scholarly journals High-fidelity simulation training programme for final-year medical students: implications from the perceived learning outcomes

2019 ◽  
Vol 25 (5) ◽  
pp. 392-398
Author(s):  
YF Choi ◽  
TW Wong
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Simulation Training ◽  
Training Programme ◽  
High Fidelity ◽  
Perceived Learning ◽  
High Fidelity Simulation

scholarly journals High Fidelity Simulation Enhances Advanced Cardiac Life Support Training in Medical Students

2014 ◽  
Vol 46 (2) ◽  
pp. 286-287 ◽  
Author(s):  
A. Amin ◽  
C.L. Anderson ◽  
C. Canales ◽  
M. Langdorf ◽  
S. Lotfipour ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals P-55 High fidelity simulation training in end of life care; one chance to get it right

2017 ◽  
Vol 7 (Suppl 1) ◽  
pp. A20.2-A20
Author(s):  
Rina Patel ◽  
Sally Middleton ◽  
Martine Meyer ◽  
Jennifer Blair
Keyword(s):  
End Of Life ◽  
End Of Life Care ◽  
Simulation Training ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Life Care

scholarly journals Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251078
Author(s):  
Ji Hye Yu ◽  
Hye Jin Chang ◽  
Soon Sun Kim ◽  
Ji Eun Park ◽  
Wou Young Chung ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Clinical Performance ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Education ◽  
Before And After ◽  
Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

928: INCLUSION OF HIGH-FIDELITY SIMULATION TRAINING IN A CRITICAL CARE NURSING INTERNSHIP

2016 ◽  
Vol 44 (12) ◽  
pp. 308-308 ◽  
Author(s):  
Bryan Boling ◽  
Melanie Hardin-Pierce ◽  
Lynne Jensen ◽  
Zaki-Udin Hassan
Keyword(s):  
Critical Care ◽  
Simulation Training ◽  
High Fidelity ◽  
Critical Care Nursing ◽  
High Fidelity Simulation ◽  
Care Nursing

Abstract W P317: Pan-London Simulation Training for Hyperacute Stroke

Stroke ◽  
2014 ◽  
Vol 45 (suppl_1) ◽  
Author(s):  
J Birns ◽  
P Jaye ◽  
A Roots ◽  
G Reedy ◽  
Alastair Ross
Keyword(s):  
Learning Outcomes ◽  
Health Care Professionals ◽  
Simulation Training ◽  
Emergency Situation ◽  
Technical Skills ◽  
Stroke Care ◽  
Training Programme ◽  
Management Decision ◽  
Structured Interviews ◽  
Hyperacute Stroke

Background: City-wide re-organisation of stroke care in London, incorporating 8 hyperacute stroke units (HASUs), has improved thrombolysis rates and survival cost-effectively. Continued staffing of HASUs requires stroke-specialist training to develop competencies for managing neurological emergencies. Simulation training provides an education platform for health care professionals to become immersed in realistic scenarios where outcome is dependent upon technical and non-technical skills. Methods: A standardised, curriculum-mapped, high-fidelity, simulation-training programme was developed on 4 HASUs for city-wide staff to attend. Learning outcomes included technical (acute stroke assessment/management) and non-technical skills (including time management/decision-making/teamwork). A mixed-methods evaluation approach was used to evaluate data from participants before, during, and after training. Results: Over a 2 year period, 152 HASU staff (70 medical; 82 nursing) participated. Quantitative analysis showed a pre/post-course increase in candidates’ ability to manage emergency stroke situations (t=6.6, p<0.001), leadership skills (t=6.7, p<0.001) and communication skills (t=3.7, p<0.001), more so in junior compared with senior clinicians. Simulation training was enjoyable (mean (SD) rating 5.7(2) on 7 point Likert scale), with higher ratings from doctors compared with nurses (t=3; p<0.01). Enjoyment correlated positively (r=0.853; p<0.001) and previous experience of simulation correlated negatively (r=-0.228; p<0.05) with relevance to clinical practice. Thematic analysis of post-course semi-structured interviews demonstrated 5 important learning outcomes (assertiveness; calling for help; situational awareness; teamwork; verbalising thoughts) and 3 main responses for transference to practice (general enthusiasm with no particular practical change; immediate recognition of an emergency situation providing recall of the course; reflective change). Conclusion: Simulation training may be effective in helping achieve HASU-specific learning outcomes and may be delivered in a standardised manner across multiple sites.

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