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      Simulation and Modeling Applications in Global Health Security

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          Abstract

          Global health security (GHS) is dependent upon having an adequate and prepared health security workforce. There are currently numerous challenges in establishing and maintaining a health security workforce. The frequency and magnitude of disasters have increased significantly over the past 30 years. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging GHS threats. Developing and maintaining GHS -specific skills in the healthcare workforce is a tremendous logistical challenge. Innovative education technologies, including simulation and digital learning, can be leveraged to achieve preparedness for GHS threats.

          This chapter focuses on the application of modeling and simulation to support Global Health Security planning, preparedness and operations.

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          Most cited references124

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          Technology-enhanced simulation for health professions education: a systematic review and meta-analysis.

          Although technology-enhanced simulation has widespread appeal, its effectiveness remains uncertain. A comprehensive synthesis of evidence may inform the use of simulation in health professions education. To summarize the outcomes of technology-enhanced simulation training for health professions learners in comparison with no intervention. Systematic search of MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key journals, and previous review bibliographies through May 2011. Original research in any language evaluating simulation compared with no intervention for training practicing and student physicians, nurses, dentists, and other health care professionals. Reviewers working in duplicate evaluated quality and abstracted information on learners, instructional design (curricular integration, distributing training over multiple days, feedback, mastery learning, and repetitive practice), and outcomes. We coded skills (performance in a test setting) separately for time, process, and product measures, and similarly classified patient care behaviors. From a pool of 10,903 articles, we identified 609 eligible studies enrolling 35,226 trainees. Of these, 137 were randomized studies, 67 were nonrandomized studies with 2 or more groups, and 405 used a single-group pretest-posttest design. We pooled effect sizes using random effects. Heterogeneity was large (I(2)>50%) in all main analyses. In comparison with no intervention, pooled effect sizes were 1.20 (95% CI, 1.04-1.35) for knowledge outcomes (n = 118 studies), 1.14 (95% CI, 1.03-1.25) for time skills (n = 210), 1.09 (95% CI, 1.03-1.16) for process skills (n = 426), 1.18 (95% CI, 0.98-1.37) for product skills (n = 54), 0.79 (95% CI, 0.47-1.10) for time behaviors (n = 20), 0.81 (95% CI, 0.66-0.96) for other behaviors (n = 50), and 0.50 (95% CI, 0.34-0.66) for direct effects on patients (n = 32). Subgroup analyses revealed no consistent statistically significant interactions between simulation training and instructional design features or study quality. In comparison with no intervention, technology-enhanced simulation training in health professions education is consistently associated with large effects for outcomes of knowledge, skills, and behaviors and moderate effects for patient-related outcomes.
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            The future vision of simulation in health care

            D. M. Gaba (2004)
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              A critical review of simulation-based mastery learning with translational outcomes.

              This article has two objectives. Firstly, we critically review simulation-based mastery learning (SBML) research in medical education, evaluate its implementation and immediate results, and document measured downstream translational outcomes in terms of improved patient care practices, better patient outcomes and collateral effects. Secondly, we briefly address implementation science and its importance in the dissemination of innovations in medical education and health care.
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                Author and article information

                Contributors
                anthony.masys@gmail.com
                rizuriet@health.usf.edu
                mreina@health.usf.edu
                ajfrench@aeromd.global
                Journal
                978-3-030-23491-1
                10.1007/978-3-030-23491-1
                Global Health Security
                Global Health Security
                Recognizing Vulnerabilities, Creating Opportunities
                978-3-030-23490-4
                978-3-030-23491-1
                7 June 2019
                2020
                : 307-340
                Affiliations
                [10 ]GRID grid.170693.a, ISNI 0000 0001 2353 285X, College of Public Health, , University of South Florida, ; Tampa, FL USA
                [11 ]GRID grid.170693.a, ISNI 0000 0001 2353 285X, College of Public Health, , University of South Florida, ; Tampa, FL USA
                [12 ]GRID grid.170693.a, ISNI 0000 0001 2353 285X, College of Public Health, , University of South Florida, ; Tampa, FL USA
                GRID grid.170693.a, ISNI 0000 0001 2353 285X, College of Public Health, , University of South Florida, ; Tampa, FL USA
                Article
                13
                10.1007/978-3-030-23491-1_13
                7123972
                962d1473-5d6c-4c0d-8e0a-a006e4395efa
                © Springer Nature Switzerland AG 2020

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

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                © Springer Nature Switzerland AG 2020

                global health security,modeling and simulation,serious games

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