The Embedded Participant During High-fidelity Simulation
Simulation in medicine is a powerful and effective teaching tool that has become essential for the training of students and health professionals.
In this context, simulation instructor training have been implemented in recent years, where many subjects are addressed, such as the main principles of pedagogy, the integration of simulation, the construction of a scenario, briefing and debriefing.
However, scenario facilitation, in particular the role of the embedded participant (EP), is only vaguely discussed. The EP of a high-fidelity simulation session plays a very important role in driving the scenario. Indeed, he/she guides the learner in order to achieve all the educational objectives set by the main instructor of the scenario. He/she also manages unexpected behavior and possible technical issues that may arise. Finally, the EP supervises the physical and psychological risks inherent in the simulation in order to maintain a safe environment.
All of these key roles suggest that the EP can influence the performance of the learners. Little is known about the relationship between Facilitation and Learner Performance.
In this observational study, investigators aim to explore the influence of the embedded participant on learners' technical and non-technical performances during high-fidelity simulation by analysing previously recorded sessions.
|Condition or Disease||Intervention/Treatment||Phase|
In this observational study, investigators aim to measure performance on high-fidelity simulation scenarios (HFS) used routinely in the current anesthesiology, training curriculum. Age, sex, previous experience of HFS will be noted. All data will be anonymized.
Two investigators will independently evaluate the performance of HFS by video record:
technical performance on tables pre-established by experienced instructors and based on international recommendations,
non-technical performances, assessed using the Ottawa Global Rating Scale.
Primary Outcome Measures
- Technical Skills Performance [1 month (review video)]
technical performance on a scale pre-established according to each scenario rated from 0 to 100.
- Non-technical skills performance [1 month (review video)]
Ottawa Crisis Resource Management Global Rating Scale rated from 6 to 42.
Secondary Outcome Measures
- Demographic characteristics [1 month (collect data)]
demographic data related to the instructors (embedded participants) through a questionary
Resident physicians in anesthesia/intensive care- postgraduate year 1-5 participating in HFS training sessions from 2015 to 2021
Consent for recording
- Denial to be recorded
Contacts and Locations
|1||Claude Bernard University||Lyon||France|
Sponsors and Collaborators
- Claude Bernard University
- Study Chair: thomas rimmele, PhD, Claude Bernard University
Study Documents (Full-Text)None provided.
- Boyer TJ, Mitchell SA. Utilization of Embedded Simulation Personnel in Medical Simulation. 2021 Jul 26. StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan-. Available from http://www.ncbi.nlm.nih.gov/books/NBK562294/
- Cooke JM, Rooney DM, Fernandez GL, Farley DR. Simulation center best practices: A review of ACS-accredited educational institutes' best practices, 2011 to present. Surgery. 2018 Apr;163(4):916-920. doi: 10.1016/j.surg.2017.11.004. Epub 2017 Dec 19.
- Lewis KL, Bohnert CA, Gammon WL, Hölzer H, Lyman L, Smith C, Thompson TM, Wallace A, Gliva-McConvey G. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv Simul (Lond). 2017 Jun 27;2:10. doi: 10.1186/s41077-017-0043-4. eCollection 2017.
- Paige JB, Graham L, Sittner B. Formal Training Efforts to Develop Simulation Educators: An Integrative Review. Simul Healthc. 2020 Aug;15(4):271-281. doi: 10.1097/SIH.0000000000000424.