The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal
Abstract Background Systematic reviews on simulation training effectiveness have pointed to the need to adhere to evidence-based instructional design (ID) guidelines. ID guidelines derive from sound cognitive theories and aim to optimize complex learning (integration of knowledge, skills, and attitu...
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| Format: | Article |
| Language: | English |
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BMC
2022-09-01
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| Series: | Advances in Simulation |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41077-022-00228-x |
| _version_ | 1811258880522452992 |
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| author | Brena C. P. de Melo Ana R. Falbo Edvaldo S. Souza Arno M. M. Muijtjens Jeroen J. G. Van Merriënboer Cees P. M. Van der Vleuten |
| author_facet | Brena C. P. de Melo Ana R. Falbo Edvaldo S. Souza Arno M. M. Muijtjens Jeroen J. G. Van Merriënboer Cees P. M. Van der Vleuten |
| author_sort | Brena C. P. de Melo |
| collection | DOAJ |
| description | Abstract Background Systematic reviews on simulation training effectiveness have pointed to the need to adhere to evidence-based instructional design (ID) guidelines. ID guidelines derive from sound cognitive theories and aim to optimize complex learning (integration of knowledge, skills, and attitudes) and learning transfer (application of acquired knowledge and skills in the workplace). The purpose of this study was to explore adherence to ID guidelines in simulation training programs for dealing with postpartum hemorrhage (PPH), a high-risk situation and the leading cause of maternal mortality worldwide. Methods A total of 40 raters analyzed simulation training programs as described in 32 articles. The articles were divided into four subsets of seven articles and one subset of four articles. Each subset was judged by seven to ten raters on adherence to ID guidelines. The 5-point Likert score rating scale was based on Merrill’s First Principles of Instruction and included items relating to key ID features categorized into five subscales: authenticity, activation of prior knowledge, demonstration, application, and integration/transfer. The authors searched for articles published in English between January 2007 and March 2017 in PubMed, Eric, and Google Scholar and calculated the mean Likert-scale score, per subscale, and interrater reliability (IRR). Results The mean Likert-scale scores calculated for all subscales were < 3.00. For the number of raters used to judge the papers in this study (varying between 7 and 10), the IRR was found to be excellent for the authenticity and integration/transfer subscales, good-to-excellent for the activation of prior knowledge and application subscales, and fair-to-good for the demonstration subscale. Conclusion The results demonstrate a paucity of the description of adherence to evidence-based ID guidelines in current simulation trainings for a high-risk situation such as PPH. |
| first_indexed | 2024-04-12T18:22:04Z |
| format | Article |
| id | doaj.art-d88d822269ba434ca2f92ef9263e568d |
| institution | Directory Open Access Journal |
| issn | 2059-0628 |
| language | English |
| last_indexed | 2024-04-12T18:22:04Z |
| publishDate | 2022-09-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj.art-d88d822269ba434ca2f92ef9263e568d2022-12-22T03:21:25ZengBMCAdvances in Simulation2059-06282022-09-017111310.1186/s41077-022-00228-xThe limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisalBrena C. P. de Melo0Ana R. Falbo1Edvaldo S. Souza2Arno M. M. Muijtjens3Jeroen J. G. Van Merriënboer4Cees P. M. Van der Vleuten5Centro de Atenção à Mulher, Instituto de Medicina Integral Prof. Fernando Figueira (IMIP)Diretoria de Pesquisa, Instituto de Medicina Integral Prof. Fernando Figueira (IMIP)Diretoria de Pesquisa, Instituto de Medicina Integral Prof. Fernando Figueira (IMIP)School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht UniversitySchool of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht UniversitySchool of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht UniversityAbstract Background Systematic reviews on simulation training effectiveness have pointed to the need to adhere to evidence-based instructional design (ID) guidelines. ID guidelines derive from sound cognitive theories and aim to optimize complex learning (integration of knowledge, skills, and attitudes) and learning transfer (application of acquired knowledge and skills in the workplace). The purpose of this study was to explore adherence to ID guidelines in simulation training programs for dealing with postpartum hemorrhage (PPH), a high-risk situation and the leading cause of maternal mortality worldwide. Methods A total of 40 raters analyzed simulation training programs as described in 32 articles. The articles were divided into four subsets of seven articles and one subset of four articles. Each subset was judged by seven to ten raters on adherence to ID guidelines. The 5-point Likert score rating scale was based on Merrill’s First Principles of Instruction and included items relating to key ID features categorized into five subscales: authenticity, activation of prior knowledge, demonstration, application, and integration/transfer. The authors searched for articles published in English between January 2007 and March 2017 in PubMed, Eric, and Google Scholar and calculated the mean Likert-scale score, per subscale, and interrater reliability (IRR). Results The mean Likert-scale scores calculated for all subscales were < 3.00. For the number of raters used to judge the papers in this study (varying between 7 and 10), the IRR was found to be excellent for the authenticity and integration/transfer subscales, good-to-excellent for the activation of prior knowledge and application subscales, and fair-to-good for the demonstration subscale. Conclusion The results demonstrate a paucity of the description of adherence to evidence-based ID guidelines in current simulation trainings for a high-risk situation such as PPH.https://doi.org/10.1186/s41077-022-00228-xSimulation trainingInstructional design guidelinesPostpartum hemorrhage |
| spellingShingle | Brena C. P. de Melo Ana R. Falbo Edvaldo S. Souza Arno M. M. Muijtjens Jeroen J. G. Van Merriënboer Cees P. M. Van der Vleuten The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal Advances in Simulation Simulation training Instructional design guidelines Postpartum hemorrhage |
| title | The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal |
| title_full | The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal |
| title_fullStr | The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal |
| title_full_unstemmed | The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal |
| title_short | The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal |
| title_sort | limited use of instructional design guidelines in healthcare simulation scenarios an expert appraisal |
| topic | Simulation training Instructional design guidelines Postpartum hemorrhage |
| url | https://doi.org/10.1186/s41077-022-00228-x |
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