Browsing by Author "Cherop, Moses"

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    Sim for Life: Foundations—A Simulation Educator Training Course to Improve Debriefing Quality in a Low Resource Setting A Pilot Study
    (Journal of the society for simulatition in healthcare, 2020) Robinson, Traci; Data, Santorino; Mirette, Dube; Twine, Margaret; Najjuma, Josephine; Cherop, Moses; Kyakwera, Catherine; Brenner, Jennifer; Nalini, Singhal; Bajunirwe, Francis; Wishart, Ian
    Despite the importance of debriefing, little is known about the effectiveness of training programs designed to teach debriefing skills. In this study, we evaluated the effectiveness of a faculty development program for new simulation educators at Mbarara University of Science and Technology in Uganda, Africa.Healthcare professionals were recruited to attend a 2-day simulation educator faculty development course (Sim for Life: Foundations), covering principles of scenario design, scenario execution, prebriefing, and debriefing. Debriefing strategies were contextualized to local culture and focused on debriefing structure, conversational strategies, and learner centeredness. A debriefing worksheet was used to support debriefing practice. Trained simulation educators taught simulation sessions for 12 months. Debriefings were videotaped before and after initial training and before and after 1-day refresher training at 12 months. The quality of debriefing was measured at each time point using the Objective Structured Assessment of Debriefing (OSAD) tool by trained, calibrated, and blinded raters.A total of 13 participants were recruited to the study. The mean (95% confidence interval) OSAD scores pretraining, posttraining, and at 12 months before and after refresher were 18.2 (14.3–22.1), 26.7 (22.8–30.6), 25.5 (21.2–29.9), and 27.0 (22.4–31.6), respectively. There was a significant improvement from pretraining to posttraining (P < 0.001), with no significant decay from posttraining to 12 months (P = 0.54). There was no significant difference in OSAD scores pre– versus post–refresher training at 12 months (P = 0.49).The Sim for Life Foundations program significantly improves debriefing skills with retention of debriefing skills at 12 months.
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    Stakeholder Perceptions About The Establishment Of Medical Simulation-Based Learning At A University In A Low Resource Setting: A Qualitative Study In Uganda
    (BMC Medical Education, 2020) Najjuma, Josephine Nambi; Bajunirwe, Francis; Twine, Margaret; Namata, Tamara; Kyakwera, Catherine Kalimba; Cherop, Moses; Santorino, Data
    Simulation based learning (SBL) is a technique where teachers recreate “real life” clinical experiences for health care teams for purposes of gaining clinical skills in a safe environment. There is evidence that SBL is superior to the traditional clinical teaching methods for acquisition of clinical skills. Although it is well established in resource rich settings, there is limited experience in resource limited settings and there is uncertainty regarding how SBL will be perceived among the stakeholders in medical education. As part of the steps leading to implementation of a SBL program at a university in Uganda, we sought to describe the perceptions of various stakeholders regarding the introduction of SBL methodology into learning at a medical school in Uganda.