360,069 research outputs found

    Recommendations for the use of simulation methods in a selected area of health sciences based on an example simulation scenario

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    Over the past two decades, there has been rapid and enthusiastic acceptance of the simulation in medical education on the international stage. Poland compared to other countries has become unique due to the possibility of developing simulation and education by training teachers who teach medical professions, and building simulation centres.One of the most important milestones in the development of the curriculum in medical and health sciences is the introduction of a simulation-based teaching method. Active teaching methods, including medical simulation, create conditions for independent learning,so they should be permanently included in the canon of education methods in the field of health sciences

    A Simulation-Based Teaching Strategy to Achieve Competence in Learners

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    Background: Simulation-based education has become the mainstay of clinical education in health sciences and medical education. A simulation-based education is a result of work hour restriction placed on graduate learners, increased number of students requiring clinical experience, decreased number of clinical sites and lack of the availability to perform certain procedures by learners. Research has demonstrated that integration of a simulation-based educational teaching strategy in a curriculum and throughout continued learning achieves competence in learners. Methods: The review of the literature highlighted the following topics: (a) history of medical simulation, (b) fidelity used in simulation training, devices and equipment, (c) learning theories associated with simulation-based education, (d) role of simulation training in medical and health sciences education, e) advantages and disadvantages of simulation training, f) competence in simulation-based education, g) debriefing/reflection in simulation. Results: An extensive review of the literature supports the use of a simulation-based teaching strategy in health sciences and medical education. Learning theories associated with simulation-based education allow educators to provide teaching strategies that align with learner’s ability to achieve competence in learning clinical and procedural skills required for their profession. Conclusion: A simulation-based education integrated in all stages of learner education that provides deliberate/repetitive practice and feedback achieves competence in learners throughout a life-time of learning

    Effectiveness of video-assisted debriefing versus oral debriefing in simulation-based interdisciplinary health professions education: A randomized trial

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    * Corresponding author at: Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain. E-mail address: [email protected] (R. Gil-GutiĂ©rrez).Aim We aimed to compare the debriefing experience, simulation assessment, reflection, anxiety and simulation satisfaction of using oral debriefing versus video-assisted debriefing after a simulated clinical session in an interdisciplinary cohort of health sciences students. Background Debriefing is a reflective process that takes place after a clinical simulation and that can be performed either in a traditional way (oral) or using video-assisted debriefing. Design A randomized controlled trial was conducted in 143 health sciences students (35.7% male, 61.5% female). Methods The simulation scenario was designed to evaluate the procedure for donning and doffing personal protective equipment. Differences in debriefing experience, simulation assessment, reflection, anxiety and satisfaction were assessed. Results Regarding debriefing experience, significant differences were observed for the category “learning” (34.9 (6.13) vs. 36.7 (3.89); p = 0.039). For simulation assessment, significantly higher scores for all categories were identified in video-assisted debriefing compared with oral debriefing (p<0.001). There were also significant differences between the oral debriefing versus video-assisted debriefing for the overall score of reflection ability (86.97 (10.55) vs. 90.74 (9.67); p=0.028) as well as for the category “reflective communication” (24.72 (3.77) vs 26.04 (4.07); p=0.047). Perceived satisfaction was significantly higher in the video-assisted debriefing group compared with oral debriefing group (p <0.001). For anxiety, no significant differences were observed between debriefing groups. Conclusion Video-assisted debriefing after a simulated clinical session improves debriefing experience, simulation assessment, reflection and simulation satisfaction, but does not increase anxiety compared with oral debriefing among health sciences students.*Funding for open access charge: Univeresidad de Granada/CBUA

    Assessing staff readiness for simulation in a Health Sciences Institution

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    A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Science in Nursing. Johannesburg, 2018.Background: Simulation has been considered a possible solution to the recorded imbalance in the number of students, clinical instructors and clinical placements. The perceived simulation benefits have led to an increase in investment by health sciences institutions through the purchase of equipment and set up of a simulation laboratory, but with a lack of proper planning and structure for its integration into the curriculum. Frotjold (2015) indicated that poor staff preparation and planning can inhibit the adoption of simulation thereby limiting its utilization. Purpose: To examine the readiness of lecturers from the five departments within the school of therapeutic health sciences at a university in South Africa to adapting simulation-based education and identify factors preventing or promoting the successful use of the new methodology. Methodology: A quantitative cross-sectional descriptive design was adopted utilizing a validated Simulation Culture Organizational Readiness Survey (SCORS) 24 item, 5-point likert scale. Sections of the survey addressed: Defined need and support for change; readiness for culture change; time, personnel and resource readiness; and sustainability practices to embed culture. A total population sampling method was adopted, and lecturers identified were contacted electronically using the Redcap software. Result: The results of this study showed that lecturers in The School were “somewhat ready” for simulation (107.5). This was due to a lack of strategic vision (2.78), the lack of resources (2.3), and insufficient staff education (2.52). The fact that innovation and experiential learning was central to the institution’s mission and philosophy (4.02), the technological proficiency of lecturers (3.56) and positive attitudes (3.5) promoted the use of simulation. Conclusion/Recommendation: Evaluating staff readiness and providing training to empower staff is recommended for institutions initiating simulation to achieve successful student outcomes with simulation use.LG201

    Augmented Reality, Virtual Reality, & Health

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    There are plenty of new and emerging technologies that are revolutionizing the health sciences. These webinars explore the applications of reality technologies including augmented reality, virtual reality, multi-reality, mixed reality, and more! From hands-on training, to human simulation software, there is a lot for us to learn about health and technology. Join us for an exploration of augmented reality (AR) and virtual reality (VR) technologies, with special attention given to their significance in the health sciences. Also learn how you can start and fund your own AR or VR health sciences project with NNLM Technology funding opportunities. This webinar is appropriate for everyone, regardless of how much you know about augmented or virtual reality. Speakers include: Zeb Mathews – University of Tennessee Health Science CenterCorina Bustillos – Texas Tech University Health Sciences CenterAllison Herrera – University of Massachusetts Medical SchoolMarilyn Gugliucci - University of New England Outline:AR and VR - Introduction & OverviewAugmented Reality & HealthVirtual Reality & HealthTechnology Funding OpportunitiesUniversity of New England VR Projec

    Selection of Control Variables in Propensity Score Matching: Evidence from a Simulation Study

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    Propensity score matching is a widely-used method to measure the effect of a treatment in social as well as health sciences. An important issue in propensity score matching is how to select conditioning variables in estimation of the propensity score. It is commonly mentioned that only variables which affect both program participation and outcomes are selected. Using Monte Carlo simulation, this paper shows that efficiency in estimation of the Average Treatment Effect on the Treated can be gained if all the available observed variables in the outcome equation are included in the estimation of the propensity score.Impact evaluation, treatment effect, propensity score matching, covariate selection, Monte Carlo

    Simulation as an educational strategy to deliver interprofessional education

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    Background. Various educational methods are available to deliver interprofessional education (IPE) to prepare healthcare students for collaborative practice. One such method is simulation-based health education.Objectives. To identify current IPE methods used in undergraduate programmes in the Faculty of Health Sciences at the University of the Free State, Bloemfontein, South Africa, and to determine the opinions of module leaders on using simulation as a particular IPE teaching strategy.Methods. A quantitative, cross-sectional descriptive study design was employed. Structured interviews were conducted with 47 module leaders of the undergraduate programmes in the Faculty of Health Sciences. These programmes cover 66 modules in the Schools for Allied Health Professions (nutrition and dietetics, occupational therapy, physiotherapy and optometry), nursing and medicine.Results. At the time of the study, IPE activities were used in 29 (43.9%) of the modules, of which 17 (58.6%) were coincidental.&nbsp; Respondents’ opinions on the potential use of simulation to address formalised IPE activities included the challenge of ‘scheduling’ (73.9%) and ‘logistical and high cost issues’ (19.6%). The most prominent advantage that was foreseen (41.3%) was better clarification of roles among the different professions.Conclusions. The module leaders had a positive attitude towards simulation and its potential use for IPE, with their major concern being logistical challenges. To improve role clarification, a scenario should be developed to engage students from all the relevant professions. The proposed type of simulation was to use standardised patients in a role-play scenario. The outcomes of these activities should be aligned with the principles of IPE

    Ravinnon merkitys nuoren suun terveydelle : motivoiva terveyskeskustelu simulaatio-oppimisympÀristössÀ

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    TÀssÀ opinnÀytetyössÀ tarkasteltiin ravinnon merkitystÀ nuoren suun terveydelle ja suuhygienistin mahdollisuutta vaikuttaa nuoren suun terveyteen motivoivan keskustelun menetelmÀÀ kÀyttÀen. Motivoivan keskustelun menetelmÀ on tehokas terveydenedistÀmisen keino verrattuna esimerkiksi suoraan potilaan neuvomiseen. Motivoivan keskustelun menetelmÀÀ opetetaan Metropoliassa vain teoriassa. Tavoitteenamme oli kehittÀÀ uusi keino opettaa suuhygienistiopiskelijoille motivoivaa terveyskeskustelua sekÀ lisÀtÀ suuhygienistiopiskelijoiden tietoisuutta ravinnon vaikutuksista suun terveydelle. OpinnÀytetyöllÀmme pyrimme vastaamaan kysymyksiin; minkÀlainen vaikutus ravinnolla on nuoren suun terveydelle ja miten simulaatio-opetusta voidaan hyödyntÀÀ motivoivan terveyskeskustelun opettamisessa? Toiminnallisen opinnÀytetyömme tarkoituksena oli luoda esimerkki simulaatio-opetustilanteesta opetuskÀyttöön. Tietoperustamme mukaan simulaatio-opetus toimii opetusvÀlineenÀ muissa sosiaali- ja terveysalan koulutusohjelmissa. TÀssÀ opinnÀytetyössÀ pilotoimme sen kÀyttöÀ motivoivan keskustelun opettamisessa Suun terveydenhuollon koulutusohjelmassa. Simulaatioharjoitus ja reflektio toteutettiin Metropolia ammattikorkeakoulun Tukholmankadun toimipisteessÀ simulaatio-opetustiloissa. Simulaation oppilailta saaman posiitivisen palautteen sekÀ hyvÀn pilotointi kokemuksen myötÀ nÀemme simuloinnin jatkokehityksen opetusvÀlineeksi motivoivan keskustelun opettamiseksi kannattavana.The Meaning of Nutrition in Adolescents Dental Health : Motivational Interview as a Method in a Simulation Learning Environment. In this final project we observed the influence of nutrition in adolescents dental health and motivational interview as a method for an oral hygienist to affect it. Motivational interview is an effective health promotion method compared to for an example direct counseling. Motivational interview is currently taught in Metropolia University of Applied Sciences only in theory. The aim of this study was to develop a new method to teach the motivational interview to the oral hygiene students. This functional thesis aims to answer these following questions: what kind of effect nutrition has on adolescents dental health and how can simulation be used in teaching motivational interview? The purpose of our functional final project was to create an example of an simulation teaching situation to teaching purposes. From our database we found situation teaching to be a valid teaching method in other degree programmes in the social- and health care field. We piloted the use of it in teaching motivational interview in The Oral Health Care Programme. The simulation and the reflection of it were implemented in Metropolia University of Applied Sciences simulation laboratory. The feedback from the students was positive and the simulation went well. As a conclusion, this may indicate that the further development of simulation as a learning method in teaching motivational interview is reasonable
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