title: The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students--a randomised intervention trial.
abstract: BACKGROUND
  Simulation as a pedagogical approach is used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice, in complex healthcare environments. Evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity is lacking.
  
  
  OBJECTIVE
  To evaluate the effectiveness of varying levels of fidelity on simulated learning experiences and identify which best contributes to integrated and global clinical skills development in midwifery students.
  
  
  METHODS
  Randomised three arm intervention trial.
  
  
  METHODS
  Midwifery students who had yet to receive theoretical instruction in the performance of the clinical skill of vaginal examination.
  
  
  METHODS
  Midwifery students (n=69) received theoretical instruction in the performance of vaginal examination following random allocation into one of three intervention arms. Participants were recorded performing the procedure using low fidelity (part task trainer only), medium fidelity (part task trainer and life sized poster of a pregnant woman) or progressive fidelity (part task trainer and a simulated standardised patient). Senior midwifery students were recruited to act in the role of standardised patients.
  
  
  RESULTS
  There was a statistically significant difference in the mean total Global Rating Scale score between at least two of the three groups (p=0.009). The progressive fidelity group revealed as different from both the low fidelity group (p=0.010) and medium fidelity group (p=0.048). There was a statistically significant difference in the mean total Integrated Procedural Performance Instrument score between at least two of the three groups (p=0.012). The progressive fidelity group revealed as different from both the low fidelity group (p=0.026) and medium fidelity group (p=0.026).
  
  
  CONCLUSIONS
  Progressive and medium fidelity simulation yields better outcomes than low fidelity simulation and where resources are constrained medium fidelity equipment, such as a life sized poster can produce effective learning experiences for midwifery students.
authors.affiliation: The University of Queensland, School of Nursing and Midwifery, Herston Campus, Edith Cavell Building, Fourth Avenue, Herston, QLD 4029 Australia. Electronic address: s.brady@uq.edu.au.
authors.forename: Susannah
authors.initials: S
authors.lastname: Brady
authors.affiliation: The University of Queensland, School of Nursing and Midwifery, Herston Campus, Edith Cavell Building, Fourth Avenue, Herston, QLD 4029 Australia. Electronic address: f.bogossian@uq.edu.au.
authors.forename: Fiona
authors.initials: F
authors.lastname: Bogossian
authors.affiliation: The University of Queensland, School of Nursing and Midwifery, Herston Campus, Edith Cavell Building, Fourth Avenue, Herston, QLD 4029 Australia; Mater Research Office, Mater Medical Research Institute, The University of Queensland, South Brisbane, QLD 4101, Australia. Electronic address: kristen.gibbons@mater.uq.edu.au.
authors.forename: Kristen
authors.initials: K
authors.lastname: Gibbons
mesh_terms: D002983:Clinical Competence; D005260:Female; D006801:Humans; D007858:Learning; D008880:Midwifery / Q000193:education*; D016544:Patient Simulation; D011247:Pregnancy; D000066908:Simulation Training / Q000379:methods*; D013334:Students
keywords: Clinical competence; Clinical skill; Educational assessment; Midwifery; Pedagogy; Simulation