The Use of Remote and Traditional Faciliation to Evaluate Telesimulation to Support Interprofessional Education and Processing in Healthcare Simulation Training

Introduction The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes. The training of future clinicians for diversified care. teams and patient populations has become known as interprofessional education (IPE). Although the goals for IPE suggest that individual differences in trait mindfulness may serve an important determinant for training effectiveness, it has gone unstudied in extant simulation training research.MethodsTo fill this gap, in this paper, we examine trait mindfulness’ predictive power for training outcomes across two IPE cohort samples using two, prospective observational designs.Results Study 1’s Findings supported trait mindfulness’ prediction of perceived teamwork behaviours in training simulations between medical and nursing students (n=136). In study 2’s expanded sample to five health professions (n=232), findings extended trait mindfulness’ prediction of team efficacy and skill transfer, assessed 1 month after training.Conclusion A final, follow-up assessment 16 months later extended mindfulness’ predictive validity to knowledge retention and teamwork attitudes. We discuss the theoretical and practical implication of our findings for advancing mindfulness research and IPE effectiveness assessment.

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Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura

Scientia Medica ◽

10.15448/1980-6108.2018.1.28852 ◽

2018 ◽

Vol 28 (1) ◽

pp. 28852

Author(s):

Brena Carvalho Pinto de Melo ◽

Ana Rodrigues Falbo ◽

Patricia Gomes de Mattos Bezerra ◽

Leila Katz

Keyword(s):

Instructional Design ◽

Simulation Training ◽

Positive Influence ◽

Design Guidelines ◽

Self Assessment ◽

Complex Learning ◽

Instructional Format ◽

Healthcare Simulation ◽

Instructional Perspectives ◽

Proper Training

AIMS: This article had two main objectives: to present a brief summary of introductory cognitive concepts on learning and instruction for simulation, including instructional design guidelines; and provide an overview of the current available evidence on the instructional perspectives on healthcare simulation training effectiveness, in particular with regards to simulation formats, fidelity and simulation site.METHODS: We searched for articles at MEDLINE/PubMed, Embase, Cochrane, ERIC, LILACS and SciELO databases, using the keywords "instructional design guidelines", "healthcare simulation", "simulation training", "simulation effectiveness", "complex learning", and "transfer of learning". No specific beginning date of publication was specified and last date of search was September 19th 2017. All articles in English and Portuguese were considered for inclusion with no specific exclusion criteria. A few articles were purposefully selected in search of introductory concepts on learning and instruction.RESULTS: Our search retrieved 3196 articles in the different databases. After preliminary title, abstract and content analysis, we selected 56 articles. Additionally, nine traditional articles and one book were included to present the best available evidence, reviews, reflections and critiques on simulation instructional perspectives, resulting in 66 references consulted in detail for this review.CONCLUSIONS: Simulation offers the opportunity for active learning for health professionals by providing a complex learning environment with integration of knowledge, skills and attitudes. With potential impact on the different levels of learning, behavior and results, special attention should be given to the instructional format of the simulation. Among the instructional design guidelines, authenticity stands out as one of the elements of fundamental relevance for learning. Other instructional elements, such as increasing complexity, proper training location, debriefing, self-assessment opportunity, and other forms of assessment, also have positive influence and should be used in planning different simulation instructional designs.

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Healthcare Simulation Standards of Best PracticeTM Simulation-Enhanced Interprofessional Education

Clinical Simulation in Nursing ◽

10.1016/j.ecns.2021.08.015 ◽

2021 ◽

Vol 58 ◽

pp. 49-53

Author(s):

Kelly Rossler ◽

Margory A. Molloy ◽

Amy M. Pastva ◽

Michelle Brown ◽

Neena Xavier

Keyword(s):

Interprofessional Education ◽

Healthcare Simulation

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Creating Healthcare Simulation Training Systems: A Designer's Forum

PsycEXTRA Dataset ◽

10.1037/e572172013-151 ◽

2012 ◽

Author(s):

Mark W. Scerbo

Keyword(s):

Simulation Training ◽

Training Systems ◽

Healthcare Simulation

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Actors with intellectual disabilities in mental health simulation training

The Journal of Mental Health Training Education and Practice ◽

10.1108/jmhtep-04-2017-0024 ◽

2017 ◽

Vol 12 (4) ◽

pp. 272-278 ◽

Cited By ~ 2

Author(s):

Chris Attoe ◽

Gregoire Billon ◽

Samantha Riches ◽

Karina Marshall-Tate ◽

James Wheildon ◽

...

Keyword(s):

Mental Health ◽

Intellectual Disabilities ◽

Interprofessional Education ◽

Simulation Training ◽

Shared Responsibility ◽

Simulated Patients ◽

Content Type ◽

Increased Risk ◽

People With Intellectual Disabilities ◽

Direct Feedback

Purpose People with intellectual disabilities experience poorer health outcomes than the general population, and a significantly increased risk of mental health comorbidity. Their access to healthcare has been consistently shown as inadequate, and their access to mental health support is still largely wanting. Adequate training and education should improve these shortcomings but there is limited evidence available as to the best way to achieve this. The paper aims to discuss these issues. Design/methodology/approach This paper reports on the co-production and co-delivery of a simulation training course to support healthcare professionals to provide care for people with intellectual disabilities, with a particular focus on their mental health needs. This training was designed with actors with intellectual disabilities, who participated as simulated patients in scenarios during the course and subsequently provided feedback on their experience. Findings This paper focusses on the positive experiences of the simulated patients, reporting on and interpreting their direct feedback on their experience of contributing to the development and delivery of the course and being involved as co-educators. Originality/value It is highlighted that the co-production and delivery of this simulation training with people with intellectual disabilities has the potential to realise some of the key principles called upon when attempting to improve how they are treated, by illustrating concrete participation, independence, and access to fulfilling lives. The value and benefits of interprofessional education to achieve these educational aims is further highlighted, particularly for the potential to generate a sense of shared responsibility within mainstream services in caring for people with intellectual disabilities.

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Toward Objective Measures of Team Dynamics During Healthcare Simulation Training

Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care ◽

10.1177/2327857916051010 ◽

2016 ◽

Vol 5 (1) ◽

pp. 50-54 ◽

Cited By ~ 5

Author(s):

Ronald Stevens ◽

Trysha Galloway ◽

Jamie Gorman ◽

Ann Willemsen-Dunlap ◽

Don Halpin

Keyword(s):

Simulation Training ◽

Team Member ◽

Semantic Analysis ◽

Task Demands ◽

Short Term ◽

Dynamic Changes ◽

Team Members ◽

Symbolic Representations ◽

Healthcare Simulation ◽

Fourth Year Medical Students

Three-person teams of fourth-year medical students or experienced operating room practitioners performed simulations around the construct of ventilation. Team member communications together with EEG-derived brainwaves were collected and classified each second and the changing neurodynamic as well as communication organizations of the team were modeled. The fluctuating neurodynamic organizations were obtained from symbolic representations of the EEG power levels of team members while changes in communication were determined by Latent Semantic analysis – derived measures of communication content. The neurodynamic organizations of the teams at the 10 Hz (alpha) and 39 Hz (gamma) EEG frequencies fluctuated with task demands. The frequency, magnitudes, and durations of these fluctuations differed between novice and expert teams, and these changes in the team’s neurodynamic organizations were paralleled by dynamic changes in communication and improvements in TeamSTEPPS® ratings. Neurodynamic and communication measures of team organization may therefore be valuable tools for understanding and assessing the short term dynamics of teams during simulation training, complementing and extending observational evaluations of teams.

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