38 Evaluation of an e-learning programme in optimising simulation training efficiency and participant learning. (17th November 2016)

• Record Type: Journal Article
• Authors: Lavelle, M; Le Geyt, J; Laws-Chapman, C; Reedy, G
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 2(2016)Supplement 1
• Page Start: A35
• Page End: A35
• Publication Date: 2016-11-17
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2016-000158.90
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: Simulation is perceived as an expensive training modality and therefore the efficiency of the training day is important. A significant proportion of a simulation training day is spent familiarising participants with the simulation environment, educational approach and setting out expectations for the day. This is an important step as it assists with the psychological safety of participants. However, this leaves less time for simulation and debriefing, which can potentially have a detrimental impact on the quality of the training being delivered, and the educational outcomes for participants. In an attempt to improve the efficiency of simulation training, we have developed an innovative multi-layered interactive e-learning program has been developed to compliment simulation based education across a variety of Health Science Centres. Study aim: We hypothesise that this e learning package will result in 1 reduced participant anxiety prior to training 2 faculty spending more time debriefing and 3 Improved learning outcomes for participants. Methods: Using a quasi-experimental design anxiety, debriefing time and learning outcomes will be compared across two conditions: a control condition – simulation training courses, delivered 3 months prior to the introduction of the e-learning intervention (n = 200 participants) and an intervention condition – simulation courses delivered in the 3 months following introduction of the compulsory e-learning intervention (n = 200 participants). Analysis: Mixed models analyses will compare control and intervention conditions on: (1) participants self-reported ratings of pre-training anxiety (2) time spent debriefing, annotated from video and (3) participants' improvement in health care skills, assessed through questionnaire assessments pre and post training. The results of this evaluation will be presented. Reference: Reedy, Simpson, Anderson, Lavelle. Development of the Human Factors Skills for Healthcare Instrument: A Valid and Reliable Tool for Assessing Interprofessional Learning Across Healthcare Practice Settings. BMJ Simulation and Technology Enhanced Learning . Under Review.