Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study Journal Article
In: Journal of Medical Education, vol. 9, pp. e40040, 2023.
@article{musa2023technology,
title = {Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://mededu.jmir.org/2023/1/e40040/},
doi = {doi:10.2196/40040},
year = {2023},
date = {2023-02-15},
urldate = {2023-02-15},
journal = {Journal of Medical Education},
volume = {9},
pages = {e40040},
abstract = {Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
Musa, Dahlia; Guido-Sanz, Frank; Anderson, Mindi; Daher, Salam
Reliability of wound measurement methods Journal Article
In: IEEE Open Journal of Instrumentation & Measurement. vol. 1, pp. 1-9, vol. 1, pp. 1-9, 2022, ISSN: 2768-7236.
@article{musa2022reliability,
title = {Reliability of wound measurement methods},
author = {Dahlia Musa and Frank Guido-Sanz and Mindi Anderson and Salam Daher},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9942711},
doi = {10.1109/OJIM.2022.3219471},
issn = { 2768-7236},
year = {2022},
date = {2022-11-08},
urldate = {2022-11-08},
journal = {IEEE Open Journal of Instrumentation & Measurement. vol. 1, pp. 1-9},
volume = {1},
pages = {1-9},
abstract = {Reliable and accurate measurement methods are necessary for the clinical assessment of wounds. Repeated measure of a wound indicates whether its healing is progressing or deteriorating, and if alternate treatment must be initiated. Many wound measurement techniques lack accuracy and reliability. Technology: We developed a software prototype that calculates 3-D wound measurements from 3-D scans. We conducted a study to compare the software prototype to physical and 2-D image measurement techniques commonly used by clinicians. We compared inter-rater reliability between the techniques and measurements (i.e., length, width, depth, perimeter, and surface area). Results: Inter-rater reliability was good or excellent for the physical, image, and software measurement techniques; however, there were significant differences in measurements between the techniques. For complex measurements (i.e., perimeter and surface area), the reliability of the software exceeded that of the physical and image techniques. Conclusion: Although inter-rater reliability was high for all measurement techniques, there was significant variability between the techniques. The software was overall most reliable, especially for calculation of complex measurements. Clinical Impact: Reducing the variability of wound measurements may improve patient outcomes, reduce wound prevalence, and mitigate the associated morbidity, mortality, and costs of these occurrences.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Musa, Dahlia; Gonzalez, Laura; Diaz, Desiree; Penny, Heidi; Daher, Salam
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Daher, Salam; Sanz, Frank Guido; Musa, Dahlia; Anderson, Mindi; Diaz, Desiree; Talbert, Steven
System to Visualize, Measure and Track Skin Abnormalities (ViMeT) Patent
2022.
@patent{system2022daher,
title = {System to Visualize, Measure and Track Skin Abnormalities (ViMeT)},
author = {Salam Daher and Frank Guido Sanz and Dahlia Musa and Mindi Anderson and Desiree Diaz and Steven Talbert},
year = {2022},
date = {2022-06-03},
urldate = {2022-06-03},
howpublished = {Provisional Patent filed},
keywords = {},
pubstate = {published},
tppubtype = {patent}
}
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
22nd International Meeting on Simulation in Healthcare (IMSH) , 2022.
@conference{musa2022interactive,
title = {Interactive Video Simulation for Healthcare Education: Technology Acceptance and Perceived Authenticity},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/17gSZrkh1k3a2XbxCPmpbC-8wkrwzJthY/view?usp=share_link},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {22nd International Meeting on Simulation in Healthcare (IMSH) },
pages = {2},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Anderson, Mindi; Guido-Sanz, Frank; Talbert, Steven; Diaz, Desiree; Musa, Dahlia; Daher, Salam
Optimizing Pressure Injury Measurement Study (OPIMS) Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
@conference{anderson2022optimizing,
title = {Optimizing Pressure Injury Measurement Study (OPIMS)},
author = {Mindi Anderson and Frank Guido-Sanz and Steven Talbert and Desiree Diaz and Dahlia Musa and Salam Daher},
url = {PDF available upon request},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = { International Nursing Association for Clinical Simulation and Learning (INACSL)},
journal = { International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {1},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Gonzalez, Laura; Daher, Salam; Musa, Dahlia; Penny, Heidi
Interactive Video Simulation: A Remote Solution Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2021.
@conference{gonzalez2021interactive,
title = {Interactive Video Simulation: A Remote Solution},
author = {Laura Gonzalez and Salam Daher and Dahlia Musa and Heidi Penny},
url = {https://drive.google.com/file/d/1kcS6uN4_x8XxGRsj5R8ffgTvAUByd_xM/view?usp=share_link},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-01},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
2023
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study Journal Article
In: Journal of Medical Education, vol. 9, pp. e40040, 2023.
Abstract | Links | BibTeX | Tags: 2023, active learning, authenticity, Dahila Musa, health care simulation, Heidi Penny, hello, Interactivity, Laura Gonzalez, nursing education, passive learning, remote learning, rivs, Salam Daher, technology acceptance
@article{musa2023technology,
title = {Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://mededu.jmir.org/2023/1/e40040/},
doi = {doi:10.2196/40040},
year = {2023},
date = {2023-02-15},
urldate = {2023-02-15},
journal = {Journal of Medical Education},
volume = {9},
pages = {e40040},
abstract = {Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.},
keywords = {2023, active learning, authenticity, Dahila Musa, health care simulation, Heidi Penny, hello, Interactivity, Laura Gonzalez, nursing education, passive learning, remote learning, rivs, Salam Daher, technology acceptance},
pubstate = {published},
tppubtype = {article}
}
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
2022
Dahlia Musa, Frank Guido-Sanz, Mindi Anderson, Salam Daher
Reliability of wound measurement methods Journal Article
In: IEEE Open Journal of Instrumentation & Measurement. vol. 1, pp. 1-9, vol. 1, pp. 1-9, 2022, ISSN: 2768-7236.
Abstract | Links | BibTeX | Tags: 2022, 3-D scanning, Dahila Musa, Frank Guido-Sanz, image, m3dw, Mindi Anderson, physical, Realibility, Salam Daher, Software, Variability, Wound measurement
@article{musa2022reliability,
title = {Reliability of wound measurement methods},
author = {Dahlia Musa and Frank Guido-Sanz and Mindi Anderson and Salam Daher},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9942711},
doi = {10.1109/OJIM.2022.3219471},
issn = { 2768-7236},
year = {2022},
date = {2022-11-08},
urldate = {2022-11-08},
journal = {IEEE Open Journal of Instrumentation & Measurement. vol. 1, pp. 1-9},
volume = {1},
pages = {1-9},
abstract = {Reliable and accurate measurement methods are necessary for the clinical assessment of wounds. Repeated measure of a wound indicates whether its healing is progressing or deteriorating, and if alternate treatment must be initiated. Many wound measurement techniques lack accuracy and reliability. Technology: We developed a software prototype that calculates 3-D wound measurements from 3-D scans. We conducted a study to compare the software prototype to physical and 2-D image measurement techniques commonly used by clinicians. We compared inter-rater reliability between the techniques and measurements (i.e., length, width, depth, perimeter, and surface area). Results: Inter-rater reliability was good or excellent for the physical, image, and software measurement techniques; however, there were significant differences in measurements between the techniques. For complex measurements (i.e., perimeter and surface area), the reliability of the software exceeded that of the physical and image techniques. Conclusion: Although inter-rater reliability was high for all measurement techniques, there was significant variability between the techniques. The software was overall most reliable, especially for calculation of complex measurements. Clinical Impact: Reducing the variability of wound measurements may improve patient outcomes, reduce wound prevalence, and mitigate the associated morbidity, mortality, and costs of these occurrences.},
keywords = {2022, 3-D scanning, Dahila Musa, Frank Guido-Sanz, image, m3dw, Mindi Anderson, physical, Realibility, Salam Daher, Software, Variability, Wound measurement},
pubstate = {published},
tppubtype = {article}
}
Dahlia Musa, Laura Gonzalez, Desiree Diaz, Heidi Penny, Salam Daher
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video},
pubstate = {published},
tppubtype = {conference}
}
Salam Daher, Frank Guido Sanz, Dahlia Musa, Mindi Anderson, Desiree Diaz, Steven Talbert
System to Visualize, Measure and Track Skin Abnormalities (ViMeT) Patent
2022.
BibTeX | Tags: Dahila Musa, Desiree Diaz, Frank Guido-Sanz, m3dw, Mindi Anderson, Salam Daher, Steven Talbert
@patent{system2022daher,
title = {System to Visualize, Measure and Track Skin Abnormalities (ViMeT)},
author = {Salam Daher and Frank Guido Sanz and Dahlia Musa and Mindi Anderson and Desiree Diaz and Steven Talbert},
year = {2022},
date = {2022-06-03},
urldate = {2022-06-03},
howpublished = {Provisional Patent filed},
keywords = {Dahila Musa, Desiree Diaz, Frank Guido-Sanz, m3dw, Mindi Anderson, Salam Daher, Steven Talbert},
pubstate = {published},
tppubtype = {patent}
}
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
22nd International Meeting on Simulation in Healthcare (IMSH) , 2022.
Links | BibTeX | Tags: 2022, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher
@conference{musa2022interactive,
title = {Interactive Video Simulation for Healthcare Education: Technology Acceptance and Perceived Authenticity},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/17gSZrkh1k3a2XbxCPmpbC-8wkrwzJthY/view?usp=share_link},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {22nd International Meeting on Simulation in Healthcare (IMSH) },
pages = {2},
keywords = {2022, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Mindi Anderson, Frank Guido-Sanz, Steven Talbert, Desiree Diaz, Dahlia Musa, Salam Daher
Optimizing Pressure Injury Measurement Study (OPIMS) Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
Links | BibTeX | Tags: 2022, Dahila Musa, Desiree Diaz, Frank Guido-Sanz, m3dw, Mindi Anderson, Salam Daher, Steven Talbert
@conference{anderson2022optimizing,
title = {Optimizing Pressure Injury Measurement Study (OPIMS)},
author = {Mindi Anderson and Frank Guido-Sanz and Steven Talbert and Desiree Diaz and Dahlia Musa and Salam Daher},
url = {PDF available upon request},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = { International Nursing Association for Clinical Simulation and Learning (INACSL)},
journal = { International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {1},
keywords = {2022, Dahila Musa, Desiree Diaz, Frank Guido-Sanz, m3dw, Mindi Anderson, Salam Daher, Steven Talbert},
pubstate = {published},
tppubtype = {conference}
}
2021
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video},
pubstate = {published},
tppubtype = {article}
}
Laura Gonzalez, Salam Daher, Dahlia Musa, Heidi Penny
Interactive Video Simulation: A Remote Solution Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2021.
Links | BibTeX | Tags: 2021, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher
@conference{gonzalez2021interactive,
title = {Interactive Video Simulation: A Remote Solution},
author = {Laura Gonzalez and Salam Daher and Dahlia Musa and Heidi Penny},
url = {https://drive.google.com/file/d/1kcS6uN4_x8XxGRsj5R8ffgTvAUByd_xM/view?usp=share_link},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-01},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
keywords = {2021, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}