Clinical trial NCT04898660: The Embedded Participant During High-fidelity Simulation
Official title: The Role of the Embedded Participant on Learners' Performance During High- Fidelity Simulation
Study type: OBSERVATIONAL
Overall status: COMPLETED
Conditions: Healthy
Keywords: High Fidelity Simulation
Simulation Training/methods
Task Performance and Analysis
Lead sponsor: Claude Bernard University
Sponsor class: OTHER
First posted: 2021-05-24
Enrollment: 340
Sex: ALL
Minimum age (years): 18
Maximum age (years): 100
Standard ages: ADULT
OLDER_ADULT
Observational model: COHORT
Time perspective: RETROSPECTIVE
Sampling method: NON_PROBABILITY_SAMPLE
Study population: Anaesthesia residents in postgraduate years 1-5 at Edouard Herriot Hospital, Lyon

Brief summary: Simulation in medicine is a powerful and effective teaching tool that has become essential for the training of students and health professionals.

In this context, simulation instructor training have been implemented in recent years, where many subjects are addressed, such as the main principles of pedagogy, the integration of simulation, the construction of a scenario, briefing and debriefing.

However, scenario facilitation, in particular the role of the embedded participant (EP), is only vaguely discussed. The EP of a high-fidelity simulation session plays a very important role in driving the scenario. Indeed, he/she guides the learner in order to achieve all the educational objectives set by the main instructor of the scenario. He/she also manages unexpected behavior and possible technical issues that may arise. Finally, the EP supervises the physical and psychological risks inherent in the simulation in order to maintain a safe environment.

All of these key roles suggest that the EP can influence the performance of the learners. Little is known about the relationship between Facilitation and Learner Performance.

In this observational study, investigators aim to explore the influence of the embedded participant on learners' technical and non-technical performances during high-fidelity simulation by analysing previously recorded sessions.

Detailed description: In this observational study, investigators aim to measure performance on high-fidelity simulation scenarios (HFS) used routinely in the current anesthesiology, training curriculum. Age, sex, previous experience of HFS will be noted. All data will be anonymized.

Two investigators will independently evaluate the performance of HFS by video record:

* technical performance on tables pre-established by experienced instructors and based on international recommendations,
* non-technical performances, assessed using the Ottawa Global Rating Scale.

Eligibility criteria: Inclusion Criteria:

* Resident physicians in anesthesia/intensive care- postgraduate year 1-5 participating in HFS training sessions from 2015 to 2021
* Consent for recording

Exclusion Criteria:

* Denial to be recorded

Primary outcomes:
measure: Technical Skills Performance
timeFrame: 1 month (review video)
measure: Non-technical skills performance
timeFrame: 1 month (review video)
Secondary outcomes:
measure: Demographic characteristics
timeFrame: 1 month (collect data)
Other outcomes:
Locations:
city: Lyon
country: France
facility: Claude Bernard University
Study officials:
affiliation: Claude Bernard University
name: thomas rimmele, PhD
role: STUDY_CHAIR
References:
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citation: Paige JB, Graham L, Sittner B. Formal Training Efforts to Develop Simulation Educators: An Integrative Review. Simul Healthc. 2020 Aug;15(4):271-281. doi: 10.1097/SIH.0000000000000424.
citation: Lewis KL, Bohnert CA, Gammon WL, Holzer H, Lyman L, Smith C, Thompson TM, Wallace A, Gliva-McConvey G. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv Simul (Lond). 2017 Jun 27;2:10. doi: 10.1186/s41077-017-0043-4. eCollection 2017.
citation: Boyer TJ, Mitchell SA. Utilization of Embedded Simulation Personnel in Medical Simulation. 2023 Jul 24. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from http://www.ncbi.nlm.nih.gov/books/NBK562294/