Publications
276 results found
Paice L, Weldon S, Ralhan S, et al., 2015, Sequential simulation (SqS) of a patient journey: an intervention to engage GP receptionists in integrated care, 15th International Conference on Integrated Care, Publisher: Ubiquity Press, ISSN: 1568-4156
Brunckhorst O, Shahid S, Aydin A, et al., 2015, The Relationship Between Technical And Nontechnical Skills Within A Simulation-Based Ureteroscopy Training Environment, JOURNAL OF SURGICAL EDUCATION, Vol: 72, Pages: 1039-1044, ISSN: 1931-7204
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- Citations: 36
Coates L, Weldon S-M, Rodrigues A, et al., 2015, Simulation as a public engagement: Engaging children in medicine and science in some surprising places, International Pediatric Simulation Symposia and Workshops
Weldon S, Woodward P, Granados A, et al., 2015, Future of Technology: The latest in simulation technology, RCGP - City Health Safeguarding the Future
Paice E, Weldon S-M, Ralhan S, et al., 2015, Patient produced simulation for education and training, International Forum on Quality and Safety in Healthcare
Korkiakangas T, Weldon S, Bezemer J, 2015, Video-supported Simulation for Interactions in the Operating Theatre (ViSIOT)., Clinical Simulation in Nursing, ISSN: 1876-1399
This article introduces a data-grounded simulation model for training social interaction strategies to operating theatre nurses. Video-supported Simulation for Interactions in the Operating Theatre (ViSIOT) draws on original video-based research on teamwork in the operating theatres in the UK. The objective of the ViSIOT model is to improve verbal and non-verbal interactions between nurses and surgeons that often fall outside explicit training. These involve visual monitoring of colleagues, verbal responsiveness, speaking up about distractions, and seeking prompt clarification when needed. The model includes two scenarios and video-supported debriefing, which utilises authentic research footage from the operating theatres. In the paper, the strategies are briefly communicated and implications for training are discussed.
Tun JK, Alinier G, Tang J, et al., 2015, Redefining Simulation Fidelity for Healthcare Education, SIMULATION & GAMING, Vol: 46, Pages: 159-174, ISSN: 1046-8781
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- Citations: 65
Brunckhorst O, Shahid S, Aydin A, et al., 2015, Training and assessing technical and non-technical skills for uretersocopy within a simulation-based curriculum - a randomised control trial, Annual Meeting of the Society-of-Academic-and-Research-Surgery (SARS(, Publisher: WILEY-BLACKWELL, Pages: 39-39, ISSN: 0007-1323
Brunckhorst O, Shahid S, Aydin A, et al., 2015, DEVELOPMENT AND VALIDATION OF AN INTEGRATED SKILLS CURRICULUM WITHIN URETEROSCOPY - A RANDOMISED CONTROLLED TRIAL, Annual Meeting of the American-Urological-Association (AUA), Publisher: ELSEVIER SCIENCE INC, Pages: E244-E245, ISSN: 0022-5347
Brunckhorst O, Shahid S, Aydin A, et al., 2015, IS THERE A CORRELATION BETWEEN TECHNICAL SKILLS AND NON-TECHNICAL SKILLS PERFORMANCE WITHIN URETEROSCOPY?, Annual Meeting of the American-Urological-Association (AUA), Publisher: ELSEVIER SCIENCE INC, Pages: E268-E269, ISSN: 0022-5347
Rees-Lee J, Kneebone R, 2015, Cutting for a career; a discussion of the domains of surgical competence using expert bespoke tailoring as a metaphor for surgical practice, ADVANCES IN HEALTH SCIENCES EDUCATION, Vol: 20, Pages: 283-298, ISSN: 1382-4996
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- Citations: 2
Coates L, Woodward P, Granados A, et al., 2015, Educational Technology and Innovations to Training and Patient Care Using Simulation, HENWL Primary Care Educator Conference
Pelletier C, Kneebone R, 2015, Playful simulations rather than serious games: medical simulation as a cultural practice, Games and Culture, Vol: 11, Pages: 365-389, ISSN: 1555-4139
Medical simulation has historically been studied in terms of the delivery of learning outcomes or the social construction of knowledge. Consequently, simulation-based medical education has been researched primarily in terms of the transfer of skills or the reproduction of professional communities of practice. We make a case for studying simulation-based medical education as a cultural practice, situating it within a history of gaming and simulation, and which, by virtue of distinctive aesthetics, does not simply teach skills or reproduce professional practices but rather transforms how medicine can be made sense of. Three concepts from the field of game studies—play, narrative, and simulation—are deployed to interpret an ethnographic study of hospital-based simulation centers and describe underreported phenomena, including the cooperative work involved in maintaining a fictional world, the narrative conventions by which medical intervention are portrayed, and the political consequences of simulating the division of labor.
Weldon S, Bello F, Kneebone R, 2015, Sequential Simulation (SqS) Concept & Applications., UK Simulation in Nursing Education Conference
Harris A, Bello F, Kneebone R, 2015, Simulation and training in minimal access surgery, Training in Minimal Access Surgery, Pages: 35-47, ISBN: 9781447164937
This chapter summarises the increasingly important role that simulation has to play in the training of surgeons in minimal access surgery. This chapter defines commonly encountered terms from the simulation literature, describes the relevance of simulation to modern surgical practice, examines the evidence for and against the different types of simulators currently used in surgical simulation training, and considers the practicalities of adopting such an approach. The chapter concludes with an exploration of potential future directions in a rapidly evolving field.
Costopoulos C, Kelay T, Ako E, et al., 2015, NOVEL SIMULATION-BASED TRAINING IN CARDIOLOGY: TRAINEE FEEDBACK AND EVALUATION OF A PILOT STUDY, CARDIOLOGY, Vol: 131, Pages: 70-70, ISSN: 0008-6312
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- Citations: 1
Coates L, Malik N, Granados A, et al., 2014, COLLABORATIVE CLINICAL EDUCATION: Our experience of moving simulation training from secondary care to the primary care environment, Health Education North West London - Simulation: Is a New Approach Needed? Conference
Weldon S, Coates L, Kneebone R, et al., 2014, Hounslow Whole System Integrated Model of Care Sequential Simulation (SqS) Workshops, Health Education North West London - Simulation: Is a New Approach Needed? Conference
Weldon S-M, Coates L, Kneebone R, et al., 2014, Hounslow Whole System Integrated Model of Care Sequential Simulation (SqS) Workshops, Health Education North West London - Simulation: Is a New Approach Needed? Conference
Weldon S, Coates L, Granados A, et al., 2014, Collaborative Clinical Education, Health Education North West London - Simulation: Is a New Approach Needed?
Kneebone R, 2014, The art of war, The Lancet, Vol: 384, Pages: 1662-1663, ISSN: 0140-6736
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- Citations: 2
Runnacles J, Thomas L, Sevdalis N, et al., 2014, Development of a tool to improve performance debriefing and learning: the paediatric Objective Structured Assessment of Debriefing (OSAD) tool, POSTGRADUATE MEDICAL JOURNAL, Vol: 90, Pages: 613-621, ISSN: 0032-5473
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- Citations: 19
Alinier G, Bello F, Kalbag AA, et al., 2014, Space: Potential locations to conduct full-scale simulation-based education, Defining Excellence in Simulation Programs, ISBN: 9781451188790
Simulation can be done for system testing, orientation, and, more commonly at the present time in healthcare, for educational purposes. Choosing where and how to set up a space to be used for any type of simulation-based activity, whether it is for educational or operational purposes, is an important decision with potentially long-term consequences. Several key factors will be explored in this chapter alongside consideration of the various options available. This will be considered in line with anticipated usage in terms of participant volume, type(s) of activity(ies), anticipated growth, the breadth and depth of the technology currently available, and the implementation of innovative ideas. There is not any proven best solution at the moment, but this knowledge gap certainly provides a great opportunity, especially if the variables thought to affect learning outcomes or transfer of learning to the clinical area can be controlled. This chapter is complementary to other chapters in this book and will also address key questions in relation to identifying, obtaining, and configuring the space best suited to establishing a simulation program, or simply facilitating simulation-based learning activities on the basis of needs, circumstances, and resources. This chapter will help readers, whether they are beginners or seasoned simulationists/educators/technicians/technologists/managers/directors, decide what might be their best option(s) for consideration in terms of possible locations and setups, judge the potential impact on their simulation program in terms of expected advantages and drawbacks, and hopefully make the right decision on the basis of their circumstances.
Kneebone R, 2014, The art of medicine Escaping Babel: the surgical voice, LANCET, Vol: 384, Pages: 1179-1180, ISSN: 0140-6736
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- Citations: 5
Korkiakangas T, Weldon S-M, Bezemer J, et al., 2014, Nurse-surgeon object transfer: Video analysis of communication and situation awareness in the operating theatre, INTERNATIONAL JOURNAL OF NURSING STUDIES, Vol: 51, Pages: 1195-1206, ISSN: 0020-7489
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- Citations: 31
Khatib M, Hald N, Brenton H, et al., 2014, Validation of open inguinal hernia repair simulation model: a randomized controlled educational trial, AMERICAN JOURNAL OF SURGERY, Vol: 208, Pages: 295-301, ISSN: 0002-9610
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- Citations: 20
Weldon S-M, Korkiakangas T, Bezemer J, et al., 2014, Music & Communication in the Operating Theatre
Luboz V, Kyaw-Tun J, Sen S, et al., 2014, Real-time stent and balloon simulation for stenosis treatment, VISUAL COMPUTER, Vol: 30, Pages: 341-349, ISSN: 0178-2789
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- Citations: 7
Bezemer J, Cope A, Kress G, et al., 2014, Holding the Scalpel: Achieving Surgical Care in a Learning Environment, JOURNAL OF CONTEMPORARY ETHNOGRAPHY, Vol: 43, Pages: 38-63, ISSN: 0891-2416
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- Citations: 23
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