Using Serious Games and Virtual Simulation for Training in the Fire Service: A Review

High-fidelity simulators have enjoyed increasing popularity despite costs that may approach six figures. This is justified on the basis that simulators have been shown to result in large learning gains that may transfer to actual patient care situations. However, most commonly, learning from a simulator is compared with learning in a 'no-intervention' control group. This fails to clarify the relationship between simulator fidelity and learning, and whether comparable gains might be achieved at substantially lower cost. This analysis was conducted to review studies that compare learning from high-fidelity simulation (HFS) with learning from low-fidelity simulation (LFS) based on measures of clinical performance. Using a variety of search strategies, a total of 24 studies contrasting HFS and LFS and including some measure of performance were located. These studies referred to learning in three areas: auscultation skills; surgical techniques, and complex management skills such as cardiac resuscitation. Both HFS and LFS learning resulted in consistent improvements in performance in comparisons with no-intervention control groups. However, nearly all the studies showed no significant advantage of HFS over LFS, with average differences ranging from 1% to 2%. The factors influencing learning, and the reasons for this surprising finding, are discussed. © Blackwell Publishing Ltd 2012.

This paper discusses the current state of knowledge on the effects of heat stress on cognitive performance. Although substantial research has been performed, it has proven difficult to describe the literature findings in a systematic manner. This is due to the large number of factors that come into play, such as task type, exposure duration, skill and acclimatization level of the individual and due to the absence of a concise theory on which experimental work can be based. However, two trends have been identified. First, heat stress affects cognitive performance differentially, depending on the type of cognitive task. Secondly, it appears that a relationship can be established between the effects of heat stress and deep body temperature. A number of exposure limits have been proposed during the last decades. These limits are summarized in this paper, with a special emphasis on the most recent one derived by Hancock and Vasmatzidis. This limit, which employs an attentional resource approach, defines exposure duration thresholds as parallel lines. Although this approach appears to be the most promising thus far, it is concluded that much remains to be understood before a limit becomes universally acceptable.