conducted to assess students’ views on the benefits of participating in simulated code scenarios in which a patient dies and the effectiveness of the debriefing session in processing emotions related to the lab experience.

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Identifying the gap in clinical skills: a pilot study investigating the use of clinical respiratory examination skills in practice

Education for Primary Care ◽

10.1080/14739879.2021.1901614 ◽

2021 ◽

pp. 1-7

Author(s):

Sophia Kerzner ◽

Randi Q. Mao ◽

Janhavi Nikhil Patel ◽

Shreyas Sreeraman ◽

Jason Profetto

Keyword(s):

Pilot Study ◽

Clinical Skills

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Virtual Integrated Patient: An AI supplementary tool for second-year medical students

The Asia Pacific Scholar ◽

10.29060/taps.2021-6-3/sc2394 ◽

2021 ◽

Vol 6 (3) ◽

pp. 87-90

Author(s):

Juanita S. M. Kong ◽

Boon See Teo ◽

Yueh Jia Lee ◽

Anu Bharath Pabba ◽

Edmund J.D. Lee ◽

...

Keyword(s):

Medical Students ◽

Pilot Study ◽

Physical Examination ◽

Clinical Skills ◽

History Taking ◽

Clinical Rotations ◽

Face To Face ◽

Second Year ◽

Standardised Patients ◽

Real Patients

Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.

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Psychotherapists’ perception of their clinical skills and in-session feelings in live therapy versus online therapy during the COVID-19 pandemic: a pilot study

Research in Psychotherapy Psychopathology Process and Outcome ◽

10.4081/ripppo.2021.514 ◽

2021 ◽

Vol 24 (1) ◽

Author(s):

Irene Messina ◽

Henriette Löffler-Stastka

Keyword(s):

Pilot Study ◽

Clinical Skills ◽

Progress Report ◽

Online Therapy ◽

Present Pilot Study

During the coronavirus disease 2019 (COVID-19) pandemic, many psychotherapists who were used to seeing their patients in face-toface setting adapted to providing therapies online. In the present pilot study, we investigated therapist current experiences of online therapy compared to live therapy. Twenty-nine therapists completed Clinical Skills, Difficulties in Practice, and in-sessions feelings of Flow, Boredom and Anxiety of the Trainee Current Progress Report, giving a score for each item in two different conditions: Live Therapy and Online Therapy. Compared to Live Therapy, in Online Therapy therapists reported significantly less Clinical Skills, whereas Difficulties in Practice did not differ in the considered conditions. With regard to in-sessions feeling, therapists reported significantly lower scores of Boring and higher scores of Flow in Live Therapy compared to Online Therapy, whereas Anxiety did not differed in the considered conditions.

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REVIEW OF A PILOT STUDY, INTRODUCING LAB TUTOR™ SOFTWARE TO FINAL YEAR NURSING STUDENTS (N=95) WITH THE AIM OF IMPROVING THEIR SIMULATED LEARNING EXPERIENCE

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2015-000044.7 ◽

2015 ◽

Vol 1 (1) ◽

pp. 43.1-43

Author(s):

Jack Simpson

Keyword(s):

Pilot Study ◽

Nursing Students ◽

Clinical Skills ◽

Learning Experience ◽

Theory And Practice ◽

Interactive Software ◽

Real Patient ◽

Human Patient ◽

Patient Simulator ◽

Learning Platform

BackgroundOnline simulation provides an alternative approach to hands-on simulation and a number of software packages are becoming available to educators. Lab Tutor™ is an online, immersive learning platform, which aims to bridge the gap between theory and practice, by using real patient case studies along with interactive exercises. We introduced Lab Tutor™ software as an integral part of our year 3 clinical skills module, alongside the use of the SimMan 3G Advanced Human Patient Simulator (AHPS), with the aim of providing students with a more immersive simulation experience.MethodologyWe introduced LabTutor™ to final year nursing students at the beginning of an 11-week clinical skills module. On completion of the module we evaluated the use of the software and whether the students considered that using the interactive software improved their knowledge of disease processes and management of patients.ResultsWe will present the evaluation results from this pilot study. However, early feedback from students indicates that the introduction of LabTutor™ improved understanding of disease processes as well as their management. We are also in the process of developing a number of patient scenarios, using existing LabTutor™ patients, for use on the SimMan 3G AHPS. We also hope to present the early outcomes of this development.

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