A worldwide survey of the use of simulation in anesthesia

Morgan, Pamela J.; Cleave-Hogg, Doreen

doi:10.1007/bf03017441

Cited by 106 publications

(59 citation statements)

References 8 publications

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“…18,19 Although simulation in anesthesia has become part of the teaching curricula, [19][20][21] only 14% of simulation centers use it for evaluation of competence. 22 Reasons for this include lack of standardized, valid, and reliable tests. 22 Communication and collaboration among simulation centers, including sharing of validated scenarios, is important to the future of this technology and approach.…”

Section: Discussionmentioning

confidence: 99%

“…22 Reasons for this include lack of standardized, valid, and reliable tests. 22 Communication and collaboration among simulation centers, including sharing of validated scenarios, is important to the future of this technology and approach. 23 Limitations of our study include that it was conducted at a single institution, we did not perform a comprehensive calculation of sample size, and we used a limited sample of residents.…”

Section: Discussionmentioning

confidence: 99%

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Construct Validity and Generalizability of Simulation-Based Objective Structured Clinical Examination Scenarios

Sidi¹,

Gravenstein²,

Lampotang³

2014

Journal of Graduate Medical Education

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Background It is not known if construct-related validity (progression of scores with different levels of training) and generalizability of Objective Structured Clinical Examination (OSCE) scenarios previously used with non-US graduating anesthesiology residents translate to a US training program. Objective We assessed for progression of scores with training for a validated high-stakes simulation-based anesthesiology examination. Methods Fifty US anesthesiology residents in postgraduate years (PGYs) 2 to 4 were evaluated in operating room, trauma, and resuscitation scenarios developed for and used in a high-stakes Israeli Anesthesiology Board examination, requiring a score of 70% on the checklist for passing (including all critical items). Results The OSCE error rate was lower for PGY-4 than PGY-2 residents in each field, and for most scenarios within each field. The critical item error rate was significantly lower for PGY-4 than PGY-3 residents in operating room scenarios, and for PGY-4 than PGY-2 residents in resuscitation scenarios. The final pass rate was significantly higher for PGY-3 and PGY-4 than PGY-2 residents in operating room scenarios, and also was significantly higher for PGY-4 than PGY-2 residents overall. PGY-4 residents had a better error rate, total scenarios score, general evaluation score, critical items error rate, and final pass rate than PGY-2 residents. Conclusions The comparable error rates, performance grades, and pass rates for US PGY-4 and non-US (Israeli) graduating (PGY-4 equivalent) residents, and the progression of scores among US residents with training level, demonstrate the construct-related validity and generalizability of these high-stakes OSCE scenarios.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Construct Validity and Generalizability of Simulation-Based Objective Structured Clinical Examination Scenarios

Sidi¹,

Gravenstein²,

Lampotang³

2014

Journal of Graduate Medical Education

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“…1 Many universities across North America and Europe are considering purchasing this technology or have recently acquired simulator facilities. Within the specialty of anesthesia, simulation has been used for various educational purposes, including anesthesia crisis resource management (ACRM), advanced life support algorithms, rare events, airway management, and technical skills to name a few.…”

Section: Conclusion : Le Niveau De Formation Des Anesthésiologistes Imentioning

confidence: 99%

“…These education events exist for a wide range of levels of training and experience. [1][2][3][4][5][6] Anesthesiologists find simulation learning experiences rewarding, valuable and likely to have positive influences on their clinical practice. 7,8 At the same time, they also find this education stressful and intimidating.…”

Section: Conclusion : Le Niveau De Formation Des Anesthésiologistes Imentioning

confidence: 99%

Barriers to use of simulation-based education

Savoldelli

Naik

Hamstra

et al. 2005

Can J Anesth/J Can Anesth

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131

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Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not been well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education and impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites equipped with high-fidelity patient simulators. Methods: A 40-question survey of experiences, perceptions, motivations and perceived barriers to simulation-based education, was distributed to 154 anesthesiologists attending a departmental conference. Data were analyzed using descriptive statistics and associations between responses were assessed using either the Chi-Square statistic or a one-way analysis of variance. Results:The rate of response was 58%. Residents had experienced simulation-based education (96%) more often than staff (58%) and fellows (36%), (P < 0.001 respectively). Residents had also attended more simulation sessions than staff and fellows (mean 2.8 vs 1.05 and 1.04, P < 0.001 respectively). Residents and fellows found simulation-based education more relevant for their training than staff (88% vs 65%, P < 0.05). Eighty-one percent of the respondents identified at least one significant barrier that prevents or limits them from attending simulator sessions. Staff anesthesiologists perceived multiple barriers and identified 'time' and 'financial issues' as significant barriers. Conclusion:Anesthesiologists' level of training influences their attitudes towards and their perceptions of simulation-based education. This survey has identified perceived barriers that may limit a wider utilization of simulation. These results may be used to implement targeted actions such as course design, incentives, and information strategies, which could improve access and future use of simulation. Objectif Résultats : Le taux de réponses a été de 58 %. Les résidents avaient plus d'expérience de la simulation (96 %) que les spéciali-stes (58 %) et les boursiers (36 %), (P < 0,001 respectivement). Les résidents avaient aussi assisté à plus de sessions de simulation

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“…10 Although most uses of simulation have centered on the enhancement of clinicians' education, [11][12][13][14] simulation has also been used to answer research questions about health care quality that are otherwise difficult to examine. 15 By allowing the on-demand high-fidelity recreation of specific clinical situations, simulation enables the reproducible assessment of predefined clinical activities at specific assessment intervals in an environment that ensures as much as possible that participants will act as they would in the equivalent real-world situation, thus providing a powerful means of assessing the issues just discussed.…”

mentioning

confidence: 99%

Using Simulation to Investigate the Impact of Hours Worked on Task Performance in an Intensive Care Unit

Calhoun¹,

Boone²,

Dauer³

et al. 2014

American Journal of Critical Care

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Background Past studies have indicated a positive correlation between shift length and the rate of medical errors. In situ simulation is an innovative way to study issues in quality of care. Objectives To explore the use of in situ simulation as an investigative method by using it to examine the effects of work length on completion rate of and accuracy at critical care nursing tasks. Methods Participants were drawn from the nursing staff in the pediatric intensive care unit and were assessed by using a high-fidelity pediatric simulator 3 times during a 12-hour shift. Data recorded included demographic information, time to task completion, and number of steps correctly performed per task. Results Twenty-eight nurses with a mean of 5.5 years of experience participated. Each nurse cared for a mean of 1.4 patients per shift. A significant decrease (P < .001) of 5.5 minutes was noted in mean completion time across assessment intervals (from 17.9 to 13.3, to 12.4 min). No significant changes in accuracy were noted. Some accuracy issues seemed attributable to simulation artifact, whereas the use of simulation enabled greater standardization in other aspects of the study. Conclusion Critical care nurses take significantly less time to complete tasks at the end of their shift than at the beginning. This, coupled with a lack of change in accuracy of task completion over time, suggests that nursing performance of simple tasks may improve over the course of a 12-hour shift. Simulation can be an effective means to address some quality improvement issues.

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A worldwide survey of the use of simulation in anesthesia

Cited by 106 publications

References 8 publications

Construct Validity and Generalizability of Simulation-Based Objective Structured Clinical Examination Scenarios

Construct Validity and Generalizability of Simulation-Based Objective Structured Clinical Examination Scenarios

Barriers to use of simulation-based education

Using Simulation to Investigate the Impact of Hours Worked on Task Performance in an Intensive Care Unit

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