Mask-EdTM: A scoping review

Authors

  • Kate Bridgman La Trobe University
  • Phillip Hughes La Trobe University

DOI:

https://doi.org/10.11157/fohpe.v22i2.414

Keywords:

Mask-EdTM, simulation, nursing education, clinical education, health professional education

Abstract

Introduction: Simulation is commonly used in health professional education. Mask-EdTM is a novel form of teacher-in-role methodology involving the educator wearing a purpose-made silicone mask to become the simulated patient. The simulation unfolds spontaneously and in response to the students’ or cohorts’ knowledge, skills or learning objectives. The evidence to support adoption appears limited. This is significant given the resources required to establish a Mask-EdTMcharacter and the changes to courses educators will likely make to embed this simulation. This scoping review aims to explore the current literature and evidence base relating to Mask-EdTM.

Methods: A scoping review was completed in September 2020 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist. Five databases and Google Scholar were searched for English, peer-reviewed publications containing variants of “Mask-Ed”. Screening and data charting were completed independently by both authors and then reviewed collaboratively. A descriptive analysis was conducted reporting findings based on study design. A thematic synthesis was completed for studies containing qualitative data.

Results: Eighteen studies published between 2011 and 2020 by Australian universities and health institutions were included. Twelve studies reported on 10 unique datasets drawing on survey, focus group and mixed method designs. Two studies reported case studies without data, one study was on training and a final three provided research summaries or pedagogical discussion of Mask-EdTM

Conclusion: There is emerging evidence, self-reported by preclinical nursing students, that Mask-EdTM supports improved engagement and confidence in formative learning activities. There is limited evidence, however, to support use in other health or medical disciplines or in individual or summative assessment.

Author Biographies

Kate Bridgman, La Trobe University

Kate is a Lecturer in the Discipline of Speech Pathology at La Trobe University.

Phillip Hughes, La Trobe University

Phillip is a Lecturer in the Discipline of Physiotherapy at La Trobe University.

References

Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616

Bearman, M., Nestel, D., & McNaughton, N. (2018). Healthcare simulation education: Evidence, theory and practice. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare simulation education: Evidence, theory and practice (pp. 9–15). John Wiley & Sons.

Bogossian, F., Cooper, S., Kelly, M., Levett-Jones, T., McKenna, L., Slark, J., & Seaton, P. (2018). Best practice in clinical simulation education: Are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education. Collegian, 25(3), 327–334. https://doi.org/10.1016/j.colegn.2017.09.003

Dieckmann, P., Gaba, D., & Rall, M. (2007). Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare, 2(3), 183–193. https://doi.org/10.1097/SIH.0b013e3180f637f5

Dwyer, T., Searl, K. R., McAllister, M., Guerin, M., & Friel, D. (2015). Advanced life simulation: High-fidelity simulation without the high technology. Nurse Education in Practice, 15(6), 430–436. https://doi.org/10.1016/j.nepr.2015.05.007

Frost, J., & Delaney, L. J. (2019). Nursing students' experience in performing intimate clinical procedures via high fidelity Mask-Ed™ simulation. BMJ Simulation and Technology Enhanced Learning, 5(2), 73–77. https://doi.org/10.1136/bmjstel-2017-000293

Frost, J., Foster, K., & Ranse, K. (2017). Unfolding case study and Mask-Ed™ high fidelity simulation for chronic illness education: A case study. Collegian, 24(5), 433–439. https://doi.org/10.1016/j.colegn.2016.09.004

Frost, J., Isbel, S., Kellett, J., & Lawlis, T. (2017). Using digital story telling to assess health students' knowledge of interprofessional roles in the care of the older adult. BMJ Simulation and Technology Enhanced Learning, 3(1), 5–8. https://doi.org/10.1136/bmjstel-2016-000136

Frost, J., & Reid-Searl, K. (2017). Exploring the potential of Mask-Ed™ (KRS simulation) to teach both the art and science of nursing: A discussion paper. Collegian, 24(2), 197–203. https://doi.org/10.1016/j.colegn.2015.11.003

Frost, J. S., Sainsbury, K., & Waller, C. (2017). Preparing students to respond: A pilot study to explore whether Mask-Ed™ simulation can assist students in developing clinical judgment. Australian Journal of Clinical Education, 2(1), Article 3. https://ajce.scholasticahq.com/article/5094-preparing-students-to-respond-a-pilot-study-to-explore-whether-mask-ed-simulation-can-assist-students-in-developing-clinical-judgment

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Law, M., Stewart, D., Letts, L., Pollock, N., Bosch, J., & Westmorland, M. (1998). Guidelines for critical review of qualitative studies. McMaster University Occupational Therapy Evidence-Based Practice Research Group. https://medfac.tbzmed.ac.ir/Uploads/3/cms/user/File/10/Pezeshki_Ejtemaei/conferance/dav.pdf

Law, M., Stewart, D., Pollock, N., Letts, L., Bosch, J., & Westmorland, M. (1998). Guidelines for critical review form: Quantitative studies. McMaster University Occupational Therapy Evidence-Based Practice Research Group. https://healthsci.mcmaster.ca/docs/librariesprovider130/default-document-library/guidelines-for-critical-review-form-quantiative-studies-english.pdf?sfvrsn=ee9f6c19_2

Lawlis, T., Frost, J., Eckley, D., Isbel, S., & Kellet, J. (2018). Enhancing health care student inter-professional learning through a pilot simulation ward experience using Mask-Ed™ (KRS simulation). Australian Journal of Clinical Education, 2(5), Article 5. https://researchprofiles.canberra.edu.au/en/publications/enhancing-health-care-student-inter-professional-learning-through

Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, Article 69. https://doi.org/10.1186/1748-5908-5-69

Lockwood, C., dos Santos, K. B., & Pap, R. (2019). Practical guidance for knowledge synthesis: Scoping review methods. Asian Nursing Research, 13(5), 287–294. https://doi.org/10.1016/j.anr.2019.11.002

Mainey, L., Dwyer, T., Reid-Searl, K., & Bassett, J. (2018). High-level realism in simulation: A catalyst for providing intimate care. Clinical Simulation in Nursing, 17, 47–57. https://doi.org/10.1016/j.ecns.2017.12.001

McAllister, M., Sear, K. R., & Davis, S. (2013). Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique. Nurse Education Today, 33(12), 1453–1458. https://doi.org/10.1016/j.nedt.2013.06.015

Nestel, D., Krogh, K., & Kolbe, M. (2018). Exploring realism in healthcare simulations. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare simulation education: Evidence, theory and practice (pp. 23–28). John Wiley & Sons.

Nestel, D., Sanko, J., & McNaughton, N. (2018). Simulated participant methodologies: Maintaining humanism in practice. In D. Nestel, M. A. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare simulation education: Evidence, theory and practice (pp. 45–53). John Wiley & Sons.

O’Regan, S., Molloy, E., Watterson, L., & Nestel, D. (2016). Observer roles that optimise learning in healthcare simulation education: A systematic review. Advances in Simulation, 1(1), Article 4. https://doi.org/10.1186/s41077-015-0004-8

Reid-Searl, K. (2020). Mask-Ed™ (KRS simulation)—An approach to deliver intimate care for neophyte nursing students: The creator's experience. British Journal of Nursing, 29(12), S8–S10. https://doi.org/10.12968/bjon.2020.29.12.S8

Reid-Searl, K., Bowman, A., McAllister, M., Cowling, C., & Spuur, K. (2014). The masked educator: Innovative simulation in an Australian undergraduate medical sonography and medical imaging program. Journal of Medical Radiation Sciences, 61(4), 233–240. https://doi.org/10.1002/jmrs.85

Reid-Searl, K., Eaton, A., Vieth, L., & Happell, B. (2011). The educator inside the patient: Students' insights into the use of high fidelity silicone patient simulation. Journal of Clinincal Nursing, 20(19–20), 2752–2760. https://doi.org/10.1111/j.1365-2702.2011.03795.x

Reid-Searl, K., Happell, B., Vieth, L., & Eaton, A. (2012). High fidelity patient silicone simulation: A qualitative evaluation of nursing students’ experiences. Collegian, 19(2), 77–83. https://doi.org/10.1016/j.colegn.2011.09.003

Reid-Searl, K., Levett-Jones, T., Cooper, S., & Happell, B. (2014). The implementation of Mask-Ed™: Reflections of academic participants. Nurse Education in Practice, 14(5), 485–490. https://doi.org/10.1016/j.nepr.2014.05.008

Reid-Searl, K., Mainey, L., Bassett, J., & Dwyer, T. (2019). Using simulation to prepare neophyte nursing students to deliver intimate patient care. Collegian, 26(2), 273–280. https://doi.org/10.1016/j.colegn.2018.08.001

Reid-Searl, K., McAllister, M., & Sinclair, C. (2014). Thinking like a nurse: The pedagogical power of process drama. Journal of Applied Arts & Health, 5(3), 319–330. https://doi.org/10.1386/jaah.5.3.319_1

Reid-Searl, K., & O'Neill, B. (2017). Mask-Ed™: Breaking the barrier of fear of intimate care for nursing students. Journal of Nursing Education, 56(9), 572–574. https://doi.org/10.3928/01484834-20170817-12

Rhodes, J., & Reid-Searl, K. (2015). Masked tutor brings patient to "life". Kai Tiaki: Nursing New Zealand, 21(1), 14.

Rosen, K. R. (2008). The history of medical simulation. Journal of Critical Care, 23(2), 157–166. https://doi.org/10.1016/j.jcrc.2007.12.004

Ryall, T., Judd, B. K., & Gordon, C. J. (2016). Simulation-based assessments in health professional education: A systematic review. Journal of Multidisciplinary Healthcare, 9, 69–82. https://doi.org/10.2147/JMDH.S92695

Seaton, P., Levett-Jones, T., Cant, R., Cooper, S., Kelly, M. A., McKenna, L., Ng, L., & Bogossian, F. (2019). Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: A scoping review. Collegian, 26(1), 194–203. https://doi.org/10.1016/j.colegn.2018.04.006

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, Article 45. https://doi.org/10.1186/1471-2288-8-45

Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., & Weeks, L. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850

Downloads

Published

2021-07-30

How to Cite

Bridgman, K., & Hughes, P. (2021). Mask-EdTM: A scoping review. Focus on Health Professional Education: A Multi-Professional Journal, 22(2), 39–59. https://doi.org/10.11157/fohpe.v22i2.414

Issue

Section

Articles