Low- to high-fidelity simulation - a continuum of medical education?

2003 ◽  
Vol 37 ◽  
pp. 22-28 ◽  
Author(s):  
N J Maran ◽  
R J Glavin
Keyword(s):  
Medical Education ◽  
High Fidelity ◽  
High Fidelity Simulation

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

2019 ◽  
Vol 133 (2) ◽  
pp. 115-118 ◽  
Author(s):  
E S Hogg ◽  
A J Kinshuck ◽  
N Littley ◽  
A Lau ◽  
S Tandon ◽  
...  
Keyword(s):  
Medical Education ◽  
Head And Neck ◽  
Communication Skills ◽  
Technical Communication ◽  
Situational Awareness ◽  
Learning Objectives ◽  
Controlled Environment ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based

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.

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

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.

scholarly journals High-Fidelity Simulation as an Experiential Model for Teaching Root Cause Analysis

2011 ◽  
Vol 3 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Sadeq A. Quraishi ◽  
Stephen J. Kimatian ◽  
W. Bosseau Murray ◽  
Elizabeth H. Sinz
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Error ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Cause Analysis ◽  
Graduate Medical ◽  
Root Cause ◽  
Group A ◽  
Group B

Abstract Purpose The purpose of this study was to assess the effectiveness of high-fidelity simulation for teaching root cause analysis (RCA) in graduate medical education. Methods Thirty clinical anesthesiology-1 through clinical anesthesiology-3 residents were randomly assigned to 2 groups: group A participants received a 10-minute lecture on RCA and participated in a simulation exercise where a medical error occurs, and group B participants received the 10-minute lecture on RCA only. Participants completed baseline, postintervention, and 6-month follow-up assessments, and they were evaluated on their attitude toward as well as understanding of RCA and “systems-based” care. Results All 30 residents completed the surveys. Baseline attitudes and knowledge scores were similar between groups. Postintervention knowledge scores were also similar between groups; however, group B was significantly more skeptical (P &lt; .001) about the use of RCA and “systems improvement” strategies. Six months later, group A demonstrated retained knowledge scores and unchanged attitude, whereas group B demonstrated significantly worse knowledge scores (P  =  .001) as well as continued skepticism toward a systems-based approach (P &lt; .001) to medical error reduction. Conclusion High-fidelity simulation in conjunction with focused didactics is an effective strategy for teaching RCA and systems theory in graduate medical education. Our findings also suggest that there is greater retention of knowledge and increased positive attitude toward systems improvement when focused didactics are coupled with a high-fidelity simulation exercise.

scholarly journals 9 Low fidelity simulation in a high fidelity world

2019 ◽  
Vol 95 (1130) ◽  
pp. 687.2-688
Author(s):  
A Scott ◽  
A Gartner
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Medical Training ◽  
Clinical Skills ◽  
Technical Skills ◽  
Current Evidence ◽  
High Fidelity ◽  
List Type ◽  
High Fidelity Simulation ◽  
Training Tool

IntroductionAll aspects of medical training have experienced an exponential acceleration in the application of technology for learning needs.1 Research promotes the use of high fidelity models and ever more complex training methods with organisations keen to adopt and implement new technology. Models are utilised to minimise potential risks to patients through bedside learning and refine established technique.2 Simulation practice can also be used to develop non-technical skills pertinent to safe clinical practice.2–4 Simulation training can be employed from early stages of undergraduate education through to use in professional postgraduate exams giving a large scope of use in a multiplicity of environments.1 4 5MethodsForty Foundation Year 1 Doctors were taught clinical skills utilising Low fidelity part task training models. Four clinical skills were selected from pre-determined postgraduate curricula. Self assessment pre and post procedure were recorded with qualitative feedback sought as a secondary measure.ResultsGlobal increases are seen across 4 sampled clinical skills. Participants self-reported increased confidence and competence. A high value was placed upon trainees perceived value in training.ConclusionFidelity has been shown to play an integral role in simulation.4 The authors conclude that simple part task trainers, low fidelity models, still have a valuable part to play in medical education. They remain cost effective, adaptable and accessible training tools in the era of increasing complexity.1 5 Simulation provides a safe space to develop both technical and non-technical aspects.3 4 Low fidelity simulation can be used to underpin the learning objectives of trainees through effective feedback in real time, access to repetitive practice and remain a feasible training tool for trainers and trainees alike.2 4 High fidelity simulation should not be excluded completely however appears to be best suited to defined roles in more complex moulage.1 4Take home messageTechnology has the ability to improve and evolve medical education. With the potential for increased feedback, self and peer assessment along with pragmatic assessment, simulation has firmly entrenched itself in medical education. Care should be taken however not to disregard lower fidelity models as they still provide proven effective learning, enable the teaching of non-technical skills and facilitate knowledge delivery.ReferencesSarmah P, et al. Low vs. high fidelity: the importance of ‘realism’ in the simulation of a stone treatment procedure. Curr Opin Urol 2017;27(4):316–322.Naik VN, Brein SE. Review article: simulation: a means to address and improve patient safety. Can J Anaesth 2013;60(2):192–200.Aebersold M. The history of simulation and its impact on the future. AACN Adv Crit Care 2016;27(1):56–61.Lewis R, Strachan A, Smith MM. Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. Open Nurs J 2012;6:82–89.Aggarwal R, et al. Training and simulation for patient safety. Qual Saf Health Care 2010;19(Suppl 2):i34–i43.

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

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.

Sign in / Sign up

Export Citation Format

Share Document