scholarly journals SIMULATION TRAINING AS A FACTOR OF FORMATION OF CLINICAL SKILLS

2021 ◽  
pp. 2-2
Author(s):  
N.A. Polyanskaya ◽  
N.A. Getman ◽  
E.B. Pavlinova ◽  
E.N. Kotenko ◽  
O.A. Savchenko
Keyword(s):  
Simulation Training ◽  
Clinical Skills

scholarly journals Evaluation of medical student retention of clinical skills following simulation training

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Gozie Offiah ◽  
Lenin P. Ekpotu ◽  
Siobhan Murphy ◽  
Daniel Kane ◽  
Alison Gordon ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Retention ◽  
Simulation Training ◽  
Clinical Skills

What is the evidence for the use of simulation training to teach communication skills in psychiatry?

2019 ◽  
Vol 22 (1) ◽  
pp. 23-25 ◽  
Author(s):  
Josephine Neale
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Patient Care ◽  
Communication Skills ◽  
Simulation Training ◽  
Clinical Skills ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Communications Skills ◽  
Ideal Method

Training in communication skills is a vital part of medical education worldwide and essential for psychiatrists, with poor communication often cited as a key contributing factor in healthcare complaints. Simulation training is a rapidly developing educational modality, and educationalists need to be aware of its possible uses and pitfalls in teaching communications skills in psychiatry. By exploring the advantages and disadvantages of the use of simulation training as a method of teaching communication skills in psychiatry, this article demonstrates a clear consensus in the literature that, while there are a number of difficulties to be overcome in simulation training, these are outweighed by the clear educational gains. In areas where resources are limited, there are suitable variations of simulation training which can be employed. Simulation training can facilitate teaching clinical and non-clinical skills simultaneously, and the use of simulation in mental health is an ideal method for addressing gaps in knowledge and skills relating to communication with patients, which could directly translate to an improvement in patient care.

Stress and anxiety management strategies in health professions' simulation training: a review of the literature

2016 ◽  
Vol 2 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Jeanette Ignacio ◽  
Diana Dolmans ◽  
Albert Scherpbier ◽  
Jan-Joost Rethans ◽  
Sally Chan ◽  
...  
Keyword(s):  
Patient Outcomes ◽  
Simulation Training ◽  
Acute Stress ◽  
Clinical Skills ◽  
Management Strategies ◽  
Health Profession ◽  
Anxiety Reduction ◽  
Anxiety Management ◽  
High Acuity ◽  
Excessive Stress

IntroductionSimulation training has been used to teach clinical skills to health profession trainees. Stress and/or anxiety occur in high-acuity scenarios in the clinical environment, and affect clinician performance and patient outcomes. To date, strategies that have been used in conjunction with simulation training for healthcare professionals that address stress management are limited. This paper reports a literature review conducted to explore strategies used with simulations to enhance the ability of health profession trainees in reducing acute stress and/or anxiety during high-acuity clinical events.MethodsDatabases searched included Scopus, PubMed, CINAHL, Web of Knowledge and Science Direct. The examples of the literature chosen were those published in the English language from January 2005 to March 2015, and were peer-reviewed empirical papers that focused on the strategies addressing stress and/or anxiety during simulation training for healthcare profession trainees.ResultsEight studies using various forms of stress/anxiety management strategies with simulations demonstrated varying degrees of effectiveness. Themes that emerged from these eight studies were excessive stress and clinical performance in simulation, emotional training strategies in simulation, and factors contributing to stress and anxiety reduction during simulation.ConclusionsExcessive stress and/or anxiety in the clinical setting have been shown to affect performance and could compromise patient outcomes. Health profession training curricula might benefit from a stress/anxiety reduction strategy integrated into the simulation programmes. This review showed that the stress/anxiety management strategies that have been used with simulations, mostly in surgical training, have various degrees of effectiveness.

scholarly journals PERCEPTIONS OF TRAINEES ABOUT USE OF SIMULATION IN GYNAECOLOGY AND OBSTETRICS

2021 ◽  
Vol 71 (6) ◽  
pp. 2001-06
Author(s):  
Maimoona Hafeez ◽  
Nudrat Sohail ◽  
S H Waqar
Keyword(s):  
Clinical Experience ◽  
Thematic Analysis ◽  
Simulation Training ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Qualitative Interviews ◽  
Real Life ◽  
Sampling Technique ◽  
Second Phase ◽  
Obstetrics And Gynaecology

Objective: To explore the perception of Obstetrics and Gynaecology (OB/GYN) postgraduates about the use of simulation in improving their clinical skills. Study Design: Explanatory sequential mixed method design. Place and Duration of Study: Obstetrics and Gynaecology department of Sharif Medical and Dental City (SMDC) Lahore Pakistan, from Jun to Oct 2019. Methodology: By using a homogenous purposive sampling technique eight postgraduate residents from Obstetrics and Gynaecology department were recruited. The study had two phases: In the first phase, quantitative data was collected and analyzed while in the second phase qualitative data were collected by following the quantitative phase and then analyzed. This framework was tracked through the procedure of instrumental delivery with vacuum application in a real-life situation. A survey was conducted before and after the simulation training by using a researcher-developed Likert scale questionnaire. After that in-depth qualitative interviews were conducted. The improvement in clinical performance was evaluated by pairedsample t-test and thematic analysis. Results: Significant performance improvement (p<0.001) after simulation training was reported. The thematic analysis revealed a lack of proficiency in clinical experience before simulation at behavioural and technical levels while enhancement in clinical experience after simulation at both levels. The perceived benefits of simulation with the major trends of simulation as time-friendly, as a source of deliberate practice, and as safe practice in the unthreatened environment were explored. The theme of suggestions was also explored. Conclusion: The participants showed improvement in their clinical skills by describing the optimized benefits of simulation. Few of them are.......

scholarly journals Combining in-situ simulation and live HEMS mission facilitator observation: a flexible learning concept

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Per P. Bredmose ◽  
Jostein Hagemo ◽  
Doris Østergaard ◽  
Stephen Sollid
Keyword(s):  
Simulation Training ◽  
Clinical Skills ◽  
Training Session ◽  
Numerical Data ◽  
Continuous Medical Education ◽  
Structured Interviews ◽  
Immediate Feedback ◽  
In Situ Simulation ◽  
One Year

Abstract Background Continuous medical education is essential in Helicopter Emergency Medical Services (HEMS). In-situ simulation training makes it possible to train in a familiar environment. The use of a dedicated facilitator is essential; however, when an in-situ simulation training session is interrupted by a live mission, the efforts invested in the training are left unfulfilled. This study aims to evaluate if HEMS mission observation and debriefing by the simulation facilitator is a feasible alternative to mission-interrupted simulation training, and how this alternative to simulation training is perceived by both facilitators and HEMS crew members. Methods Facilitator observation during live missions and post-mission debriefing was offered as an alternative to mission-interrupted simulation training over a one-year period at three HEMS bases. Immediate feedback was requested from crews and facilitators after each observed live mission on a predefined questionnaire. At the end of the study period, semi-structured interviews were performed with a sample of HEMS crew members and facilitators to further explore the experience with the concept. Numerical data about the sessions were recorded continuously. Results A total of 78 training sessions were attempted, with 46 (59%) of the simulations conducted as planned. Of the remaining, 23 (29%) were not started because the crew had other duties (fatigued crew or crew called for a mission where observation was inappropriate/impossible), and 9 (12%) training sessions were converted to observed live missions. In total, 43 (55%), 16 (21%) and 19 (24%) attempts to facilitate simulation training were undertaken on the three bases, respectively. The facilitators considered mission observation more challenging than simulation. The interviews identified local know-how, clinical skills, and excellent communication skills as important prerequisites for the facilitators to conduct live mission observation successfully. Participating crews and facilitators found simulation both valuable and needed. Being observed was initially perceived as unpleasant but later regarded as a helpful way of learning. Conclusion Live mission observation and debriefing seems a feasible and well-received alternative to an in-situ simulation program in HEMS to maximise invested resources and maintain the learning outcome. Furthermore, additional training of simulation facilitators to handle the context of live mission observation may further improve the learning output.

Microsurgery Fellows' Impression of Clinical and Educational Offerings during Fellowship Year

2019 ◽  
Vol 36 (03) ◽  
pp. 191-196 ◽  
Author(s):  
Brianne J. Sullivan ◽  
Samantha Maliha ◽  
Peter W. Henderson
Keyword(s):  
Simulation Training ◽  
Clinical Skills ◽  
Perforator Flap ◽  
Skills Training ◽  
Median Number ◽  
Laboratory Simulation ◽  
Live Animal ◽  
Electronic Survey ◽  
Fellowship Programs ◽  
Deep Inferior Epigastric Perforator

Abstract Background Acquisition of microsurgical skill and clinical knowledge is the primary goal of a microsurgery fellowship. There has yet to be any comprehensive reporting in the literature of how American microsurgery fellows viewed their curricula and training at the conclusion of their fellowship year. Methods An anonymous, electronic survey was developed and distributed to all 2016 to 2017 microsurgery fellows (n = 37) at the U.S.-based microsurgery fellowship programs (n = 23). Qualitative questions were assessed using either a Likert-type scale of 1 (not at all) to 5 (very), multiple choice, or free response. Results Twenty-six of 37 fellows (70%) responded to the survey. Respondents reported a mean of 14.4 lectures offered, with a range of 0 to 100. Dry laboratory simulation training was formally incorporated into 32% of microsurgery fellowships and live animal simulation training was formally incorporated into 12%. The median number of free deep inferior epigastric perforator flap cases performed was 112.5, ranging from 60 to 230. A majority felt that an organized microsurgical educational curriculum would be “beneficial,” with 42% reporting that an organized microsurgery curriculum would be “very beneficial.” Twenty-six of the respondents (100%) said that they would choose to do a microsurgery fellowship again if given the choice. Conclusion Respondent data show that microsurgery fellows are satisfied with training, clinical experience is variable but adequate, educational experiences and opportunities vary from program to program, simulation skills training are perceived to be underutilized, and a program-organized microsurgery curriculum is believed to be advantageous to optimize development of technical and clinical skills.

Simulation training programme to improve the integrated response of teams in mental health crisis care

2020 ◽  
pp. bmjstel-2020-000641
Author(s):  
Marta Ortega Vega ◽  
Leonie Williams ◽  
Aleks Saunders ◽  
Hannah Iannelli ◽  
Sean Cross ◽  
...  
Keyword(s):  
Mental Health ◽  
Human Factors ◽  
Simulation Training ◽  
Clinical Skills ◽  
Future Research ◽  
Free Text ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Integrated Response ◽  
Simulation Programme

BackgroundThis report presents the findings of a simulation programme to improve the integrated response of teams working in mental health crisis (MHC) care. The programme consisted of the delivery of five interprofessional training courses that aimed to improve the core skills of teams working in MHC care.MethodsQuestionnaires were conducted pre-training and post-training, measuring participants’ human factors using the Human Factors SKills for Healthcare Instrument, as well as self-reported learning experience using free text questions.ResultsThe results found a significant change in human factors scores across all courses. Additionally, thematic analysis of the free text questions showed that participants identified improvements in communication, teamwork and clinical knowledge across all courses, with improvements in other skills in specific courses.ConclusionOverall, the findings suggest a positive impact of the simulation programme across a range of personal and clinical skills, developing further the case for including simulation training in routine mental healthcare education programmes. Future research should consider the long-term impact of interprofessional simulation training in MHC teams to gain further insight into the efficacy of this training modality.

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