Simulación con pacientes estandarizados en ciencias de la salud: una revisión sistemática

Introducción: Los métodos de enseñanza utilizados en terapia ocupacional son numerosos y podrían clasificarse en dos grupos: métodos de enseñanza tradicionales y alternativos. La simulación es un método alternativo que permite el aprendizaje autónomo y el desarrollo de habilidades de pensamiento crítico de los estudiantes durante su participación activa en una práctica segura. Objetivo: Analizar la efectividad del aprendizaje a través de la simulación con pacientes estandarizados frente a la enseñanza tradicional en ciencias de la salud. Método: La estrategia de búsqueda fue: (“Patient Simulation” OR “Role Playing” OR “Simulation Scenario” OR “Simulation Education”) AND (“Program Evaluation” OR Effectiveness) AND (Student OR Postgraduate). El análisis de validez interna de los artículos incluidos en la revisión se realizó mediante la escala PEDro. Resultados: Se incluyeron catorce estudios y las variables evaluadas se organizaron en cuatro categorías: adquisición de conocimiento, aprendizaje de la práctica clínica, autoeficacia y desarrollo de habilidades de comunicación. Las muestras estuvieron compuestas por estudiantes de las profesiones de la salud y las simulaciones tuvieron una duración de entre 10 y 40 minutos por sesión (4-24 sesiones). Conclusión: No se encontraron diferencias significativas entre ambas metodologías en la adquisición de habilidades prácticas por parte de los estudiantes. Aun así, la visualización de videos explicativos al principio y el resumen al final del proceso de simulación, han demostrado ser etapas fundamentales para mejorar la efectividad de este método de enseñanza. Futuros estudios son necesarios para analizar los posibles beneficios de la simulación en la titulación de terapia ocupacional.

Fully Immersive Virtual Reality in Logistics Modelling and Simulation Education

With the increasing development and popularisation of information and communication technology, new challenges are posed to higher education in the modernisation of teaching in order to make education and training of students as effective as possible. It is therefore very important to develop and experiment with appropriate development tools, explore their benefits and effectiveness, and integrate them into existing learning strategies. The emergence of a computer-generated digital environment that can be directly experienced, actions that can determine what is happening in it, growth of technological characteristics, and decline in prices of virtual reality hardware leads to a situation that cannot be ignored. This paper investigated users' perceptions on the potential use of fully immersive virtual reality head-mounted displays in a discrete-event simulation of logistics processes. The dynamic nature of virtual environments requires active participation which causes greater engagement, motivation, and interest aided by interaction and challenges.

Geriatric Interprofessional Simulation Education Results and Rapid Cycle Quality Improvement

Following a geriatric interprofessional education event, we measured learner progression in interprofessional collaborative competencies using the Interprofessional Socialization and Valuing Scale (ISVS). We also measured student satisfaction with an investigator generated assessment tool. Through Rapid Cycle Quality Improvement (RCQI) processes, we implemented a number of variations of both the in-person and the virtual events. Variations included differences in case studies, pre work requirements, geriatric didactic topics, poster topics and presentation format, facilitator training, standardized patient or patient presence, huddle format, and demonstration of how to effectively perform teamwork. Results showed gains in interprofessional collaborative competencies between pre- and post-education using this geriatric simulation model. Learner satisfaction was high for all simulation variations. Results of education variations and comparisons of the delivery methods will be presented.

Development and Effects of a Nursing Education Program Using Virtual Reality for Enhancing Clinical Decision-Making Ability in Respiratory Disease Nursing Care

Purpose: This study was conducted to develop and examine the effects of a nursing education program using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care by assessing students’ confidence in performance, clinical decision-making ability, practice flow, class evaluations, and simulation design evaluations.Methods: This study was developed based on the Jeffries simulation model and 5E learning cycle model, blending a virtual reality simulation and high-fidelity simulation. The participants were 41 third-year nursing students with no virtual reality and simulation education experience. The experimental group (n=21) received the virtual reality program, while the control group (n=20) received traditional simulation education. Data were collected from March 8 to May 28, 2021 and analyzed using SPSS version 27 for Windows.Results: Statistically significant differences were found between the experimental group and the control group post-intervention in confidence in performance (F=4.88, p=.33) and clinical decision-making ability (F=18.68, p＜.001). The experimental group showed significant increases in practice flow (t=2.34, p=.024) and class evaluations (t=2.99, p=.005) compared to the control group.Conclusion: Nursing education programs using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care can be an effective educational strategy in the clinical context.

Peer led practice improves medical student confidence in subsequent Objective Structured Clinical Examinations (Preprint)

BACKGROUND Diabetic ketoacidosis (DKA) teaching is often inadequate leading to confusion amongst medical students and junior doctors. Active learning approaches such as simulation improves retention of learning. A peer led simulated OSCE programme improved medical students’ knowledge and confidence in recognising and managing DKA. OBJECTIVE To design a protocol to improve medical education on the topic of DKA. METHODS A combination of Objective Structured Clinical Examination (OSCE) and medical simulation was devised utilising a SMART simulator mannequin and a peer taking the role of simulated patient. Students received two debriefs, individual feedback and group discussion. Students were assessed through objective assessment results from a questionmark assessment. RESULTS Objective scores on assessment were improved from 5.2/10 (SD, 1.0) to 10/10 (SD, 2.1) on the questionmark. The difference in scores was statistically significant (p<0.05). CONCLUSIONS Medical students benefit from and enjoy OSCE style simulation education on DKA. This programme could be expanded to other topics in acute medicine and extended to other students in healthcare professions.