Laetitia Martinerie1, Fanjandrainy Rasoaherinomenjanahary, Maxime Ronot, Pierre Fournier, Bertrand Dousset, Antoine Tesnière, Christophe Mariette, Sébastien Gaujoux, Caroline Gronnier. 1. Dr. Martinerie: Department of Pediatric Endocrinology, Hopital Robert Debré, AP-HP, Paris, France, and University Paris 7 Denis Diderot, Paris, France. Dr. Rasoaherinomenjanahary: Department Surgery B, Hôpital Universitaire Joseph Ravoahangy Andrianavalona, Antananarivo, Madagascar, and Antananarivo Medicine Faculty, Madagascar. Dr. Ronot: Department of Radiology, PMAD, Hopital Beaujon, AP-HP, Clichy, France. Dr. Fournier: Department of Visceral Surgery, University Hospital of Lausanne (CHUV), Lausanne, Switzerland. Dr. Dousset: Department of Digestive and Endocrine Surgery, Cochin Hospital, APHP, Paris, France, and Paris Descartes University, Paris, France. Dr. Tesnière: Paris Descartes University, Paris, France, Surgical Intensive Care Unit, Cochin Hospital, APHP, Paris, France, and iLumens Simulation Department, Paris, France. Dr. Mariette: Department of Digestive and Oncological Surgery, University Hospital Claude Huriez, and North of France University, Lille, France. Dr. Gaujoux: Department of Digestive and Endocrine Surgery, Cochin Hospital, APHP, Paris, France, and Paris Descartes University, Paris, France. Dr. Gronnier: Department of Digestive Surgery, University Hospital of Bordeaux, Bordeaux, France, and Bordeaux Medicine Faculty, France.
Abstract
INTRODUCTION: Health care simulation, as a complement to traditional learning, has spread widely and seems to benefit both students and patients. The teaching methods involved in health care simulation require substantial human, logistical, and financial investments that might preclude their spread in developing countries. The aim of this study was to analyze the health care simulation experiences in developing countries. METHODS: A comprehensive literature search was performed from January 2000 to December 2016. Articles reporting studies on educational health care simulation in developing countries were included. RESULTS: In total, 1161 publications were retrieved, of which 156 were considered eligible based on title and abstract screening. Thirty articles satisfied our predefined selection criteria. Most of the studies were case series; 76.7% (23/30) were prospective and comparative, and five were randomized trials. The development of dedicated task trainers and telesimulation were the primary techniques assessed. The retrieved studies showed encouraging trends in terms of trainee satisfaction with improvement after training, but the improvements were mainly tested on the training tool itself. Two of the tools have been proven to be construct valid with clinical impact. CONCLUSION: Health care simulation in developing countries seems feasible with encouraging results. Higher-quality studies are required to assess the educational value and promote the development of health care simulation programs.
INTRODUCTION: Health care simulation, as a complement to traditional learning, has spread widely and seems to benefit both students and patients. The teaching methods involved in health care simulation require substantial human, logistical, and financial investments that might preclude their spread in developing countries. The aim of this study was to analyze the health care simulation experiences in developing countries. METHODS: A comprehensive literature search was performed from January 2000 to December 2016. Articles reporting studies on educational health care simulation in developing countries were included. RESULTS: In total, 1161 publications were retrieved, of which 156 were considered eligible based on title and abstract screening. Thirty articles satisfied our predefined selection criteria. Most of the studies were case series; 76.7% (23/30) were prospective and comparative, and five were randomized trials. The development of dedicated task trainers and telesimulation were the primary techniques assessed. The retrieved studies showed encouraging trends in terms of trainee satisfaction with improvement after training, but the improvements were mainly tested on the training tool itself. Two of the tools have been proven to be construct valid with clinical impact. CONCLUSION: Health care simulation in developing countries seems feasible with encouraging results. Higher-quality studies are required to assess the educational value and promote the development of health care simulation programs.
Authors: Muhammad Hibatullah Romli; Manraj Singh Cheema; Muhammad Zulfadli Mehat; Nur Fariesha Md Hashim; Hafizah Abdul Hamid Journal: BMJ Open Date: 2020-11-23 Impact factor: 2.692