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This paper describes the rapid conversion of a face-to-face interprofessional (IP) disaster simulation to an online format in response to COVID-19 campus closures. The online disaster simulation utilized internet-based tools allowing real-time collaboration between IP students. Team exercises involved disaster triage, disease outbreak investigation, and disaster response. Surveys measuring self-assessment of various IP skills and simulation learning outcomes (SLOs) were compared with responses from previous face-to-face simulations. Results indicated mean scores for IP skills were higher for online students when compared with in-person simulations, and all SLOs were met. The online disaster simulation provided an effective, innovative IP educational opportunity.

Background To facilitate inclusive healthcare and increase cultural capabilities, health professions students require authentic interprofessional learning experiences that challenge their social, professional, and historical positioning. Tag Team Simulation (TTS) is an innovative approach to develop students’ interprofessional collaboration and cultural competency for working with Aboriginal people. Method Co-designed and delivered by Aboriginal people and an interdisciplinary team of health professions academics, this pilot aimed to: (a) evaluate the effect of TTS on students’ self-rated cultural capabilities (Cultural Capabilities Measurement Tool) and interprofessional attitudes (Interprofessional Attitude Scale), and (b) explore students’ simulation learning experience. Results Students’ respect, communication, and safety and quality scores on the Cultural Capabilities Measurement Tool were significantly higher post simulation, as were their Interprofessional Attitude Scale scores. Students experienced the simulation as authentic and effective in advancing their communication skills and cultural understanding. Conclusions This co-designed interprofessional simulation improved health professions students’ self-rated cultural capabilities and interprofessional attitudes. Coupled with positive student feedback, results indicate that TTS is an innovative simulation method for building cultural competence in health professions students across disciplines.

Background/purpose: Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. Materials and methods: An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. Results: Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p

Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.

Context The effective use of electronic records (ie, electronic health records or electronic medical records) is essential to professional initiatives and the overall advancement of the athletic training profession. However, evidence suggests that comprehensive patient care documentation and widespread use of electronic records are still limited in athletic training. The lack of formal training and education for clinicians and students is often cited as a primary barrier to electronic record use. Other health care disciplines have used academic electronic health record (AEHR) systems to address these barriers with promising results. Objectives To identify common challenges associated with the effective use of electronic records in clinical practice, discuss how an AEHR system can address these challenges and encourage more effective use of electronic records, and describe strategies for deploying AEHRs in the athletic training profession. Description The AEHR is an electronic records system specifically designed for educational use to support simulation learning among all types of learners (eg, practicing clinicians, students). Mimicking the form and function of an electronic health record, the AEHR offers various educational tasks, including patient care documentation projects, critical reviews of standardized patient cases, and assessments of patient care data for quality improvement efforts. Clinical and Research Advantages Recent evidence suggests that the use of an AEHR can improve knowledge and enhance skills. Specifically, AEHR use has been associated with enhanced attitudes toward electronic health record technology, increased informatics competencies, and improved documentation skills. Also, the use of an AEHR has been associated with improved critical thinking and decision-making skills. This tool appears to be valuable for health professions education, and athletic training stands to benefit from its use to better train and upskill clinicians and students alike for clinical practice. Although the implementation of an AEHR will require much time and large-scale coordinated efforts, it will be a worthy investment to address current challenges and advance the athletic training profession.

Background and problem In Australia, interprofessional education has been embedded into pre-registration course accreditation standards. Little is known about Australian midwifery and medical students experiences of interprofessional learning when the focus is on emergency scenarios during birth. Aim This study aimed to evaluate student experience of Interprofessional Simulation-Based Learning workshops focused on emergency scenarios with midwifery and medical students. Methods This was a descriptive, exploratory study of an educational activity designed to enhance inter-professional and collaborative learning between Bachelor of Midwifery students and Bachelor of Medicine students at a Simulation Centre in Sydney, Australia. A pre and post survey design enabled data collection before and after the 6-h simulation-based workshop. Findings A total of 45 students attended two interprofessional simulation learning days, 14 were midwifery students and 31 medical students. Students disclosed a level of apprehension in the pre workshop survey and ambivalence towards the values of collaborative simulation-based learning. Following the workshop students reported that the workshop enhanced their ability to work collaboratively in practice. Both student cohorts commented on a perceived power imbalance and a sense of each profession having to ‘prove’ their knowledge levels. Students stated that learning to work together in a safe environment allowed them to develop an appreciation for each other’s scope of practice and responsibilities in an emergency situation. Conclusion This form of collaborative learning has the potential to improve new graduate experience in the workplace, especially during emergency situations, and ultimately improve care for women and babies.

The aim of this study is to examine whether students of a sport management undergraduate course can gain knowledge in the management of a professional soccer club, by participating in a commercial serious game. Serious is considered the cyber game that its purpose exceeds entertainment. For this case study, the serious sport club management game was “Top Eleven”. The theoretical model that this study was based on, is Misfeldt’s “scenarios based learning” for the transformation of a serious game into an educational means. It includes dimensions that cover part of the sport management class content in the National and Kapodistrian University of Athens, School of Physical Education and Sport Science. The transformation consisted of educational scenarios vested to the serious game, in order to add educational parameters to its basic elements with the purpose to relate further to the sport management class. The application showed that Top Eleven covers adequately Misfeldt’s model dimensions; therefore it can be used as an educational tool. Furthermore, an evaluation of the class gamification was conducted by the participating students (n = 62). The data collected showed that the majority of the students (f = 61, 98.4%) agreed that the participation in the serious game was “helpful” to their sport management class education process. They further agreed that they gained “very” or “very much” knowledge related to the management of a professional soccer club (f = 41, 66.1%) and that 59.7% (f = 37) of them would choose to work in a position of “sport club manager” as a result of the experience they gained by participating in the serious game.

Postpartum hemorrhage (PPH) is a medical emergency that is the primary cause of nearly one-quarter of all maternal deaths worldwide. Prelicensure nursing students are often underprepared to respond to obstetrical emergencies, such as PPH, due to a lack of exposure in the clinical setting. Simulation is used to aid students in developing knowledge, skills, and attitudes in clinical learning and emergency scenarios. The purpose of this pilot study was to evaluate student knowledge before and after participation in a high-fidelity simulation of a patient experiencing PPH. Student confidence and satisfaction after the experience was also assessed. Findings demonstrated that high-fidelity simulation significantly increased student knowledge related to PPH nursing care (p = 0.001). Student perceived confidence and satisfaction were also aggregately rated at 95% after the simulation experience. The PPH scenario utilized is described, and implications of implementing simulation in prelicensure nursing programs are discussed.

Learning to use PhET as a virtual laboratory can improve students’ understanding of abstract concepts or material that is difficult to experiment in a real laboratory. The purpose of this local service activity is to conduct training for teachers and students at SMAN 1 Nimboran, Jayapura Regency. This is to find out how the implementation of the PhET Simulation learning media in the 3T region which stands for terdepan (frontier), terpencil (remote), and tertinggal (disadvantaged) in Indonesia. This service activity was attended by physics teachers and students of class XI-IPA at SMAN 1 Nimboran, Jayapura Regency. The method of this activity is carried out in the form of virtual laboratory training through PhET Simulation, face-to-face/offline at SMAN 1 Nimboran. The success of this training program for teachers and students can be seen from the enthusiasm and attainment of skills to use PhET Simulation smoothly. Students better understand the concepts of vibration and waves through simulation. The plan for the next stage of this service activity is to follow up for other subjects and 3T area.

The global impact of COVID-19 forced nursing education to provide an alternative for scheduled clinical experiences during the Spring and Fall of 2020. Many programs selected the pre-packaged, web-based solutions at the onset of the pandemic due to the uncertainty and recommendation of social distancing. Clinical and simulation faculty began to look for educational alternatives to provide meaningful learning experiences that more closely replicated clinical learning because students expressed displeasure with the asynchronous web-based options. This article outlines how an innovative partnership between clinical faculty, simulation faculty, and the Theatre Department modified an in-person simulation activity designed for groups of two students into a web-based “clinical” experience that included the assigned clinical faculty, eight nursing students, and one simulated patient. This active learning strategy was able to meet the course objectives, required little additional resources, and most importantly, underwent positive evaluation by the weary, screen-based learners.

Teaching and learning introductory thermodynamics has drawn considerable research attention over the last two decades, especially in several disciplines of higher education. Under particular investigation is the First Law of Thermodynamics (FLT), which offers an expression of energy conservation in thermodynamic systems, as the evidence shows that students struggle with this fundamental principle. At the upper secondary education level, existing research on this issue is rather limited. This study is concerned with the above, presenting epistemological and cognitive perspectives on the FLT and, based on these, proposes a constructivist approach for its teaching and learning. We place a special focus on the meaningful bridging between thermodynamic processes and a suitable constructivist model (Energy Chain Model) that can accurately describe the mathematical expressions of the First Law. To accomplish this, we implemented a teaching and learning sequence (12 45-min lessons) in the second year of the upper secondary school (ages 16–17). A significant part of the sequence (six lessons in 2 weeks) employed a model-based educational simulation (Ideal Gas Educational Simulation), which was designed and developed for this particular purpose. In this study (N = 19), the results indicated gradual improvement in students’ representations of thermodynamic processes, wherein they were able to more accurately describe these processes in terms of energy chains and mathematical expressions of the First Law. Some barriers that students could not seamlessly bypass were detected, which are in line with the findings of the existing literature for tertiary education students.

Introduction In dental education, students must learn to integrate and coordinate complex knowledge, skills and attitudes and to transfer this learning to clinical practice. One major issue of concern in education in general and dental education, in particular, is to fill the gap between knowledge and practice. Methods The purpose of this study was to explore the problems that dental students have in transferring knowledge from the classroom to the real clinical setting. More specifically, we investigated the factors that complicate clinical management and clinical reasoning for these novices, including their common errors, in order to design an educational simulation programme in primary teeth pulpotomy. To this end, we conducted 16 semi-structured interviews with experts and novices, performing a thematic analysis of the data obtained. All interviews were audio recorded and transcribed verbatim. Results For each major skill-clinical management and clinical reasoning-we identified complicating factors and common errors that related to the child (the patient), parents and dental student (the three main themes). For each theme, we identified further sub-themes. Conclusion The data obtained provided valuable insights into the factors that affect dental students' performance on clinical management and clinical reasoning in primary teeth pulpotomy.

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

In aiming to train health professional students to collaborate in patient care settings, the purpose of this study was to evaluate the perception of registered nurse (RN) students and occupational therapy (OT) students jointly participating in an interprofessional education (IPE) patient simulation learning experience. Eighty-five RN and OT students engaged in a 3-hour IPE patient simulation in an acute care hospital setting. Each student participant completed a pre- and post-test data collection, assessing interprofessional socialization using the Interprofessional Socialization and Valuing Scale (ISVS) Version 9A and provided qualitative feedback about their experience. Findings indicated a significant change in interprofessional socialization for RN and OT students after engaging in the IPE patient simulation learning experience. Furthermore, qualitative findings described the perceived benefits of IPE and collaboration, simulation as a learning tool, and areas for enhancing IPE patient simulation education for the future. Study findings have implications for using simulated IPE experiences with health professional students to foster interprofessional collaboration and socialization with the goal of delivering person-centered quality healthcare.

Reinforcement learning in simulation is a promising alternative to the prohibitive sample cost of reinforcement learning in the physical world. Unfortunately, policies learned in simulation often perform worse than hand-coded policies when applied on the target, physical system. Grounded simulation learning (gsl) is a general framework that promises to address this issue by altering the simulator to better match the real world (Farchy et al. 2013 in Proceedings of the 12th international conference on autonomous agents and multiagent systems (AAMAS)). This article introduces a new algorithm for gsl—Grounded Action Transformation (GAT)—and applies it to learning control policies for a humanoid robot. We evaluate our algorithm in controlled experiments where we show it to allow policies learned in simulation to transfer to the real world. We then apply our algorithm to learning a fast bipedal walk on a humanoid robot and demonstrate a 43.27% improvement in forward walk velocity compared to a state-of-the art hand-coded walk. This striking empirical success notwithstanding, further empirical analysis shows that gat may struggle when the real world has stochastic state transitions. To address this limitation we generalize gat to the stochasticgat (sgat) algorithm and empirically show that sgat leads to successful real world transfer in situations where gat may fail to find a good policy. Our results contribute to a deeper understanding of grounded simulation learning and demonstrate its effectiveness for applying reinforcement learning to learn robot control policies entirely in simulation.

Background In middle eastern countries, most nursing colleges use simulation-based learning activities. However, Saudi nursing students' correlators and predictors for simulation learning have been underreported. Aim This study investigated the variables that correlate to and predict Saudi nursing students' simulation learning competencies. Methods A descriptive cross-sectional design guided this study's understanding of simulation learning among nursing students (n = 461). We used three National League of Nursing instruments to collect data: the 13-item student satisfaction and self-confidence in learning scale (SCLS), 20-item simulation design scale (SDS), and 16-item educational practices questionnaire (EPQ). We applied analysis of variance, t tests, χ 2 tests, and linear regression to analyze the data. Results The SCLS and EPQ revealed significant differences in the participants' year level, gender, fidelity of simulation experience, number of nursing courses with simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The number of nursing courses with simulations and GPA were significant predictors of the three instruments. Finally, year level and gender were important predictors of SDS and SCLS, respectively. Conclusion Our findings explain Saudi students' experiences of simulations in nursing education. Simulation is an important pedagogical approach that enhances students' achievements when implemented in nursing schools.

This article describes how a training pharmacy works, and also proposes a methodology for teaching a practical course on creating a pharmacy, including simulation training.

For many industry contexts, the implementation of Artificial Intelligence (AI) has contributed to what has become known as the fourth industrial revolution or “Industry 4.0” and creates an opportunity to deliver significant benefit to both businesses and their stakeholders. Robot arms are one of the most common devices utilised in manufacturing and industrial processes, used for a wide variety of automation tasks on, for example, a factory floor but the effective use of these devices requires AI to be appropriately trained. One approach to support AI training of these devices is the use of a “Digital Twin”. There are, however, a number of challenges that exist within this domain, in particular, success depends upon the ability to collect data of what are considered as observations within the environment and the application of one or many trained AI policies to the task that is to be completed. This project presents a case-study of creating and training a Robot Arm Digital Twin as an approach for AI training in a virtual space and applying this simulation learning within physical space. A virtual space, created using Unity (a contemporary Game Engine), incorporating a virtual robot arm was linked to a physical space, being a 3D printed replica of the virtual space and robot arm. These linked environments were applied to solve a task and provide training for an AI model. The contribution of this work is to provide guidance on training protocols for a digital twin together with details of the necessary architecture to support effective simulation in a virtual space through the use of Tensorflow and hyperparameter tuning. It provides an approach to addressing the mapping of learning in the virtual domain to the physical robot twin.

Augmented Reality has entered technology trends in all fields, both marketing and education, Augmented Reality media also requires users to be comfortable when interacting. SMKN 1 Tangerang organizes a distance education system with various methods, in this case the subject which is Basic Computer Networks uses mobile-based learning simulations with Augmented Reality which aims to develop students' abilities in the world of networked computers independently. This system also requires a user experience and user interface development method, namely Luther's Multimedia Development Life Cycle model because it has six stages, namely concept, design, data collection, merging, testing, and distribution, resulting in interactive applications.

OBJECTIVES: The COVID-19 pandemic presents a challenging situation for dental education, with school closures worldwide. While practical sessions are important for the acquisition of clinical skills, few studies have examined the role of home-based simulation learning (HBSL). This study aims to identify key aspects of simulation design and factors associated with students' satisfaction with HBSL. METHODS: During a "circuit-breaker" period in Singapore, the Nanyang Polytechnic School of Health & Social Sciences (Oral Health Therapy) distributed portable manikins and instruments to students and staff for use at home. Synchronous teaching sessions with real-time feedback were carried out over the Zoom teleconferencing platform. A cross-sectional survey of students was conducted after 3 weeks of the HBSL program. Multiple linear regression analyses were carried out to assess the association between satisfaction with domains of simulation design and overall satisfaction with HBSL. RESULTS: The top three factors of importance to students in HBSL were feedback and guided reflection, support, and objectives and information. Final-year students expressed higher levels of overall satisfaction and self-confidence following HBSL than first-year students. Satisfaction with the objectives (s = 0.42, 95% CI 0.26-0.57), support (s = 0.27, 95% CI 0.11-0.42), and problem-solving (s = 0.28, 95% CI 0.10-0.46) domains in the Simulation Design Scale were positively associated with overall student satisfaction and self-confidence in learning. CONCLUSION: The findings can aid educators in the design of future HBSL programs, with a focus on areas of simulation design that are of importance to students.

Background The use of high‐fidelity simulation practice as an educational tool is becoming increasingly prevalent in nursing education. Despite the learning effects of simulation practice, students have been shown to experience high levels of stress and anxiety during simulation. In recent years, peer learning has been defined as an acquisition of knowledge and skills through active support and support among equal or equal peers and has been shown to be an effective educational intervention for clinical health science students. Aim The purpose of this study was to incorporate peer learning into simulation learning and to clarify the differences between stress and anxiety during personal and peer simulations. Method Third‐grade undergraduate students in a four‐year course at two nursing universities participated in this study. In this study, the simulated patient was a 53‐year‐old man who had undergone gastrectomy for the treatment of gastric cancer. The scenario was that the patient had completely recovered consciousness in the operating room, and his tracheal tube had been removed one hour before the students examined him. Stress while simulation training was evaluated with heart rate variability. Anxiety was evaluated by the STAI after the simulations were complete. Results Personal simulation practice (personal group; n = 50) and peer simulation practice (peer group, n = 59) was conducted. The personal group included 7 male students, and the peer group included 12 male students; the difference in male proportion was not significant. At the first patient assessment phase, stress of heart rate variability components at the peer group significantly increased relative to that of the personal. In addition, the personal had a significantly higher state anxiety score after simulation than the peer. Conclusion This study shows that in the face‐to‐face scene involving vital sign measurements, the presence of peers did not objectively alleviate stress.

The lack of real-life experiences, such as handling livestock at a production facility (e.g., ranch), exists for a variety of reasons such as availability, liability, time, and cost, amongst others. As more students enter undergraduate animal science programs without prior exposure to animal handling, the necessity for more hands-on, real-life experiences has increased dramatically. Complementary, educational simulation games (edugames) might provide means to overcome the lack of “hands-on” experiential learning by providing similar interactions in a virtual context. The primary goal of this study was to document the design and construction phase of a virtual cattle-handling simulation (CowSim) edugame, and to analyse preliminary survey data. An association exists between students’ notion of cattle being mishandled (or not) depending on students’ previous opportunity to work with animals (χ2 P value = 0.0017). Furthermore, students with previous experience handling cattle did not feel more prepared to handle cattle after playing CowSim, but students with previous experience handling cattle indicated they learned more about cattle handling after playing CowSim. After playing the CowSim game, students were, in general, optimistic about their playing experience. They perceived the CowSim game was realistic enough to increase their preparedness towards handling cattle. Our findings suggested there is heightened interest was for the use of an edugame to help visualize difficult concepts. Virtual learning tools such as the CowSim edugame are essential for advancing animal science education through the integration of virtual technology. However, improvements are warranted in the CowSim to capture more realistic scenarios given the complexity of the simulation game.

Background Nurse clinicians transitioning to the educator role require competency development. Simulation methods may increase knowledge and skill development in nurse educators. Purpose The purpose of this review was to examine what is known about using simulation to facilitate transition to the nurse educator role. Methods A literature search was completed including simulation methods at any level of fidelity with nurse educators as learners. Results Using Meleis' Transitions Theory, the outcomes of reviewed reports demonstrated properties of transitions, facilitators of transitions, and indicators of successful transitions to the nurse educator role. Transition outcomes related to mastery of the role were not evident in the reports. Conclusions Simulation learning has the potential to support the nurse educator in role transition and development.

The COVID-19 pandemic has required identification of pharmaceutical learning content and teaching methods which can support attainment of learning outcomes through online delivery. In silico, or computer based, process simulations are ideal tools for incorporation into online programme elements, however the scaffolding of learning with in silico tools requires a structured approach. A previously developed face-to-face workshop, which used in vitro and in silico dissolution testing, was pivoted to an online learning element using an in-house dissolution simulation programme. The learning element was developed through trial and evaluation of experiences of novice, competent and expert user(s). The delivery of the learning element was planned to address three stages of simulation learning according to the Belton model, with accompanying tools developed to aid scaffolding and assessment of competency milestones. The proposed delivery and assessment is suitable for both synchronous and asynchronous learning, and is suitable for incorporation into an Advanced Pharmaceutics module.

Background Prebriefing research and evidence has been emerging over the past ten years; however, controversy has existed on how much information to provide to learners and on the best strategies to prepare learners. An adult learning and Benner's Novice to Expert Framework are used to support this work. Method The purpose of this article is to discuss the historical aspects of prebriefing research and study from its infancy to the current body of work. A prebriefing model of preparing students for simulation is described, as well as its development through simulation literature, research, and experience in facilitation practice. Results A three-phase prebriefing model was developed that includes planning, briefing, and facilitating. An active engaged preparation strategy called Know: Do: Teach is provided, as well as the background for how it was developed according to literature surveillance, research, and simulation practice and experience. Conclusion Prebriefing strategies may be one way to transition students from knowledge to the clinical thinking required for nursing practice. This model shows promise for the development of engaged student learning before simulation, as well as a guide for novice simulation educators to develop prebriefing activities.

Simulation has been used in nursing education and training since Florence Nightingale's era. Over the past 20 years, simulation learning experiences (SLEs) have been used with increasing frequently to educate healthcare professionals, develop and increase the expertise of practicing professionals, and gain competency in key interprofessional skills. This chapter provides a brief overview of simulation evaluation history, beginning in the late 1990s, and the initial focus on learner self-report data. Using Kirkpatrick's Levels of Evaluation as an organizing model, four types of SLE evaluation are reviewed as well as suggestions for future research.

Oral and Maxillofacial Surgery (OMFS) is underrepresented in the medical curriculum with 90% of medical students reporting no exposure to the specialty in medical school. This can result in clinicians having problems recognising emergency presentations, and referrals being made inappropriately. OMFS trainees delivered an educational simulation course on common OMFS pathologies to medical students, with theory and hands-on, high-fidelity simulations that covered anatomy, emergency presentations, and the training pathway. Delegates were assessed immediately before, immediately after, and six-weeks after the course. There were significant improvements in knowledge six weeks after the course, with mean scores improving by 23% for knowledge of anatomy (p

The use of simulation in audiology (AUD) and speech-language pathology (SLP) fields is less than its use in other health professions. This study aimed to examine the effect of the use of simulation...

Simulation training in medicine opens up new horizons for students’ practical training, advanced training of practicing physicians, as well as systems for assessing the formation of competencies. The Dentist Laboratory, in which dental students start learning already in the first year of study, is successfully functioning in the Training Simulation Center (TSC) of Kursk State Medical University (KSMU). To study the satisfaction of students with the effectiveness of using simulation training in the formation of practical skills, after passing the test during on-the-job training, a voluntary anonymous survey of 110 fourth-year students of the Faculty of Dentistry of Kursk State Medical University was conducted. The questionnaire included a question pool for approval of the argument, and the overwhelming majority of the surveyed students recognize the clear advantages of using simulation technologies at all stages of medical education. 84% of the respondents noted that the reality of sensations when modeling clinical situations in the phantom class of KSMU is close to a real hospital environment. The respondents identified the required number of trainings they needed to confidently master the basic practical skills, as well as highlighted the disadvantages of simulation training in comparison with actual clinical practice. Analyzing the data obtained and taking into account the students’ general desire to increase the total number of trainings, the schedule of classes in the simulation class of KSMU was corrected.

Background Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. Methods The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. Results After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. Conclusions We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

In coming decades, healthcare providers will treat a greater number of individuals living with Alzheimer's Disease and related dementias than ever. Simulation-based learning provides experiential learning opportunities to enhance clinical training, but little is known about how dementia simulation training improves understanding of dementia or how it changes in participants' ability to deliver high-quality healthcare to individuals living with dementia. In this study, we examine how a simulation training program may prepare healthcare trainees to treat individuals living with dementia. We conducted eight in-depth, one-on-one interviews with healthcare trainees who participated in the Virtual Dementia Tour (VDT) program and faculty who added VDT to their curricula, and also examined 20 reflection papers from students following participation in VDT. A thematic analysis of qualitative data led us to three themes: 1) dementia simulation complements and enhances traditional teaching methods, 2) dementia simulation helps students to understand the experiences of people living with dementia, and 3) experiential learning inspired students to reflect on actions they would take as clinicians and leaders to support individuals living with dementia and their families. Based on these findings, we propose a modified transformative learning process for dementia simulation training with healthcare students.

In India, traditional learning approaches in universities follow passive learning and instruction-based studies The demand for evidence-based instructional and interactive active learning processes increases with the advancement in technology To improve the quality of teaching and student performance, Laureate International University network has taken a unique initiative by applying an iterative and evidence-based active learning process in small groups at the University of Petroleum and Energy Studies, Dehradun for the Postgraduate Certificate in Academic Practice program In this study, active learning processes with digital devices (mobile devices) and digital technologies (modeling tools, simulation, and online resources), having virtual small-to-medium strength classrooms are integrated into various scenarios with different levels of education This has been found to be useful in improving student performance during the COVID-19 pandemic The proposed process applies both traditional and active learning processes with the provision to use mobile devices for digital content This process also involves teachers attending a Bootcamp, over a 2-month period, consisting of four modules in which they learn about and use digital content that will then be applied in their courses Results show that the active learning process is of great benefit to students over traditional learning, and it provides a 30% improvement in student's grades Further, it is observed that long-term learning average marks increase by 66 9% in two engineering subjects The simulation-based experimentations are conducted to engage students and faculty members in active learning and simulation learning processes It shows that the proposed approach (active learning) improves students' learning abilities as compared to the traditional approach

Background A psychologically safe environment is defined as one where individuals feel comfortable to take risks without fear of negative consequences. When an individual feels psychologically safe in simulation, they are more likely to engage in the experience and reflect on their own and others’ performance. Despite this, little is known about what creates this type of environment from the learner perspective. Methods A qualitative descriptive study was conducted to explore prelicensure nursing students’ perceptions of psychological safety as it exists within the prebrief, scenario, and debrief phases of a simulation learning experience. Data were collected using a series of open-ended questions through an online survey tool. Three researchers independently, then collaboratively, reviewed the data, identifying themes and patterns across each phase. Results Eighty-six prelicensure nursing students completed the online survey. Across the three phases, five themes emerged: (1) faculty presence; (2) learning without fear; (3) working together; (4) setting expectations; and (5) positive conversations. Conclusions Our findings support much of the current literature on psychological safety in simulation but also highlight unique findings, including bullying, learner control and not being rushed.

Introduction Accreditation standards of simulation stress the importance of educationally sound learning objectives. We aimed to assess whether learning objectives adhered to theoretical frameworks outlined by accreditation standards, lending themselves to maximal learning outcomes. Methods A retrospective study was conducted at the Centre for Simulation-Based Learning at McMaster University. Raters coded 848 faculty-designed learning objectives from 722 sessions based on Bloom's Taxonomy, SMART (Specific, Measurable, Attainable, Realistic, and Timely) criteria, and the presence of inappropriate verbs. Learning objective categorization was compared with student evaluations. Results Using Bloom's Taxonomy, learning objectives were mostly focused on application 53%, followed by smaller percentages focused on knowledge 21.4% and comprehension 12.2%. Few learning objectives focused on higher levels of analysis 7.2%, synthesis 2.3%, and evaluation 3.7%. By SMART criteria, learning objectives were 49.6% specific, 60.8% measurable, 88.8% attainable, 85.0% realistic, and 9.1% timely. Approximately 1 in 5 objectives used inappropriate verbs. No correlations were observed between categorization by Bloom's Taxonomy or inappropriate verbs to student ratings. However, those containing attainable and timely goals were associated with lower levels of perceived achievement by students. Conclusions There was a disconnect between simulation accreditation standards and current practices at McMaster University's simulation center. Most objectives were classified at lower stages of Bloom's Taxonomy. The majority followed SMART guidelines, with the exception of specificity and mention of time frames. A minority of learning objectives contained inappropriate verbs. Given the costs associated with simulation-based education, educators should focus simulation learning objectives on higher levels of Bloom's Taxonomy and include references to time frames.

Purpose of Review This review highlights the emerging fields of simulation research by tying innovation into principles of learning and process improvement. Recent Findings Advances have been made in both educational simulation and simulation for quality improvement, allowing this versatile modality to be more broadly applied to healthcare and systems. Summary Simulation in pediatric critical care medicine continues to evolve. Although the majority of simulation is focused on learner education, emerging research has broadened to focus on patient- and system-centered outcomes, leading to improvement in the quality of care delivered in the ICU.

There is growing consensus that teaching computer ethics is important, but there is little consensus on how to do so. One unmet challenge is increasing the capacity of computing students to make decisions about the ethical challenges embedded in their technical work. This paper reports on the design, testing, and evaluation of an educational simulation to meet this challenge. The privacy by design simulation enables more relevant and effective computer ethics education by letting students experience and make decisions about common ethical challenges encountered in real-world work environments. This paper describes the process of incorporating empirical observations of ethical questions in computing into an online simulation and an in-person board game. We employed the Values at Play framework to transform empirical observations of design into a playable educational experience. First, we conducted qualitative research to discover when and how values levers—practices that encourage values discussions during technology development—occur during the design of new mobile applications. We then translated these findings into gameplay elements, including the goals, roles, and elements of surprise incorporated into a simulation. We ran the online simulation in five undergraduate computer and information science classes. Based on this experience, we created a more accessible board game, which we tested in two undergraduate classes and two professional workshops. We evaluated the effectiveness of both the online simulation and the board game using two methods: a pre/post-test of moral sensitivity based on the Defining Issues Test, and a questionnaire evaluating student experience. We found that converting real-world ethical challenges into a playable simulation increased student’s reported interest in ethical issues in technology, and that students identified the role-playing activity as relevant to their technical coursework. This demonstrates that roleplaying can emphasize ethical decision-making as a relevant component of technical work.

Graduates of the marketing expertise competency at the SMK Pharmasi Semarang Foundation are not in accordance with the competencies required by the Business World and the Industrial World (DUDI) as a medical representative. The purpose of this study was to analyze the strategy for increasing medical representative competency in terms of learning, collaboration with DUDI, and human resource development (teachers). This research uses descriptive qualitative research with data collection techniques of observation, interviews, documentation, and triangulation then the data is reduced. The strategy to increase medical representative competence is carried out through practical learning by conducting simulation learning in the learning process inside and outside of school. Learning conducted in schools focuses on practical simulations to sharpen student competencies in communicating with doctors and understand products to be promoted through industry-based learning. Non-school learning is carried out through a collaboration program between school agencies and DUDI in the form of fieldwork practices by adjusting the implementation time of the apprenticeship with the allocation of concept time for pharmaceutical sales. Achievement of medical representative competencies for marketing students is supported by teacher competency. Teacher competence in the field of medical representative is obtained through the on the job training program.

Background The rarity of perianesthetic catastrophic events creates a challenge in training support staff in the treatment of emergencies such as local anesthetic systemic toxicity (LAST). Simulation learning offers a unique venue in which to safely encounter rare events. Aims This study aimed to evaluate knowledge retention regarding LAST in perianesthetic nursing staff using high-fidelity simulation and a short didactic session. Design Nurses were recruited from perioperative locations to participate in a simulated scenario of LAST and engage in a short didactic session. Settings Simulation and education occurred in the high-fidelity simulation center at the University of Wisconsin Hospital. Participants/Subjects Thirteen nurses from the preoperative, post-anesthesia, and block nursing teams participated in the study. Methods Participants completed a pre-test before participating in the simulation, followed by a formal debrief and short lecture. They then completed post-tests and a short survey focused on self-efficacy and review of the simulation experience. Results Test scores, compared to the pre-test, improved significantly on the immediately-post, 1-month, and 3-month assessments. Participants felt more equipped to handle crisis scenarios. Conclusions Experiential learning often results in significant knowledge acquisition and retention. Participants in this study improved their test scores regarding LAST and increased their sense of self-efficacy and ability to handle crisis scenarios after taking part in a high-fidelity simulation.

The use of instructional media is something that can support the teaching and learning process; therefore, a lecturer must have the ability to create and develop learning media. This study aims to improve student learning outcomes in building physics course by using simulation learning media and models to help students understand thermal comfort material. Making modelling and simulation media is done using MATLAB software. The subjects of this study were physics engineering students who took Building Physics course. At the beginning of the study, students are given material and then in groups discuss thermal contents and then given a pretest test with an average score of 70.27, and for an average grade of 71.3 assignments. At the meeting next week, using the Student-Centered Learning (SCL) method and using problem-based learning in groups, students take temperature measurements in several rooms in the Building at the UNAS Physical Engineering Laboratory. The measurement results show that the room does not have thermal requirements (PERGUB No. 38/2012), so students have the task of conducting experiments using models that have been created by researchers to create learning media to improve comfort in using thermal buildings. Simulation results carried out by students, that is, can produce rooms with thermal conditions at 21-25°C (PERGUB No. 38/2012). This simulation is also able to provide the score of building energy efficiency. After students succeed in conducting the test, the assessment test or posttest is carried out with an average score obtained 80.55, and an average score of 80 assignments. The results of the pretest, assignment 1, assignment 2, and posttest show an increase in students’ scores of 14.6% for the Test and Task Score of 12.20%. Based on the hypothesis test, for both variables showed t-count < t-table and significance < 0.05. It shows there are significant differences in student learning outcomes both test scores and assignment scores before and after using a simulated media. Thus, the system and simulation model designed can be used as learning media that can improve student learning outcomes.

This study aims to uncover and explain and know: (1) the effect of social simulation learning strategies on children's social intelligence in Raudhatul Athfal Jamiyatushalihin Medan, (2) the effect of social simulation learning strategies on children's speaking in Raudhatul Athfal Jamiyatushalihin Medan, and (3) the influence of social simulation learning strategies on social intelligence and children's talking together at Raudhatul Athfal Jamiyatushalihin Medan. The research method used is quantitative with an experimental approach. The research sample consisted of two classes each one experimental class and one control class. The instrument used in the study was observation and documentation. The analysis technique used is analysis of variance The research findings show: (1) the influence of social simulation learning strategies on children's social intelligence in Raudhatul Athfal Jamiyatushalihin Medan, (2) there is an influence of social simulation learning strategies on children's speaking in Raudhatul Athfal Jamiyatushalihin Medan, and (3) there is an influence on simulation learning strategies social towards social intelligence and talking to children together in Raudhatul Athfal Jamiyatushalihin Medan.

Misconceptions take place in a variety of Physics lesson subjects including the Light and Optics. This study aimed at determining the students’ misconceptions and the effectiveness of Active Learning of Optics and Photonics (ALOP) approach assisted by computer simulation to reduce misconceptions among students on the material of optical instruments. The mixed method was employed in this study using embedded mixed method design. The study was conducted to students of grade XI in one senior high school in Bandung. The participants were divided into two groups: control group and experimental group in which each group consisted of 23 students. A conventional learning was applied in the con-trol group while the experimental class implemented ALOP computer-aided simulation learning. The instrument used to identify students’ misconceptions were Four-Tier Optics and Photonics Test (FTOPT), consisted of 18 items, which was given during the pre-test and post-test. The results showed that misconceptions were disseminated over the concept of eyes, camera, magnifier, mi-croscopes, and telescopes. Additionally, ALOP approach using computer-aided simulations is effective to reduce students’ misconceptions on the material of op-tical instrument.

The use of virtual patients for students and for advanced training of medical doctors is a definite pedagogic innovation. The computer-based interactive multimedia simulations of scenarios for diagnosis and treatment allow for the avoidance of the risk of improper actions in regard to a real life patient, to repeat the clinical situations an unlimited number of times, and to standardize the tasks and criteria of their completion. Virtual patients represent a factual basis of problem-based learning. This review article focuses on the use of this educational technology for the development of medical decision making skills internationally, on its pedagogical effectiveness, and on the variants of the linear and branching scenarios. Meta-analyses demonstrate the pedagogical effectiveness of virtual patients and an interest of the trainees. An integration of the virtual patients into the learning contributes to clinical training gamification, which inspires the students and medical doctors to engage in interactivity and teamwork. The creation of a repository or a web-service of multimedia virtual patients in the tradition of national clinical school is of great current interest for implementation in the system of higher and continuing medical education.