Simulation-Based Instruction in Continuing Education

Autor/inn/en	Frank, Eva M.; Doherty-Restrepo, Jennifer; Roberts, Lisa; Montalvo, Alicia
Titel	Simulation-Based Instruction in Continuing Education
Quelle	In: Athletic Training Education Journal, 15 (2020) 1, S.65-74 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Simulation; Teaching Methods; Continuing Education; Knowledge Level; Skill Development; Athletics; Pretests Posttests; Active Learning; Fidelity; Allied Health Personnel; Florida + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Weiterbildung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Leichtathletik; Aktives Lernen
Abstract	Context: The results of this study will provide direction for integrating simulation into continuing professional education (CPE) for athletic trainers (ATs). Objective: Compare the effects of 2 simulation techniques on knowledge and skill acquisition of a cardiovascular assessment. Design: Randomized pretest-posttest design. Setting: Continuing professional education course hosted at a simulation center. Patients or Other Participants: Athletic trainers recruited to a CPE course. Twenty-two (age 22-49) of 30 ATs attended, consented, and completed the course. Participants were randomly assigned to a high-fidelity (12 participants) or low-fidelity (10 participants) group. Intervention(s): High-fidelity and low-fidelity simulation. Main Outcome Measures(s): A 31-question knowledge examination and a 4-station objective structured clinical examination (OSCE) measured knowledge and clinical skills, and specifically the ability to identify heart sounds as part of a comprehensive cardiovascular assessment. Results: From pretest to posttest, all participants significantly improved knowledge (P < 0.001), clinical skills (P < 0.001), and heart-sound identification skill (P = 0.010). The high-fidelity group scored significantly higher (P = 0.48) than the low-fidelity group on the clinical skills portion of the OSCE. Conclusions: Both simulation types can be used in CPE courses for ATs to reinforce the knowledge and skills that are a part of a cardiovascular assessment. High-fidelity simulation improved skill more than low-fidelity simulation because of the active nature of the intervention. Baseline scores were low, thereby strengthening the value to offer CPE to ATs specifically on the elements of conducting a comprehensive cardiovascular assessment. Adding a pretest can help identify knowledge and skill deficits before CPE participation. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01