The effects of simulation training on learning of health information systems: A scoping review
نویسندگان
1 Health Information Management Research Center, School of Allied Health Professions, Kashan University of Medical Sciences, Kashan, Iran Department of Health Information Management and Technology, School of Allied Health Professions, Kashan University of Medical Sciences, Kashan, Iran
2 Department of Health Information Management and Technology, School of Allied Health Professions, Kashan University of Medical Sciences, Kashan, Iran Student Research Committee, Kashan University of Medical Sciences, Kashan, Iran
3 Trauma Research Center and Educational Development Center, School of Allied Medical Sciences Anaesthesia Department, Kashan University of Medical Sciences, Kashan, Iran
4 Health Information Management Research Center, School of Allied Health Professions, Kashan University of Medical Sciences, Kashan, Iran Department of Health Information Management and Technology, School of Allied Health Professions, Kashan University of Medical Sciences, Kashan, Iran
doi
چکیده
One of the most commonly used methods for training is simulation. It is important to examine theeffects of simulation training of health information systems on the knowledge, attitude, and skill intrainees. This review provided a summary of relevant literature on how simulation training affectsthe learning of health information systems and determine the features and functional capabilitiesof existing simulators. Studies and websites using simulation training to teach health informationsystems were included. Studies were searched through Medline (via PubMed), Scopus, and ISI Webof Science and websites through Google search by the end of 2019. The characteristics of studies,features, and functional capabilities of simulators and effects on learning outcomes were extracted.The included studies and websites were categorized according to different characteristics includingsimulation types, learning outcome categories, and the effects of simulation training on learningoutcomes. The learning outcomes were categorized into four groups: knowledge, attitude, skill, andsatisfaction. The effects of interventions on outcomes were categorized into statistically significantpositive, positive without statistical argument, no effect (not statistically significant), negative withoutstatistical argument, or statistically significant negative. Ten studies and eight websites that usedsimulation training to teach health information systems (mainly electronic health record [EHR])were included. EHR simulation was performed in 80% of the included studies and trainees in 70%of studies were physicians and nurses. All studies were conducted in three developed countries. Inthe included studies, four learning outcomes (i.e. skill, attitude, knowledge, and satisfaction) wereassessed. Ninety percent of the included studies assessed skill‑related outcomes, with more than halfmentioning significant improvement. Thirty percent of the included studies assessed outcomes‑relatedknowledge and attitude, all of which reported the positive effects of simulation training. The simulatorsoffered a variety of functional capabilities, while all of which simulated the clinical data entry process.In teaching health information systems, especially EHRs, simulation training enhances skill, attitude,knowledge, and satisfaction of health‑care providers and students.
