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Learning Activity Sequence, Simulation, and Productive Failure in Anti-Harassment Education.

Byunghoon Tony Ahn1, Myriam M Johnson, Negar Matin

  • 1From the Department of Surgery (B.T.A., M.M.J., N.M., J.M.H.), McGill University, Montreal, Canada; Department of Medicine (N.-Z.S.), McGill University, Montreal, Canada; Institute for Health Sciences Education (N.-Z.S., J.M.H.), McGill University, Montreal, Canada; Research Institute of the McGill University Health Centre (J.M.H.), Montreal, Canada; and Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada (J.M.H.).

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
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PubMed
Summary

The sequence of anti-harassment training matters. Video-first improves immediate performance, while simulation-first enhances knowledge retention for medical residents, highlighting the benefits of productive failure.

Keywords:
Harassmentactivity sequencebystandermedical educationmicroaggressionmistreatmentresidentsimulationsimulation-based educationvideo instructions

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Area of Science:

  • Medical Education
  • Harassment Intervention
  • Simulation-Based Learning

Background:

  • Harassment is prevalent in health professions education, yet effective interventions are understudied.
  • This study investigates an anti-harassment intervention using instructional videos and high-fidelity simulation for medical residents.
  • The research is framed by the knowledge-learning-instruction framework and the concept of productive failure.

Purpose of the Study:

  • To evaluate the effectiveness of an anti-harassment intervention for medical residents.
  • To determine how the sequence of educational activities (video vs. simulation) impacts learning outcomes.
  • To explore the link between educational activity sequence, simulation performance, and knowledge acquisition.

Main Methods:

  • A pretest-posttest study design was employed with 88 internal medicine residents.
  • Residents were randomized into an intervention group (n=60) or a control group (n=28).
  • The intervention group was further randomized to a video-first or simulation-first sequence, with knowledge assessed via questionnaire and performance via checklist.

Main Results:

  • The video-first group showed superior initial simulation performance.
  • Both groups achieved significant knowledge gains post-intervention.
  • The simulation-first group exhibited higher knowledge levels post-intervention, suggesting productive failure's benefit.

Conclusions:

  • The order of educational activities influences anti-harassment training effectiveness.
  • A video-first approach boosts immediate performance, while simulation-first enhances knowledge retention.
  • Further research is needed on long-term effects and applicability in various healthcare settings.