scholarly journals Adaptation and use of media in an innovative simulation-based clinician training programme

2021 ◽  
pp. bmjstel-2020-000808
Author(s):  
Eka Melson ◽  
Wentin Chen ◽  
Dengyi Zhou ◽  
Emma Ooi ◽  
Nia Evans ◽  
...  
Keyword(s):  
Training Programme ◽  
Clinician Training ◽  
Simulation Based

scholarly journals Distributed Simulation as a modelling tool for the development of a simulation-based training programme for cardiovascular specialties

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanika Kelay ◽  
Kah Leong Chan ◽  
Emmanuel Ako ◽  
Mohammad Yasin ◽  
Charis Costopoulos ◽  
...  
Keyword(s):  
Distributed Simulation ◽  
Training Programme ◽  
Simulation Based

scholarly journals SP212DEVELOPING A SIMULATION-BASED TRAINING PROGRAMME IN RENAL EMERGENCY MEDICINE FOR MEDICAL TRAINEES

2015 ◽  
Vol 30 (suppl_3) ◽  
pp. iii448-iii448
Author(s):  
Helen Mills ◽  
William White ◽  
Rachel Crisp ◽  
Rachel Gill ◽  
Sai Krishna Duraisingham ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Training Programme ◽  
Medical Trainees ◽  
Simulation Based

scholarly journals Simulation-based training programme and preparedness testing for COVID-19 using system integration methodology

2020 ◽  
pp. bmjstel-2020-000626 ◽  
Author(s):  
Hani M S Lababidi ◽  
Usamah Alzoraigi ◽  
Abdullah Abdulaziz Almarshed ◽  
Waleed AlHarbi ◽  
Mohamad AlAmar ◽  
...  
Keyword(s):  
System Integration ◽  
Compliance Rate ◽  
Training Programme ◽  
Full Scale ◽  
Simulated Patients ◽  
Online Module ◽  
Simulation Based ◽  
Medical City ◽  
Infection Control Guidelines ◽  
Disaster Exercise

BackgroundCOVID-19 pandemic is presenting serious challenges to the world’s healthcare systems. The high communicability of the COVID-19 necessitates robust medical preparedness and vigilance.ObjectiveTo report on the simulation-based training and test preparedness activities to prepare healthcare workers (HCWs) for effective and safe handling of patients with COVID-19.MethodologyTwo activities were conducted: simulation-based training to all HCWs and a full-scale unannounced simulation-based disaster exercise at King Fahad Medical City (KFMC). The online module was designed to enhance the knowledge on COVID-19. This module was available to all KFMC staff. The five hands-on practical part of the course was available to frontliner HCWs. The unannounced undercover simulated patients’ full-scale COVID-19 simulation-based disaster exercise took place in the emergency department over 3 hours. Six scenarios were executed to test the existing plan in providing care of suspected COVID-19 cases.Results2620 HCWs took the online module, 17 courses were conducted and 337 frontliner HCWs were trained. 94% of learners were satisfied and recommended the activity to others. The overall compliance rate of the full-scale COVID-19 disaster drill with infection control guidelines was 90%. Post-drill debriefing sessions recommended reinforcing PPE training, ensuring availability of different sizes of PPEs and developing an algorithm to transfer patients to designated quarantine areas.ConclusionSimulation-based training and preparedness testing activities are vital in identifying gaps to apply corrective actions immediately. In the presence of a highly hazardous contagious disease like COVID-19, such exercises are a necessity to any healthcare institution.

scholarly journals An exploratory study considering the potential impacts of high-fidelity simulation based education on self-evaluated confidence of non-respiratory physiotherapists providing an on-call respiratory physiotherapy service: a mixed methods study

2019 ◽  
Vol 6 (4) ◽  
pp. 199-205
Author(s):  
Stephanie K Mansell ◽  
Alex Harvey ◽  
Amanda Thomas
Keyword(s):  
Mixed Methods ◽  
Focus Groups ◽  
Coping Strategies ◽  
Postgraduate Education ◽  
Training Programme ◽  
Learning Needs ◽  
Self Evaluation ◽  
Simulation Based ◽  
Scenarios Simulation ◽  
Respiratory Physiotherapy

IntroductionPhysiotherapists working on-call to provide emergency respiratory services report stress and lack of confidence in on-call scenarios. Simulation-based education (SBE) is a potential solution to improve confidence and reduce stress of on-call physiotherapists. In physiotherapy, use of SBE is sporadic. The aim of this study was to evaluate the addition of SBE to an on-call training programme on non-respiratory physiotherapists’ self-evaluated confidence. Additionally, the study aimed to evaluate if SBE facilitates identification of learning needs.MethodsThis cohort study took a mixed methods approach. Participants were recruited from staff providing on-call respiratory physiotherapy services at a UK hospital. Participants received traditional on-call training over 1 year, with SBE added the subsequent year, in a pre-post analysis design. Self-evaluated confidence was assessed with the Association of Chartered Physiotherapists in Respiratory Care Acute Respiratory/On-call Physiotherapy Self-evaluation of Competence (ACPRC) questionnaire. Two focus groups were conducted post-SBE.ResultsThere were 10 participants. Thematic analysis of focus groups indicated participants found SBE provided coping strategies for on-call working. Using coping strategies taught in SBE reduced stress levels and increased confidence of non-specialist on-call physiotherapists. ACPRC questionnaire scores significantly improved following the addition of SBE (median change 5.5%, p=0.034, r=0.57). SBE assisted in identification of learning needs through recognition of unconscious incompetence and reinforcement of conscious and unconscious competence.ConclusionsSBE may improve self-evaluated confidence of non-specialist on-call physiotherapists. SBE assists in learning needs identification. SBE could enhance training of physiotherapists providing on-call respiratory services. Further larger trials investigating optimal methods of on-call physiotherapy postgraduate education are warranted.

Dignity in adolescent health care: a simulation-based training programme

2016 ◽  
Vol 50 (5) ◽  
pp. 570-571 ◽  
Author(s):  
Daniel Hardoff ◽  
Assaf Gefen ◽  
Doron Sagi ◽  
Amitai Ziv
Keyword(s):  
Health Care ◽  
Adolescent Health ◽  
Training Programme ◽  
Simulation Based

scholarly journals Non-technical skills learning in healthcare through simulation education: integrating the SECTORS learning model and complexity theory

2015 ◽  
Vol 1 (2) ◽  
pp. 67-70 ◽  
Author(s):  
Morris Gordon ◽  
Helen Box ◽  
Michael Farrell ◽  
Alison Stewrt
Keyword(s):  
Complexity Theory ◽  
Technical Skills ◽  
Training Programme ◽  
Learning Assessment ◽  
Professional Groups ◽  
Simulation Education ◽  
Simulation Based ◽  
Pilot Work ◽  
Student’S T ◽  
Skills Learning

Recent works have reported the SECTORS model for non-technical skills learning in healthcare. The TINSELS programme applied this model, together with complexity theory, to guide the design and piloting of a non-technical skills based simulation training programme in the context of medicines safety. The SECTORS model defined learning outcomes. Complexity Theory led to a simulation intervention that employed authentic multi-professional learner teams, included planned and unplanned disturbances from the norm and used a staged debrief to encourage peer observation and learning. Assessment videos of non-technical skills in each learning outcome were produced and viewed as part of a Non-Technical Skills Observation Test (NOTSOT) both preintervention and postintervention. Learner observations were assessed by two researchers and statistical difference investigated using a student's t test. The resultant intervention is described and available from the authors. Eighteen participants were recruited from a range of inter-professional groups and were split into two cohorts. There was a statistically significant improvement (p=0.0314) between the Mean (SD) scores for the NOTSOT pre course 13.9 (2.32) and postcourse 16.42 (3.45). An original, theoretically underpinned, multiprofessional, simulation based training programme has been produced by the integration of the SECTORS model for non-technical skills learning the complexity theory. This pilot work suggests the resultant intervention can enhance non-technical skills.

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