Topic number
1 . 2015
Editorial

Editorial

Abstract
Announcements

Announcements

Abstract
Events

Events

Abstract
Abstracts

Abstracts

Abstract
Educational Technologies

BEME Guide N 4: Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review

Abstract

Background and Context: Simulations are now in widespread use in medical education and medical personnel evaluation. Outcomes research on the use and effectiveness of simulation technology in medical education is scattered, inconsistent, and varies widely in methodological rigor and substantive focus.

Objectives: Review and synthesize existing evidence in educational science that addresses the question, “What are the features and uses of high-fidelity medical simulations that lead to most effective learning?”

Search Strategy: The search covered five literature databases (ERIC, MEDLINE, PsycINFO, Web of Science, and Timelit) and employed 91 single search terms and concepts and their Boolean combinations. Hand searching, Internet searches, and attention to the “grey literature” were also used. The aim was to perform the most thorough literature search possible of peer reviewed publications and reports in the unpublished literature that have been judged for academic quality.

Inclusion and Exclusion Criteria: Four screening criteria were used to reduce the initial pool of 670 journal articles to a focused set of 109 studies: (a) elimination of review articles in favor of empirical studies; (b) use of a simulator as an educational assessment or intervention with learner outcomes measured quantitatively; (c) comparative research, either experimental or quasi-experimental and (d) research that involves simulation as an educational intervention.

Data Extraction: Data were extracted systematically from the 109 eligible journal articles by independent coders. Each coder used a standardized data extraction protocol.

Data Synthesis: Qualitative data synthesis and tabular presentation of research methods and outcomes were used. Heterogeneity of research designs, educational interventions, outcome measures, and timeframe precluded data synthesis using metaanalysis.

Headline Results: Coding accuracy for features of the journal articles is high. The extant quality of the published research is generally weak. The weight of the best available evidence suggests that high-fidelity medical simulations facilitate learning under the right conditions. These include the following:

Providing feedback – Fifty-one (47%) of journal articles reported that educational feedback is the most important feature of simulation-based medical education

Repetitive practice – Forty-three (39%) of journal articles identified repetitive practice as a key feature involving the use of high fidelity simulations in medical education.

Curriculum integration – Twenty-seven (25%) of journal articles cited integration of simulationbased exercises into the standard medical school or postgraduate educational curriculum as an essential feature of their effective use.

Range of difficulty level – Fifteen (14%) of journal articles address the importance of the range of task difficulty level as an important variable in simulation based medical education.

Multiple learning strategies – Eleven (10%) of journal articles identified the adaptability of high-fidelity simulations to multiple learning strategies as an important factor in their educational effectiveness.

Capture clinical variation – Eleven (10%) of journal articles cited simulators that capture a wide variety of clinical conditions as more useful than those with a narrow range.

Controlled environment – Ten (9%) of journal articles emphasized the importance of using high-fidelity simulations in a controlled environment where learners can make, detect and correct errors without adverse consequences.

Individualized learning – Ten (9%) of journal articles highlighted the importance of having reproducible, standardized, educational experiences where learners are active participants, not passive bystanders.

Defined outcomes – Seven (6%) of journal articles cited the importance of having clearly stated goals with tangible outcome measures that will more likely lead to learners’ mastering skills.

Simulator validity – Four (3%) of journal articles provided evidence for the direct correlation of simulation validity with effective learning.

Conclusions: While research in this field needs improvement in terms of rigor and quality, highfidelity medical simulations are educationally effective and simulation-based education complements medical education in patient care settings

Audience response system and classroom testing: review and user experience

Abstract

Audience response system is an interactive learning tool. It permits students to answer to multiple choice questions using remote control device (clickers). The results are instantly collected, summarized and presented for discussion. The purpose of this article is to present a literature review and own experience. Implementation effectiveness can depend on different factors. These factors are defined, classified and discussed. Audience response system can improve the educational process by encouraging students to take a more active role in their learning.

Modern education technologies – means for innovative development in higher medical education

Abstract

The article describes university teachers’ activities, requirements on quality of work for the teacher and science-based organization of the university teacher education. Modern education technologies are presented by problem-based module and integrated education, which increase learning quality and process of professional university education. Possible system of knowledge control, including different forms of knowledge and skills assessment and various competencies essential for the future specialist to fulfill professional duties, is described.

Ivan Vasilyevich Protasov – the doctor, scientist, teacher and military medical expert

Abstract
Professional Development

Patient needs a competent doctor

Abstract

Study concerning the review and mapping of continuous professional development and lifelong learning for health professionals in the EU. Final report, revised version corrected (Executive summary)

Abstract

This report was produced under the EU Health Programme (2008–2013) in the frame of a service contract with the Executive Agency for Health and Consumers (EAHC) acting under the mandate from the European Commission. The content of this report represents the views of the contractor and is its sole responsibility; it can in no way be taken to reflect the views of the European Com- mission and/or EAHC or any other body of the European Union.

There is widespread recognition of the importance of continuous professional development (CPD) and life-long learning (LLL) of health professionals. CPD and LLL help to ensure that professional practice is up-to-date, contribute to improving patient outcomes and increase public confidence in the professions. National interpretations of CPD offer a rich scope of differing approaches and present opportunities for the identification of recommendations and best practices in the EU.

This study, funded under the EU Health Programme, comprises a unique mapping and review of continuous professional development and lifelong learning for doctors, nurses, dentists, midwives and pharmacists in the 28 member countries of the EU and EFTA countries. It describes the policy background to the topic, reviews available literature and illustrates the outcomes of a Europe-wide survey and expert workshop, as well as presenting an overview of EU and European-level initiatives on CPD. The study identifies policy recommendations to strengthen the exchange of cooperation and best practices at European level and highlighting the need to make efforts allowing all health professionals to undertake CPD, including addressing the main barriers identified, these being a lack of time and resources. The recommendations also call for more research into CPD and its relation to patient safety and quality of care.

Leaders in medical education

Интервью с медицинским советником сериала "Доктор Хаус" доктором Лизой Сандерс

Abstract

All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Secretary General of the Russian Society of Medical Education Specialists, Director of the Institute of Training of Medical Education Specialists of the Russian Medical Academy of Continuing Professional Education, 125993, Moscow, Russian Federation, Professor of the Department of Vocational Education and Educational Technologies of the N.I. Pirogov RNIMU of the MOH of Russia, CEO of GEOTAR-Med, Advisor President of the National Medical Chamber, Moscow, Russian Federation

Journals of «GEOTAR-Media»