Evaluating the influence of goal setting on intravenous catheterization skill acquisition and transfer in a hybrid simulation training context

Simulation in Healthcare

Volumn 7, Issue 4, 2012, Pages 236-242

  Brydges, Ryan ^a   Mallette, Claire ^d   Pollex, Heather ^b   Carnahan, Heather ^a   Dubrowski, Adam ^a,c  

^a UNIVERSITY OF TORONTO   (Canada)

^b UNIVERSITY HEALTH NETWORK   (Canada)

^c HOSPITAL FOR SICK CHILDREN   (Canada)

^d YORK UNIVERSITY   (Canada)

Author keywords

Integrated procedural performance instrument; Learning objectives; Patient focused simulation; Self regulated; Selfdirected; Skill retention; Skill transfer

Indexed keywords

ADULT; ARTICLE; CATHETERIZATION; CHI SQUARE DISTRIBUTION; CLINICAL COMPETENCE; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; EDUCATION; FEMALE; HUMAN; INTRAVENOUS DRUG ADMINISTRATION; MALE; METHODOLOGY; MOTIVATION; QUESTIONNAIRE; RANDOMIZED CONTROLLED TRIAL; TASK PERFORMANCE; TEACHING;

ADULT; CATHETERIZATION; CHI-SQUARE DISTRIBUTION; CLINICAL COMPETENCE; EDUCATIONAL MEASUREMENT; FEMALE; GOALS; HUMANS; INFUSIONS, INTRAVENOUS; MALE; PATIENT SIMULATION; QUESTIONNAIRES; TASK PERFORMANCE AND ANALYSIS;

EID: 84865648474     PISSN: 15592332     EISSN: 1559713X     Source Type: Journal    
DOI: 10.1097/SIH.0b013e31825993f2     Document Type: Article

References (30)

1. Kneebone R. Perspective: Simulation and transformational change: The paradox of expertise. Acad Med 2009;84:954Y957.
2. Ellaway RH, Kneebone R, Lachapelle K, Topps D. Practica continua: Connecting and combining simulation modalities for integrated teaching, learning and assessment. Med Teach 2009;31:725Y731.
3. Kneebone R, Nestel D, Yadollahi F, et al. Assessing procedural skills in context: Exploring the feasibility of an Integrated Procedural Performance Instrument (IPPI). Med Educ 2006;40:1105Y1114.
4. Kneebone R. Webinar 13: Controversial issues in simulation. MedEdWorld Webinars Web site. Available at: http://www.amee.org/index.asp?llm=96. Accessed May 22, 2012.
5. Higham J, Nestel D, Lupton M, Kneebone R. Teaching and learning gynaecology examination with hybrid simulation. Clin Teach 2007;4:238Y243.
6. Kneebone R, Nestel D, Wetzel C, et al. The human face of simulation: Patient-focused simulation training. Acad Med 2006;81:919Y924.
7. Kneebone R, Bello F, Nestel D, Yadollahi F, Darzi A. Training and assessment of procedural skills in context using an Integrated Procedural Performance Instrument (IPPI). Stud Health Technol Inform 2007;125:229Y231.
8. LeBlanc VR, Tabak D, Kneebone R, Nestel D, MacRae H, Moulton CA. Psychometric properties of an integrated assessment of technical and communication skills. Am J Surg 2009;197:96Y101.
9. Brydges R, Carnahan H, Rose D, Rose L, Dubrowski A. Coordinating progressive levels of simulation fidelity to maximize educational benefit. Acad Med 2010;85:806Y812.
10. Naveh-Benjamin M, Craik FIM, Guez J, Kreuger S. Divided attention in younger and older adults: Effects of strategy and relatedness on memory performance and secondary task costs. J Exp Psychol Learn Mem Cogn 2005;31:520Y537.
11. Duncan J. Divided attention: The whole is more than the sum of its parts. J Exp Psychol Hum Percept Perform 1979;5:216Y228.
12. Gordon JA, Hayden EM, Ahmed RA, Pawlowski JB, Khoury KN, Oriol NE. Early bedside care during preclinical medical education: Can technology-enhanced patient simulation advance the Flexnerian ideal? Acad Med 2010;85:370Y377.
13. Section 3.6.2: Framework for Evaluating Complex Interventions. Canadian Institutes for Health Research Web site. Available at: http://www.cihr-irsc.gc. ca/e/41946.html. Accessed February 9, 2012.
14. Zimmerman BJ, Kitsantas A. Developmental phases in self-regulation: Shifting from process goals to outcome goals. J Educ Psychol 1997;89:29Y36.
15. Zimmerman BJ, Kitsantas A. Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring. J Appl Sport Psychol 1996;8:60Y75.
16. Locke EA, Latham GP. A Theory of Goal Setting & Task Performance. Englewood Cliffs, NJ: Prentice Hall, Inc; 1990:xviii.
17. Brydges R, Carnahan H, Safir O, et al. How effective is self-guided learning of clinical technical skills? It's all about process. Med Educ 2009;43:507Y515.
18. Proteau L, Marteniuk RG, Lévesque L. A sensorimotor basis for motor learning: Evidence indicating specificity of practice. Q J Exp Psychol A 1992;44:557Y575.
19. Engum SA, Jeffries P, Fisher L. Intravenous catheter training system: Computer-based education versus traditional learning methods. Am J Surg 2003;186:67Y74.
20. Brydges R, Carnahan H, Rose D, Dubrowski A. Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training. J Adv Nurs 2010;66:1832Y1844.
21. Bowyer MW, Hanson JL, Pimentel EA, et al. Teaching breaking bad news using mixed reality simulation. J Surg Res 2010;159:462Y467.
22. Girzadas DV, Antonis MS, Zerth H, et al. Hybrid simulation combining a high fidelity scenario with a pelvic ultrasound task trainer enhances the training and evaluation of endovaginal ultrasound skills. Acad Emerg Med 2009;16:429Y435.
23. Crofts JF, Bartlett C, Ellis D, Hunt LP, Fox R, Draycott TJ. Management of shoulder dystocia: Skill retention 6 and 12 months after training. Obstet Gynecol 2007;110:1069Y1074.
24. Siassakos D, Draycott T, O'Brien K, Kenyon C, Bartlett C, Fox R. Exploratory randomized controlled trial of hybrid obstetric simulation training for undergraduate students. Simul Healthc 2010;5:193Y198.
25. Engle RW, Kane MJ. Executive attention, working memory capacity, and a two-factor theory of cognitive control. In: Ross BH, ed. The Psychology of Learning and Motivation. Vol 44. New York, NY: Academic Press; 2003:145Y199.
26. Kirkpatrick Hierarchy for Assessment of Research Papers. American College of Surgeons Web site. Available at: http://www.facs.org/education/ technicalskills/kirkpatrick/kirkpatrick.html. Accessed May 22, 2012.
27. Kirkpatrick DL. Evaluation of training. In: Craig R, Mittel I, eds. Training and Development Handbook. New York, NY: McGraw Hill; 1967:87Y112.
28. Cook DA. One drop at a time: Research to advance the science of simulation. Simul Healthc 2010;5:1Y4.
29. Eva KW, Cunnington JP, Reiter HI, et al. How can I know what I don't know? Poor self assessment in a well-defined domain. Adv Health Sci Educ Theory Pract 2004;9:211Y224.
30. Hodges B, Regehr G, Martin D. Difficulties in recognizing one's own incompetence: novice physicians who are unskilled and unaware of it. Acad Med 2001;76(Suppl 10):S87YS89.