Publications
276 results found
Arora S, Sevdalis N, Nestel D, et al., 2008, Managing Intra-operative stress: What do surgeons want from a crisis training programme?, American Journal Surgery (in press)
Higham JM, Nestel D, Lupton M, et al., 2007, Teaching and learning gynaecology examination with hybrid simulation, The Clinical Teacher, Vol: 4, Pages: 238-243
Kneebone RL, Nestel D, Vincent C, et al., 2007, Complexity, risk and simulation in learning procedural skills, MEDICAL EDUCATION, Vol: 41, Pages: 808-814, ISSN: 0308-0110
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- Citations: 111
Kneebone R, 2007, Colloguium on Educational Technology, Effective Use of Educational Technology in Medical Education, Publisher: Institute for Improving Medical Education
Kneebone R, 2007, GPs, operations, and the community - Providing good, safe health care is more important than who does it or where it is done, BRITISH MEDICAL JOURNAL, Vol: 334, Pages: 5-6, ISSN: 0959-8146
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- Citations: 1
Martin S, Purkayastha S, Massey R, et al., 2007, The surgical care practitioner: a feasible alternative. Results or a prospective 4-year audit at St Mary's Hospital Trust, London, ANNALS OF THE ROYAL COLLEGE OF SURGEONS OF ENGLAND, Vol: 89, Pages: 30-35, ISSN: 0035-8843
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- Citations: 10
Kneebone R, Bello F, Nestel D, et al., 2007, Training and assessment of procedural skills in context using an Integrated Procedural Performance Instrument (IPPI)., Stud Health Technol Inform, Vol: 125, Pages: 229-231, ISSN: 0926-9630
The use of simulation in the training and assessment of procedural skills is widely acknowledged as a powerful and necessary alternative to the traditional apprenticeship model. However advanced, simulation on its own cannot provide the necessary conditions for holistic practice. The Integrated Procedural Performance Instrument presented in this paper combines simulated patients (SPs) with inanimate models, items of medical equipment or computer generated virtual models to recreate a panel of realistic scenarios, each addressing a combination of technical and non-technical clinical challenges. The result is a safe yet authentic clinical context which can be used for training and assessment. This novel use of simulation provides a patient-centred, learner-focused approach that builds up a composite picture of technical skills, communication skills and professional behaviours across a range of challenging clinical situations.
Nestel D, Sains P, Wetzel C, et al., 2007, Communication skills for mobile remote presence technology in clinical interactions, Journal of Telemedicine and Telecare, Vol: 13, Pages: 100-104
Theodoropoulos A, Kneebone R, Dornan B, et al., 2007, Development and Evaluation of a Virtual Intensive Therapy Unit - VITU, 15th Conference on Medicine Meets Virtual Reality, Publisher: IOS PRESS, Pages: 467-469, ISSN: 0926-9630
Kneebone R, Bello F, Nestel D, et al., 2007, Training and Assessment of Procedural Skills in Context using an Integrated Procedural Performance Instrument (IPPI), 15th Conference on Medicine Meets Virtual Reality, Publisher: IOS PRESS, Pages: 229-+, ISSN: 0926-9630
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- Citations: 17
Martin S, Purkayastha S, Massey R, et al., 2007, The surgical care practitioner: a feasible altrnative. Results of a prospective 4-year audit at St Mary's Hospital Trust, London, Annals of the Royal College of Surgeons of England, Vol: 1, Pages: 30-35
Higham J, Nestel D, Lupton M, et al., 2007, An integrated approach to teaching and learning gynaecology procedures: Feasibility of using hybrid simulations., The Clinical Teacher, Pages: 238-243
Theodoropoulos A, Kneebone R, Dornan B, et al., 2007, Development and evaluation of a virtual intensive therapy unit - VITU., Stud Health Technol Inform, Vol: 125, Pages: 467-469, ISSN: 0926-9630
Complex and safety critical healthcare environments like the Intensive Therapy Unit demand highly skilled professionals efficiently interacting with their technologically advanced surroundings and with each other. The ITU environment is daunting to newcomers and contains considerable potential for harm by inexpert treatment. In spite of this, current training is largely workplace based and depends upon observation and supervised practice with real patients. We propose the development of a distributed collaborative environment that recreates key elements of critical care. Centred on a 'virtual bedspace', team members will care for the patient in a way that accurately reflects actual practice and therefore minimises any learning gap. Graded exposure to increasing levels of complexity will ensure that collaborative learning takes place alongside each participant's clinical experience and complements it appropriately.
Lamata P, Gomez EJ, Bello F, et al., 2006, Conceptual framework for laparoscopic VR simulators, IEEE COMPUTER GRAPHICS AND APPLICATIONS, Vol: 26, Pages: 69-79, ISSN: 0272-1716
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- Citations: 25
Kneebone R, Nestel D, Yadollahi F, et al., 2006, Assessing procedural skills in context: exploring the feasibility of an Integrated Procedural Performance Instrument (IPPI), MEDICAL EDUCATION, Vol: 40, Pages: 1105-1114, ISSN: 0308-0110
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- Citations: 91
Kneebone R, Nestel D, Wetzel C, et al., 2006, The human face of simulation: Patient-focused simulation training, ACADEMIC MEDICINE, Vol: 81, Pages: 919-924, ISSN: 1040-2446
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- Citations: 132
Kneebone RL, Nestel D, Chrzanowska J, et al., 2006, Innovative training for new surgical roles - the place of evaluation, MEDICAL EDUCATION, Vol: 40, Pages: 987-994, ISSN: 0308-0110
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- Citations: 7
Kneebone R, Nestel D, Chrzanowska J, et al., 2006, The perioperative specialist practitioner: developing and evaluating a new surgical role, QUALITY & SAFETY IN HEALTH CARE, Vol: 15, Pages: 354-358, ISSN: 1475-3898
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- Citations: 8
Nestel D, Kneebone R, Black S, et al., 2006, Simulated patients and the development of procedural and operative skills, MEDICAL TEACHER, Vol: 28, Pages: 390-391, ISSN: 0142-159X
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- Citations: 14
Wetzel C, Kneebone R, Woloshynowych M, et al., 2006, The effect of stress on surgical performance, American Surgical Education
Wetzel CM, Kneebone RL, Woloshynowych M, et al., 2006, The effects of stress on surgical performance, AMERICAN JOURNAL OF SURGERY, Vol: 191, Pages: 5-10, ISSN: 0002-9610
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- Citations: 274
Kneebone RL, 2006, Crossing the line: simulation and boundary areas., Simul Healthc, Vol: 1, Pages: 160-163, ISSN: 1559-2332
Black SA, Nestel DF, Horrocks EJ, et al., 2006, Evaluation of a framework for case development and simulated patient training for complex procedures., Simul Healthc, Vol: 1, Pages: 66-71, ISSN: 1559-2332
BACKGROUND: Simulation for training and assessing clinicians is increasing but often overlooks the patient's perspective. In this paper, actors are trained to portray patients undergoing operations under local anesthetic within a high-fidelity simulated operating theater (SOT). There are few published accounts of approaches to case development and simulated patient (SP) training. We assess the feasibility of SPs playing complex surgical roles and evaluate a three-phased framework for case development and SP training. METHODS: We developed two patient roles for carotid endarterectomy (CEA) under local anesthesia. In all cases, the conscious patient interacted with the surgical team throughout the procedure. SPs were trained to simulate routine and crisis situations, using our framework. After consulting with each SP, surgeons "performed" a CEA upon a model attached to the SP. Evaluation of the framework used interviews, observations, and written evaluations with SPs, surgeons, and the project team. Descriptive statistics summarize surgeons' ratings of realism and qualitative data are analyzed thematically. RESULTS: In all, 46 simulations were conducted with 23 surgeons and three SPs. Real patient interview transcripts provided SPs with authentic information. The SP framework was easy to use, SP training was successful and surgeons' rated SP realism very highly. SPs valued guidance from the SOT control room using an audiolink. CONCLUSIONS: Actors can be trained to portray patients undergoing complex procedures. Our framework for case development and SP training was effective in creating realistic roles. Future studies could evaluate this framework for additional procedures.
Nestel D, Kneebone R, Black S, et al., 2006, Simulated patients and the development of procedural and operative skills, Medical Teacher, Vol: 28, Pages: 390-392
Nestel D, Kneebone R, Barnet A, 2005, Teaching communication skills for handover: perioperative specialist practitioners, MEDICAL EDUCATION, Vol: 39, Pages: 1157-1157, ISSN: 0308-0110
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- Citations: 12
Kneebone R, Brenton H, 2005, Mobile learning, Mobile learning, Editors: Kukulska-Hulme, Traxler, Publisher: Psychology Press, ISBN: 9780415357395
Training Perioperative Specialist Practitioners Roger Kneebone and Harry Brenton Background This case study discusses the use of handheld computers ...
Kneebone R, Brenton H, 2005, Training perioperative specialist practitioners, Mobile Learning: A Handbook for Educators and Trainers, Pages: 106-115, ISBN: 9780203003428
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- Citations: 13
Kneebone R, 2005, Evaluating clinical simulations for learning procedural skills: A theory-based approach, ACADEMIC MEDICINE, Vol: 80, Pages: 549-553, ISSN: 1040-2446
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- Citations: 235
Kneebone R, Kidd J, Nestel D, et al., 2005, Blurring the boundaries: scenario-based simulation in a clinical setting, Medical Education, Vol: 39, Pages: 580-587
Kneebone R, Darzi A, 2005, New professional roles in surgery - Would be effective in selected surgical settings and can offer benefits, BRITISH MEDICAL JOURNAL, Vol: 330, Pages: 803-804, ISSN: 0959-535X
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- Citations: 16
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