WOS
Permanent URI for this collectionhttps://hdl.handle.net/11443/932
Browse
3 results
Search Results
Item Team performance training for medical students: Low vs high fidelity simulation(ELSEVIER SCI LTD, 2020-01-01) Nicolaides, Marios; Theodorou, Efthymia; Emin, Elif Iliria; Theodoulou, Iakovos; Andersen, Nikolai; Lymperopoulos, Nikolaos; Odejinmi, Funlayo; Kitapcioglu, Dilek; Aksoy, Mehmet Emin; Papalois, Apostolos; Sideris, MichailObjectives: The aim of this study is to evaluate a simulation -based team performance course for medical students and compare its low- and high-fidelity components. Study design: This is a prospective crossover observational study. Groups participated in one low- and one high- fidelity session twice. Low -fidelity scenarios included management of an emergency case on a simulated -patient, whereas high-fidelity scenarios constituted of multiple -trauma cases where simulated -patients wore a hyper - realistic suit. Team performance was assessed objectively, using the TEAMTM tool, and subjectively using ques- tionnaires. Questionnaires were also used to assess presence levels, stress levels and evaluate the course. Results: Participants? team performance was higher in the low -fidelity intervention as assessed by the TEAMTM tool. An overall mean increase in self -assessed confidence towards non -technical skills attitudes was noted after the course, however there was no difference in self -assessed performance between the two interventions. Both reported mean stress and presence levels were higher for the high-fidelity module. Evaluation scores for all individual items of the questionnaire were ?4.60 in both NTS modules. Students have assessed the high-fidelity module higher (4.88 out of 5, SD = 0.29) compared to low -fidelity module (4.74 out of 5, SD = 0.67). Conclusions: Both the low- and high-fidelity interventions demonstrated an improvement in team performance of the attending medical students. The high-fidelity intervention was more realistic, yet more stressful. Furthermore, it proved to be superior in harvesting leadership, teamwork and task management skills. Both modules were evaluated highly by the students, however, future research should address retention of the taught skills and adaptability of such interventions.Item Integrating medical simulation programs into the Turkish undergraduate medical curriculum(DOVE MEDICAL PRESS LTD, 2016-01-01) Kitapcioglu, Dilek; Aksoy, Mehmet EminItem Comparing Basic Life Support Serious Gaming Scores With Hands-on Training Platform Performance Scores: Pilot Simulation Study for Basic Life Support Training(JMIR PUBLICATIONS, INC, 2020-01-01) Aksoy, Mehmet EminBackground: Serious games enrich simulation-based health care trainings and improve knowledge, skills, and self-confidence of learners while entertaining them. Objective: A platform which can combine performance data from a basic life support (BLS) serious game app and hands-on data based on the same scoring system is not available in the market. The aim of this study was to create such a platform and investigate whether performance evaluation of BLS trainings would be more objective compared to conventional Objective Structured Clinical Examination (OS CE) examinations if these evaluations were carried out with the platform which combines OSCE scoring criteria with sensor data retrieved from the simulator's sensors. Methods: Participants were 25 volunteers (11 men {[}44.0\%] and 14 {[}56.0] women) among Acibadem Mehmet Ali Aydmlar University students without prior knowledge of the BLS protocol. A serious game module has been created for teaching learners the European Resuscitation Council Basic Life Support 2015 protocol. A second module called the hands-on module was designed for educators. This module includes a checklist used for BLS OSCE examinations and can retrieve sensor data such as compression depth, compression frequency, and ventilation volume from the manikin (CPR Lilly