Research questions/objectives

This study aims to address this gap by mapping how scoping reviews are being utilized in healthcare simulation research and identifying gaps in current practice. The primary objectives are to quantify published scoping reviews in healthcare simulation, assess adherence to established scoping review methodologies and identify research questions addressed in these reviews.

Methods

This scoping review will be conducted following the JBI framework and reported as per the PRISMA-ScR standards. A systematic search will target databases including Embase, PubMed, CINAHL, Web of Science and Scopus. Eligible studies will include peer-reviewed scoping reviews or protocols focussing on any aspect of healthcare simulation. Analysis will involve quantitative and qualitative descriptions, supported by consultation with knowledge users for refinement and validation.

Conclusions

This paper describes a scoping review protocol that will provide insights into the use of scoping reviews in healthcare simulation, highlighting trends in methodology, identifying knowledge gaps and offering guidance for future research. The findings will enhance our understanding of how scoping reviews have been and could be applied in the context of healthcare simulation.

Introduction

Health care is a complex system dealing with uncertainty and challenge, necessitating innovative planning, leadership models and skills such as future foresight. As future foresight methods are increasingly being integrated into healthcare systems, understanding and addressing the training needs of HCPs to adopt these methods will require research and development. Healthcare simulation is effective in training learners in clinical skills, but its application to healthcare leadership, management and policy-making is poorly understood.

Inclusion criteria

This review will include published and grey literature describing the potential for simulation in the training of HCPs in future foresight leadership skills. The search will be limited to studies reported in English but will not be limited by the year of publication.

Methods

This scoping review will adopt JBI guidance. The following databases will be searched: CINAHL (EBSCOhost), PubMed, EMBASE (Ovid), PsycINFO (Ovid), Business Source Complete, Scopus and Web of Science. The literature search will be documented using PRISMA-ScR extension. Two reviewers will screen titles, abstracts and full-text articles selected for screening. A data extraction table will collate data from included articles to facilitate data analysis.

Research Aim and Questions

The aim of this scoping review is to systematically explore the utilization and impact of peer faculty within SBE in undergraduate healthcare education. Our specific research questions are as follows: (1) What roles are peer faculty performing and supporting within SBE in undergraduate healthcare education? (2) What is the content and schedule of training provided for peer faculty? (3) What methods, tools or approaches are used to evaluate the benefits, effectiveness or challenges of peer faculty within SBE with respect to (a) learners, (b) institutions and (c) peer faculty themselves? (4) What methods are used to assess competence, or provide feedback, for different roles undertaken by peer faculty within SBE?

Methods

Following the Arksey and O’Malley framework, this scoping review will employ a systematic search across nine databases, including PubMed, Scopus and CINAHL. The review will focus on empirical studies and other published academic works that describe the involvement of peer faculty in undergraduate healthcare SBE. Data extraction will be guided by pre-defined criteria, and results will be synthesized to address the key research questions and identify gaps in the literature and to propose directions for future research.

Discussion

This scoping review will attempt to address a gap in the synthesized literature and map the current terrain concerning how peer faculty are engaged within SBE. This topic is particularly pertinent given the potential benefits of incorporating peer faculty more widely in SBE in the context of rising healthcare student numbers and limited faculty expansion alongside the increasing use of experiential learning modalities in healthcare education.

Methods

A scoping review methodology will be used to undertake a comprehensive database (l: MEDLINE, Psychology and Behavioural Sciences Collection, CINHAL Plus with Full text, APA PsycINFO APAPsycArticles, AMED – The Allied and Complementary Medicine Database and Scopus) literature search focussing on healthcare simulation following the Population, Concept and Context framework (healthcare professionals, SoD, and simulation). Included literature will be assessed using the Mixed Methods Appraisal Tool for primary research papers and the Authority, Accuracy, Coverage, Objectivity, Date, Significance checklist for grey literature.

Analysis

Data analysis will be undertaken using thematic analysis and narrative reporting. This work will contribute to the wider understanding of the concept within healthcare simulation. It will help to provide guidance and a focus for future research into the concept.

Methods and Analysis

Informed and influenced by Role Theory and the Guiding, Intermediating, Facilitating and Teaching conceptual framework, this protocol describes an exploratory qualitative observational study using semi-structured interviews and video-reflexive strategies to understand what EPs’ functions and roles are, and how they fulfil these roles. EPs will participate in a series of structured simulation scenarios involving varying learner groups of varying capability and members of the simulation team. The scenarios will be audio-visually recorded. Data will be collected through interviews and observation of recorded scenarios. Interpretative Phenomenological Analysis will inform the analysis of interview data.

Conclusions

Various roles are assumed in health simulation contexts. Understanding these roles, and how people function in these roles is vital for ongoing quality improvement, the establishment of new simulation services and the development and deployment of appropriate faculty development.

Research aim

This systematic review aims to examine the following question: what effect do extended reality-based educational interventions have on microsurgical skills training of healthcare professionals and students compared to other educational interventions?

Methods

A systematic search of five literature databases will be undertaken using a clearly defined search strategy. Studies utilizing extended reality simulation methods to teach microsurgical skills to healthcare professionals undertaking this form of surgery will be included. Studies considering any quantitative or qualitative educational outcome assessment will be accepted for inclusion. Two authors will independently screen, select, extract and appraise the resultant literature based upon agreed data extraction templates, overseen by a senior author. The systematic approach includes the use of established frameworks and will be reported in accordance with best practice guidelines.

Conclusions

A comprehensive protocol for a systematic review examining the impact of extended reality training modalities compared to existing simulation methods is needed to assess and synthesize the current knowledge status of this field. The subsequent report will be a pivotal step in understanding the role and effectiveness of extended reality-based education within microsurgical training.

Inclusion criteria

This scoping review will explore the literature on IPSE in undergraduate health profession programmes. It will consider any IPSE activity in Africa, across diverse settings, including designated simulation classrooms, clinical and community settings on any healthcare topic, or clinical skill.

Methods

The Joanna Briggs Institute guideline for Scoping Reviews will be used to identify and appraise the relevant literature. The databases to be searched include PubMed, CINAHL, PROSPERO, SCOPUS, the Open Science Framework, Cochrane Database of Systematic Reviews, Embase and ERIC. The search will include publications and gray literature. Reference lists of eligible studies will be back-searched. The findings will be summarised in tabular form and a narrative synthesis will inform recommendations and areas for future research and practice.

Methods

The scoping review will include references published after 1st January 2000 that pertain to simulation-based education and interprofessional education and surgery. The population of study is health professionals, who may be students, trainees or fully qualified. The scoping review is contextualised to the hospital setting and the work of surgeons.

Future Impact

The findings are anticipated to illuminate the current state of practice of Sim-IPE in surgery, identify facilitators and barriers to implementation and reveal gaps in the literature where further research would be beneficial. This knowledge may inform educators, researchers and policy makers and influence the future practice and research of Sim-IPE in surgery.