Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.

Area of Science:

• Medical Education
• Simulation-Based Training
• Skill Acquisition

Background:

• Self-guided learning on progressively higher fidelity simulators enhances skill acquisition.
• Proficiency-based training (PBT) is a standard, requiring criterion scores for advancement.
• This study compares PBT with progressive self-guided learning.

Purpose of the Study:

• To test if progressive self-guided learning provides equivalent benefits to proficiency-based training.
• To determine if progressive learning can reduce the need for setting proficiency standards.

Main Methods:

• Baccalaureate nursing students practiced IV catheterization on simulators of varying fidelity.
• Groups included: proficiency-based, progressive self-guided, yoked control, and open-ended.
• Skill transfer was assessed by blinded experts on standardized patient simulations.

Main Results:

• Progressive and open-ended groups maintained performance from post-test to transfer.
• Proficiency-based and yoked control groups showed significant performance decrease.
• Most open-ended learners (73%) preferred the progressive schedule.

Conclusions:

• Progressive and proficiency-based training yielded equivalent skill transfer.
• Progressive training allows effective self-guided progression through simulator fidelities.
• Educators should consider progressive sequences for simulation-based training due to student preference.