جستجوی مقالات مرتبط با کلیدواژه « simulator » در نشریات گروه « پزشکی »

Anatomy embraces various fields and is regarded as the foundation of medical sciences due to its broad clinical applications, particularly in surgery. However, teaching this subject, particularly in practical units, poses challenges, and insufficient anatomical knowledge and errors in anatomy-related decisions by physicians can lead to avoidable deaths and medical errors. This study aimed to design and develop an electronic moulage (EM) for teaching upper limb anatomy, specifically focusing on the muscles and brachial plexus (BP).

This was a quasi-experimental study with a pre-test-post-test design. Electronic moulage has been implemented in a manner that allows independent structures within a compartment to be taught without the presence of a teacher or anatomical atlases and enables learners to comprehend the anatomical features and relationships of structures in both combined and isolated modes, even without prior knowledge of anatomical theory specific to that compartment. The EM incorporates a skeletal compartment system and a BP component, utilizing audio and visual systems to deliver a comprehensive educational experience. The effectiveness of the EM was evaluated by experts in anatomy and medical science students, comparing it to other teaching methods. Four groups of undergraduate medical radiology students with no prior instruction in upper limb anatomy participated in the study. Each group was assigned to a different training method, including lecture-based education, digital-based education with a simulator, cadaver-based education, and EM-based education.

After assessing the results using educational and motivational indicators, it was determined that the EM demonstrated innovative potential and could enhance motivation and the quality of anatomy education. Comparing the post-test scores of the EM-based education group to the other groups revealed significantly higher scores in the EM-based group. This finding indicates that the EM has the potential to improve the effectiveness and efficiency of anatomy education, addressing the limitations of other teaching methods.

The developed EM presents a promising solution for enhancing anatomy education, particularly in the context of upper limb anatomy. The innovative features of EM and its ability to improve motivation and learning outcomes make it a valuable tool for teaching this subject matter.

This study was conducted to investigate nursing student satisfaction and anxiety with an emergency and crisis management game-based training (GBT) course.

This quasi-experimental study included 60 third-year nursing students who had completed their clinical clerkships. The majority were single females, with no significant age differences, disaster experience, or crisis management training. The participants were randomly assigned to two equal group. The intervention group used disaster-themed games, while the control group received case-based training. The study comprised a four-week internship, and a self-reported anxiety levels was assessed before and after their first clinical experience. In addition, a self-report questionnaire was used to measure students' satisfaction with the Game-based Training program. The reliability of these questionnaires was assessed by a panel of ten faculty members and using Cronbach's alpha. The reliability of both the anxiety and satisfaction questionnaires was found to be 87%. The satisfaction questionnaire's alpha coefficients for realism, transferability, and value were 0.52, 0.79, and 0.74, respectively. Additionally, the face validity of these questionnaires was evaluated.

Participants felt that the experiences recreated real-life situations, tested their clinical decision-making, prepared them for the "real-life" clinical setting, and increased their confidence while in the clinical setting. In comparison to students who did not take part in the preclinical GBT, students who engaged in disaster-themed games showed significantly lower self-reported anxiety scores.

Nursing students are increasingly utilizing game simulators for learning, practicing, and enhancing their skills. They experience positive satisfaction and reduced anxiety through GBT. These simulations offer realistic clinical scenarios, opportunities for decision-making, and confidence-building.

Since a high neuraxial block is one of the serious complications in obstetric anesthesia, simulation training is required for the education of rapid diagnosis and treatment of this complication.

This study aimed to evaluate the effects of a simulation study of the high neuraxial block during epidural analgesia for labor pain on pre- and post-simulation tests in junior clinical trainees, who had graduated a medical school within one or two years and being under a two-month program for anesthesia during the Japanese Postgraduate Medical Education.

Twenty-two junior clinical trainees participated in this study from September 2016 to May 2017. Before the simulation training, the participants answered a pretest, providing written responses on “how to approach and treat the rapid spread of anesthesia (high neuraxial block) in painless epidural delivery” in a bullet-point form. The number of correct answers to 12 items was counted for each participant. These items were as follows: mask ventilation, preparation for tracheal intubation, oxygenation, supraglottic airway placement, checking the breathing, checking oxygen saturation using pulse oximetry, checking blood pressure, ephedrine injection, checking epidural tube, assessing the level of sensory block, assessing the level of consciousness, and left uterine displacement. After performing our original training, all participants were debriefed and written responses were obtained to a posttest containing the same content as the pretest.

The percentage of correct answers significantly increased from 8.3 to 16.7% (P = 0.041) after training. The response rates for “mask ventilation” and “check epidural tube” significantly increased from 13.6 to 54.5% (P = 0.004) and from 4.5 to 27.3% (P = 0.039), respectively, after training.

Simulation training is likely an effective method for junior clinical trainees on studying diagnosis and treatment of high neuraxial block during epidural analgesia in parturient patients.