•  
  •  
 

Abstract

Purpose: Simulation instruction is an effective method to help health professional students develop personal and interprofessional competencies. The purpose of this review was to summarize the literature on high-fidelity mannequin simulation using methods that develop various personal and interprofessional competencies of health students in profession-specific and interprofessional health settings.

Method: This review was conducted using 10 databases, and articles published in English from January 2008 through January 2018 were reviewed. Keywords and terms from the Medical Subject Headings [MeSH] thesaurus were used to create keyword combinations. Of 95 articles that resulted from this search, 44 research studies were chosen for the review.

Results: High-fidelity mannequin simulations improved students’ personal and professional competencies in profession-specific environments by 13%-63% depending on the profession. Students acquired knowledge, learned to think critically, and developed self-confidence in implementing clinical skills in practice across different health professions. High-fidelity mannequin simulations also enhanced students’ team-based competencies in interprofessional environments by 7% to 25%. They developed mutual respect, recognized roles and responsibilities, learned to work as a team, and communicated interprofessionally. High-fidelity simulations boosted students’ gain in competencies across undergraduate and graduate programs. In three studies, high-fidelity mannequin simulations did not show superiority over standardized patients, paper/pencil scenarios, and low-fidelity simulations.

Conclusions: High-fidelity mannequin simulations offer a paradigm for achieving different competencies across undergraduate and graduate programs and can complement conventional (i.e., lecture-based) instruction. Whereas conventional instruction allows for immediate knowledge gain, high-fidelity mannequin simulations enhance long-term knowledge retention and development of interprofessional competencies. The paradigm is suitable for developing interprofessional team-based skills. Limitations included self-reported data, instruments that lack construct validity, and reduced strength of evidence.

Author Bio(s)

The author is a Ph.D. student in Interprofessional Health Studies at Rosalind Franklin University of Medicine and Science in North Chicago, IL. She earned a Ph.D. in educational psychology at Tel Aviv University in Israel and an MS in nutrition education at Rosalind Franklin University of Medicine and Science.

Acknowledgements

The author wants to thank Dr. Baker-Rush and DR. Hanson at Rosalind Franklin University of Medicine and Science (North Chicago, IL) for their guidance and support toward this manuscript.

Share

 
COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.