When Does Fidelity Matter? An Evaluation of Two Medical Simulation Methods (original) (raw)
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Simulation technologies are used to assess and teach competencies through the provision of reproducible stimuli. They have exceptional utility in assessing responses to clinical stimuli that occur sporadically or infrequently. In this article, the authors describe the utility of emerging simulation technologies, and discuss critical issues in simulator-based skills assessment and appropriate results analysis. Method: Based on literature search and expert consensus, the authors discuss three simulation technologies: standardized patients and the objective structured clinical examination; the integrated high fidelity mannequin; virtual clinical stations and the objective structured virtual examination.
Internet Journal of Allied Health Sciences and Practice, 2019
Purpose: Simulation instruction is an effective method to help health professional students develop personal and interprofessional competencies. The purpose of this review was to summarize the literature on high-fidelity mannequin simulation using methods that develop various personal and interprofessional competencies of health students in profession-specific and interprofessional health settings. Method: This review was conducted using 10 databases, and articles published in English from January 2008 through January 2018 were reviewed. Keywords and terms from the Medical Subject Headings [MeSH] thesaurus were used to create keyword combinations. Of 95 articles that resulted from this search, 44 research studies were chosen for the review. Results: High-fidelity mannequin simulations improved students’ personal and professional competencies in profession-specific environments by 13%-63% depending on the profession. Students acquired knowledge, learned to think critically, and devel...
The Effect of Simulation on Clinical Performance
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2011
Introduction: Patient simulation has been used to augment the traditional clinical model, but its value is unclear. The aim of this study was to evaluate the effects of a theory-driven pediatric simulation curriculum on nursing students' clinical performance. Methods: The convenience sample included 116 junior nursing students enrolled in a pediatric course. Using a staggered timing model, students attended simulation instead of clinical for 2 weeks (25%) of an 8-week semester. The students spent the same amount of time in simulation as in clinical (12 hours per week). Student clinical performance was assessed using a Likert-style tool at 2-week intervals by the clinical faculty. Scores of students who attended simulation in the first 2 weeks were compared with students who had not yet attended simulation. Data were analyzed using repeated measure analysis with the mixed model, and covariate effects were considered. A Compound Symmetry covariance model was used to control the correlation between weeks within each subject. Statistical significance was determined at the 5% level. Results: Faculty rated students with patient simulation experience higher than those who had not yet attended simulation (mean Ϯ standard error: 1.74 Ϯ 0.75, P ϭ 0.02). On item-level analysis, therapeutic skills were positively impacted by simulation (P ϭ 0.02). Conclusions: Time in simulation enhanced clinical performance, as simulation students achieved higher scores more quickly than those without simulation and maintained high performance levels. These findings suggest patient simulation is a valuable addition to augment the apprenticeship model.
Journal of the Formosan Medical Association, 2006
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