0037 Classifying simulation-based research using the description, justification and clarification framework. (2nd November 2015)

• Record Type: Journal Article
• Authors: Church, Helen; Graham, Alastair
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 1(2015)Supplement 2
• Page Start: A7
• Page End: A7
• Publication Date: 2015-11-02
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2015-000075.18
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: In the first editorial of the BMJ Simulation and Technology Enhanced Learning journal (BMJ STEL) Sevdalis 1 stressed the need to progress from basic evaluation studies to those that seek to understand when and how simulation-based interventions work. Simulation-based research needs to be grounded in conceptual frameworks that link individual studies in a meaningful way 2 (and use educational theory in study design. Cook et al . 3 called for medical education to make greater use of theory and conceptual frameworks in producing research that asks "How and why does it work?" They proposed a framework to classify the purpose of medical education research and applied it to studies published in leading educational journals. The three categories are: Description – What was done? Single group with post-test evaluation. Justification – Did it work? Control group with pre- and post- assessment. Clarification – How and why did it work? Tests a conceptual framework. Methodology: Using this framework all abstracts published in the BMJ STEL supplement from the ASPiH Annual Conference 2014 4 were reviewed separately by the authors prior to a joint discussion where abstracts were assigned to one of the three categories. Results: 205 abstracts were reviewed and classified. Overall there were 118 (57.6%) description, 79 (38.5%) justification and 8 (3.9%) clarification studies. Conclusions and recommendations: Cook et al . (2008) reported 16% description, 72% justification and 12% clarification studies in education journals published in 2003/4. Using this framework to classify abstracts from future ASPiH conferences may encourage simulation-based research to undertake more clarification studies and make use of conceptual frameworks to ask the "How and Why?" questions that will keep the field of simulation-based research moving forward. References: Sevdalis N. (2014, November 5). Simulation and learning in healthcare: moving the field forward. Retrieved April 15, 2015, from BMJ Simulation and Technology Enhanced Learning: http://stel.bmj.com/content/early/2014/11/05/bmjstel-2014-000003.full.pdf+html Issenberg SB, Ringsted C, Østergaard D, Dieckmann P. Setting a research agenda for simulation-based healthcare education. Simulat Healthcare. 2011:155–167 Cook DA, Bordage G, Schmidt HG. Description, justification and clarification: a framework for classifying the purposes of research in medical education. Med Educ. 2008:128–133 Association for Simulated Practice in Healthcare. Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. BMJ STEL . 2014:A1–A88