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Society for Simulation in Healthcare Guidelines for Simulation Training
Dimitrios Stefanidis1, David Cook, Seyed-Mohammad Kalantar-Motamedi
1From the Department of Surgery (D.S., S.-M.K.-M.), Indiana University School of Medicine, Indianapolis, IN; Department of Internal Medicine (D.C.), Mayo Clinic, Rochester, MN; Department of Surgery (S.M.-W.), Emory University, Atlanta, GA; Department of Pediatrics (A.W.C.), University of Louisville School of Medicine and Norton Children's Medical Group, Louisville, KY; Department of Medicine (K.G.L.), Randers Regional Hospital, Randers, Denmark; Research Center for Emergency Medicine (K.G.L.), Aarhus University, Aarhus, Denmark; Department of Surgery (J.T.P.), LSU Health New Orleans School of Medicine, New Orleans, LA; Emergency Department (A.L.), Calderdale and Huddersfield NHS Trust, Halifax; School of Human and Health Sciences (A.L.), University of Huddersfield, Huddersfield, UK; Critical Care Medicine and Pediatrics (A.D.), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA; Department of Emergency Medicine (A.K.H.), University of Ottawa, Ottawa, Ontario, Canada; Department of Emergency Medicine (C.P.), Cumming School of Medicine University of Calgary, Calgary, AB, Canada; Department of Health Professions Education (J.P.), School of Healthcare Leadership, MGH Institute of Health Professions, Boston, MA; Department of Pediatrics (I.T.G.), Section of Emergency Medicine, Yale University, New Haven, CT; Department of Emergency Medicine (D.K.), Columbia University Vagelos College of Physicians and Surgeons, New York, NY,; Department of Medicine and Medical Education (J.V.), Feinberg School of Medicine, Northwestern University, Chicago, IL; KidSIM Simulation Research Program (Y.L.), Alberta Children's Hospital, Calgary, Canada; University of Michigan School of Nursing (M.A.), Ann Arbor, MI; Las Madrinas Simulation Center, Children's Hospital (T.C.), University South California, Los Angeles, CA; Department of Pediatrics (J.D.), University of Alberta, Edmonton, Alberta, Canada; Simulation Center (M.K.), University Hospital Zurich, ETH Zurich, Switzerland; Department of Nursing (T.R.-H.), University of North Carolina, Chapel Hill, NC; Department of Nursing (S.D.), Texas Tech University Health Sciences Center, Lubbock, TX; Department of Surgery (A.C.), University of Louisville, Louisville, KY; and Independent Methodologist (M.T.A.), Ottawa, Ontario, Canada.
This study provides the first evidence-based guidelines for healthcare simulation training. These recommendations support instructors and learners in using simulation effectively for professional development.
Area of Science:
- Medical Education
- Healthcare Simulation
- Professional Development
Background:
- Simulation is a widely adopted training method for healthcare professionals.
- Evidence supports the effectiveness of simulation in healthcare education.
- Optimal simulation training guidelines are currently lacking.
Purpose of the Study:
- To establish evidence-based guidelines for healthcare simulation training.
- To support healthcare professionals in selecting effective simulation methods.
- Developed by the Society for Simulation in Healthcare.
Main Methods:
- Systematic literature reviews were conducted on 16 key questions.
- Recommendations were determined using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) methodology.
- Expert panel consensus was achieved through the GRADE approach.
Main Results:
- Twenty evidence-based recommendations were established for 16 key questions.
- Four additional expert recommendations were provided.
- The guidelines address optimal methods for simulation training.
Conclusions:
- The first evidence-based guidelines for simulation training in healthcare are presented.
- These guidelines aim to optimize the use of simulation for instructors and learners.
- Effective implementation of simulation in healthcare education is supported.
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