Research and Data Collection Strategies for Simulation Educators

Research and Data Collection Strategies for Simulation Educators

Copyright: © 2022 |Pages: 24
DOI: 10.4018/978-1-7998-4378-8.ch009
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This chapter introduces basic research concepts and strategies for simulation faculty conducting research or other scholarly work. These include an overview of how to initiate a scholarly project, ask well-refined research questions, and clearly define study objectives. The chapter also presents an introduction to quantitative and qualitative data collection during simulation sessions and strategies for understanding and reporting simulation data. Other considerations include the process for obtaining institutional review board approval for research in human subjects and participating in simulation research network collaborations.
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The scope of research in simulation involves the collection, organization, and analysis of quantitative and/or qualitative data to increase understanding of a topic or issue (Grayson-Sneed & Smith, 2018). However, there are some clear areas of distinction in the approach to data collection and reporting that are different from other kinds of research. The approach to research and data collection during simulation has many similarities with other types of educational or clinical research. It is of the utmost importance to carry out simulation research of a high quality in order to both validate the practice of simulation and assess the influence that it has on educational and clinical outcomes. This chapter reviews the fundamentals of simulation research and data collection strategies in order to provide an overview for simulation educators who are just getting started in the field of simulation research. By conducting an in-depth literature review at the beginning of a simulation research project, the simulation educator should familiarize themselves with the prior research that has been carried out in this field. This will reveal gaps in the literature and enable the researcher to ask more thoughtful and concise questions as they proceed to conduct a problem analysis and develop specific study objectives.

Key Terms in this Chapter

Simulation Facilitator: A simulation instructor who guides the learners through the scenario with the goal of meeting learning objectives.

Simulation Technician/Specialist: An individual who supports the practice of simulation through setting up and managing simulation manikins and supplies.

Telesimulation: Telesimulation is a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.

Augmented Reality: Computer generated holographic images can be viewed by the learner in the physical environment using a mobile device or specially designed headset.

Objective Structured Clinical Examination (OSCE): An approach to assessment that involves defined objectives and anticipated actions, often with an accompanying checklist for assessment.

High-Fidelity Manikin: This term refers to a technology-enabled manikin with features such as mechanical respiration and heart rate.

Virtual Reality: Computer generated 3D images viewed by a learner in a virtual environment using a low-cost or high-end head mounted display.

Low-Fidelity Manikin: This is typically a low cost, low technology manikin with minimal features.

Virtual Environment: 3D computer generated objects that can be viewed on a screen or in a head-mounted display.

Simulation Debriefer: A simulation instructor who leads the learners through a reflective analysis of simulation events.

Teledebriefing: Teledebriefing describes a process in which learners who are participating in a simulation scenario undergo debriefing with a facilitator located at an off-site location.

Video-Assisted Debriefing: The practice of using video captured during simulation sessions for reflective discussions on learner and team performance.

Telefacilitation: The conduct of a telesimulation by a remote facilitator.

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