Effectiveness of technology-enhanced simulation in teaching digital rectal examination: a systematic review narrative synthesis

BackgroundDigital rectal examination (DRE) is a challenging examination to learn.ObjectiveTo synthesise evidence regarding the effectiveness of technology-enhanced simulation (TES) for acquiring DRE skills.Study selectionEMBASE, Medline, CINAHL, Cochrane, Web of Knowledge (Science and Social Science...

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Veröffentlicht in:BMJ simulation & technology enhanced learning 2021-07, Vol.7 (5), p.414-421
Hauptverfasser: Al Asmri, Mansour A, Ennis, James, Stone, Robert John, Bello, Fernando, Haque, M Sayeed, Parle, Jim
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container_end_page 421
container_issue 5
container_start_page 414
container_title BMJ simulation & technology enhanced learning
container_volume 7
creator Al Asmri, Mansour A
Ennis, James
Stone, Robert John
Bello, Fernando
Haque, M Sayeed
Parle, Jim
description BackgroundDigital rectal examination (DRE) is a challenging examination to learn.ObjectiveTo synthesise evidence regarding the effectiveness of technology-enhanced simulation (TES) for acquiring DRE skills.Study selectionEMBASE, Medline, CINAHL, Cochrane, Web of Knowledge (Science and Social Science), Scopus and IEEE Xplore were searched; the last search was performed on 3 April 2019. Included were original research studies evaluating TES to teach DRE. Data were abstracted on methodological quality, participants, instructional design and outcomes; a descriptive synthesis was performed. Quality was assessed using a modified Medical Education Research Study Quality Instrument. The study design domain was modified by scoring the papers based on (1) evaluation of risk of bias for randomised controlled trials, (2) description of participants and (3) assessment of robustness and degree of simulation fidelity of the assessments used to evaluate learning.Findings863 articles were screened; 12 were eligible, enrolling 1507 prequalified medical/clinical students and 20 qualified doctors. For skill acquisition, role player was statistically significantly superior to a static manikin (2 studies). For knowledge acquisition, manikin use was significantly superior to role player (1 study); 2 studies showed no difference. For confidence, manikin use was significantly superior to no manikin (4 studies). For comfort, manikin use was significantly superior to no manikin (2 studies). For anxiety, role player was significantly superior to manikin (1 study).Median overall quality score (QS) was 48% (27–62). Highest median QS was 73% (33–80) for data analysis; lowest median QS was 20% (7–40) for the validity of instrument. Six papers scored over 50% of the maximum score for overall quality.ConclusionsTES training is associated with improved DRE skills and should be used more widely.
doi_str_mv 10.1136/bmjstel-2020-000587
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Included were original research studies evaluating TES to teach DRE. Data were abstracted on methodological quality, participants, instructional design and outcomes; a descriptive synthesis was performed. Quality was assessed using a modified Medical Education Research Study Quality Instrument. The study design domain was modified by scoring the papers based on (1) evaluation of risk of bias for randomised controlled trials, (2) description of participants and (3) assessment of robustness and degree of simulation fidelity of the assessments used to evaluate learning.Findings863 articles were screened; 12 were eligible, enrolling 1507 prequalified medical/clinical students and 20 qualified doctors. For skill acquisition, role player was statistically significantly superior to a static manikin (2 studies). For knowledge acquisition, manikin use was significantly superior to role player (1 study); 2 studies showed no difference. For confidence, manikin use was significantly superior to no manikin (4 studies). For comfort, manikin use was significantly superior to no manikin (2 studies). For anxiety, role player was significantly superior to manikin (1 study).Median overall quality score (QS) was 48% (27–62). Highest median QS was 73% (33–80) for data analysis; lowest median QS was 20% (7–40) for the validity of instrument. Six papers scored over 50% of the maximum score for overall quality.ConclusionsTES training is associated with improved DRE skills and should be used more widely.</description><identifier>ISSN: 2056-6697</identifier><identifier>EISSN: 2056-6697</identifier><identifier>DOI: 10.1136/bmjstel-2020-000587</identifier><identifier>PMID: 35515732</identifier><language>eng</language><publisher>England: BMJ Publishing Group LTD</publisher><subject>Ethnicity ; Medical education ; Medical screening ; Medical students ; Prostate cancer ; Simulation ; Skills ; Systematic Review ; Teaching ; Training</subject><ispartof>BMJ simulation &amp; technology enhanced learning, 2021-07, Vol.7 (5), p.414-421</ispartof><rights>Author(s) (or their employer(s)) 2021. No commercial re-use. See rights and permissions. Published by BMJ.</rights><rights>2021 Author(s) (or their employer(s)) 2021. No commercial re-use. See rights and permissions. Published by BMJ.</rights><rights>Author(s) (or their employer(s)) 2021. No commercial re-use. See rights and permissions. Published by BMJ. 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-b472t-bb8b39e475b6b63a41e502c91cde0ad4787e4f5d9e0024d38ae450538dcd22753</citedby><cites>FETCH-LOGICAL-b472t-bb8b39e475b6b63a41e502c91cde0ad4787e4f5d9e0024d38ae450538dcd22753</cites><orcidid>0000-0003-1291-8970 ; 0000-0001-5745-8870 ; 0000-0003-4136-0355 ; 0000-0001-8871-2309 ; 0000-0002-8196-448X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8936720/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8936720/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,315,729,782,786,887,27931,27932,53798,53800</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35515732$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Al Asmri, Mansour A</creatorcontrib><creatorcontrib>Ennis, James</creatorcontrib><creatorcontrib>Stone, Robert John</creatorcontrib><creatorcontrib>Bello, Fernando</creatorcontrib><creatorcontrib>Haque, M Sayeed</creatorcontrib><creatorcontrib>Parle, Jim</creatorcontrib><title>Effectiveness of technology-enhanced simulation in teaching digital rectal examination: a systematic review narrative synthesis</title><title>BMJ simulation &amp; technology enhanced learning</title><addtitle>BMJ Simul Technol Enhanc Learn</addtitle><description>BackgroundDigital rectal examination (DRE) is a challenging examination to learn.ObjectiveTo synthesise evidence regarding the effectiveness of technology-enhanced simulation (TES) for acquiring DRE skills.Study selectionEMBASE, Medline, CINAHL, Cochrane, Web of Knowledge (Science and Social Science), Scopus and IEEE Xplore were searched; the last search was performed on 3 April 2019. Included were original research studies evaluating TES to teach DRE. Data were abstracted on methodological quality, participants, instructional design and outcomes; a descriptive synthesis was performed. Quality was assessed using a modified Medical Education Research Study Quality Instrument. The study design domain was modified by scoring the papers based on (1) evaluation of risk of bias for randomised controlled trials, (2) description of participants and (3) assessment of robustness and degree of simulation fidelity of the assessments used to evaluate learning.Findings863 articles were screened; 12 were eligible, enrolling 1507 prequalified medical/clinical students and 20 qualified doctors. For skill acquisition, role player was statistically significantly superior to a static manikin (2 studies). For knowledge acquisition, manikin use was significantly superior to role player (1 study); 2 studies showed no difference. For confidence, manikin use was significantly superior to no manikin (4 studies). For comfort, manikin use was significantly superior to no manikin (2 studies). For anxiety, role player was significantly superior to manikin (1 study).Median overall quality score (QS) was 48% (27–62). Highest median QS was 73% (33–80) for data analysis; lowest median QS was 20% (7–40) for the validity of instrument. Six papers scored over 50% of the maximum score for overall quality.ConclusionsTES training is associated with improved DRE skills and should be used more widely.</description><subject>Ethnicity</subject><subject>Medical education</subject><subject>Medical screening</subject><subject>Medical students</subject><subject>Prostate cancer</subject><subject>Simulation</subject><subject>Skills</subject><subject>Systematic Review</subject><subject>Teaching</subject><subject>Training</subject><issn>2056-6697</issn><issn>2056-6697</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><recordid>eNqNkUuLFDEUhQtRnGGcXyBIwI2bGvNOlQtBhvEBA250HVLJra40VcmYpFp75V83bbfD6MpNbsL9zsm9nKZ5TvAVIUy-HpZtLjC3FFPcYoxFpx415xQL2UrZq8cP7mfNZc7byhBVD8yeNmdMCCIUo-fNz5txBFv8DgLkjOKICtgpxDlu9i2EyQQLDmW_rLMpPgbkQyWMnXzYIOc3vpgZpepQC_wwiw-_sTfIoLyvEy71aSuw8_AdBZOSOfxVe6FMkH1-1jwZzZzh8lQvmq_vb75cf2xvP3_4dP3uth24oqUdhm5gPXAlBjlIZjgBgantiXWAjeOqU8BH4XrAmHLHOgNcYME6Zx2lSrCL5u3R924dFnAWQklm1nfJLybtdTRe_90JftKbuNNdz6SiuBq8Ohmk-G2FXPTis4V5NgHimjWVkuCOd1RW9OU_6DauKdT1NBW8x4IQySvFjpRNMecE4_0wBOtDxvqUsT5krI8ZV9WLh3vca_4kWoGrI1DV_-X4C8sltpk</recordid><startdate>20210701</startdate><enddate>20210701</enddate><creator>Al Asmri, Mansour A</creator><creator>Ennis, James</creator><creator>Stone, Robert John</creator><creator>Bello, Fernando</creator><creator>Haque, M Sayeed</creator><creator>Parle, Jim</creator><general>BMJ Publishing Group LTD</general><general>BMJ Publishing Group</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>BTHHO</scope><scope>CCPQU</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>KB0</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-1291-8970</orcidid><orcidid>https://orcid.org/0000-0001-5745-8870</orcidid><orcidid>https://orcid.org/0000-0003-4136-0355</orcidid><orcidid>https://orcid.org/0000-0001-8871-2309</orcidid><orcidid>https://orcid.org/0000-0002-8196-448X</orcidid></search><sort><creationdate>20210701</creationdate><title>Effectiveness of technology-enhanced simulation in teaching digital rectal examination: a systematic review narrative synthesis</title><author>Al Asmri, Mansour A ; Ennis, James ; Stone, Robert John ; Bello, Fernando ; Haque, M Sayeed ; Parle, Jim</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-b472t-bb8b39e475b6b63a41e502c91cde0ad4787e4f5d9e0024d38ae450538dcd22753</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Ethnicity</topic><topic>Medical education</topic><topic>Medical screening</topic><topic>Medical students</topic><topic>Prostate cancer</topic><topic>Simulation</topic><topic>Skills</topic><topic>Systematic Review</topic><topic>Teaching</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Al Asmri, Mansour A</creatorcontrib><creatorcontrib>Ennis, James</creatorcontrib><creatorcontrib>Stone, Robert John</creatorcontrib><creatorcontrib>Bello, Fernando</creatorcontrib><creatorcontrib>Haque, M Sayeed</creatorcontrib><creatorcontrib>Parle, Jim</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing &amp; 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technology enhanced learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Al Asmri, Mansour A</au><au>Ennis, James</au><au>Stone, Robert John</au><au>Bello, Fernando</au><au>Haque, M Sayeed</au><au>Parle, Jim</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effectiveness of technology-enhanced simulation in teaching digital rectal examination: a systematic review narrative synthesis</atitle><jtitle>BMJ simulation &amp; technology enhanced learning</jtitle><addtitle>BMJ Simul Technol Enhanc Learn</addtitle><date>2021-07-01</date><risdate>2021</risdate><volume>7</volume><issue>5</issue><spage>414</spage><epage>421</epage><pages>414-421</pages><issn>2056-6697</issn><eissn>2056-6697</eissn><abstract>BackgroundDigital rectal examination (DRE) is a challenging examination to learn.ObjectiveTo synthesise evidence regarding the effectiveness of technology-enhanced simulation (TES) for acquiring DRE skills.Study selectionEMBASE, Medline, CINAHL, Cochrane, Web of Knowledge (Science and Social Science), Scopus and IEEE Xplore were searched; the last search was performed on 3 April 2019. Included were original research studies evaluating TES to teach DRE. Data were abstracted on methodological quality, participants, instructional design and outcomes; a descriptive synthesis was performed. Quality was assessed using a modified Medical Education Research Study Quality Instrument. The study design domain was modified by scoring the papers based on (1) evaluation of risk of bias for randomised controlled trials, (2) description of participants and (3) assessment of robustness and degree of simulation fidelity of the assessments used to evaluate learning.Findings863 articles were screened; 12 were eligible, enrolling 1507 prequalified medical/clinical students and 20 qualified doctors. For skill acquisition, role player was statistically significantly superior to a static manikin (2 studies). For knowledge acquisition, manikin use was significantly superior to role player (1 study); 2 studies showed no difference. For confidence, manikin use was significantly superior to no manikin (4 studies). For comfort, manikin use was significantly superior to no manikin (2 studies). For anxiety, role player was significantly superior to manikin (1 study).Median overall quality score (QS) was 48% (27–62). Highest median QS was 73% (33–80) for data analysis; lowest median QS was 20% (7–40) for the validity of instrument. Six papers scored over 50% of the maximum score for overall quality.ConclusionsTES training is associated with improved DRE skills and should be used more widely.</abstract><cop>England</cop><pub>BMJ Publishing Group LTD</pub><pmid>35515732</pmid><doi>10.1136/bmjstel-2020-000587</doi><tpages>8</tpages><orcidid>https://orcid.org/0000-0003-1291-8970</orcidid><orcidid>https://orcid.org/0000-0001-5745-8870</orcidid><orcidid>https://orcid.org/0000-0003-4136-0355</orcidid><orcidid>https://orcid.org/0000-0001-8871-2309</orcidid><orcidid>https://orcid.org/0000-0002-8196-448X</orcidid><oa>free_for_read</oa></addata></record>
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source Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Portico (Triggered Content) Open Access; PubMed Central
subjects Ethnicity
Medical education
Medical screening
Medical students
Prostate cancer
Simulation
Skills
Systematic Review
Teaching
Training
title Effectiveness of technology-enhanced simulation in teaching digital rectal examination: a systematic review narrative synthesis
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