What is the Best Method to Teach Screen-Based Simulation in Anesthesia Distance Education?

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Instructor-led synchronous screen-based simulation (SBS) allows distance teaching in anesthesia without the need for students to learn complex software but sacrifices experiential learning. Methods: A total of 14 nurse anesthesia students performed a limited online instructor-led synchronous SBS followed by self-directed asynchronous sessions (synchronous-asynchronous SBS). We compared the outcome measures, post-activity questionnaires and integrated-software performance scores, from this group with identical evaluations from a previous cohort who participated only in instructor-led synchronous SBS with the same digital scenario. Results: Students preferred synchronous-asynchronous SBS sessions compared to instructor-led synchronous SBS sessions, perceived the educational value of experiential learning in the former sessions, and rated them as less stressful. Performances were similar with both methods of instruction. Students rapidly acquired self-assessed proficiency with a complex, high-fidelity software program. Conclusions: Synchronous-asynchronous SBS is preferable to instructor-led synchronous SBS because the former process permits experiential learning and is less stressful, and is associated with comparable performance scores. Proficiency was readily achieved with self-directed asynchronous SBS using a high-fidelity software program.

Original languageEnglish (US)
JournalClinical Simulation in Nursing
DOIs
StateAccepted/In press - 2022

Keywords

  • anesthesia
  • distance education
  • experiential learning
  • screen-based
  • simulation

ASJC Scopus subject areas

  • Education
  • Modeling and Simulation
  • Nursing (miscellaneous)

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