Reflections in the Lens: Video-Assisted Debriefing Augments Simulation–Based Medical Education*

IntroductionThe use of different methods for introducing the scenario in simulation-based medical education has not been investigated before and may be a useful element to optimise the effectiveness of learning. The aim of this study was to compare an immersive video-assisted introduction to a minimal text-based one, with regard to emotional assessment of the situation.MethodsIn this pilot study, 39 students participated in a medical simulated scenario. The students were randomly assigned to an experimental group (video-assisted introduction) or a control group (minimal textual introduction) and both were followed by performing surgery on LapSim (Surgical Science, Gothenburg, Sweden). The emotional assessment of the situation, cognitive appraisal, was defined as the ratio of the demands placed by an individual’s environment (primary appraisal) to that person’s resources to meet the demands (secondary appraisal). Secondary outcomes were anxiety (State-Trait Anxiety Inventory), physiological parameters (heart rate, heart rate variability, skin conductance, salivary cortisol), engagement (Game Engagement Questionnaire), motivation (Intrinsic Motivation Inventory) and performance (mean score in percentage calculated by LapSim of predefined levels).ResultsParticipants in the immersive video group (n=17) were overloaded in terms of their perceived demands (a ratio of 1.17, IQR 0.30) compared with those in the control group (a ratio of 1.00, IQR 0.42, n=22) (P=0.01). No significant differences were found between the groups in secondary outcomes. Both groups showed an increase of anxiety after the introduction method. In the experimental group, this score increased from 9.0 to 11.0, and in the textual group from 7.5 to 10.5, both P<0.01.DiscussionThis study shows that the method of introducing a simulated scenario may influence the emotional assessment of the situation. It may be possible to make your simulation introduction too immersive or stimulating, which may interfere with learning. Further research will be necessary to investigate the impact and usefulness of these findings on learning in simulation-based medical education.

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A review of participant satisfaction, stress and anxiety associated with video assisted feedback in simulation based medical education

Journal of Clinical Case reports and reviews ◽

10.36879/jccrr.18.000117 ◽

2018 ◽

pp. 1-5

Keyword(s):

Medical Education ◽

Simulation Training ◽

Intervention Studies ◽

Clinical Situation ◽

Affective Domain ◽

Learning Activity ◽

Participant Satisfaction ◽

Video Assisted ◽

Simulated Environment ◽

Simulation Based

Simulation acts as a replication of components of a clinical situation and allows a learner to practice in an ‘artificial’ and controlled simulated environment with guided exposure. Feedback of the trainee’s performance during and after the simulation activity is an essential component of simulation training. The affective domain (how participants feel) is the most often neglected domain in higher education but can be used to assess the effect of a learning activity or intervention. Studies suggest participant satisfaction with, and perception of, simulation training was enhanced by video assisted feedback of their performance. Although studies have established a link between simulation training and stress/anxiety this association has not been investigated to determine whether VAF results in a beneficial level of stress and anxiety or a detrimental level.

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52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2813 ◽

2007 ◽

Vol 30 (4) ◽

pp. 56

Author(s):

I. Rigby ◽

I. Walker ◽

T. Donnon ◽

D. Howes ◽

J. Lord

Keyword(s):

Internal Medicine ◽

Emergency Medicine ◽

Medical Education ◽

Family Medicine ◽

Training Program ◽

Correlation Coefficient ◽

Training Programs ◽

Self Assessment ◽

Procedural Skills ◽

Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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PO-0690 Teaching Project In Neonatology Using Simulation-based Medical Education In Laos

Archives of Disease in Childhood ◽

10.1136/archdischild-2014-307384.1329 ◽

2014 ◽

Vol 99 (Suppl 2) ◽

pp. A479.2-A479

Author(s):

H Sabir ◽

S Brenner ◽

MB Schmid ◽

T Kuehn ◽

D Phouvieng ◽

...

Keyword(s):

Medical Education ◽

Simulation Based

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The future of simulation based medical education: Adaptive simulation utilizing a deep multitask neural network

AEM Education and Training ◽

10.1002/aet2.10605 ◽

2021 ◽

Author(s):

Aaron J. Ruberto ◽

Dirk Rodenburg ◽

Kyle Ross ◽

Pritam Sarkar ◽

Paul C. Hungler ◽

...

Keyword(s):

Neural Network ◽

Medical Education ◽

Adaptive Simulation ◽

Simulation Based ◽

The Future

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Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2021-000894 ◽

2021 ◽

pp. bmjstel-2021-000894

Author(s):

Sinead Campbell ◽

Sarah Corbett ◽

Crina L Burlacu

Keyword(s):

Simulation Training ◽

Online Video ◽

Safety Measures ◽

Face To Face ◽

Video Assisted ◽

Simulation Based ◽

High Standards ◽

Strongly Agree ◽

Training Opportunities ◽

Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

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