1,879
Views
16
CrossRef citations to date
0
Altmetric
Twelve Tips

Twelve tips for efficient procedural simulation

, , , &

References

  • Aggarwal R, Crochet P, Dias A, Misra A, Ziprin P, Darzi A. 2009. Development of a virtual reality training curriculum for laparoscopic cholecystectomy. Br J Surg. 96:1086–1093.
  • Ahya SN, Barsuk JH, Cohen ER, Tuazon J, McGaghie WC, Wayne DB. 2012. Clinical performance and skill retention after simulation-based education for nephrology fellows. Semin Dial. 25:470–473.
  • Alaraj A, Charbel FT, Birk D, Tobin M, Tobin M, Luciano C, Banerjee PP, Rizzi S, Sorenson J, Foley K, et al. 2013. Role of cranial and spinal virtual and augmented reality simulation using immersive touch modules in neurosurgical training. Neurosurgery. 72(Suppl 1):115–123.
  • Arthur W, Jr., Bennett W, Jr., Stanush PL, McNelly TL. 1998. Factors that influence skill decay and retention: a quantitative review and analysis. Hum Perform. 11:57–101.
  • Bagai A, O’Brien S, Al Lawati H, Goyal P, Ball W, Grantcharov T, Fam N. 2012. Mentored simulation training improves procedural skills in cardiac catheterization: a randomized, controlled pilot study. Circ Cardiovasc Interv. 5:672–679.
  • Barsuk JH, Ahya SN, Cohen ER, McGaghie WC, Wayne DB. 2009. Mastery learning of temporary hemodialysis catheter insertion by nephrology fellows using simulation technology and deliberate practice. Am J Kidney Dis. 54:70–76.
  • Barsuk JH, Cohen ER, Caprio T, McGaghie WC, Simuni T, Wayne DB. 2012. Simulation-based education with mastery learning improves residents' lumbar puncture skills. Neurology. 79:132–137.
  • Barsuk JH, Cohen ER, Mikolajczak A, Seburn S, Slade M, Wayne DB. 2015. Simulation-based mastery learning improves central line maintenance skills of ICU nurses. J Nurs Adm. 45:511–517.
  • Barsuk JH, Cohen ER, Wayne DB, Siddall VJ, McGaghie WC. 2016. Developing a simulation-based mastery learning curriculum: lessons from 11 years of advanced cardiac life support. Simul Healthc. 11:52–59.
  • Bender J, Kennally K, Shields R, Overly F. 2014. Does simulation booster impact retention of resuscitation procedural skills and teamwork? J Perinatol. 34:664–668.
  • Boet S, Borges BCR, Naik VN, Siu LW, Riem N, Chandra D, Bould MD, Joo HS. 2011. Complex procedural skills are retained for a minimum of 1 yr after a single high-fidelity simulation training session. Br J Anaesth. 107:533–539.
  • Boet S, Bould MD, Layat Burn C, Reeves S. 2014. Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Med Teach. 36:853–857.
  • Botden SMBI, Buzink SN, Schijven MP, Jakimowicz JJ. 2008. ProMIS augmented reality training of laparoscopic procedures face validity. Simul Healthc. 3:97–102.
  • Bould MD, Crabtree NA, Naik VN. 2009. Assessment of procedural skills in anaesthesia. Br J Anaesth. 103:472–483.
  • Brown JS, Collins A, Duguid P. 1989. Situated cognition and the culture of learning. Educ Res. 18:32–42.
  • Brydges R, Butler D. 2012. A reflective analysis of medical education research on self-regulation in learning and practice. Med Educ. 46:71–79.
  • Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. 2015. Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Acad Med. 90:246–256.
  • Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. 2015. Self-regulated learning in simulation-based training: a systematic review and meta-analysis. Med Educ. 49:368–378.
  • Brydges R, Nair P, Ma I, Shanks D, Hatala R. 2012. Directed self-regulated learning versus instructor-regulated learning in simulation training. Med Educ. 46:648–656.
  • Cassar K. 2004. Development of an instrument to measure the surgical operating theatre learning environment as perceived by basic surgical trainees. Med Teach. 26:260–264.
  • Chiniara G, Cole G, Brisbin K, Huffman D, Cragg B, Lamacchia M, Norman D, Canadian Network For Simulation in Healthcare, Guidelines Working Group. 2013. Simulation in healthcare: a taxonomy and a conceptual framework for instructional design and media selection. Med Teach. 35:e1380–e1395.
  • Cleary TJ, Sandars J. 2011. Assessing self-regulatory processes during clinical skill performance: a pilot study. Med Teach. 33:e368–e374.
  • Cocks M, Moulton C-A, Luu S, Cil T. 2014. What surgeons can learn from athletes: mental practice in sports and surgery. J Surg Educ. 71:262–269.
  • Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. 2013. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med J Assoc Am Med Coll. 88:1178–1186.
  • Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. 2011. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 306:978–988.
  • Cook MR, Watters JM, Barton JS, Kamin C, Brown SN, Deveney KE, Kiraly LN. 2015. A flexible postoperative debriefing process can effectively provide formative resident feedback. J Am Coll Surg. 220:959–967.
  • Dawe SR, Pena GN, Windsor JA, Broeders JAJL, Cregan PC, Hewett PJ, Maddern GJ. 2014. Systematic review of skills transfer after surgical simulation-based training. Br J Surg. 101:1063–1076.
  • Deci EL, Ryan RM. 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Decker S, Fey M, Sideras S, Caballero S, Rockstraw L (Rocky), Boese T, Franklin AE, Gloe D, Lioce L, Sando CR, et al. 2013. Standards of best practice: simulation standard VI: the debriefing process. Clin Simul Nurs. 9:S26–S29.
  • Edinger W, Robertson JD, Skeel J, Schoonmaker J. 1999. Using standardized patients to teach clinical ethics. Med Educ Online. 4:1–5.
  • Eppich WJ, Hunt EA, Duval-Arnould JM, Siddall VJ, Cheng A. 2015. Structuring feedback and debriefing to achieve mastery learning goals. Acad Med J Assoc Am Med Coll. 90:1501–1508.
  • Ericsson KA. 2004. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med J Assoc Am Med Coll. 79:S70–S81.
  • Evans DJR, Zeun P, Stanier RA. 2014. Motivating student learning using a formative assessment journey. J Anat. 224:296–303.
  • Ferro T. 1993. The influence of affective processing in education and training. In: Flannery DD, editor. Applying cognitive learning theory to adult learning: new directions for adult and continuing education. San Francisco: Jossey-Bass; p. 25–33.
  • Fox RD, Miner C. 1999. Motivation and the facilitation of change, learning, and participation in educational programs for health professionals. J Contin Educ Health Prof. 19:132–141.
  • Fraser KL, Ayres P, Sweller J. 2015. Cognitive load theory for the design of medical simulations. Simul Healthc. 10:295–307.
  • Frenay M, Bédard D. 2004. Des dispositifs de formation universitaire s’inscrivant dans la perspective d’un apprentissage et d’un enseignement contextualisés pour favoriser la construction des connaissances et leur transfert. In: Presseau A, Frenay M, editors. Le transfert des apprentissages: comprendre pour mieux intervenir. Saint-Nicolas. Canada: Les Presses de l’Université Laval; p. 241–268.
  • Griswold-Theodorson S, Ponnuru S, Dong C, Szyld D, Reed T, McGaghie WC. 2015. Beyond the simulation laboratory: a realist synthesis review of clinical outcomes of simulation-based mastery learning. Acad Med. 90:1553–1560.
  • Gupta P, Cohen NJ. 2002. Theoretical and computational analysis of skill learning, repetition priming, and procedural memory. Psychol Rev. 109:401–448.
  • Hall JC. 2002. Imagery practice and the development of surgical skills. Am J Surg. 184:465–470.
  • Hamstra SJ, Brydges R, Hatala R, Zendejas B, Cook DA. 2014. Reconsidering fidelity in simulation-based training. Acad Med. 89:387–392.
  • Harden RM. 2007. Outcome-based education-the ostrich, the peacock and the beaver. Med Teach. 29:666–671.
  • Hatala R, Norman GR, Brooks LR. 1999. Influence of a single example on subsequent electrocardiogram interpretation. Teach Learn Med. 11:110–117.
  • Howells NR, Auplish S, Hand GC, Gill HS, Carr AJ, Rees JL. 2009. Retention of arthroscopic shoulder skills learned with use of a simulator. Demonstration of a learning curve and loss of performance level after a time delay. J Bone Joint Surg Am. 91:1207–1213.
  • Ilgen JS, Sherbino J, Cook DA. 2013. Technology-enhanced simulation in emergency medicine: a systematic review and meta-analysis. Acad Emerg Med. 20:117–127.
  • Jaffrelot M, Boet S, Di Cioccio A, Michinov E, Chiniara G. 2013. Simulation et gestion de crise. Réanimation. 22:569–576.
  • Johnson D, Perlow R, Pieper K. 1993. Differences in task performance as a function of type of feedback: learning-oriented versus performance oriented feedback. J Appl Soc Pyschol. 23:303–320.
  • Kaufman DM. 2003. Applying educational theory in practice. BMJ. 326:213–216.
  • Kim S, Ross BK, Pellegrini C. 2011. Characteristics of a surgical trainer 2010-2020. Surg J R Coll Surg Edinb Irel. 9(Suppl 1):S45–S47.
  • Kneebone R, Kidd J, Nestel D, Asvall S, Paraskeva P, Darzi A. 2002. An innovative model for teaching and learning clinical procedures. Med Educ. 36:628–634.
  • Kneebone R. 2005. Evaluating clinical simulations for learning procedural skills: a theory-based approach. Acad Med. 80:549–553.
  • Kneebone RL, Scott W, Darzi A, Horrocks M. 2004. Simulation and clinical practice: strengthening the relationship. Med Educ. 38:1095–1102.
  • Kovacs G, Bullock G, Ackroyd-Stolarz S, Cain E, Petrie D. 2000. A randomized controlled trial on the effect of educational interventions in promoting airway management skill maintenance. Ann Emerg Med. 36:301–309.
  • Kriz WC. 2010. A systemic-constructivist approach to the facilitation and debriefing of simulations and games. Simul Gaming. 41:663–680.
  • Kulik C-LC, Kulik JA, Bangert-Drowns RL. 1990. Effectiveness of mastery learning programs: a meta-analysis. Rev Educ Res. 60:265–299.
  • Lafleur A, Côté L. 2016. Programmes’ and students’ roles in test-enhanced learning. Med Educ. 50:702–703.
  • Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge (UK); New York: Cambridge University Press.
  • Leppink J, Duvivier R. 2016. Twelve tips for medical curriculum design from a cognitive load theory perspective. Med Teach. 38:669–674.
  • Ma IWY, Zalunardo N, Pachev G, Beran T, Brown M, Hatala R, McLaughlin K. 2012. Comparing the use of global rating scale with checklists for the assessment of central venous catheterization skills using simulation. Adv Health Sci Educ. 17:457–470.
  • Martin JA, Regehr G, Reznick R, MacRae H, Murnaghan J, Hutchison C, Brown M. 1997. Objective structured assessment of technical skill (OSATS) for surgical residents. Br J Surg. 84:273–278.
  • Matsumoto ED, Hamstra SJ, Radomski SB, Cusimano MD. 2002. The effect of bench model fidelity on endourological skills: a randomized controlled study. J Urol. 167:1243–1247.
  • McGaghie WC. 2015. Mastery learning: it is time for medical education to join the 21st century. Acad Med Coll. 90:1438–1441.
  • McKinley RK, Strand J, Gray T, Schuwirth L, Alun-Jones T, Miller H. 2008. Development of a tool to support holistic generic assessment of clinical procedure skills. Med Educ. 42:619–627.
  • McKinley RK, Strand J, Ward L, Gray T, Alun-Jones T, Miller H. 2008. Checklists for assessment and certification of clinical procedural skills omit essential competencies: a systematic review. Med Educ. 42:338–349.
  • Mitra NK, Barua A. 2015. Effect of online formative assessment on summative performance in integrated musculoskeletal system module. BMC Med Educ. 15:29.
  • Montgomery K, Griswold-Theodorson S, Morse K, Montgomery O, Farabaugh D. 2012. Transdisciplinary simulation: learning and practicing together. Nurs Clin N Am. 47:493–502.
  • Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. 2013. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 35:e1511–e1530.
  • Murdoch NL, Bottorff JL, McCullough D. 2013. Simulation education approaches to enhance collaborative healthcare: a best practices review. Int J Nurs Educ Scholar. 10:307–321.
  • Naismith LM, Cheung JJH, Ringsted C, Cavalcanti RB. 2015. Limitations of subjective cognitive load measures in simulation-based procedural training. Med Educ. 49:805–814.
  • Nestel D, Groom J, Eikeland-Husebø S, O’Donnell JM. 2011. Simulation for learning and teaching procedural skills: the state of the science. Simul Healthc. 6(Suppl):S10–S13.
  • Niles D, Sutton RM, Donoghue A, Kalsi MS, Roberts K, Boyle L, Nishisaki A, Arbogast KB, Helfaer M, Nadkarni V. 2009. “Rolling Refreshers”: a novel approach to maintain CPR psychomotor skill competence. Resuscitation. 80:909–912.
  • Nishisaki A, Nguyen J, Colborn S, Watson C, Niles D, Hales R, Devale S, Bishnoi R, Nadkarni LD, Donoghue AJ, et al. 2011. Evaluation of multidisciplinary simulation training on clinical performance and team behavior during tracheal intubation procedures in a pediatric intensive care unit. Pediatr Crit Care Med. 12:406–414.
  • Parry GJ, Carson-Stevens A, Luff DF, McPherson ME, Goldmann DA. 2013. Recommendations for evaluation of health care improvement initiatives. Acad Pediatr. 13:S23–S30.
  • Perez RS, Skinner A, Weyhrauch P, Niehaus J, Lathan C, Schwaitzberg SD, Cao CGL. 2013. Prevention of surgical skill decay. Mil Med. 178:76–86.
  • Pucher PH, Darzi A, Aggarwal R. 2013. Simulation for ward processes of surgical care. Am J Surg. 206:96–102.
  • Pugh DM, Wood TJ, Boulet JR. 2015. Assessing procedural competence: validity considerations. Simul Healthc. 10:288–294.
  • Rao A, Tait I, Alijani A. 2015. Systematic review and meta-analysis of the role of mental training in the acquisition of technical skills in surgery. Am J Surg. 210:545–553.
  • Reznick RK, MacRae H. 2006. Teaching surgical skills-changes in the wind. N Engl J Med. 355:2664–2669.
  • Rolfe I, McPherson J. 1995. Formative assessment: how am I doing? Lancet Engl. 345:837–839.
  • Rosen MA, Salas E, Wilson KA, King HB, Salisbury M, Augenstein JS, Robinson DW, Birnbach DJ. 2008. Measuring team performance in simulation-based training: adopting best practices for healthcare. Simul Healthc. 3:33–41.
  • Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D. 2015. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med J Assoc Am Med Coll. 90:1025–1033.
  • Schmidt RA. 1975. A schema theory of discrete motor skill learning. Psychol Rev. 82:225–260.
  • Scholtz AK, Monachino AM, Nishisaki A, Nadkarni VM, Lengetti E. 2013. Central venous catheter dress rehearsals: translating simulation training to patient care and outcomes. Simul Healthc. 8:341–349.
  • Schunk DH, Zimmerman BJ. 1997. Social origins of selfregulatory competence. Educ Psychol. 32:195–208.
  • Schunk DH. 1999. Social-self interaction and achievement behaviour. Educ Psychol. 34:219–227.
  • Seropian MA. 2003. General concepts in full scale simulation: getting started. Anesth Analg. 97:1695–1705.
  • Sitzmann T, Ely K. 2011. A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychol Bull. 137:421–442.
  • Sudikoff SN, Overly FL, Shapiro MJ. 2009. High-fidelity medical simulation as a technique to improve pediatric residents’ emergency airway management and teamwork: a pilot study. Pediatr Emerg Care. 25:651–656.
  • Swanson DB, Norman GR, Linn RL. 1995. Performance-based assessment: lessons from the health professions. Educ Res. 24:5–35.
  • Taktek K. 2009. Strategies of specific/variable physical practice and acquisition of motor skills: a literature analysis. Rev Sci Educ. 35:173.
  • Van Bruwaene S, Schijven MP, Miserez M. 2014. Assessment of procedural skills using virtual simulation remains a challenge. J Surg Educ. 71:654–661.
  • van de Ridder JMM, Stokking KM, McGaghie WC, ten Cate OTJ. 2008. What is feedback in clinical education? Med Educ. 42:189–197.
  • Walzak A, Bacchus M, Schaefer JP, Zarnke K, Glow J, Brass C, McLaughlin K, Ma IWY. 2015. Diagnosing technical competence in six bedside procedures: comparing checklists and a global rating scale in the assessment of resident performance. Acad Med. 90:1100–1108.
  • Waters PS, McVeigh T, Kelly BD, Flaherty GT, Devitt D, Barry K, Kerin MJ. 2014. The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits. BMC Med Educ. 14:264.
  • Weinger MB, Herndon OW, Zornow MH, Paulus MP, Gaba DM, Dallen LT. 1994. An objective methodology for task analysis and workload assessment in anesthesia providers. Anesthesiology. 80:77–92.
  • Wenger E. 2008. Communities of practice: learning, meaning, and identity. 16th ed. Cambridge: Cambridge Univ. Press.
  • Woolfolk RL, Parrish MW, Murphy SM. 1985. The effects of positive and negative imagery on motor skill performance. Cogn Ther Res. 9:335–341.
  • Ziv A, Wolpe PR, Small SD, Glick S. 2003. Simulation-based medical education: an ethical imperative. Acad Med Coll. 78:783–788.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.