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 |
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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 & 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 & 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 & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central</collection><collection>BMJ Journals</collection><collection>ProQuest One Community College</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>BMJ simulation & 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 & 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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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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