![](bg2.png)
effective learning. The components of deliberate
practice will be This model is initially developed for
the training of multi professional medical teams.
2 METHODS
The visual model is based on evidence-based
features of an effective medical simulation. To
determine these features, we performed a literature
search in MEDLINE and the Cochrane database,
using the following search terms: medical
simulation, team training, computer simulation,
features, uses, effectiveness, effective learning.
From the literature, the most important features
that contribute to effective medical simulation are
chosen. These features are used in the visual model.
After selecting these items, a final shape of the
visual model was chosen.
The items can be applied in different
manifestations to a training. For objective
classification of these different forms of each item,
the items will be described and divided into sub-
items. Defining these sub-items was merely based
on evidence, but conclusive evidence was not
available for all items. Eventually we combined this
evidence-based knowledge with expert opinions.
After identifying the evidence based items and
potential sub-items, we incorporated expert opinions
in the model. To attain opinions of experts in the
field of both medical simulation and obstetrics, we
organised two focus groups in London and
Eindhoven (The Netherlands). Experts were invited
to share their thoughts and ideas about effective
features of medical simulation. The focus group
sessions were led by a moderator. Each member
completed an application form, identifying their
occupation and experience in medical simulation.
The defined, evidence-based, features of medical
simulation that lead to effective learning, were
presented. A group discussion was yielded by
assigning ratings to the different sub-items.
3 RESULTS
The literature search resulted in 143 articles. The
abstracts were used for selecting useful articles.
Only one article gave an overview of the most
important features of medical simulation that lead to
effective learning. This Best Evidence in Medical
Education (BEME) review by Issenberg et al.
identified the 10 most important items in effective
medical training (Figure 1) (Issenberg et al., 2005).
Figure 1: The 10 most important features and uses of high-
fidelity medical simulation that lead to effective learning.
Because of the high quality and the perfect match
with the addressed objectives of our model, these
items were used for designing the model. As stated
before, each item can be applied to training in
different ways. For example, there are several ways
of providing feedback, like self-evaluation, peer-
assessment, feedback by instructor and feedback by
video playback. The sub-items represent the
different manifestations of one of the key-items.
Since using any kind of training is better than no
training at all, the first level of each item
corresponds with a situation without any training.
Figure 2: The prop chart.
Based on these evidence-based items and their
sub-items, we created the Prop(eller) chart (Figure
2). The primary element is a circle which is divided
in 10 similar pieces, corresponding to the identified
features in effective training. Depending on the
extent to which a feature (categorised in sub-items)
will contribute to an effective learning, the piece will
grow from the centre (0%) to the outside border of
the circle (100%). A mean outcome of a design can
be calculated by summation of the total surface area
of all items. The border corresponds with the most
optimal training design.
CSEDU2012-4thInternationalConferenceonComputerSupportedEducation
288