scholarly journals The Implementation of a Multi-institutional Multidisciplinary Simulation-based Resuscitation Skills Training Curriculum

Cureus ◽  
2018 ◽  
Author(s):  
Timothy Chaplin ◽  
Rylan Egan ◽  
Nicholas Cofie ◽  
Jeffrey JJ Gu ◽  
Tamara McColl ◽  
...  
Keyword(s):  
Skills Training ◽  
Training Curriculum ◽  
Simulation Based ◽  
Multidisciplinary Simulation

scholarly journals Robotic surgery basic skills training: Evaluation of a pilot multidisciplinary simulation-based curriculum

2013 ◽  
Vol 7 (11-12) ◽  
pp. 430 ◽  
Author(s):  
Kirsten Foell ◽  
Antonio Finelli ◽  
Kazuhiro Yasufuku ◽  
Marcus Q. Bernardini ◽  
Thomas K Waddell ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Da Vinci ◽  
Basic Skills ◽  
Skills Training ◽  
Educational Process ◽  
Simulation Based ◽  
Robotic Skills ◽  
Competency Based ◽  
Multidisciplinary Simulation ◽  
The Impact

Purpose: Simulation-based training improves clinical skills, while minimizing the impact of the educational process on patient care. We present results of a pilot multidisciplinary, simulation-based robotic surgery basic skills training curriculum (BSTC) for robotic novices.Methods: A 4-week, simulation-based, robotic surgery BSTC was offered to the Departments of Surgery and Obstetrics & Gynecology (ObGyn) at the University of Toronto. The course consisted of various instructional strategies: didactic lecture, self-directed online training modules, introductory hands-on training with the da Vinci robot (dVR) (Intuitive Surgical Inc., Sunnyvale, CA), and dedicated training on the da Vinci Skills Simulator (Intuitive Surgical Inc., Sunnyvale, CA) (dVSS). A third of trainees participated in competency-based dVSS training, all others engaged in traditional time-based training. Pre- and post-course skill testing was conducted on the dVR using 2 standardized skill tasks: ring transfer (RT) and needle passing (NP). Retention of skills was assessed at 5 months post-BSTC.Results: A total of 37 participants completed training. The mean task completion time and number of errors improved significantly post-course on both RT (180.6 vs. 107.4 sec, p < 0.01 and 3.5 vs. 1.3 sec, p < 0.01, respectively) and NP (197.1 vs. 154.1 sec, p < 0.01 and 4.5 vs. 1.8 sec, p = 0.04, respectively) tasks. No significant difference in performance was seen between specialties. Competency-based training was associated with significantly better post-course performance. The dVSS demonstrated excellent face validity.Conclusions: The implementation of a pilot multidisciplinary, simulation-based robotic surgery BSTC revealed significantly improved basic robotic skills among novice trainees, regardless of specialty or level of training. Competency-based training was associated with significantly better acquisition of basic robotic skills.

Simulation-based ureteroscopy skills training curriculum with integration of technical and non-technical skills: a randomised controlled trial

2014 ◽  
Vol 29 (9) ◽  
pp. 2728-2735 ◽  
Author(s):  
Oliver Brunckhorst ◽  
Shahab Shahid ◽  
Abdullatif Aydin ◽  
Craig McIlhenny ◽  
Shahid Khan ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Technical Skills ◽  
Skills Training ◽  
Training Curriculum ◽  
Simulation Based ◽  
Randomised Controlled

A Canadian Perspective of simulation-based skill attainment in Internal Medicine Residency (Preprint)

2018 ◽  
Author(s):  
Tamer Abdel Moaein ◽  
Chirsty Tompkins ◽  
Natalie Bandrauk ◽  
Heidi Coombs-Thorne
Keyword(s):  
Internal Medicine ◽  
Residency Training ◽  
Training Programs ◽  
Skill Training ◽  
Skills Training ◽  
Skill Learning ◽  
Comfort Level ◽  
Procedural Skills ◽  
Internal Medicine Training ◽  
Simulation Based

BACKGROUND Clinical simulation is defined as “a technique to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion”. In medicine, its advantages include repeatability, a nonthreatening environment, absence of the need to intervene for patient safety issues during critical events, thus minimizing ethical concerns and promotion of self-reflection with facilitation of feedback [1] Apparently, simulation based education is a standard tool for introducing procedural skills in residency training [3]. However, while performance is clearly enhanced in the simulated setting, there is little information available on the translation of these skills to the actual patient care environment (transferability) and the retention rates of skills acquired in simulation-based training [1]. There has been significant interest in using simulation for both learning and assessment [2]. As Canadian internal medicine training programs are moving towards assessing entrustable professional activities (EPA), simulation will become imperative for training, assessment and identifying opportunities for improvement [4, 5]. Hence, it is crucial to assess the current state of skill learning, acquisition and retention in Canadian IM residency training programs. Also, identifying any challenges to consolidating these skills. We hope the results of this survey would provide material that would help in implementing an effective and targeted simulation-based skill training (skill mastery). OBJECTIVE 1. Appraise the status and impact of existing simulation training on procedural skill performance 2. Identify factors that might interfere with skill acquisition, consolidation and transferability METHODS An electronic bilingual web-based survey; Fluid survey platform utilized, was designed (Appendix 1). It consists of a mix of closed-ended, open-ended and check list questions to examine the attitudes, perceptions, experiences and feedback of internal medicine (IM) residents. The survey has been piloted locally with a sample of five residents. After making any necessary corrections, it will be distributed via e-mail to the program directors of all Canadian IM residency training programs, then to all residents registered in each program. Two follow up reminder e-mails will be sent to all participating institutions. Participation will be voluntarily and to keep anonymity, there will be no direct contact with residents and survey data will be summarized in an aggregate form. SPSS Software will be used for data analysis, and results will be shared with all participating institutions. The survey results will be used for display and presentation purposes during medical conferences and forums and might be submitted for publication. All data will be stored within the office of internal medicine program at Memorial University for a period of five years. Approval of Local Research Ethics board (HREB) at Memorial University has been obtained. RESULTS Pilot Results Residents confirmed having simulation-based training for many of the core clinical skills, although some gaps persist There was some concern regarding the number of sim sessions, lack of clinical opportunities, competition by other services and lack of bed side supervision Some residents used internet video to fill their training gaps and/or increase their skill comfort level before performing clinical procedure Resident feedback included desire for more corrective feedback, and more sim sessions per skill (Average 2-4 sessions) CONCLUSIONS This study is anticipated to provide data on current practices for skill development in Canadian IM residency training programs. Information gathered will be used to foster a discourse between training programs including discussion of barriers, sharing of solutions and proposing recommendations for optimal use of simulation in the continuum of procedural skills training.

scholarly journals Implementing the transvaginal ultrasound simulation training (TRUSST) programme for obstetric registrars

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sally Byford ◽  
Sarah Janssens ◽  
Rachel Cook
Keyword(s):  
Early Pregnancy ◽  
Confidence Level ◽  
Simulation Training ◽  
Systematic Approach ◽  
Transvaginal Ultrasound ◽  
Skills Training ◽  
Ultrasound Simulation ◽  
Learning Gap ◽  
Assessment Scores ◽  
Simulation Based

Abstract Background Transvaginal ultrasound (TVUS) training opportunities are limited due to its intimate nature; however, TVUS is an important component of early pregnancy assessment. Simulation can bridge this learning gap. Aim To describe and measure the effect of a transvaginal ultrasound simulation programme for obstetric registrars. Materials and methods The transvaginal ultrasound simulation training (TRUSST) curriculum consisted of supported practice using virtual reality transvaginal simulators (ScanTrainer, Medaphor) and communication skills training to assist obstetric registrars in obtaining required competencies to accurately and holistically care for women with early pregnancy complications. Trainee experience of live transvaginal scanning was evaluated with a questionnaire. Programme evaluation was by pre-post self-reported confidence level and objective pre-post training assessment using Objective Structured Assessment of Ultrasound Skills (OSAUS) and modified Royal Australian and New Zealand College of Obstetrics and Gynaecology assessment scores. Quantitative data was compared using paired t tests. Results Fifteen obstetric registrars completed the programme. Numbers of performed live transvaginal ultrasound by trainees were low. Participants reported an increase in confidence level in performing a TVUS following training: mean pre score 1.6/5, mean post score 3/5. Objective assessments improved significantly across both OSAUS and RANZCOG scores following training; mean improvement scores 7.6 points (95% CI 6.2–8.9, p < 0.05) and 32.5 (95% CI 26.4–38.6, p < 0.05) respectively. It was noted that scores for a systematic approach and documentation were most improved: 1.9 (95% CI 1.4–2.5, p < 0.05) and 2.1 (95% CI 1.5–2.7, p < 0.05) respectively. Conclusion The implementation of a simulation-based training curriculum resulted in improved confidence and ability in TVUS scanning, especially with regard to a systematic approach and documentation.

Impact of a simulation-based ergonomics training curriculum on work-related musculoskeletal injury risk in colonoscopy

2020 ◽  
Vol 92 (5) ◽  
pp. 1070-1080.e3 ◽  
Author(s):  
Rishad Khan ◽  
Michael A. Scaffidi ◽  
Joshua Satchwell ◽  
Nikko Gimpaya ◽  
Woojin Lee ◽  
...  
Keyword(s):  
Injury Risk ◽  
Musculoskeletal Injury ◽  
Training Curriculum ◽  
Work Related ◽  
Simulation Based

scholarly journals Introduction of an undergraduate interprofessional simulation based skills training program in obstetrics and gynaecology in India

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Suhas Gorantla ◽  
Utkarsh Bansal ◽  
Jai Vir Singh ◽  
Akhilesh Dutta Dwivedi ◽  
Atul Malhotra ◽  
...  
Keyword(s):  
Training Program ◽  
Skills Training ◽  
Obstetrics And Gynaecology ◽  
Simulation Based

Motorcycle Simulator Technology and Traffic-Related Injury Prevention: Global Health Potential

2013 ◽  
Vol 19 (4) ◽  
Author(s):  
James Alan Balcius ◽  
Bryan A Liang
Keyword(s):  
Global Health ◽  
Traffic Safety ◽  
Road Traffic ◽  
Skills Training ◽  
The United States ◽  
Simulator Training ◽  
Vehicle Simulation ◽  
Life Years ◽  
Simulation Based ◽  
Simulator Technology

Road traffic related fatalities account for over 50% of the global deaths for individuals between ages 15 and 44 and ranks 11th in the cause of death for all age groups. It’s future impact is equally dismal: within the next decade road traffic related morbidity is projected to be the 6th leading contributor global fatalities and 3rd leading contributor to global Disability-Adjusted Life Years, disproportionately impacting the overall global burden of disease. However, national-level traffic safety intervention by global health organizations lacks programmed efforts to include vehicle simulation-based technologies as a key element of comprehensive national traffic safety programs. This is particularly true for two wheel vehicles in low and middle income countries (LMICs). Importantly, US resources in diplomacy settings are also subject to loss because of deployment into these risky settings, lack of adaptability to traffic cultures and systems locally, and limited skills training. The United States Marine Corps has utilized two wheel motorcycle simulation based technologies as part of a comprehensive education and training strategy to reduce fatalities and injuries amongst military personnel operating motorcycles off-duty. Positive experiences with motorcycle vehicle-simulator training program indicate further potential to validate impact on injury rates and efficacy of motorcycle simulator technology both for those assigned abroad and for relevant LMICs personnel. Other international professional and charitable organizations contending with similar risks abroad would also benefit from shared advances in traffic safety training utilizing motorcycle simulators. By improving traffic safety in these environments, health care resources can be shifted from expensive reactive, acute care trauma settings to investments in longer term public health infrastructures, medicines, and outreach.

Preliminary evaluation of the efficacy of an intervention incorporating precision teaching to train procedural skills among final cycle medical students

2017 ◽  
Vol 3 (3) ◽  
pp. 116-121 ◽  
Author(s):  
Sinéad Lydon ◽  
Nadine Burns ◽  
Olive Healy ◽  
Paul O'Connor ◽  
Bronwyn Reid McDermott ◽  
...  
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Skills Training ◽  
Precision Teaching ◽  
Control Group ◽  
Junior Doctors ◽  
Preliminary Evaluation ◽  
Procedural Skills ◽  
Preparedness For Practice ◽  
Simulation Based

IntroductionA lack of preparedness for practice has been observed among new medical graduates. Simulation technology may offer one means of producing competency. This paper describes the application of a simulation-based intervention incorporating precision teaching (PT), a method of defining target skills, assessing individual progress and guiding instructional decisions, which is used to monitor learning and the development of behavioural fluency in other domains, to procedural skills training. Behavioural fluency refers to accurate and rapid responding that does not deteriorate with time, is resistant to distraction and can be adapted into new, more complex responses.MethodThis study used a between-groups design to evaluate the efficacy of a simulation-based intervention incorporating PT for teaching venepuncture among 11 medical students. The intervention consisted of timed learning trials during which participants carried out the skill in pairs and received corrective feedback. Two control groups of 11 untrained medical students and 11 junior doctors were also included in the study.ResultsIntervention group participants required an average of five trials and 21.9 min to reach the criterion for fluency. The intervention group demonstrated significantly higher accuracy in venepuncture performance than either control group. Improvements persisted over time, did not deteriorate during distraction, generalised to performance with patients and performance of an untargeted skill also improved.ConclusionsThe outcomes of this preliminary study support the application of PT within medical education. The implications of these data for clinical and procedural skills training are explored and suggestions are made for further research.

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