A Descriptive Survey of Anesthesiology Residency Simulation Programs: How Are Programs Preparing Residents for the New American Board of Anesthesiology APPLIED Certification Examination?

Isaak, Robert S.; Chen, Fei; Arora, Harendra; Martinelli, Susan M.; Zvara, David A.; Stiegler, Marjorie

doi:10.1213/ane.0000000000002189

Cited by 19 publications

(8 citation statements)

References 9 publications

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“…[21][22][23] However, recent surveys suggest that the largest barriers to implementing more comprehensive simulation-based training include time and resources. 24,25 This work adds to the current literature by demonstrating that even a brief intervention may be beneficial and can be completed within the OR during time already set aside for education. Having the training happen in the continued from previous page continued on next page Original Research actual setting of regular practice increases the authenticity for the participants, making it easier to transfer skills to real emergencies and possibly to identify latent systems issues.…”

Section: Discussionmentioning

confidence: 88%

Pilot One-Hour Multidisciplinary Team Training Simulation Intervention in the Operating Room Improves Team Nontechnical Skills

Rochlen¹,

Malloy²,

Chang³

et al. 2019

JEPM

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Background:The primary objective of this study was to determine if a 1-hour simulation-based training with interdisciplinary operating room (OR) teams could improve nontechnical skills of the providers as assessed by the nontechnical skills tool (NOTECHS II).Methods: Interprofessional otolaryngology OR teams consisting of surgery faculty and resident, anesthesiology faculty and resident, and OR nurses, scrub technician, and perioperative technician underwent a 1-hour simulation-based intervention in the OR. The teams were rated on their nontechnical skills during the intervention and throughout the clinical day following. They also completed self-reflection surveys (SRS) before the intervention and in 3 intervals after the intervention (immediately following the intervention, at the end of their shift on the day of the intervention, and again 2 weeks later).Results: Four interprofessional teams with a total of 26 unique participants participated in this pilot program. Team nontechnical skills, assessed using NOTECHS II, improved from the first simulation to the second simulation during the intervention. Team NOTECHS II scores remained higher throughout the clinical day. Individual self-reflection scores (SRS) followed the same trend.Conclusions: On-site interprofessional OR team training simulation can take place in a brief time period that is dedicated for education. A brief intervention resulted in improved team nontechnical scores when assessed following intervention. In addition, participants found the intervention to be effective and beneficial to their learning.

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Section: Discussionmentioning

confidence: 88%

Pilot One-Hour Multidisciplinary Team Training Simulation Intervention in the Operating Room Improves Team Nontechnical Skills

Rochlen¹,

Malloy²,

Chang³

et al. 2019

JEPM

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“…2 Recent surveys of anesthesiology training programs suggest that many programs may not have the number of faculty or financial support needed to be able to provide this type of training for their residents. 4,10 Preparation for both components of the OSCE is vital as all current residents must now undergo this portion as part of the board certification process. We believe that our instructional videos can encourage and assist other training programs to develop these valuable educational modules.…”

Section: Discussionmentioning

confidence: 99%

Modules for the Technical Skills Section of the OSCE Component of the American Board of Anesthesiology APPLIED Examination

et al. 2019

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Introduction To assess communication and professionalism, as well as technical skills related to patient care, the American Board of Anesthesiology (ABA) has begun administering an Objective Structured Clinical Examination (OSCE) portion of the APPLIED Examination in addition to the Standard Oral Examination component. Methods We created video modules and a curriculum for anesthesiology resident OSCE preparation for the Interpretation of Monitors and Interpretation of Echocardiography components. The modules can be used individually by trainees or included as part of an OSCE workshop led by faculty educators with seven individual stations matching the content of the actual ABA examination. These modules are recommended for all levels of anesthesiology trainees so that they can gain exposure to the format and the fast pace of the examination. Results Sixty-six junior and senior anesthesiology residents, fellows, and junior faculty successfully participated in these modules. Seventy-three percent of the participants agreed that after completing these modules, they now had a good understanding of the Interpretation of Monitors and Interpretation of Echocardiography technical skills stations. More than 90% of participants reported that the modules were useful, and more than 70% reported that they now felt prepared for these stations of the OSCE. Discussion Developing technical skills stations for deliberate practice and preparation for the ABA OSCE is resource intensive. Finding time and faculty to facilitate OSCE preparation is also challenging. With the video modules and scripts included in this publication, residents can practice independently or as part of larger preparation course.

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“…Anesthesiology training programs must obtain a >70% board certification rate to maintain their accreditation through the Accreditation Council for Graduate Medicine Education. 2 In a recent survey published by Isaak and colleagues, 91% of the responding anesthesiology training programs agreed that the training program was responsible for preparing their trainees for the certification examination process. 2 In this same survey, 100% of responding programs indicated they provided preparation by administering mock SOEs (mSOEs).…”

Section: Introductionmentioning

confidence: 99%

“… 2 In a recent survey published by Isaak and colleagues, 91% of the responding anesthesiology training programs agreed that the training program was responsible for preparing their trainees for the certification examination process. 2 In this same survey, 100% of responding programs indicated they provided preparation by administering mock SOEs (mSOEs). What is not currently understood is how anesthesiology training programs conduct these mock exams in terms of frequency, resident preparation, assessment, and feedback.…”

Section: Introductionmentioning

confidence: 99%

American Board of Anesthesiology Mock Standardized Oral Examination Faculty Development Workshop

2021

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Introduction Preparation for oral board examination is an important part of residency training. Anesthesiology programs provide mock oral exams for their trainees, but often, faculty have little guidance on the conduct of these exams. We describe a faculty development workshop for anesthesiology faculty to enhance their familiarity with the American Board of Anesthesiology Standardized Oral Examination (SOE). Methods We created a faculty development workshop to administer to a live audience. The session consisted of didactic and practical components. A one-page tip sheet was also included to distribute to all faculty administering mock SOEs, for review and reference prior to administering an exam. Faculty and residents were surveyed before and after the session. Results Eleven faculty participated in the live session. Eighty-two percent of faculty (nine of 11) committed to making a change in the way they delivered mock SOE as a result of attending the session. Fifty-eight percent of faculty (32 of 55) who responded to the postintervention survey reported that they used the tip sheet prior to administering a subsequent mock SOE. Residents described improvement in the clarity and organization of feedback following the intervention. Discussion Faculty members play a vital role in preparing residents for board certification. It is therefore important that faculty are appropriately oriented to the goals and conduct of the mock SOE. After taking this workshop, faculty members will be more likely to adapt their examiner style to focus on the ABA-defined examinee attributes and to provide feedback after the mock SOE.

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A Descriptive Survey of Anesthesiology Residency Simulation Programs: How Are Programs Preparing Residents for the New American Board of Anesthesiology APPLIED Certification Examination?

Cited by 19 publications

References 9 publications

Pilot One-Hour Multidisciplinary Team Training Simulation Intervention in the Operating Room Improves Team Nontechnical Skills

Pilot One-Hour Multidisciplinary Team Training Simulation Intervention in the Operating Room Improves Team Nontechnical Skills

Modules for the Technical Skills Section of the OSCE Component of the American Board of Anesthesiology APPLIED Examination

American Board of Anesthesiology Mock Standardized Oral Examination Faculty Development Workshop

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