Tabletop Simulations in Medical Emergencies: A Scoping Review

Tabletop simulations (TTS) are a novel educational modality used in health care education. The objective of this scoping review was to describe the use of TTS in medical emergencies, specifically settings, specialties, participants, formats, and outcomes.We included 70 studies (33 descriptive studie...

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Veröffentlicht in:Simulation in healthcare : journal of the Society for Medical Simulation Jg. 20; H. 4; S. 223
Hauptverfasser: Frégeau, Amélie, Vinette, Billy, Lapierre, Alexandra, Maheu-Cadotte, Marc-André, Fontaine, Guillaume, Castonguay, Véronique, Flores-Soto, Rodrigo, Garceau-Tremblay, Zoé, Blais, Samuel, Vigneault, Laura-Philippe, Hansen-Jaumard, Delphine, Laramée, François, Iseppon, Massimiliano, Daoust, Raoul, Cossette, Sylvie, Buyck, Michael, Fleet, Richard, Cournoyer, Alexis
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States 01.08.2025
Schlagworte:
Emergencies
Humans
Simulation Training - methods
Simulation Training - organization & administration
interprofessional education
disaster medicine
simulation in health care
Tabletop simulation
scoping review
ISSN:1559-713X, 1559-713X
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Zusammenfassung:Tabletop simulations (TTS) are a novel educational modality used in health care education. The objective of this scoping review was to describe the use of TTS in medical emergencies, specifically settings, specialties, participants, formats, and outcomes.We included 70 studies (33 descriptive studies [47%], 33 cohort studies [47%], and 2 randomized controlled trials [3%]), of which 65 reported positive results regarding reaction and learning educational outcomes (reaction: n = 37, 53%; learning: n = 25, 36%; behavior: n = 7, 10%; result: n = 1, 1%). The scenario for most TTS was a disaster (n = 56; 80%). Most TTS involved participants from several professions (n = 45; 64%). A board game was used in 26 studies (37%).Most studies on TTS in medical emergencies involved participants from multiple professions addressing disaster scenarios and showed positive results pertaining to reaction or learning educational outcomes.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1559-713X
1559-713X
DOI:10.1097/SIH.0000000000000838