Simulation

Publications by CHES Members on Simulation:

• Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation

  Verkuyl M, Violato E, Harder N, Southam T, Lavoie-Tremblay M, Goldsworthy S, Ellis W, Campbell SH, Atack L. Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation. Advances in Simulation. 2024 Jan 10;9(1):3.

• Influence of simulation design on stress, anxiety and self-confidence of nursing students: Systematic review with meta-analysis

  Oliveira Silva G, Oliveira FS, Coelho AS, Fonseca LM, Vieira FV, Campbell SH, Aredes ND. Influence of simulation design on stress, anxiety and self‐confidence of nursing students: Systematic review with meta‐analysis. Journal of Clinical Nursing. 2023 Sep;32(17-18):5668-5692.

• Fostering Adaptive Expertise Through Simulation

  Clarke SO, Ilgen JS, Regehr G. Fostering Adaptive Expertise Through Simulation. Academic Medicine. 2023 Sep 1;98(9):994-1001.

• An appropriate simulation-based training for surgical technology students

  Gholinejadzirmanlou M, Attari AM, Sheikhalipour Z, Lotfi M, Ghaffarifar S, Qayumi K. An appropriate simulation-based training for surgical technology students. Nurse Education in Practice. 2023 Jun 12:103680.

• A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities

  El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. Journal of Interprofessional Care. 2022 Jan 24:1-9.

• Effect of simulation on stress, anxiety, and self-confidence in nursing students: Systematic review with meta-analysis and meta-regression

  Silva GO, e Oliveira FS, Coelho AS, Cavalcante AM, Vieira FV, Fonseca LM, Campbell SH, Aredes ND. Effect of simulation on stress, anxiety, and self-confidence in nursing students: Systematic review with meta-analysis and meta-regression. International Journal of Nursing Studies. 2022 May 24:104282.

• Effect of Simulation-based Training on Surgical Proficiency and Patient Outcomes: A Randomised Controlled Clinical and Educational Trial

  Aydın A, Ahmed K, Abe T, Raison N, Van Hemelrijck M, Garmo H, Ahmed HU, Mukhtar F, Al-Jabir A, Brunckhorst O, Shinohara N. Effect of simulation-based training on surgical proficiency and patient outcomes: A randomised controlled clinical and educational trial. European urology. 2022 Apr 1;81(4):385-393.

• Artificial intelligence meets clinical skills teaching

  Stone R, Reel R, Farrell L. Artificial intelligence meets clinical skills teaching. Medical Education. 2021 Sep 5.

• Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team

  Dalinghaus K, Regehr G, Nimmon L. Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team. Perspectives on Medical Education. 2021 Oct;10(5):286-292.

• Usability assessment of an open-source simulated electronic medical record in pharmacy education

  Min J, Ng R. Usability assessment of an open-source simulated electronic medical record in pharmacy education. Currents in Pharmacy Teaching and Learning. 2021 Aug 1;13(8):1046-1052.

• Learning curves in health professions education simulation research a systematic review

  Howard NM, Cook DA, Hatala R, Pusic MV. Learning curves in health professions education simulation research: a systematic review. Simulation in Healthcare. 2021 Apr 1;16(2):128-135.

• Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era

  Wong EC, Negreanu D, Adreak N, Allan K, Thibodeau-Jarry N, Tsirigotis D, Qayumi K, Fordyce CB, Randhawa VK. Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era. Canadian Journal of Cardiology. 2021 Mar 1;37(3):351-354.

• Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework

  Mahmood LS, Mohammed CA, Gilbert JH. Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework. Medical Journal Armed Forces India. 2021 Feb 1;77:S42-48.

• Simulation Innovation: A Novel Simulation Guide for Building Community Simulation Capacity in Pandemic Preparedness

  Drake H, Abbey D, Holmes C, Macdonald A, Mackinnon L, Slinn J, Baylis J. Simulation innovation: A novel simulation guide for building community simulation capacity in pandemic preparedness. Simulation in Healthcare. 2020 Dec 1;15(6):427-431.

• Simulation research rubric: further analysis of published simulation studies and future implications

  Mariani B, Horsley TL, Fey M, Gloe D, Atz T, Campbell SH, Daniels AL, Miller CW. Simulation research rubric: Further analysis of published simulation studies and future implications. Clinical Simulation in Nursing. 2020 Nov 1;48:89-93.

• The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that

  Shariff F, Hatala R, Regehr G. The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that. Medical Education. 2020 Jul;54(7):652-659.

• Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in Practice

  Shariff F, Hatala R, Regehr G. Learning after the simulation is over: The role of simulation in supporting ongoing self-regulated learning in practice. Academic Medicine. 2020 Apr 1;95(4):523-526.

• Introduction of an ex-vivo pig model for teaching percutaneous nephrolithotomy access techniques

  Forbes CM, Lim J, Chan J, Paterson RF, Gupta M, Chew BH, Scotland K. Introduction of an ex-vivo pig model for teaching percutaneous nephrolithotomy access techniques. Canadian Urological Association Journal. 2019 Oct;13(10):355.

• Is there a superior simulator for human anatomy education? how virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection

  Darras KE, de Bruin AB, Nicolaou S, Dahlström N, Persson A, van Merriënboer J, Forster BB. Is there a superior simulator for human anatomy education? How virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection. Medical teacher. 2018 Jul 3;40(7):752-753.

• A randomized multicenter study assessing the educational impact of a computerized interactive hysterectomy trainer on gynecology residents

  Lichtman AS, Parker W, Goff B, Mehra N, Shore EM, Lefebvre G, Chiang A, Lenihan Jr J, Schreuder HW. A randomized multicenter study assessing the educational impact of a computerized interactive hysterectomy trainer on gynecology residents. Journal of Minimally Invasive Gynecology. 2018 Sep 1;25(6):1035-1043.

• Simulation and classroom-based learning in obstetrics and gynaecology residency training

  Dayan R, Ubhi J, Chen LY. Simulation and Classroom-Based Learning in Obstetrics and Gynaecology Residency Training. Journal of Obstetrics and Gynaecology Canada: JOGC= Journal D’obstetrique et Gynecologie du Canada: JOGC. 2017 Dec 21;40(3):287.

• Thrive or overload? The effect of task complexity on novices’ simulation-based learning

  Haji FA, Cheung JJ, Woods N, Regehr G, de Ribaupierre S, Dubrowski A. Thrive or overload? The effect of task complexity on novices’ simulation‐based learning. Medical education. 2016 Sep;50(9):955-968.

• Measuring cognitive load during simulation-based psychomotor skills training: Sensitivity of secondary- task performance and subjective ratings

  Haji FA, Khan R, Regehr G, Drake J, de Ribaupierre S, Dubrowski A. Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings. Advances in Health Sciences Education. 2015 Dec;20(5):1237-1253.

• Operationalising elaboration theory for simulation instruction design: a Delphi study

  Haji FA, Khan R, Regehr G, Ng G, de Ribaupierre S, Dubrowski A. Operationalising elaboration theory for simulation instruction design: a Delphi study. Medical education. 2015 Jun;49(6):576-588.

• Self-regulated learning in simulation-based training: a systematic review and meta-analysis

  Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical education. 2015 Apr;49(4):368-378.

• A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment

  Ilgen JS, Ma IW, Hatala R, Cook DA. A systematic review of validity evidence for checklists versus global rating scales in simulation‐based assessment. Medical education. 2015 Feb;49(2):161-173.

• Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis

  Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Academic Medicine. 2015 Feb 1;90(2):246-256.

• Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

  Hatala R, Cook DA, Zendejas B, Hamstra SJ, Brydges R. Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. Advances in Health Sciences Education. 2014 May;19(2):251-272.

• Implications of early workplace experiences on continuing interprofessional education for physicians and nurses

  Veerapen K, Purkis ME. Implications of early workplace experiences on continuing interprofessional education for physicians and nurses. Journal of Interprofessional Care. 2014 May 1;28(3):218-225.

• What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment

  Cook DA, Zendejas B, Hamstra SJ, Hatala R, Brydges R. What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment. Advances in Health Sciences Education. 2014 May;19(2):233-250.

• Simulation-based assessment of paramedics and performance in real clinical contexts

  Tavares W, LeBlanc VR, Mausz J, Sun V, Eva KW. Simulation-based assessment of paramedics and performance in real clinical contexts. Prehospital Emergency Care. 2014 Jan 1;18(1):116-122.

• Effects of clinical supervision on resident learning and patient care during simulated ICU scenarios

  Piquette D, Tarshis J, Regehr G, Fowler RA, Pinto R, LeBlanc VR. Effects of clinical supervision on resident learning and patient care during simulated ICU scenarios. Critical care medicine. 2013 Dec 1;41(12):2705-2711.

• Are two heads better than one? Comparing dyad and self-regulated learning in simulation training

  Shanks D, Brydges R, den Brok W, Nair P, Hatala R. Are two heads better than one? Comparing dyad and self‐regulated learning in simulation training. Medical education. 2013 Dec;47(12):1215-1222.

• Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis

  Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Medical teacher. 2013 Jan 1;35(1):e867-898.

• Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis

  Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Academic medicine. 2013 Aug 1;88(8):1178-1186.

• Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator

  Sibbald M, McKinney J, Cavalcanti RB, Yu E, Wood DA, Nair P, Eva KW, Hatala R. Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator. Advances in Health Sciences Education. 2013 Aug;18(3):497-508.

• Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality

  Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Academic Medicine. 2013 Jun 1;88(6):872-883.

• Simulation-based training for cardiac auscultation skills: systematic review and meta-analysis

  McKinney J, Cook DA, Wood D, Hatala R. Simulation-based training for cardiac auscultation skills: systematic review and meta-analysis. Journal of general internal medicine. 2013 Feb;28(2):283-291.

• Objective assessment of laparoscopic skills: dual-task approach

  Meneghetti AT, Pachev G, Zheng B, Panton ON, Qayumi K. Objective assessment of laparoscopic skills: dual-task approach. Surgical Innovation. 2012 Dec;19(4):452-459.

• Comparative effectiveness of technology-enhanced simulation versus other instructional methods: a systematic review and meta-analysis

  Cook DA, Brydges R, Hamstra SJ, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of technology-enhanced simulation versus other instructional methods: a systematic review and meta-analysis. Simulation in Healthcare. 2012 Oct 1;7(5):308-320.

• Comparing the use of global rating scale with checklists for the assessment of central venous catheterization skills using simulation

  Ma IW, Zalunardo N, Pachev G, Beran T, Brown M, Hatala R, McLaughlin K. Comparing the use of global rating scale with checklists for the assessment of central venous catheterization skills using simulation. Advances in health sciences education. 2012 Oct;17(4):457-470.

• Directed self-regulated learning versus instructor-regulated learning in simulation training

  Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self‐regulated learning versus instructor‐regulated learning in simulation training. Medical education. 2012 Jul;46(7):648-656.

• Determination of the psychometric properties of a behavioural marking system for obstetrical team training using high-fidelity simulation

  Morgan PJ, Tregunno D, Pittini R, Tarshis J, Regehr G, Desousa S, Kurrek M, Milne K. Determination of the psychometric properties of a behavioural marking system for obstetrical team training using high-fidelity simulation. BMJ Quality & Safety. 2012 Jan 1;21(1):78-82.

• Implementing high-fidelity simulation in canada: reflections on 3 years of practice

  Garrett BM, MacPhee M, Jackson C. Implementing high-fidelity simulation in Canada: Reflections on 3 years of practice. Nurse Education Today. 2011 Oct 1;31(7):671-676.

• Technology-enhanced simulation for health professions education: a systematic review and meta-analysis

  Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Jama. 2011 Sep 7;306(9):978-988.

• A surgical virtual reality simulator distinguishes between expert gynecologic laparoscopic surgeons and perinatologists

  Mohtashami F, von Dadelszen P, Allaire C. A surgical virtual reality simulator distinguishes between expert gynecologic laparoscopic surgeons and perinatologists. JSLS: Journal of the Society of Laparoendoscopic Surgeons. 2011 Jul;15(3):365.

• Practice makes perfect… sometimes

  Hatala R. Practice makes perfect… sometimes. Medical education. 2011 Feb;45(2):114-116.

• Medical simulation in respiratory and critical care medicine

  Lam G, Ayas NT, Griesdale DE, Peets AD. Medical simulation in respiratory and critical care medicine. Lung. 2010 Dec;188(6):445-457.

• Use of simulator-based medical procedural curriculum: the learner’s perspectives

  Shanks D, Wong RY, Roberts JM, Nair P, Ma IW. Use of simulator-based medical procedural curriculum: the learner’s perspectives. BMC medical education. 2010 Dec;10(1):1-7.

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

  Brydges R, Carnahan H, Rose D, Dubrowski A. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing. 2010 Aug;66(8):1832-1844.

• Coordinating progressive levels of simulation fidelity to maximize educational benefit

  Brydges R, Carnahan H, Rose D, Rose L, Dubrowski A. Coordinating progressive levels of simulation fidelity to maximize educational benefit. Academic Medicine. 2010 May 1;85(5):806-812.

• High-fidelity simulation in anesthesiology training: a survey of Canadian anesthesiology residents’ simulator experience

  Price JW, Price JR, Pratt DD, Collins JB, McDonald J. High-fidelity simulation in anesthesiology training: a survey of Canadian anesthesiology residents’ simulator experience. Canadian Journal of Anesthesia/Journal canadien d’anesthésie. 2010 Feb;57(2):134-142.

• Development and validation of a cardiac findings checklist for use with simulator-based assessments of cardiac physical examination competence

  Hatala R, Scalese RJ, Cole G, Bacchus M, Kassen B, Issenberg SB. Development and validation of a cardiac findings checklist for use with simulator-based assessments of cardiac physical examination competence. Simulation in Healthcare. 2009 Apr 1;4(1):17-21.