Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-x4r87 Total loading time: 0 Render date: 2024-04-28T11:21:38.429Z Has data issue: false hasContentIssue false

Part 1 - The Role of Simulation

Published online by Cambridge University Press:  25 March 2019

Kirsty MacLennan
Affiliation:
Manchester University Hospitals NHS Trust
Catherine Robinson
Affiliation:
Manchester University Hospitals NHS Trust
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Dudley, F. (2012). The Simulated Patient Handbook: A Comprehensive Guide for Facilitators and Simulated Patients. London: Radcliffe Publishing.Google Scholar
Grant, V., and Cheng, A. (Eds.). (2016). Comprehensive Healthcare Simulation: Paediatrics. Switzerland: Springer.CrossRefGoogle Scholar
Levine, S., DeMaria, A., Schwartz, A. and Sim, A. (Eds.). (2013). The Comprehensive Textbook of Healthcare Simulation. New York, NY: Springer.CrossRefGoogle Scholar
Nestel, D., and Bearman, M. (Eds.). (2016). Simulated Patient Methodology: Theory, Evidence and Practice. Chichester: Wiley Blackwell.Google Scholar
Nestel, D., Kelly, M., Jolly, B. and Watson, M. (Eds.). (2018). Healthcare Simulation Education: Evidence, Theory and Practice. Chichester: John Wiley & Sons.Google Scholar
Palaganas, J., Maxworthy, J., Epps, C. and Mancini, M. (Eds.). (2015). Defining Excellence in Simulation Programs. Philadelphia, PA: Wolters Kluwer.Google Scholar
Riley, R. (Ed.). (2016). Manual of Simulation in Healthcare, 2nd edition. Oxford: Oxford University Press.Google Scholar

Bibliography

Adam Rouilly. Desperate Debra – Impacted Fetal Head Simulator (cited November 20, 2017). Available from: www.adam-rouilly.co.uk/productdetails.aspx?pid=3566%26cid=Google Scholar
Advanced Maternal and Reproductive Education (cited November 27, 2017). Available from: www.amare.org.au/.Google Scholar
Aggarwal, R., Ward, J., Balasundaram, I., et al. (2007). Proving the effectiveness of virtual reality simulation for training in laparoscopic surgery. Annals of Surgery, 246(5), 771779.CrossRefGoogle ScholarPubMed
Arora, S., Ahmed, M., Paige, J., et al. (2012). Objective Structured Assessment of Debriefing (OSAD): bringing science to the art of debriefing in surgery. Annals of Surgery, 256(6), 982988.CrossRefGoogle Scholar
Australian Government Department of Health (2015). Final Annual Report – Health Workforce Australia – Building Capacity (cited July 2, 2017). Available from: www.health.gov.au/internet/publications/publishing.nsf/Content/hwa-annual-report∼2-building-capacityGoogle Scholar
Battista, A. (2015). Activity theory and analyzing learning in simulations. Simulation and Gaming, 46(2), 187196.CrossRefGoogle Scholar
Battista, A. (2017). An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis. Advances in Simulation, 2, 23.CrossRefGoogle ScholarPubMed
Battista, A. and Nestel, D. (2018, forthcoming). Simulation in medical education. In Swanwick, T. (Ed.), Understanding Medical Education. Chichester: Wiley.Google Scholar
Bearman, M., Anthony, A. and Nestel, D. (2011). A pilot training program in surgical communication, leadership and teamwork. Australia and New Zealand Journal of Surgery, 81(4), 213215.CrossRefGoogle ScholarPubMed
Bearman, M., O'Brien, R., Anthony, A., et al. (2012). Learning surgical communication, leadership and teamwork through simulation. Journal of Surgical Education, 69(2), 201207.CrossRefGoogle ScholarPubMed
Benbow, E. W., Harrison, I., Dornan, T. L. and O'Neill, P. A. (1998). Pathology and the OSCE: insights from pilot study. Journal of Pathology, 184(1), 110114.3.0.CO;2-9>CrossRefGoogle ScholarPubMed
Buchanan, M. (2017). Parents' anger at baby deaths NHS trust. BBC News. Available from: www.bbc.com/news/health-39591929.Google Scholar
Centre for Medical Simulation (2011). Debriefing Assessment for Simulation in Healthcare (cited May 1, 2013). Available from: www.harvardmedsim.org/debriefing-assessment-simulation-healthcare.php.Google Scholar
Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B. and Cook, D. A. (2014). Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Medical Education, 48(7), 657666.CrossRefGoogle ScholarPubMed
Decker, S., Fey, M., Sideras, S., et al. (2013). Standards of best practice: Simulation Standard VI: The debriefing process. Clinical Simulation in Nursing, 9(6), S26S29.CrossRefGoogle Scholar
Dieckmann, P. (Ed.). (2009). Using Simulations for Education, Training and Research. Lengerich: PABST.Google Scholar
Donaldson, L. (2009). 150 Years of the Chief Medical Officer's Annual Report 2008. London: Department of Health.Google Scholar
Donnelly, L. (2017). Avoidable deaths of at least seven babies at NHS trust where midwives ‘couldn't be bothered’. The Telegraph.Google Scholar
Eppich, W. and Cheng, A. (2015). Cultural historical activity theory (CHAT) – informed debriefing for interprofessional teams. Clinical Simulation in Nursing, 11, 383389.CrossRefGoogle Scholar
Ericsson, K. A. (2015). Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Academic Medicine, 90(11), 14711486.CrossRefGoogle ScholarPubMed
Fanning, R. M. and Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115125.CrossRefGoogle ScholarPubMed
Fenwick, T. and Dahlgren, M. A. (2015). Towards socio-material approaches in simulation-based education: lessons from complexity theory. Medical Education, 49(4), 359367.CrossRefGoogle ScholarPubMed
Gaba, D. (2007). The future vision of simulation in healthcare. Simulation in Healthcare, 2, 126135.CrossRefGoogle ScholarPubMed
Gough, S. (2016). The Use of Simulation-based Education in Cardio-respiratory Physiotherapy. Manchester: Manchester Metropolitan University.Google Scholar
Grant, D. J. and Marriage, S. C. (2012). Training using medical simulation. Archives of Diseases of Childhood, 97(3), 255259.CrossRefGoogle ScholarPubMed
Grant, J., Moss, J., Epps, C. and Watts, P. (2010). Using video-facilitated feedback to improve student performance following high-fidelity simulation. Clinical Simulation in Nursing, 6(5), e177e184.CrossRefGoogle Scholar
Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B. and Cook, D. A. (2014). Reconsidering fidelity in simulation-based training. Academic Medicine, 89(3), 387392.CrossRefGoogle ScholarPubMed
Higham, J., Nestel, D., Lupton, M. and Kneebone, R. (2007). Teaching and learning gynaecology examination with hybrid simulation. The Clinical Teacher, 4, 238243.CrossRefGoogle Scholar
Huber, T., Wunderling, T., Paschold, M., Lang, H., Kniest, W. and Hansen, C. (2018). Highly immersive virtual reality laparoscopy simulation: development and future aspects. International Journal of Computer Assisted Radiology and Surgery, 13(2), 281290.CrossRefGoogle ScholarPubMed
Husebo, S., O'Regan, S. and Nestel, D. (2015). Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), 368375.CrossRefGoogle Scholar
Imperial College London. (2012). The London Handbook for Debriefing: Enhancing Performance Debriefing in Clinical and Simulated Settings. London: London Deanery.Google Scholar
Issenberg, S. B., McGaghie, W., Petrusa, E. R., Gordon, D. L. and Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 1028.CrossRefGoogle ScholarPubMed
Jeffries, P. (2005). A framework for designing, implementing, and evaluating simulations. Nurse Education Perspectives, 26(2), 97104.Google ScholarPubMed
Kneebone, R. and Nestel, D. (2005). Learning clinical skills – the place of simulation and feedback. The Clinical Teacher, 2(2), 8690.CrossRefGoogle Scholar
Kolb, D. and Fry, R. (1975). Toward an applied theory of experiential learning. In Cooper, C. (Ed.), Theories of Group Process. London: John Wiley.Google Scholar
Krogh, K., Bearman, M. and Nestel, D. (2015). Expert practice of video-assisted debriefing. Clinical Simulation in Nursing, 11, 180187.CrossRefGoogle Scholar
Laerdal, . SimMom. (cited November 20, 2017). Available from: www.laerdal.com/au/SimMom.Google Scholar
Larsen, C. R., Sørensen, J. L. and Grantcharov, T. (2009). Effect of virtual reality training in laparoscopic surgery: a randomised controlled trial. British Medical Journal, 338, b1802.CrossRefGoogle ScholarPubMed
Levett-Jones, T. and Lapkin, S. (2013). A systematic review of the effectiveness of simulation debriefing in health professional education. Nurse Education Today, 34(6), e58e63.CrossRefGoogle ScholarPubMed
Maloney, S. and Haines, T. (2016). Issues of cost–benefit and cost–effectiveness for simulation in health professions education. Advances in Simulation, 1, 13.CrossRefGoogle ScholarPubMed
Manolitsas, T. (2012). Robotic surgery. O&G Magazine, 14(1), 2527.Google Scholar
McGaghie, W. C. (2015). Mastery learning: it is time for medical education to join the 21st century. Academic Medicine, 90(11), 14381441.CrossRefGoogle Scholar
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R. and Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44(1), 5063.CrossRefGoogle ScholarPubMed
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E. and Issenberg, S. B. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35(10), e1511e1530.CrossRefGoogle Scholar
Nestel, D. (2015). Expert's corner: Standardized (simulated) patients in health professions education: a proxy for real patients? In Palaganas, J., Maxworthy, J. C., Epps, C. A. and Mancini, M. E. (Eds.), Defining Excellence in Simulation Programs, p. 394. Philadelphia, PA: Wolters Kluwer.Google Scholar
Nestel, D. and Bearman, M. (2015). Theory and simulation-based education: definitions, worldviews and applications. Clinical Simulation in Nursing, 11, 349354.CrossRefGoogle Scholar
Nestel, D., Tabak, D., Tierney, T., et al. (2011). Key challenges in simulated patient programs: an international comparative case study. BMC Medical Education, 11, 69.CrossRefGoogle ScholarPubMed
Nestel, D., Pritchard, S., Watson, M., Andreatta, P., Bearman, M. and Morrison, T. (2013). Strategic approaches to simulation-based education: a case study from Australia. Journal of Health Specialties, 1(1), 412.CrossRefGoogle Scholar
Nestel, D., Brazil, V. and Hay, M. (2017). You can't put a value on that … Or can you? Economic evaluation in simulation-based medical education. Medical Education, 52, 139147.CrossRefGoogle Scholar
Nestel, D., Krogh, K. and Kolbe, K. (2018). Exploring realism in healthcare simulations. In Nestel, D., Jolly, B., Watson, M. and Kelly, M. (Eds.), Healthcare Simulation Education: Evidence, Theory & Practice (Chapter 4, pp. 2328). Chichester: Wiley.Google Scholar
Owen, H. (2016). Simulation in Healthcare Education: An Extensive History. Switzerland: Springer.CrossRefGoogle Scholar
Posner, G., Clark, M. D. and Grant, V. (2017). Simulation in the clinical setting: towards a standard lexicon. Advances in Simulation, 2, 15.CrossRefGoogle ScholarPubMed
PROMPT – Making Childbirth Safer, Together (2017) (cited April 24, 2017). Available from: www.promptmaternity.org/.Google Scholar
Reedy, G. (2015). Using cognitive load theory to inform simulation design and practice. Clinical Simulation in Nursing, 11, 350360.CrossRefGoogle Scholar
Rudolph, J. W., Dufresne, S. R. and Raemer, D. B. (2006). There's no such thing as ‘nonjudgmental’ debriefing: a theory and method for debriefing with good judgment. Simulation in Healthcare, 1(1), 4955.CrossRefGoogle ScholarPubMed
Runnacles, J., Thomas, L., Sevdalis, N., Kneebone, R. and Arora, S. (2014). Development of a tool to improve performance debriefing and learning: the paediatric Objective Structured Assessment of Debriefing (OSAD) tool. Postgraduate Medical Journal, 90(1069), 613621.CrossRefGoogle ScholarPubMed
Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.Google Scholar
Schon, D. (1987). Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.Google Scholar

Bibliography

Auerbach, M., Kessler, D. O. and Patterson, M. (2015). The use of in situ simulation to detect latent safety threats in paediatrics: a cross-sectional survey. BMJ Simulation and Technology Enhanced Learning, 1, 7782.CrossRefGoogle ScholarPubMed
Ericsson, K. A., Krampe, R. T. and Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.CrossRefGoogle Scholar
Hollnagel, E. (2012). The Functional Resonance Analysis Method for Modelling Non-trivial Socio-technical Systems. Available at: http://functionalresonance.com/index.html (accessed May 2, 2017).Google Scholar
Kobayashi, L., Shapiro, M. J., Sucov, A., et al. (2006). Portable advanced medical simulation for new emergency department testing and orientation. Academic Emergency Medicine, 13(6), 691695.CrossRefGoogle ScholarPubMed
Patterson, M. D., Geis, G. L., Falcone, R. A., LeMaster, T. and Wears, R. L. (2013). In situ simulation: detection of safety threats and teamwork training in a high risk emergency department. BMJ Quality and Safety, 22, 468471.CrossRefGoogle Scholar
Wetzel, E. A., Lang, T. R., Pendergrass, T. L., Taylor, R. G. and Geis, G. L. (2013). Identification of latent safety threats using high-fidelity simulation-based training with multidisciplinary neonatology teams. Joint Commission Journal on Quality and Patient Safety, 39(6), AP1AP3.Google ScholarPubMed

Bibliography

Barr, H., Hammick, M., Freeth, D. S., Reeves, S. and Koppel, I. (2008). Effective Interprofessional Education: Argument, Assumption and Evidence (Promoting Partnership for Health). Oxford: Wiley-Blackwell.Google Scholar
Barr, H., Gray, R., Helme, M., Low, H. and Reeves, S. (2016). Interprofessional Education Guidelines 2016. London: CAIPE. www.caipe.org (accessed March 1, 2018).Google Scholar
Bland, A. J., Topping, A. and Tobbell, J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper. Nurse Education Today, 34(7), 11121118.CrossRefGoogle ScholarPubMed
Department of Health. (2001). Working Together, Learning Together. London: Department of Health, Crown Copyright.Google Scholar
Department of Health. (2008). A High Quality Workforce: NHS Next Stage Review. London: Department of Health, Crown Copyright.Google Scholar
Department of Health. (2016). Safer Maternity Care. London: Department of Health, Crown Copyright.Google Scholar
Engum, S. A. and Jeffries, P. R. (2012). Interdisciplinary collisions: bringing healthcare professionals together. Collegian, 19(3), 145151. doi: 10.1016/j.colegn.2012.05.005.CrossRefGoogle ScholarPubMed
Gibbons, S., Adamo, G., Padden, D., et al. (2002). Clinical evaluation in advanced practice nursing education: using standardised patients in health assessment. Journal of Nursing Education, 41, 215221.CrossRefGoogle ScholarPubMed
INACSL Standards Committee (2016, December). INACSL standards of best practice: SimulationSM.Google Scholar
Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Gordon, D. L. and Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 1028.CrossRefGoogle ScholarPubMed
Kirkpatrick, D. L. and Kirkpatrick, J. D. (2006). Evaluating Training Programs, 3rd edition. San Francisco, CA: Berrett-Koehler Publishers.Google Scholar
Kohn, L. T., Corrigan, J. and Donaldson, M. S. (2000). To Err is Human: Building a Safer Health System. Washington, DC: National Academies Press.Google Scholar
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development, 2nd edition. Upper Saddle River, NJ: Pearson Education.Google Scholar
Künzle, B., Kolbe, M. and Grote, G. (2010). Ensuring patient safety through effective leadership behaviour: a literature review. Safety Science, 48(1), 117. doi: 10.1016/j.ssci.2009.06.004.CrossRefGoogle Scholar
Lantolf, J. and Thorne, S. (2006). Socialcultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Lopreiato, J. O. (Ed.), Downing, D., Gammon, W., Lioce, L., Sittner, B., Slot, V., Spain, A. E. (Associate Eds.) and the Terminology & Concepts Working Group. (2016). Healthcare Simulation Dictionary. [Online] (accessed November 13, 2016). Available from www.ssih.org/dictionary.Google Scholar
McLeod, S. A. (2012). Zone of Proximal Development [Online]. Available from: www.simplypsychology.org/Zone-of-Proximal-Development.html (accessed November 13, 2016).Google Scholar
Missildine, K., Fountain, R., Summers, L. and Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597599.CrossRefGoogle ScholarPubMed
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E. and Issenberg, B. (2005). Simulation in healthcare education: best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35, e1511e1530.CrossRefGoogle Scholar
Nestel, D., Kelly, M., Jolly, B. and Watson, M. (2017). Healthcare Simulation Education, pp. 2933. Chichester: John Wiley & Sons.CrossRefGoogle Scholar
Oandasan, I. and Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19(1), 2138.CrossRefGoogle ScholarPubMed
Paas, F., Renkl, A. and Sweller, J. (2003). Cognitive load theory and instructional design: recent developments. Educational Psychologist, 38(1), 14.CrossRefGoogle Scholar
Purva, M., Baxendale, B., Scales, E., et al. (2016). Simulation-based Education in Healthcare Standards Framework and Guidance. Hull: Association for Simulated Practice in Healthcare (ASPiH).Google Scholar
Reeves, S. (2016). Why we need interprofessional education to improve the delivery of safe and effective care. Interface – Comunicação, Saúde, Educação, 20(56), 185197. doi: 10.1590/1807-57622014.0092.CrossRefGoogle Scholar
Reeves, S., Goldman, J. and Oandasan, I. (2007). Key factors in planning and implementing interprofessional education in health care settings. Journal of Allied Health, 36(4), 231235.Google ScholarPubMed
Sargeant, J. (2009). Theories to aid understanding and implementation of interprofessional education. Journal of Continuing Education in the Health Professions, 29(3), 178184. doi: 10.1002/chp.20033.CrossRefGoogle ScholarPubMed
Steinert, Y. (2005). Learning together to teach together: interprofessional education and faculty development. Journal of Interprofessional Care, 19(suppl 1), 6075.CrossRefGoogle ScholarPubMed
Sweeney, K. and Griffiths, F. (2002). Complexity and Healthcare: An Introduction, Chapter 1, p. 2. Oxford: Radcliffe Medical Press.Google Scholar
Thistlewaite, J. and Moran, M. on behalf of the World Health Organisation Study Group on Interprofessional Education and Collaborative Practice. (2010). Learning outcomes for interprofessional education (IPE): literature review and synthesis. Journal of Interprofessional Care, 24(5), 503513, doi: 10.3109/13561820.2010.483366.CrossRefGoogle Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Functions. Cambridge, MA: Harvard University Press.Google Scholar
WHO. (2016). Health workforce – nursing and midwifery. Available from: www.who.int/hrh/nursing_midwifery/en/ (accessed February 26, 2017).Google Scholar
Wood, D. (2001). Scaffolding, contingent tutoring and computer-supported learning. International Journal of Artificial Intelligence in Education, 12, 280292.Google Scholar

Bibliography

Arafeh, J. M., Hansen, S. S. and Nichols, A. (2010). Debriefing in simulated-based learning: facilitating a reflective discussion. The Journal of Perinatal & Neonatal Nursing, 24(4), 302309.CrossRefGoogle ScholarPubMed
Brett-Fleegler, M., Rudolph, J., Eppich, W., et al. (2012). Debriefing assessment for simulation in healthcare: development and psychometric properties. Simulation in Healthcare, 7(5), 288294.CrossRefGoogle ScholarPubMed
Brooks, J. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: ASCD.Google Scholar
Brooks, J. G. and Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: ASCD.Google Scholar
Bullock, I., Davis, M., Lockey, A. and Mackway-Jones, K. (Eds.) (2015). Pocket Guide to Teaching for Clinical Instructors, 3rd edition. Chichester: John Wiley & Sons.CrossRefGoogle Scholar
Chronister, C. and Brown, D. (2012). Comparison of simulation debriefing methods. Clinical Simulation in Nursing, 8(7), e281e288.CrossRefGoogle Scholar
DeVita, M. A., Schaefer, J., Lutz, J., Wang, H. and Dongilli, T. (2005). Improving medical emergency team (MET) performance using a novel curriculum and a computerized human patient simulator. Quality and Safety in Health Care, 14(5), 326331.CrossRefGoogle Scholar
Dine, C. J., Gersh, R. E., Leary, M., Riegel, B. J., Bellini, L. M. and Abella, B. S. (2008). Improving cardiopulmonary resuscitation quality and resuscitation training by combining audiovisual feedback and debriefing. Critical Care Medicine, 36(10), 28172822.CrossRefGoogle ScholarPubMed
Fanning, R. M. and Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115125.CrossRefGoogle ScholarPubMed
Imperial College London. (2012). The Observational Structured Assessment of Debriefing Tool (OSAD). London: Imperial College London, London Deanery.Google Scholar
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R. and Scalese, R. J. (2010). A critical review of simulation‐based medical education research: 2003–2009. Medical Education, 44(1), 5063.CrossRefGoogle ScholarPubMed
Morgan, P. J., Tarshis, J., LeBlanc, V., et al. (2009). Efficacy of high-fidelity simulation debriefing on the performance of practicing anaesthetists in simulated scenarios. British Journal of Anaesthesia, 103(4), 531537.CrossRefGoogle ScholarPubMed
Owen, H. and Follows, V. (2006). GREAT simulation debriefing. Medical Education, 40(5), 488489.CrossRefGoogle ScholarPubMed
Rall, M., Manser, T. and Howard, S. K. (2000). Key elements of debriefing for simulator training. European Journal of Anaesthesiology, 17(8), 516517.CrossRefGoogle Scholar
Rothgeb, M. K. (2008). Creating a nursing simulation laboratory: a literature review. Journal of Nursing Education, 47(11), 489494.CrossRefGoogle ScholarPubMed
Rudolph, J. W., Simon, R., Dufresne, R. L. and Raemer, D. B. (2006). There's no such thing as ‘nonjudgmental’ debriefing: a theory and method for debriefing with good judgment. Simulation in Healthcare, 1(1), 4955.CrossRefGoogle ScholarPubMed
Rudolph, J. W., Simon, R., Raemer, D. B. and Eppich, W. J. (2008). Debriefing as formative assessment: closing performance gaps in medical education. Academic Emergency Medicine, 15(11), 10101016.CrossRefGoogle ScholarPubMed
Rudolph, J. W., Simon, R., Rivard, P., Dufresne, R. L. and Raemer, D. B. (2007). Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiology Clinics, 25(2), 361376.CrossRefGoogle ScholarPubMed
Shalev, A. (1993). Historical Group Debriefing Following Combat. US Army Medical Research & Development Command, Fort Detrick, Frederick (MD). Final Report. May 1, 1993. Available from: www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA267287S (accessed November 18, 2017).CrossRefGoogle Scholar
Shapiro, M. J., Morey, J. C., Small, S. D., et al. (2004). Simulation based teamwork training for emergency department staff: does it improve clinical team performance when added to an existing didactic teamwork curriculum? Quality and Safety in Health Care, 13(6), 417421.CrossRefGoogle Scholar
Small, S. D., Wuerz, R. C., Simon, R., Shapiro, N., Conn, A. and Setnik, G. (1999). Demonstration of high‐fidelity simulation team training for emergency medicine. Academic Emergency Medicine, 6(4), 312323.CrossRefGoogle ScholarPubMed
Steinwachs, B. (1992). How to facilitate a debriefing. Simulation & Gaming, 23(2), 186195.CrossRefGoogle Scholar

Bibliography

Cook, D. A., Hamstra, S. J., Brydges, R., et al. (2013). Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Medical Teacher, 35, e867e898.CrossRefGoogle ScholarPubMed
Cooper, S. and Biro, M. (2015). Hybrid simulated patient methodology: managing maternal deterioration. In Nestel, D. and Bearman, M. (Eds.), Simulated Patient Methodology: Theory, Evidence and Practice, pp. 120125. Chichester: John Wiley & Sons.Google Scholar
Cooper, S., Bulle, B., Biro, M. A., et al. (2012). Managing women with acute physiological deterioration: student midwives performance in a simulated setting. Women and Birth, 25(3), e27e36.CrossRefGoogle Scholar
Crofts, J. F., Bartlett, C., Ellis, D., et al. (2006). Training for shoulder dystocia. Obstetrics & Gynecology, 108, 14771485.CrossRefGoogle ScholarPubMed
Crofts, J. F., Bartlett, C., Ellis, D., et al. (2008). Patient-actor perception of care: a comparison of obstetric emergency training using manikins and patient-actors. Quality and Safety in Health Care, 17, 2024.CrossRefGoogle Scholar
DeStephano, C. C., Chou, B., Patel, S., et al. (2015). A randomized controlled trial of birth simulation for medical students. American Journal of Obstetrics and Gynecology, 213, 91.e191.e7.CrossRefGoogle ScholarPubMed
De Wit-Zuurendonk, L. D. & Oei, S. G. (2011). Serious gaming in women's health care. British Journal of Obstetrics & Gynaecology, 118, 1721.CrossRefGoogle ScholarPubMed
Engström, H., Hagiwara, M. A., Backlund, P., et al. (2016). The impact of contextualization on immersion in healthcare simulation. Advances in Simulation, 1(1), 8.CrossRefGoogle ScholarPubMed
Fransen, A., van de Ven, J., Schuit, E., van Tetering, A. A. C., Mol, B. W. and Oei, S. G. (2017). Simulation-based team training for multi-professional obstetric care teams to improve patient outcome: a multicentre, cluster randomised controlled trial. British Journal of Obstetrics & Gynaecology, 124, 641650.CrossRefGoogle ScholarPubMed
Friedman, Z., Siddiqui, N., Katznelson, R., et al. (2009). Clinical impact of epidural anesthesia simulation on short- and long-term learning curve: high- versus low-fidelity model training. Regional Anesthesia and Pain Medicine, 34, 229232.CrossRefGoogle Scholar
Gardner, R., & Raemer, D. B. (2008). Simulation in obstetrics and gynecology. Obstetrics and Gynecology Clinics of North America, 35, 97127.CrossRefGoogle ScholarPubMed
Higham, J., Nestel, D., Lupton, M. and Kneebone, R. (2007). Teaching and learning gynaecology examination with hybrid simulation. The Clinical Teacher, 4, 238243.CrossRefGoogle Scholar
Kardong-Edgren, S., Anderson, M. and Michaels, J. (2007). Does simulation fidelity improve student test scores? Clinical Simulation in Nursing, 3, e21e24.CrossRefGoogle Scholar
Kneebone, R., Kidd, J., Nestel, D., Asvall, S., Paraskeva, P. and Darzi, A. (2002). An innovative model for teaching and learning clinical procedures. Medical Education, 36(7), 628634.CrossRefGoogle ScholarPubMed
Kumar, A., Nestel, D., Stoyles, S., East, C., Wallace, E. M. and White, C. (2016). Simulation based training in a publicly funded home birth programme in Australia: a qualitative study. Women Birth, 29(1), 4753.CrossRefGoogle Scholar
Macedonia, C. R., Gherman, R. B. and Satin, A. J. (2003). Simulation laboratories for training in obstetrics and gynecology. Obstetrics & Gynecology, 102, 388392.Google ScholarPubMed
Magee, S. R., Shields, R. and Nothnagle, M. (2013). Low cost, high yield: simulation of obstetric emergencies for family medicine training. Teaching and Learning in Medicine, 25, 207210.CrossRefGoogle ScholarPubMed
Maran, N. J. and Glavin, R. (2003). Low to high fidelity simulation – a continuum of medical education? Medical Education, 37, 2228.CrossRefGoogle ScholarPubMed
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R. and Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44(1), 5063.CrossRefGoogle ScholarPubMed
Miller, R. B. (1953). Psychological Considerations in the Design of Training Equipment. Pittsburgh, PA: American Institutes for Research.Google Scholar
Nathan, L. M., Patauli, D., Nsabimana, D., et al. (2016). Retention of skills 2 years after completion of a postpartum hemorrhage simulation training program in rural Rwanda. International Journal of Gynecology & Obstetrics, 134, 350353.CrossRefGoogle ScholarPubMed
Say, L., Chou, D., Gemmill, A., et al. (2014). Global causes of maternal death: a WHO systematic analysis. The Lancet Global Health, 2, e323e333.CrossRefGoogle ScholarPubMed
Scholz, C., Mann, C., Kopp, V., et al. (2012). High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students. Journal of Perinatal Medicine, 40, 607613.CrossRefGoogle ScholarPubMed
Walker, D. M., Cohen, S. R., Estrada, F., et al. (2012). PRONTO training for obstetric and neonatal emergencies in Mexico. International Journal of Gynecology and Obstetrics, 116, 128133.CrossRefGoogle ScholarPubMed
Yau, C. W. H., Pizzo, E., Morris, S., et al. (2016). The cost of local, multi-professional obstetric emergencies training. Acta Obstetricia et Gynecologica Scandinavica, 95, 11111119.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×