Simulation-based learning of invasive procedures skills

A critical appraisal of its organization in undergraduate medical education

Timur Valiev (Corresponding Author), Heather Morgan

Research output: Contribution to journalArticle

Abstract

Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.

Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.

Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.

Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.
Original languageEnglish
JournalInternational Journal of Healthcare Management
Early online date9 Apr 2019
DOIs
Publication statusE-pub ahead of print - 9 Apr 2019

Fingerprint

organization
simulation
learning
education
video recording
student
Teaching
teacher
performance
graduate
methodology
resources
school
literature

Keywords

  • organization
  • management
  • medical
  • simulation
  • basic
  • skills
  • undergraduate

Cite this

@article{063da21e3e3d431da53308fe56b424ce,
title = "Simulation-based learning of invasive procedures skills: A critical appraisal of its organization in undergraduate medical education",
abstract = "Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.",
keywords = "organization, management, medical, simulation, basic, skills, undergraduate",
author = "Timur Valiev and Heather Morgan",
year = "2019",
month = "4",
day = "9",
doi = "10.1080/20479700.2019.1603336",
language = "English",
journal = "International Journal of Healthcare Management",
issn = "2047-9700",
publisher = "Taylor & Francis",

}

TY - JOUR

T1 - Simulation-based learning of invasive procedures skills

T2 - A critical appraisal of its organization in undergraduate medical education

AU - Valiev, Timur

AU - Morgan, Heather

PY - 2019/4/9

Y1 - 2019/4/9

N2 - Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.

AB - Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.

KW - organization

KW - management

KW - medical

KW - simulation

KW - basic

KW - skills

KW - undergraduate

U2 - 10.1080/20479700.2019.1603336

DO - 10.1080/20479700.2019.1603336

M3 - Article

JO - International Journal of Healthcare Management

JF - International Journal of Healthcare Management

SN - 2047-9700

ER -