SIMBA:: using Kolb’s learning theory in simulation-based learning to improve participants’ confidence

Meri Davitadze; Emma Ooi; Cai Ying Ng; Dengyi Zhou; Lucretia Thomas; Thia Hanania; Parisha Blaggan; Nia Evans; Wentin Chen; Eka Melson; Wiebke Arlt; Punith Kempegowda

doi:10.1186/s12909-022-03176-2

SIMBA: using Kolb’s learning theory in simulation-based learning to improve participants’ confidence

Meri Davitadze, Emma Ooi, Cai Ying Ng, Dengyi Zhou, Lucretia Thomas, Thia Hanania, Parisha Blaggan, Nia Evans, Wentin Chen, Eka Melson, Wiebke Arlt, Punith Kempegowda

Research output: Contribution to journal › Article › peer-review

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Abstract

Background: Simulation via Instant Messaging- Birmingham Advance (SIMBA) delivers simulation-based learning (SBL) through WhatsApp® and Zoom® based on Kolb’s experiential learning theory. This study describes how Kolb’s theory was implemented in practice during SIMBA adrenal session.

Methods: SIMBA adrenal session was conducted for healthcare professionals and replicated Kolb’s 4-stage cycle: (a) concrete experience—online simulation of real-life clinical scenarios, (b) reflective observation—discussion and Q&A following simulation, (c) abstract conceptualisation—post-session MCQs, and (d) active experimentation—intentions to implement the acquired knowledge in future practice. Participants’ self-reported confidence levels for simulated and non-simulated cases pre- and post-SIMBA were analysed using Wilcoxon Signed-Rank test. Key takeaway and feedback were assessed quantitatively and qualitatively in a thematic analysis.

Results: Thirty-three participants were included in the analysis. A Wilcoxon signed-rank test showed that the SIMBA session elicited a statistically significant change in participants’ self-reported confidence in their approach to Cushing’s syndrome (Z = 3.873, p = 0.0001) and adrenocortical carcinoma (Z = 3.970, p < 0.0001). 93.9% (n = 31/33) and 84.8% (n = 28/33) strongly agreed/agreed the topics were applicable to their clinical practice and accommodated their personal learning style, respectively. 81.8% (n = 27/33) reported increase in knowledge on patient management, and 75.8% (n = 25/33) anticipated implementing learning points in their practice.

Conclusions: SIMBA effectively adopts Kolb’s theory to provide best possible experience to learners, highlighting the advantages of utilising social media platforms for SBL in medical education. The ability to conduct SIMBA sessions at modest cost internationally paves way to engage more healthcare professionals worldwide.

Original language	English
Article number	116
Number of pages	11
Journal	BMC Medical Education
Volume	22
Issue number	1
DOIs	https://doi.org/10.1186/s12909-022-03176-2
Publication status	Published - 22 Feb 2022

Bibliographical note

Funding Information:
We thank all the healthcare professionals who participated in this study. We thank the students from University of Birmingham Medical School who have participated as moderators in this study. We also thank Health Education West Midlands Specialist trainee committee and Institute of Metabolism and Systems Research, University of Birmingham for their support to conduct this study.

Publisher Copyright:
© 2022, The Author(s).

Keywords

Clinician’s confidence
Endocrinology
Kolb’s learning theory
Medical education
Simulation-based learning

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DavitadzeM2022SIMBAFinal published version, 2.4 MBLicence: Creative Commons: Attribution (CC BY)

Cite this

@article{896350c134434de68a5dfafe77823a18,

title = "SIMBA:: using Kolb{\textquoteright}s learning theory in simulation-based learning to improve participants{\textquoteright} confidence",

abstract = "Background: Simulation via Instant Messaging- Birmingham Advance (SIMBA) delivers simulation-based learning (SBL) through WhatsApp{\textregistered} and Zoom{\textregistered} based on Kolb{\textquoteright}s experiential learning theory. This study describes how Kolb{\textquoteright}s theory was implemented in practice during SIMBA adrenal session.Methods: SIMBA adrenal session was conducted for healthcare professionals and replicated Kolb{\textquoteright}s 4-stage cycle: (a) concrete experience—online simulation of real-life clinical scenarios, (b) reflective observation—discussion and Q&A following simulation, (c) abstract conceptualisation—post-session MCQs, and (d) active experimentation—intentions to implement the acquired knowledge in future practice. Participants{\textquoteright} self-reported confidence levels for simulated and non-simulated cases pre- and post-SIMBA were analysed using Wilcoxon Signed-Rank test. Key takeaway and feedback were assessed quantitatively and qualitatively in a thematic analysis.Results: Thirty-three participants were included in the analysis. A Wilcoxon signed-rank test showed that the SIMBA session elicited a statistically significant change in participants{\textquoteright} self-reported confidence in their approach to Cushing{\textquoteright}s syndrome (Z = 3.873, p = 0.0001) and adrenocortical carcinoma (Z = 3.970, p < 0.0001). 93.9% (n = 31/33) and 84.8% (n = 28/33) strongly agreed/agreed the topics were applicable to their clinical practice and accommodated their personal learning style, respectively. 81.8% (n = 27/33) reported increase in knowledge on patient management, and 75.8% (n = 25/33) anticipated implementing learning points in their practice.Conclusions: SIMBA effectively adopts Kolb{\textquoteright}s theory to provide best possible experience to learners, highlighting the advantages of utilising social media platforms for SBL in medical education. The ability to conduct SIMBA sessions at modest cost internationally paves way to engage more healthcare professionals worldwide.",

keywords = "Clinician{\textquoteright}s confidence, Endocrinology, Kolb{\textquoteright}s learning theory, Medical education, Simulation-based learning",

author = "Meri Davitadze and Emma Ooi and Ng, {Cai Ying} and Dengyi Zhou and Lucretia Thomas and Thia Hanania and Parisha Blaggan and Nia Evans and Wentin Chen and Eka Melson and Wiebke Arlt and Punith Kempegowda",

note = "Funding Information: We thank all the healthcare professionals who participated in this study. We thank the students from University of Birmingham Medical School who have participated as moderators in this study. We also thank Health Education West Midlands Specialist trainee committee and Institute of Metabolism and Systems Research, University of Birmingham for their support to conduct this study. Publisher Copyright: {\textcopyright} 2022, The Author(s).",

year = "2022",

month = feb,

day = "22",

doi = "10.1186/s12909-022-03176-2",

language = "English",

volume = "22",

journal = "BMC Medical Education",

issn = "1472-6920",

publisher = "Springer",

number = "1",

}

TY - JOUR

T1 - SIMBA:

T2 - using Kolb’s learning theory in simulation-based learning to improve participants’ confidence

AU - Davitadze, Meri

AU - Ooi, Emma

AU - Ng, Cai Ying

AU - Zhou, Dengyi

AU - Thomas, Lucretia

AU - Hanania, Thia

AU - Blaggan, Parisha

AU - Evans, Nia

AU - Chen, Wentin

AU - Melson, Eka

AU - Arlt, Wiebke

AU - Kempegowda, Punith

N1 - Funding Information: We thank all the healthcare professionals who participated in this study. We thank the students from University of Birmingham Medical School who have participated as moderators in this study. We also thank Health Education West Midlands Specialist trainee committee and Institute of Metabolism and Systems Research, University of Birmingham for their support to conduct this study. Publisher Copyright: © 2022, The Author(s).

PY - 2022/2/22

Y1 - 2022/2/22

N2 - Background: Simulation via Instant Messaging- Birmingham Advance (SIMBA) delivers simulation-based learning (SBL) through WhatsApp® and Zoom® based on Kolb’s experiential learning theory. This study describes how Kolb’s theory was implemented in practice during SIMBA adrenal session.Methods: SIMBA adrenal session was conducted for healthcare professionals and replicated Kolb’s 4-stage cycle: (a) concrete experience—online simulation of real-life clinical scenarios, (b) reflective observation—discussion and Q&A following simulation, (c) abstract conceptualisation—post-session MCQs, and (d) active experimentation—intentions to implement the acquired knowledge in future practice. Participants’ self-reported confidence levels for simulated and non-simulated cases pre- and post-SIMBA were analysed using Wilcoxon Signed-Rank test. Key takeaway and feedback were assessed quantitatively and qualitatively in a thematic analysis.Results: Thirty-three participants were included in the analysis. A Wilcoxon signed-rank test showed that the SIMBA session elicited a statistically significant change in participants’ self-reported confidence in their approach to Cushing’s syndrome (Z = 3.873, p = 0.0001) and adrenocortical carcinoma (Z = 3.970, p < 0.0001). 93.9% (n = 31/33) and 84.8% (n = 28/33) strongly agreed/agreed the topics were applicable to their clinical practice and accommodated their personal learning style, respectively. 81.8% (n = 27/33) reported increase in knowledge on patient management, and 75.8% (n = 25/33) anticipated implementing learning points in their practice.Conclusions: SIMBA effectively adopts Kolb’s theory to provide best possible experience to learners, highlighting the advantages of utilising social media platforms for SBL in medical education. The ability to conduct SIMBA sessions at modest cost internationally paves way to engage more healthcare professionals worldwide.

AB - Background: Simulation via Instant Messaging- Birmingham Advance (SIMBA) delivers simulation-based learning (SBL) through WhatsApp® and Zoom® based on Kolb’s experiential learning theory. This study describes how Kolb’s theory was implemented in practice during SIMBA adrenal session.Methods: SIMBA adrenal session was conducted for healthcare professionals and replicated Kolb’s 4-stage cycle: (a) concrete experience—online simulation of real-life clinical scenarios, (b) reflective observation—discussion and Q&A following simulation, (c) abstract conceptualisation—post-session MCQs, and (d) active experimentation—intentions to implement the acquired knowledge in future practice. Participants’ self-reported confidence levels for simulated and non-simulated cases pre- and post-SIMBA were analysed using Wilcoxon Signed-Rank test. Key takeaway and feedback were assessed quantitatively and qualitatively in a thematic analysis.Results: Thirty-three participants were included in the analysis. A Wilcoxon signed-rank test showed that the SIMBA session elicited a statistically significant change in participants’ self-reported confidence in their approach to Cushing’s syndrome (Z = 3.873, p = 0.0001) and adrenocortical carcinoma (Z = 3.970, p < 0.0001). 93.9% (n = 31/33) and 84.8% (n = 28/33) strongly agreed/agreed the topics were applicable to their clinical practice and accommodated their personal learning style, respectively. 81.8% (n = 27/33) reported increase in knowledge on patient management, and 75.8% (n = 25/33) anticipated implementing learning points in their practice.Conclusions: SIMBA effectively adopts Kolb’s theory to provide best possible experience to learners, highlighting the advantages of utilising social media platforms for SBL in medical education. The ability to conduct SIMBA sessions at modest cost internationally paves way to engage more healthcare professionals worldwide.

KW - Clinician’s confidence

KW - Endocrinology

KW - Kolb’s learning theory

KW - Medical education

KW - Simulation-based learning

U2 - 10.1186/s12909-022-03176-2

DO - 10.1186/s12909-022-03176-2

M3 - Article

C2 - 35193557

SN - 1472-6920

VL - 22

JO - BMC Medical Education

JF - BMC Medical Education

IS - 1

M1 - 116

ER -