Advertisement

What is the Best Method to Teach Screen-Based Simulation in Anesthesia Distance Education?

Published:October 01, 2022DOI:https://doi.org/10.1016/j.ecns.2022.09.002

      Highlights

      • A combined synchronous-asynchronous method is best for online screen-based simulation.
      • Synchronous-asynchronous screen-based simulation allows for experiential learning.
      • Trainees rapidly master asynchronous high-fidelity screen-based programs.

      Abstract

      Background

      Instructor-led synchronous screen-based simulation (SBS) allows distance teaching in anesthesia without the need for students to learn complex software but sacrifices experiential learning.

      Methods

      A total of 14 nurse anesthesia students performed a limited online instructor-led synchronous SBS followed by self-directed asynchronous sessions (synchronous-asynchronous SBS). We compared the outcome measures, post-activity questionnaires and integrated-software performance scores, from this group with identical evaluations from a previous cohort who participated only in instructor-led synchronous SBS with the same digital scenario.

      Results

      Students preferred synchronous-asynchronous SBS sessions compared to instructor-led synchronous SBS sessions, perceived the educational value of experiential learning in the former sessions, and rated them as less stressful. Performances were similar with both methods of instruction. Students rapidly acquired self-assessed proficiency with a complex, high-fidelity software program.

      Conclusions

      Synchronous-asynchronous SBS is preferable to instructor-led synchronous SBS because the former process permits experiential learning and is less stressful, and is associated with comparable performance scores. Proficiency was readily achieved with self-directed asynchronous SBS using a high-fidelity software program.

      KEYWORDS

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Clinical Simulation In Nursing
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Akareem H.S.
        • Hossain S.S.
        Determinants of education quality: what makes students’ perception different?.
        Open Review of Educational Research. 2016; 3 (doi:): 52-67https://doi.org/10.1080/23265507.2016.1155167
        • Bauchat J.R.
        • Seropian M.
        Essentials of debriefing in simulation-based education.
        in: Mahoney B. Minehart R. Pian-Smith M.C.M. Comprehensive Healthcare Simulation: Anesthesiology. Springer, 2020: 37-46https://doi.org/10.1007/978-3-030-26849-7_4 (doi:)
      1. CAE Health care (n.d.). Anesthesia SimSTAT: continuing education for the anesthesiologist in a virtual learning environment. Accessed on June 8, 2022. Available at: https://www.caehealthcare.com/services/industry-training-solutions/anesthesia-simstat/

        • Coke L.A.
        Evaluation of simulation experiential learning during the pandemic.
        Clinical Nurse Specialist. 2021; 35: 44-45https://doi.org/10.1097/NUR.0000000000000570
        • Diaz M.C.G.
        • Walsh B.M.
        Telesimulation-based education during COVID-19.
        The Clinical Teacher. 2021; 18: 121-125https://doi.org/10.1111/tct.13273
        • Green M.
        • Tariq R.
        • Green P.
        Improving patient safety through simulation training in anesthesiology: where are we?.
        Anesthesiology Research and Practice. 2016; 4237523https://doi.org/10.1155/2016/4237523
        • Gupta A.
        • Lawendy B.
        • Goldenberg M.G.
        • Grober E.
        • Lee J.Y.
        • Perlis N.
        Can video games enhance surgical skills acquisition for medical students? A systematic review.
        Surgery. 2021; 169: 821-829https://doi.org/10.1016/j.surg.2020.11.034
        • Hvolbek A.P.
        • Nilsson P.M.
        • Sanguedoice F.
        • Lund L.
        A prospective study of the effect of video games on robotic surgery skills using the high-fidelity virtual reality RobotiX simulator.
        Advances in Medical Education and Practice. 2019; 10: 627-634https://doi.org/10.2147/AMEP.S199323
        • Martinelli S.M.
        • Isaak R.S.
        • Schell R.M.
        • Mitchell J.D.
        • McEvoy M.D.
        • Chen F.
        Learners and luddites in the twenty-first century: bringing evidence-based education to anesthesiology.
        Anesthesiology. 2019; 131: 908-928https://doi.org/10.1097/ALN.0000000000002827
        • Miller C.
        • Serkan T.
        • Schwengel D.
        • Isaac G.
        • Schiavi A.
        Development of a simulated objective structured clinical exam for the APPLIED Certification Exam in Anesthesiology: A two-year experience informed by feedback from exam candidates.
        Journal of Education in Perioperative Medicine. 2019; 21 (Available at:): E633
        • Miller G.
        The assessment of clinical skills/competence/performance.
        Academic Medicine. 1990; 65 (Suppl): S63-S67https://doi.org/10.1097/00001888-199009000-00045
        • Rajab M.H.
        • Gazal A.M.
        • Alkattan K.
        Challenges to online medical education during the COVID-19 pandemic.
        Cureus. 2020; 12: e8966https://doi.org/10.7759/cureus.8966
        • Schaff J.
        • Russell C.
        Mannequin-based simulators and part-task trainers.
        in: Mahoney B. Minehart R. Pian-Smith M.C.M. Comprehensive Healthcare Simulation: Anesthesiology. Springer, 2020: 107-115https://doi.org/10.1007/978-3-030-26849-7_11 (doi:)
        • Shah A.P.
        • Falconer R.
        • Watson A.J.M.
        • Walker K.G.
        Teaching surgical residents in the COVID-19 era: the value of a simulation strategy.
        Journal of Surgical Education. 2020; 78: 751-752https://doi.org/10.1016/j.jsurg.2020.08.043
        • Shiralkar S.W.
        Introduction.
        IT Through Experiential Learning: Learn, Deploy and Adopt IT through Gamification. Apress, 2016: 1-5https://doi.org/10.1007/978-1-4842-2421-2_1
        • Sneyd J.R.
        • Mathoulin S.E.
        • O'Sullivan E.P.
        • So V.C.
        • Roberts F.R.
        • Paul A.A.
        • Cortinez L.I.
        • Ampofo R.S.
        • Miller C.J.
        • Balkisson M.A
        Impact of the COVID-19 pandemic on anesthesia trainees and their training.
        British Journal of Anaesthesia. 2020; 125: 450-455https://doi.org/10.1016/j.bja.2020.07.011
        • Strait J.
        • Sauer T.
        Constructing experiential learning for online courses: The birth ofE-Service.
        Educause Quarterly. 2004; 27 (Available at:): 62-65
        • Swerdlow B.
        • Osborne-Smith L.
        • Hatfield L.J.
        • Korin T.L.
        • Jacobs S.K.
        Mock oral board examination in nurse anesthesia education.
        Journal of Nursing Education. 2021; 60: 229-234https://doi.org/10.3928/01484834-20210322-09
        • Swerdlow B.
        • Soelberg J.
        • Osborne-Smith L.
        Distance education in anesthesia using screen-based simulation – a brief integrative review.
        Advances in Medical Education and Practice. 2020; 11: 563-567https://doi.org/10.2147/AMEP.S266469
        • Swerdlow B.
        • Soelberg J.
        • Osborne-Smith L.
        Synchronous screen-based simulation in anesthesia distance education.
        Advances in Medical Education and Practice. 2021; 12: 945-956https://doi.org/10.2147/AMEP.S323569