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First-person perspective video to enhance simulation.

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Title: First-person perspective video to enhance simulation.
Authors: Fukuta, Junaid1 jfukuta@doctors.org.uk, Morgan, Justin2
Source: Clinical Teacher. Jun2018, Vol. 15 Issue 3, p231-235. 5p.
Subject Terms: *Simulation methods in higher education, *Medical education, Quantitative research, Electrocardiography, Thematic analysis
Abstract: Background : Simulation training is increasingly being used as part of the undergraduate medical curriculum, but it remains time and faculty member intensive. To improve efficacy, videos have been used prior to the simulation of practical procedures; however, using videos prior to simulation training concerning the management of patients who are unwell has not been investigated. The aim of this project was to see whether clinical decision-making and non-technical skills can be improved if a video is used prior to simulation training, and uniquely to enhance the authenticity we filmed it using a first-person perspective. Methodology : We conducted a randomised controlled trial with 40 final-year medical students randomised into two groups. One group viewed a video filmed in first person prior to a simulation scenario, whereas the other group did not view the video. The two groups then carried out the simulation and were assessed with 'time to' investigation and treatment decisions. Further quantitative data were collected for nontechnical skills using the Ottawa Crisis Resource Management (OCRM) score. Qualitative data were collected from the students as to the perceived ease of use and helpfulness of the video. Results : The students who watched the video appeared to perform better in clinical decision-making and nontechnical skills. The students were extremely receptive to the use of a first-person perspective video, and highlighted its perceived realism and its help as a memory aid. Discussion : The use of this style of video was warmly received by students and opens the possibility of further use to enhance simulation training. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Background : Simulation training is increasingly being used as part of the undergraduate medical curriculum, but it remains time and faculty member intensive. To improve efficacy, videos have been used prior to the simulation of practical procedures; however, using videos prior to simulation training concerning the management of patients who are unwell has not been investigated. The aim of this project was to see whether clinical decision-making and non-technical skills can be improved if a video is used prior to simulation training, and uniquely to enhance the authenticity we filmed it using a first-person perspective. Methodology : We conducted a randomised controlled trial with 40 final-year medical students randomised into two groups. One group viewed a video filmed in first person prior to a simulation scenario, whereas the other group did not view the video. The two groups then carried out the simulation and were assessed with 'time to' investigation and treatment decisions. Further quantitative data were collected for nontechnical skills using the Ottawa Crisis Resource Management (OCRM) score. Qualitative data were collected from the students as to the perceived ease of use and helpfulness of the video. Results : The students who watched the video appeared to perform better in clinical decision-making and nontechnical skills. The students were extremely receptive to the use of a first-person perspective video, and highlighted its perceived realism and its help as a memory aid. Discussion : The use of this style of video was warmly received by students and opens the possibility of further use to enhance simulation training. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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