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2022 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Anna Fauziah ◽  
Ratu Ilma Indra Putri ◽  
Zulkardi Zulkardi

Collaborative learning through lesson study has become one of the promising methods for improving the quality of education and improving teachers' quality, likewise with the PMRI approach. The combination of the two in the training for primary school pre-service teachers, specifically in the second simulation session, was observed and reported. This article aims to describe the collaboration process in the second session of the simulations about polygon learning at PMRI training for primary school pre-service teachers. A design research method of the development type was used in this study, only at the preliminary and development or prototyping phase. The research subjects are students of Primary School Pre-service Teachers of Sriwijaya University that consisted of eight students for the small group and 32 students for the field test. Data was collected through documentation, observation, and field notes. The result showed that there were good collaboration occurs between researcher-lecturer, lecturer-student, and between students at the plan-do-see-redesign stage of the lesson study.


Author(s):  
Parag Rishipathak ◽  
Shrimathy Vijayaraghavan ◽  
Anand Hinduja

Introduction: The Sars CoV2 virus has spread havoc claiming millions of lives in its wake and the world health Organization (WHO) had declared it as a pandemic in 2020. Though medical education and clinical training has always laid more emphasis on face – to- face teaching and physical skill based hands-on training, lately various e-learning tools have become popular as teaching pedagogy due to the restriction of social distancing in the current COVID scenario. Simulation based learning plays a very important role in adding to non-technical skills and management of patient as a whole. Simulation through remote mode has gained major precedence in these last few years especially since the onset of COVID. The present study seeks to know the effectiveness of a single remote simulation session amongst Emergency Medical Services (EMS) professionals Objective: To assess the effectiveness of remote simulation in the management of cardiac arrest amongst EMS professionals. Study Design: Cross Sectional Descriptive Study. Place of Study: Symbiosis Centre for Health Skills (SCHS), Pune India in September 2021. Materials and Methods: The present study was conducted in September 2021, amongst 80 Emergency Medical Professionals (EMPs) from Pune, India. American Heart Association (AHA) – Pre-course Self-Assessment Questionnaire for the year 2020 was utilized for the study to assess ECG interpretation competency among EMS Professionals before and after a remote simulation session. Results and Discussion: Time is of essence in a cardiac arrest scenario as any delay can cause exponential rise in the mortality rate. The COVID 19 era has severely restricted bedside learning and on site simulation. A healthy alternative has emerged in the form of remote simulation, which can ensure continuity of learning along with mitigation of the disease spread. Conclusion: The findings of the study are encouraging and should be followed up with larger sample size and multiple remote simulation sessions to gain further insight into the effectiveness of this unique tool. The COVID 19 era has severely restricted bedside learning and on site simulation. A healthy alternative has emerged in the form of remote simulation, which can ensure continuity of learning along with mitigation of the disease spread.


Author(s):  
Francisca Hermawan ◽  
Andreas Elang Detra

The Training with the topic of Preparing Job Application Documents and Job Interview for Vocational High School Students played important role for the graduated students empowered by Bulir Padi to apply for job and get jobs according to their competencies. Due to the Covid-19 pandemic the training was carried out using zoom application. It was on July, 14, 2020. The training was presented by the team of FEB UAJ. The methods used in the process were lecturing, simulation  and  discussion. The material in the first session was Motivation. Session two was themed with  How To Compose A Professional Curriculum Vitae, and the third session was Tips for Successfully Facing Job Interviews. The evaluation showed  that although the training was in short it fairly succeeded in developing more confidence of the participants to prepare themselves to enter the world of work. This was shown by numerous students who asked questions, gave comments and were engaged during job interview simulation session.


Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1646
Author(s):  
Emmanuel Rineau ◽  
Anna Collard ◽  
Lorine Jean ◽  
Sarah Guérin ◽  
Louise Maunoury ◽  
...  

When anesthesia checklists and preparations are performed urgently, omissions may occur and be deleterious to the patient. The aim of this study was to evaluate in simulation the interest of a cognitive aid to effectively prepare an anesthetic room for an emergency. In a prospective single-center simulation-based study, 32 anesthesia residents had to prepare an anesthetic room in an emergency scenario, without cognitive aid in the first phase. Three months later (phase 2), they were randomly assigned to receive a cognitive aid (aid group) or no additional aid (control) and were involved in the same scenario. The primary outcome was the validation rate of each essential item in the first 5 min in phase 2. Eight items were significantly more frequently completed in the first 5 min in the aid group in phase 2 (vs. phase 1), compared with two only in the control group. However, there were no significant differences in the overall number of completed items between the two groups, as both groups completed significantly more items in phase 2, either in the first 5 min (19 (14–23) vs. 13 (9–15) in phase 1 for all residents, p < 0.001) or without time limit. Preparation times were reduced in phase 2 in both groups. In conclusion, the use of a cognitive aid allowed anesthesia residents to complete some safety items of a simulated urgent anesthesia preparation more frequently. In addition, despite daily clinical experience, a single simulation session improved anesthesia preparation and reduced the preparation time with or without cognitive aid.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Juliette Salles ◽  
Philippe Birmes ◽  
Laurent Schmitt ◽  
Bruno Bastiani ◽  
Maria Soto ◽  
...  

Abstract Background Emergency psychiatry is an essential component in the training of psychiatry residents who are required to make patient-centred orientation decisions. This training calls for specific knowledge as well as skills and attitudes requiring experience. Kolb introduced a theory on experiential learning which suggested that effective learners should have four types of abilities: concrete experience, reflective observation, abstract conceptualisation and active experimentation. We aimed to evaluate a resident training programme that we designed for use in an emergency psychiatry setting based on the experimental learning theory. Methods We designed a four-step training programme for all first-year psychiatry residents: (i) theoretical teaching of psychiatric emergency knowledge, (ii) concrete experience of ability teaching involving an initial simulation session based on three scenarios corresponding to clinical situations frequently encountered in emergency psychiatry (suicidal crisis, hypomania and depressive episodes), (iii) reflective observation and abstract conceptualisation teaching based on videos and clinical interview commentary by a senior psychiatrist for the same three scenarios, (iv) active experimentation teaching during a second simulation session based on the same three frequently encountered clinical situations but with different scenarios. Training-related knowledge acquisition was assessed after the second simulation session based on a multiple-choice quiz (MCQ), short-answer questions and a script concordance test (SCT). The satisfaction questionnaire was assessed after the resident had completed his/her initial session in order to evaluate the relevance of teaching in clinical practice. The descriptive analyses were described using the mean (+/- standard deviation). The comparative analyses were conducted with the Wilcoxon or Student’s t tests depending on data distribution. Results The residents’ mean MCQ and short-answer question scores and SCT were 7.25/10 (SD = 1.2) 8.33/10 (SD = 1.4), 77.5/100 (SD = 15.8), respectively. The satisfaction questionnaire revealed that 67 % of residents found the teaching consistent. Conclusion We designed a blended learning programme that associated, classical theoretical learning to acquire the basic concepts, a learning with simulation training to experiment the clinical situations and a video support to improve learning of interview skills and memory recall. The residents indicate that this training was adequate to prepare them to be on duty. However, despite this encouraging point, this program needs further studies to attest of its efficiency.


2021 ◽  
Vol 27 (7) ◽  
pp. 368-374
Author(s):  
Meryem Hamdoune ◽  
Abdellah Gantare

Background: The scarcity of palliative care (PC) services in Morocco, and their absence in Settat, limits the opportunities for nursing students at the Higher Institute of Health Sciences (HIHS) to benefit from clinical placements. As a consequence of this, most students feel underprepared to care for patients with PC needs. Aim: The purpose of this study is to share a simulation-based learning experience in a PC context and to evaluate the effectiveness of this learning method. Methods: The simulation experience took place in the simulation centre of the HIHS and involved 20 nursing students in their second year. The main goal of the simulation session was to simulate the support given to patients going through the five stages of grief. A post-simulation survey was conducted to explore the nursing students reflections on this learning experience. Findings: The simulation is recommended as a powerful learning approach to compensate for the lack of PC clinical placements available to nursing students. Conclusion: The simulation-based training was an excellent opportunity for nursing students to experience caring for patients in extreme end-of life-situations, which was not possible before due to the lack of specialised PC services.


2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
P Gurung ◽  
E Luff ◽  
C Waters ◽  
R Castelhano

Abstract Aim A literature review of undergraduate ENT teaching found that most final year medical students and junior doctors did not feel adequately prepared for clinical practice in ENT. Other surveys found junior doctors lack confidence in recognising or initiating management in patients with blocked tracheostomies. To improve this, we ran a simulation session designed to replicate airway emergencies that junior doctors should be able to manage. The aim was to improve confidence in and knowledge of basic management of airway emergencies, including tracheostomies. Method Groups of 4-6 final year medical students participated in 3 scenarios: 2 tracheostomy-related and 1 partially compromised airway. The students had attended a session introducing tracheostomies and the algorithms produced by the National Tracheostomy Safety Project for tracheostomy emergencies. A semi-structured debrief followed each scenario, highlighting key learning points. The students completed a pre- and post-session questionnaire, rating confidence in several domains related to the scenarios. Results Of 24 participants, the percentage of students who felt confident or very confident in the following domains were compared pre- and post-simulation respectively: recognising a potential airway problem (0% vs 71%); identifying an altered airway (0% vs 75%); managing a potentially compromised surgical airway (4% vs 71%); initially managing a compromised airway (8% vs 67%); and identifying when to escalate with a potential airway problem (25% vs 96%). Conclusions Simulation is a valuable tool that can be used to improve both knowledge and confidence in managing potential airway problems in final year medical students. This supports findings from other studies.


Author(s):  
Asma Fadi ◽  
Khadija Legrouri ◽  
Jabran Daaif ◽  
Said Benmokhtar ◽  
Said Belaaouad ◽  
...  

<p class="0abstractCxSpFirst"><strong>Objectives:</strong> The objectives of this study are to raise awareness among future radiology technicians regarding risk management in medical imaging and to measure their satisfaction with their participation in simulation sessions focused on the management of emergencies in radiology. </p><p class="0abstractCxSpMiddle">Method: A prospective research-action study was conducted at the simulation center of the Institut Supérieur des Professions Infirmières et Techniques de Santé of Agadir, with radiology technician students enrolled in the 5th semester.</p><p class="0abstractCxSpMiddle">A simulation workshop applied to the theme "Risk management in radiology related to an immediate hypersensitivity reaction to iodinated contrast products (ICP) used in CT" was organized over three days.</p><p class="0abstractCxSpMiddle"><strong>Results:</strong> Sixteen radiology students participated in the three simulation scenarios. The evaluation of the technical skills of the participants in this simulation workshop revealed an insufficient mastery of these emergencies. Indeed, during the first simulation session concerning the management of an immediate hypersensitivity reaction to iodinated contrast products in second-grade CT, the average score for the session was 06.39/20 (3.25-9). In addition, the mean score for the second simulation session applied to cardiac arrest management was 06.03/20 (2.25- 8.75).</p><p class="0abstractCxSpMiddle">Regarding the error room scenario, (50%) of the participants were satisfied with the relevance of the errors implemented in this simulation session, (37.5%) very satisfied, and (75%) judged the simulation as an effective approach to risk management.</p><p class="0abstractCxSpLast"><strong>Conclusion:</strong> Teaching by simulation applied to the management of medical imaging emergencies proves to be a relevant pedagogical method for building a base of skills for future radiology professionals.</p>


Author(s):  
Burcu Doğan ◽  
Natalie Pattison ◽  
Guillaume Alinier

Background: The COVID-19 pandemic has affected the world in every aspect. Many universities and education centres adapted their teaching to online education. Virtual simulation has been endorsed by stakeholders not only for teaching healthcare students and workers, but also to be counted as practice hours for students. We propose an approach to facilitate simulation-based education (SBE) online in an interactive manner for multiple participants. Methods: Visually enhanced mental simulation (VEMS) is a low fidelity yet very immersive and engaging educational activity used for participants to practise non-technical skills such as decision-making and communication while others observe. Unlike ordinary mental simulation, participants can engage in VEMS as in a full-scale scenario-based simulation session, while being observed by peers. It is supported with visual elements such as a patient poster and laminated equipment cards for participants to illustrate the actions performed. Actions and patient parameters are also recorded with the timing by a facilitator on a white board. The scenario is followed by a debriefing involving all participants and observers. Recommendations: VEMS can be adapted to the online environment and be facilitated through platforms such as Microsoft Teams, Skype, Zoom, GoToMeeting, or Cisco WebEx easily using a shared screen with Microsoft PowerPoint and their associated chat function or the facilitator's web camera facing a noticeboard. A patient pictogram and transparent background equipment images can be used in PowerPoint to illustrate the actions verbalised by the participants. The facilitator can speak as the patient and illustrate and write down everything in PowerPoint as the participants engage in the scenario, so all the other session attendees can observe. Everyone can then attend the scenario debriefing online. Conclusion: Online VEMS offers an opportunity for participants to practise non-technical and communication skills. It is a low fidelity and low-cost approach to facilitating SBE that still needs to be tested with actual learners for ease of use, acceptability, and educational effectiveness.


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