The Personalized High-Fidelity Manikin
Options
BORIS DOI
Description
The use of high-fidelity manikins provides a high level of realism to simulation, allowing complex medical scenarios to be performed in a safe and regulated environment. This is done without risks to patients and re-enforces the learning process. However, even though high-fidelity manikins provide a high level of realism, their faces look standardized and generic.
At an international conference, ASPE’s president reported how a manikin's face was personalized, using a lifecast moulage taken from of an SP’s face. At the Bern Centre of Higher Education of Nursing, the idea was adopted, and a professional makeup artist at University of Bern’s Institute for Medical Education created a lifecast face from one of their SP to be applied on a Nursing Anne manikin (Laerdal, Stavanger NO) during simulation training.
In our investigation we explored how the personalized face set upon the manikins generic face, impacted student’s behaviour during the encounter.
The methodology of sequential simulation was chosen. In a first sequence the students watched a video sequence starring the same SP whose face was replicated. In this video, the SP reports his first noticing cardiac symptoms and that he was going to be hospitalized for additional examinations. In the following simulation sequence, the patient suffers a cardiac crisis while at the hospital. It is in this emergency situation that the nursing students encounter the personalized manikin, tasked with managing the situation. This is followed by the debriefing session, during which another video is shown, in which the patient reflects on what had transpired during hospitalization.
Group interviews with students were conducted directly after the simulation in which they met the personalized mannequin, focussing on how they experienced the special scenario and their take on the personalized mannequin’s face.
First results indicate that the personalized face helped students perceive the mannequin as a person and were therefore able to easier immerse into the simulation stetting. The SP’s video narrative before the emergency scenario was seen as helpful implementation for the identification of the SP during the encounter and helped to transfer students’ contextual knowledge.
Further quantitative and qualitative investigations will be conducted about the impact of personalized simulation on student learning.
At an international conference, ASPE’s president reported how a manikin's face was personalized, using a lifecast moulage taken from of an SP’s face. At the Bern Centre of Higher Education of Nursing, the idea was adopted, and a professional makeup artist at University of Bern’s Institute for Medical Education created a lifecast face from one of their SP to be applied on a Nursing Anne manikin (Laerdal, Stavanger NO) during simulation training.
In our investigation we explored how the personalized face set upon the manikins generic face, impacted student’s behaviour during the encounter.
The methodology of sequential simulation was chosen. In a first sequence the students watched a video sequence starring the same SP whose face was replicated. In this video, the SP reports his first noticing cardiac symptoms and that he was going to be hospitalized for additional examinations. In the following simulation sequence, the patient suffers a cardiac crisis while at the hospital. It is in this emergency situation that the nursing students encounter the personalized manikin, tasked with managing the situation. This is followed by the debriefing session, during which another video is shown, in which the patient reflects on what had transpired during hospitalization.
Group interviews with students were conducted directly after the simulation in which they met the personalized mannequin, focussing on how they experienced the special scenario and their take on the personalized mannequin’s face.
First results indicate that the personalized face helped students perceive the mannequin as a person and were therefore able to easier immerse into the simulation stetting. The SP’s video narrative before the emergency scenario was seen as helpful implementation for the identification of the SP during the encounter and helped to transfer students’ contextual knowledge.
Further quantitative and qualitative investigations will be conducted about the impact of personalized simulation on student learning.
Date of Publication
2021-06-30
Publication Type
Conference Item
Subject(s)
Language(s)
en
Contributor(s)
Title of Event
Access(Rights)
metadata.only