A5050337021- Simulation-Based Education in Healthcare
- Interprofessional Education and Collaboration
- Innovations in Medical Education
- Patient Safety and Medication Errors
- Clinical Reasoning and Diagnostic Skills
- Electronic Health Records Systems
- Surgical Simulation and Training
- Family and Patient Care in Intensive Care Units
- Delphi Technique in Research
- Online and Blended Learning
- Medical Malpractice and Liability Issues
- Telemedicine and Telehealth Implementation
- Team Dynamics and Performance
- Human Resource Development and Performance Evaluation
- Education and Critical Thinking Development
- Healthcare Systems and Technology
- Simulation Techniques and Applications
- Sepsis Diagnosis and Treatment
- Health Policy Implementation Science
- Cardiac Arrest and Resuscitation
- Radiology practices and education
- Hospital Admissions and Outcomes
- Artificial Intelligence in Healthcare and Education
- Ethics in medical practice
- Healthcare professionals’ stress and burnout
Dartmouth College
2024
Nova Southeastern University
2023-2024
MGH Institute of Health Professions
2020-2024
University of Alberta
2024
University of South Florida
2024
Krishna Institute of Medical Sciences
2024
Royal College of Surgeons in Ireland - Bahrain
2024
Columbia University
2024
Dartmouth Institute for Health Policy and Clinical Practice
2024
Yale University
2023-2024
As part of simulation-based education, postevent debriefing provides an opportunity for learners to critically reflect on the simulated experience, with goal identifying areas in need reinforcement and correcting improvement. The art is made more challenging when 2 or educators must facilitate a together (ie, co-debriefing) organized coordinated fashion that ultimately enhances learning. momentum incorporating health care education continues grow, faculty development area co-debriefing has...
Debriefing following a simulation event is conversational period for reflection and feedback aimed at sustaining or improving future performance. It considered by many educators to be critical activity learning in simulation-based education. Deep can achieved during debriefing often depends on the facilitation skills of debriefer as well learner’s perceptions safe supportive environment created debriefer. On other hand, poorly facilitated debriefings may create adverse learning, generate bad...
Background Simulation has become a staple in the training of healthcare professionals with accumulating evidence on its effectiveness. However, guidelines for optimal methods simulation do not currently exist. Methods Systematic reviews literature 16 identified key questions were conducted and expert panel consensus recommendations determined using Grading Recommendations Assessment, Development, Evaluation (GRADE) methodology. Objective These evidence-based from Society Healthcare intend to...
The coronavirus pandemic continues to shake the embedded structures of traditional in-person education across all learning levels and globe. In healthcare simulation, tested innovative technological capabilities simulation programs, educators, operations staff, administration. This study aimed answer question: What is state distance practice in 2021?
Abstract Distance simulation is a method of health care training in which the learners and facilitators are different physical locations. Although methods distance have existed for decades, this approach to education became much more prevalent during COVID-19 pandemic. This systematic review studies subset that includes combined in-person elements, identified here as “mixed- simulation.” A literature 10,929 articles. Screened by inclusion exclusion criteria, 34 articles were ultimately...
Summary Statement Professional development opportunities are not readily accessible for most simulation educators, who may only connect with experts at periodic and costly conferences. Virtual communities of practice consist individuals a shared passion communicate via virtual media to advance their own learning that others. A nascent community is developing online healthcare on social platforms. Simulation educators should consider engaging these platforms benefit help develop around the...
Simulation-based learning occurs in multiple contexts, and one teaching style cannot adequately cover the needs at each level. For example, reflective debriefing, often used following a complex simulation case, is not what needed when new skills. When to use which facilitation question that educators overlook or struggle determine. SimZones framework clarify contexts simulation. This framework, combined with elements of Debriefing With Good Judgment, can help match appropriate learner...
Introduction The abrupt disruption of in-person instruction in health care during the COVID-19 pandemic resulted rapid adoption distance simulation as an immediate alternative to providing simulation-based education. This massive instructional shift, combined with lack educator training this domain, led challenges for both learners and educators. study aimed disseminate first set competencies required unique effective Methods was a multiphasic iterative modified Delphi validating content...
Abstract The use of distance simulation has rapidly expanded in recent years with the physical requirements COVID-19 pandemic. With this development, there been a concurrent increase research activities and publications on simulation. authors conducted systematic review peer-reviewed health care literature. Data extraction risk-of-bias assessment were performed selected articles. Review databases gray literature reference lists identified 10,588 titles for review. Of those, 570 full-text...
The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the setting, face challenges learner engagement that differ considerably from debriefing.We performed a thematic analysis of fourteen semi-structured interviews conducted with participants who had experience virtual debriefing as an educator or learner. We explored experiences perceptions both learners provide...