Complex Procedural Skills are Retained for a Minimum of 1 Yr After a Single High-Fidelity Simulation Training Session

Boet, Sylvain; Borges, Bruno C. R.; Naik, Viren N.; Siu, Lyndon; Riem, Nicole; Chandra, Deven B.; Bould, M. Dylan; Joo, Hwan S.

doi:10.1097/01.sa.0000425547.06244.3f

Cited by 38 publications

(68 citation statements)

References 1 publication

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“…11 In a separate study, however, Boet et al found that the skill can be retained for at least twelve months. 12 These studies were done on mannequins and did not focus on identifying the cricothyroid membrane. The average time that had elapsed since any surgical airway training in our study was more than one year for residents and nearly seven years for staff anesthesiologists.…”

mentioning

confidence: 99%

Accuracy of identifying the cricothyroid membrane by anesthesia trainees and staff in a Canadian institution

Lamb

Zhang

Hung

et al. 2015

Can J Anesth/J Can Anesth

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mentioning

confidence: 99%

Accuracy of identifying the cricothyroid membrane by anesthesia trainees and staff in a Canadian institution

Lamb

Zhang

Hung

et al. 2015

Can J Anesth/J Can Anesth

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“…To date, little research has been completed regarding this key issue. 7,12,[22][23][24][25] Much work in simulation retention has emphasized complex motor skills, such as cricothyroidotomy 22 and manipulation. 12 Although results from this work are promising, disagreement exists as decay in learning also has been documented.…”

Section: Discussionmentioning

confidence: 99%

“…24,25 Debriefing has been considered critical in helping explain retention of skills for up to a year. 23 In this research, debriefing was provided as well as a second opportunity to recreate the simulation to emphasize learning. This research differs from previous work in that the scenario emphasized private office decision-making, with lesser technical skills, such as AED administration.…”

Section: Discussionmentioning

confidence: 99%

No difference in learning retention in manikin-based simulation based on role

Giuliano¹,

McGregor²

2016

Journal of Chiropractic Education

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Objective: We evaluated learning retention in interns exposed to simulation. It was hypothesized that learning would degrade after 6 months and there would be a difference in retention between interns who played a critical role versus those who did not. Methods: A total of 23 groups of 5 to 9 interns underwent a cardiac scenario twice during 1 simulation experience and again 6 months later. We captured 69 recordings (23 before debrief at baseline [PrDV], 23 after debrief at baseline [PoDV], and 23 at 6-month follow-up [FUV]). Students were assigned different roles, including the critical role of ''doctor'' in a blinded, haphazard fashion. At 6-month follow-up, 12 interns who played the role of doctor initially were assigned that role again, while 11 interns who played noncritical roles initially were newly assigned to doctor. All videos of intern performance were scored independently and in a blinded fashion, by 3 judges using a 15-item check list. Results: Repeated-measures analysis of variance for interns completing all 3 time points indicated a significant difference between time points (F 2,22 ¼ 112, p ¼ .00). Contrasts showed a statistically significant difference between PrDV and PoDV (p ¼ .00), and PrDV and FUV (p ¼ .00), but no difference between PoDV and FUV (p ¼ .98). This was consistent with results including all data points. Checklist scores were more than double for PoDV recordings (16) 2-9 However, for health care education to improve patient safety and provide high quality management, learning retention is critical. 10 We were interested in assessing learning retention during simulation in health care education.Research supports the use of simulation to facilitate student learning, leadership, communication, and teamwork in an effort to reduce iatrogenic error.1 The systematic review of Harder 7 showed that self-reported confidence and competence scores increase when participants learn in simulation environments. The systematic review and meta-analysis of Cook et al 11 pooling the data from 35,226 participants indicated significant effects of simulation associated with knowledge, skills, and behaviors. Simulation has been effective in the development of some motor skills (eg, certain surgical procedures, pilot simulated training exercises, and manipulation skills). 10,12 However, data regarding actual learning retention and its objective measurement in a simulated environment remains limited. 7,13,14 In fact, of the 240,300 articles on simulation in the US National Library of Medicine, only 0.1% could be retrieved using the key words ''simulation and learning retention."According to Friedlander et al.,15 many key aspects of an effective learning paradigm, such as repetition, active engagement, stress, active involvement, and reinforcement, already have been incorporated into the simulation learning environment. Research indicates simulation to be realistic and effective. 16 Questions still exist, however, regarding how much learning is occurring and how generalizable this is, dependent on the rol...

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“…Assumptions used were normal distribution of scores and a historical SD for the scores of 5.3 points. 46 …”

Section: Powermentioning

confidence: 99%

High-Fidelity Simulation Enhances Pediatric Residents’ Retention, Knowledge, Procedural Proficiency, Group Resuscitation Performance, and Experience in Pediatric Resuscitation

Mills

Williams

et al. 2013

Hospital Pediatrics

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OBJECTIVE: The goal of this study was to assess the effect of high-fi delity simulation (HFS) pediatric resuscitation training on resident performance and self-reported experience compared with historical controls. METHODS:In this case-control study, pediatric residents at a tertiary academic children's hospital participated in a 16-hour HFS resuscitation curriculum. Primary outcome measures included cognitive knowledge, procedural profi ciency, retention, and self-reported comfort and procedural experience. The intervention group was compared with matched-pair historical controls. RESULTS:Forty-one residents participated in HFS training with 32 matched controls. The HFS group displayed signifi cant initial and overall improvement in knowledge (P < .01), procedural profi ciency (P < .05), and group resuscitation performance (P < .01). Signifi cant skill decay occurred in all performance measures (P < .01) with the exception of endotracheal intubation. Compared with controls, the HFS group reported not only greater comfort with most procedures but also performed more than twice the number of successful reallife pediatric intubations (median: 6 vs 3; P = .03). CONCLUSIONS:Despite signifi cant skill decay, HFS pediatric resuscitation training improved pediatric resident cognitive knowledge, procedural profi ciency, and comfort. Residents who completed the course were not only more profi cient than historical controls but also reported increased real-life resuscitation experiences and related procedures.

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Complex Procedural Skills are Retained for a Minimum of 1 Yr After a Single High-Fidelity Simulation Training Session

Cited by 38 publications

References 1 publication

Accuracy of identifying the cricothyroid membrane by anesthesia trainees and staff in a Canadian institution

Accuracy of identifying the cricothyroid membrane by anesthesia trainees and staff in a Canadian institution

No difference in learning retention in manikin-based simulation based on role

High-Fidelity Simulation Enhances Pediatric Residents’ Retention, Knowledge, Procedural Proficiency, Group Resuscitation Performance, and Experience in Pediatric Resuscitation

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